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Archive for August, 2005

Learning Design & KM grab bag : August

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Ok – completely occupied with huge project works. Need to blog all these now as a grab-bag-link-list. Will come back to normal mode soon.

A Taxonomy of Learning, and Nature as Learning Role Model by Dave Pollard

Becoming a Tiger: How Baby Animals Learn to Live in the Wild, by Susan McCarthy. ..The primary message of this book is that all of the qualities that define learning, intelligence, knowledge, technology and culture (including songs, dances, shared social behaviours and skills, mating rituals, habits, tendencies, preferences, work-product, language, and socialization) are present in abundance throughout the animal kingdom. …But the more important message, I think, are these five universal truths about how we learn

Four Keys to More Effective On-The-Job Learning by Jim McGee

As an IT knowledge worker, you must continually develop and employ new skills. Developing an explicit strategy that incorporates learning into your day-to-day job can bring big benefits.


New learning always connects to something we already know. Much like building a brick wall, new learning needs to connect to what we already know. It is nearly impossible to learn something totally new to us. Trying to keep track of everything you know isn’t very helpful, but developing a sense for the edges of your knowledge will highlight the places where you can get the greatest return on your learning time.


For all the limits of conventional schools, they have one important characteristic worth emulating; they are social environments where learning is valued. They are places where it is safe to not know; where you can seek help from those who know more than you and from those who are working through similar learning struggles.

A Review of What Instructional Designers Do: Questions Answered and Questions Not Asked by Richard F. Kenny, Zuochen Zhang, Richard A. Schwier, Katy Campbell

The purpose of this literature review was to determine what evidence there is that instructional designers apply ID Models, as well as to establish what other activities and processes they might use in their professional activities. Only ten articles were located that directly pertained to this topic: seven reporting on empirical research and three case descriptions recounting development experiences. All ten papers pertained to process-based ID models. Results showed that, while instructional designers apparently do make use of process-based ID models, they do not spend the majority of their time working with them nor do they follow them in a rigid fashion. They also engage in a wide variety of other tasks that are not reflected in ID models.

Connectivism: Learning as Network-Creation by George Siemens

Existing theories of a particular subject matter are typically revised and adjusted to reflect changing environments. At some point, due to continual revisions, the theories becomes so dichotomous and complex that it is no longer reflective of the subject it is intended to define and explain. At this point, the existing theories need to be replaced with models that more accurately reflect the link between theory and reality. The domain of learning is significantly hampered by progressive revisions of what it means to learn, to know, and to understand. A subset of connectivism, network forming, is presented as an accurate model for addressing how people learn. The test of any theory is the degree to which it solves problems and incongruities within a domain. The shortcomings of behaviourist, cognitivist, and constructivist ideologies of learning are answered in light of learning as a connection-forming (network-creation) process.

Written by anol

August 22nd, 2005 at 5:29 am

Macromedia Flash 8 Pro release

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Here goes the feature review presentation

It’s look really promising. Some of the features –
Create more compelling designs with built-in filter effects like drop shadow, blur, glow, bevel, gradient bevel, and color adjust. Filters are visual effects applied to MovieClips and text fields and are natively supported and rendered in real time by Flash Player.

Blend modes
Going well beyond what other design tools offer, Flash 8 Professional offers run-time control over blend modes, allowing graphical effects to be composited for fully dynamic user interactivity.

Custom easing control
Easily, intuitively, and precisely control the velocity of animated objects through an intuitive graph that provides independent control of position, rotation, scale, color, and filters.

Stand-alone video encoder
Advanced encoding options for creating Flash Video files using either the new, high-quality On2 VP6 codec or the Sorenson Spark codec. This encoder also includes a batch-processing capability to encode multiple video files at once.

SWF Metadata
A new metadata property for the SWF file format improves searchability of SWF files by Internet search engines. Now Flash authors can add a title and description to a SWF file, allowing search engines to more accurately reflect the content represented by the SWF file.

Written by anol

August 10th, 2005 at 11:22 am

Posted in Rich Media Design

Informal learning for experienced learners

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Part of the reason organizations overemphasize training novices is an inheritance from the DNA of instructional design. Back up 60 years: The United States enters World War II with no standing army, and suddenly, millions of civilians need to learn how to fight. This sowed the seeds of what morphed into instructional systems design (ISD) in the ’50s. The core methodology of ISD, the ADDIE model (analyze, design, develop, implement and evaluate), had a great run at elevating novices to basic competence.

Winning World War II was such a success that corporations followed the military’s example. Command-and-control hierarchies were run by officers who developed strategies to battle the competition. But times have changed, and models that once helped companies succeed now hold them back. ADDIE is not the best way to help top performers learn. ADDIE starts with a needs analysis, but experienced workers do better when they define their own needs. They can identify with Winston Churchill’s statement: “Personally, I’m always ready to learn, although I don’t always like being taught.”

: Jay cross at CLOmedia

Written by anol

August 10th, 2005 at 7:04 am

Usability Testing for E-Learning

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Usability Testing for E-Learning by Shailesh Shilwant & Amy Haggarty from CLOmedia. Great ‘hands on’ article to combine learning design principles with usability priciples to to trigger the motivational factors.
To quote –

One often-forgotten piece of usability is usefulness. The product not only must be easy to use, but it also should serve a purpose. In the development of e-learning courses, usefulness is measured as part of the needs assessment for the course—a step that often is rushed because of time and budget constraints. These constraints commonly create a tight relationship between the people conducting the needs assessment and those managing the design and development of an e-learning course.

Learnability is defined as the ease and speed with which users can figure out how to use a product. For example, if learnability is high, users can intuitively learn to use a product without training or manuals. In the world of e-learning, the definition of learnability should be expanded to include the ability of users to effectively learn and retain the skills and knowledge. The level of learnability in a course is most often associated with the strengths and weaknesses of the instructional design.

Focusing the user interface and instructional design of training on motivational principles can help achieve built-in motivation that engages learners with the content from beginning to end. Targeted usability testing allows for a better understanding of learners, creating a learning culture made up of intrinsically motivated users who will seek out future educational opportunities on their own.

Building usability into the design of e-learning includes:

  • Utilizing knowledge gained during the needs assessment to ensure usefulness.
  • Employing interface design principles to achieve ease-of-use.
  • Using instructional design principles to attain learnability

Written by anol

August 10th, 2005 at 7:00 am

The Learned Man! interviews Jay Cross

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Interview of Jay by Learned Man. To quote

Informal learning is how we learned most of what we know. No one takes attendance, for there are no classes. No one assigns grades, for success in life is its measure of effectiveness. No one graduates, because learning never ends. Since people learn their jobs informally, it’s foolish for a company to leave informal learning to chance. The book will tell dozens of stories of how companies have profitably leveraged informal learning.

More information on Informal Learning as prescribed by Jay

Written by anol

August 8th, 2005 at 10:04 am