the accidental encounters make up the majority of what welearn.

Make literature notes. Whenever you read something, make notesabout the content. Write down what you don’t want to forget or thinkyou might use in your own thinking or writing. Keep it very short, beextremely selective, and use your own words.

Highlighting would be a crude form of knowledge telling. Knowledge transforming involves interpretation on the part of the content producer.

Kristen: Well, what’s interesting, and you bring up such a great point. One of the top neuromyths out there is learning styles. And, so when you’re looking at learning styles, this is something that almost seems to permeate. It doesn’t matter when you started teaching, whether it’s K through 12, or higher education at some point if you’ve been involved in education, you’ve come across learning styles. Now there are learning preferences and there’s lots of wonderful research on that. But this concept of teaching to learning styles, I think, unfortunately… we talk about this in section seven of our report kind of got mixed in with multiple intelligences. And, that is not at all what multiple intelligence was about, but it was almost the timing of it and so, having been a K through 12 teacher, I remember going through a professional development where we learned about learning styles and how it was something to look at in terms of teaching to learning preferences. And, even to this day when I do presentations, and I know Michelle has run into this as well, especially when we co-teach some of the OLC workshops, somebody will inevitably raise their hand or type in the chat area “Are you kidding? Learning styles is a neuromyth? We just had somebody on our campus six months ago, who taught us how to do an assessment to teach to learning styles.” So, it’s still out there, even though there’s so much in the literature saying it’s a neuromyth. It’s still prevalent within education across all areas.

Students also cited the frequent interruptions that accompanied each transition from group activities to instructor feedback (14 responses), a concern that their errors made during class would not be corrected (10 responses), and a general feeling of frustration and confusion (14 responses) when discussing their concerns about the actively taught classes.

It isn't about note taking, it's about supporting a brain that simply isn't capable of retaining the level of information that we have to deal with. The ultimate note taking device is actually an augmented human brain that has perfect recollection and organisation.

xAPI Wrapper Tutorial Introduction This tutorial will demonstrate how to integrate xAPI Wrapper with existing content to capture and dispatch learning records to an LRS.

Storyline 360 xAPI Updates (Winter 2021)Exciting xAPI update for Storyline users! Articulate has updated Storyline 360 to support custom xAPI statements alongside a few other xAPI-related updates. (These changes will likely come to Storyline 3 soon, though not as of November 30, 2021.)

Making xAPI Easier Use the xapi.ly® Statement Builder to get more and better xAPI data from elearning created in common authoring platforms. xapi.ly helps you create the JavaScript triggers to send a wide variety of rich xAPI statements to the Learning Record Store (LRS) of your choice.

Here you will find a well curated list of activities, activity types, attachments types, extensions, and verbs. You can also add to the registry and we will give you a permanently resolvable URL - one less thing you have to worry about. The registry is a community resource, so that we can build together towards a working Tin Can data ecosystem.

JSON (JavaScript Object Notation) is a lightweight data-interchange format. It is easy for humans to read and write. It is easy for machines to parse and generate. It is based on a subset of the JavaScript Programming Language Standard ECMA-262 3rd Edition - December 1999. JSON is a text format that is completely language independent but uses conventions that are familiar to programmers of the C-family of languages, including C, C++, C#, Java, JavaScript, Perl, Python, and many others. These properties make JSON an ideal data-interchange language.

The xAPI Vocabulary and Profile Server is a curated list of xAPI vocabulary concepts and profiles maintained by the xAPI community.

xAPI Foundations Leverage xAPI to develop more comprehensive learning experiences. This on-demand e-learning course is available online immediately after purchase. Within the course, you will have the opportunity to personalize your learning by viewing videos, interacting with content, hearing from experts, and planning for your future. You will have access to the course(s) for 12 months from your registration date.

You don’t have to believe in learning styles theories to appreciate differences among kids, to hold an egalitarian attitude in the midst of such differences, and to try to foster such attitudes in students.

learning styles is not a theory of instruction. It is a theory of how the mind works. So when I say “there’s no evidence for learning styles” I am making a claim about the mind, not about instruction.

(2) the fact that we haven’t definitively proven a theory wrong seems like a poor reason to advocate using the theory in classrooms. To the extent that teachers use scientific theories about the mind to inform their practice, doesn’t it make sense to use theories that scientists are pretty sure are right?

(1) it’s absolutely true that we could find out tomorrow that there are learning styles after all. Someone could propose a new theory, or we might realize that there is a different, better way to test the old theories. Note this is always the case--you can't absolutely prove a theory untrue.

there’s not much reason to think it’s because kids have different learning styles. Maybe it’s always good for kids to experience any idea in several different ways, even if all the experiences were in the same style. Maybe one of the experiences is especially well-suited to help kids understand the concept. Maybe the repetition is good. If it's a good idea to teach to all styles, great, but I'd like to figure out why kids are learning more that way, given that other predictions of styles theories aren't supported.

You give people the opportunity to use their preferred style or you prevent them from using their preferred style. You should see some difference in the effectiveness of the learning of the two groups--their comprehension of whatever task you set, their memory, something. That’s the evidence that’s lacking. 

Ability is that you can do something. Style is how you do it.

the curse of knowledge. It’s a simple but devastating effect: Once we know something, it’s very difficult to imagine not knowing it, or to take the perspective of someone who doesn't.

Only once the second price is being paid do you see any return on the first one. Paying only the first price is about the same as throwing money in the garbage.

Learning program analytics seek to understand how an overall learning program is performing. A learning program typically encompasses many learners and many learning experiences (although it could easily contain just a few).

Learning experience analytics seek to understand more about a specific learning activity. 

Learner analytics seek to understand more about a specific person or group of people engaged in activities where learning is one of the outputs.

There are many types of learning analytics and things you can measure and analyze. We segment these analytics into three categories: learning experience analytics, learner analytics, and learning program analytics.

Learning analytics is the measurement, collection, analysis, and reporting of data about learners, learning experiences, and learning programs for purposes of understanding and optimizing learning and its impact on an organization’s performance.

les lettres que je reçois des Services adaptés en rendent plusieurs visibles

xAPI

Social learning This is a feature the LXP has really expanded. Although some of the more advanced LMSs boast social features, the Learning Experience Platform is better formatted for them and far more likely to provide.  Firstly, the LXP caters for a broader range of learning options than the LMS. It’s usually not difficult to use your LXP to set up an online class or webinar.  LXPs also provide a chance for learners to share their opinions on content: liking, sharing, or commenting on an article or online class. Users can follow and interact with others, above or below them in the organisation. Sometimes LXPs even provide people curation, matching learners and mentors.  Users also have a chance to make the LXP their own by setting up a personalised profile page. It might seem low-priority, but a sense of ownership usually corresponds with a boost in engagement.  As well prepared as Learning & Development leaders are, there’ll be things that people doing a job every day will know that you won’t. They can use their personal experience to recommend or create learning content in an LXP. This helps on-the-job learning and gives employees a greater chance of picking up the skills they need to progress in their role. 

To learn—A rather obvious one, but I wanted to challenge myself again.

How, exactly, can we design for engagement and conversation? In comparison to content-focused educational technology such as the Learning Management System (LMS), our (not so secret) recipe is this:1. Eliminate the noise2. Bring people into the same room3. Make conversation easy and meaningful4. Create modularity and flexibility

To learn more, there are two books I highly recommend. "Digital Body Language," by Steve Woods, and "Big Data: Does Size Matter?" by Timandra Harkness. If you would like a deeper dive into data-driven learning design, there's a free e-book and toolkit you can download from my blog. You can also reach me there at loriniles.com. Remember, start with the data you have readily available. Data does not have to be intimidating Excel spreadsheets. Be prepared with data every single time you meet with your stakeholders. And before you design any strategy, ask what data you have to support every decision. You're on an exciting journey to becoming a more well-rounded HR leader. Get started, and good luck.

LXPs and LMSs accomplish two different objectives. An LMS enables administrators to manage learning, while an LXP enables learners to explore learning. Organizations may have an LXP, an LMS or both. If they have both, they may use the LXP as the delivery platform and the LMS to handle the administrative work.

4. Highly intuitive interfaces

3. Supports various types of learning

2. Rich learning experience through deeper personalization

Here are some other characteristics that set LXPs apart from LMS’s: 1. Extensive integration capabilities

The gradual shift, from one-time pay to cloud-based subscription-based business has lead learning platforms to also offer Software-as-a-Service (SaaS) models to their clients. As such content becomes part of digital learning networks, they are integrated into commercial learning solutions and then become part of broader LXPs. Looking back at all these developments, from how new data consumption platforms evolved, to the emergence of newer content development approaches and publishing channels, it’s easy to understand why LXPs naturally evolved as a result of DXPs.

The growth of social learning has also created multiple learning opportunities for people to share their knowledge and expertise. As they socialize on these platforms (Facebook, LinkedIn, YouTube, Instagram and many others), individuals and groups learn from each other through various types of social interactions – sharing content, exchanging mutually-liked links to external content. LXP leverage similar approaches in corporate learning environments, and scale learning experience and opportunities with such user-generated content as found in social and community-based learning.

Integrations are also possible with AI. If you integrate LXP and your Human Resource Management (HRM) system, the corporate intranet, your Learning Record Store (LRS) or the enterprise Customer Relationship Management (CRM) system, and collect the data from all of them, you can identify many different trends and patterns. And based on those patterns, all stakeholders can make informed training and learning decisions. Standard LMS’s cannot do any of that. And though LMS developers are trying to get there, they’ve still got a long way to go to bridge the functionality gap with LXPs. As a result, there was an even greater impetus to the emergence of LXPs.

Another driver for the emergence of LXP’s is the standards adopted by modern-day LMS’s – which are SCORM-based. While SCORM does “get results”, it is limited in what it can do. One of the main goals of any corporate learning platform is to connect learning with on-the-job performance. And SCORM makes it very difficult to decide how effective the courses really are, or how learners benefit from these courses. Experience API (xAPI) on the other hand – the standard embraced by LXPs – offers significantly enhanced capabilities to the platform. When you use xAPI, you can follow different parameters both while you learn and perform on the job tasks. And, what’s even better is that you can do that on a variety of digital devices.

LMS’s primarily served as a centralized catalog of corporate digital learning assets. Users of those platforms often found it hard to navigate through vast amounts of content to find an appropriate piece of learning. LMS providers sought to bridge that gap by introducing smart searches and innovative querying features – but that didn’t entirely address the core challenge: LMS’s were still like huge libraries where you should only go to when you have an idea of what you need, and then spend inordinate amounts of time searching for what you specifically want!

Experience API (xAPI) is a tool for gaining insight into how learners are using, navigating, consuming, and completing learning activities. In this course, Anthony Altieri provides an in-depth look at using xAPI for learning projects, including practical examples that show xAPI in action.

Intro to xAPI: What Do Instructional Designers Need to Know

The xAPI Learning Cohort is a free, vendor-neutral, 12-week learning-by-doing project-based team learning experience about the Experience API. (Yep, you read that right – free!) It’s an opportunity for those who are brand new to xAPI and those who are looking to experiment with it to learn from each other and from the work itself.

If your current course development tools don't create the activity statements you need, keep in mind that sending xAPI statements requires only simple JavaScript, so many developers are coding their own form of statements from scratch.

An xAPI activity statement records experiences in an "I did this" format. The format specifies the actor, verb, object: the actor (who did it), a verb (what was done), a direct object (what it was done to) and a variety of contextual data, including score, rating, language, and almost anything else you want to track. Some learning experiences are tracked with a single activity statement. In other instances, dozens, if not hundreds, of activity statements can be generated during the course of a learning experience. Activity statements are up to the instructional designer and are driven by the need for granularity in reporting.

xAPI is a simple, lightweight way to store and retrieve records about learners and share these data across platforms. These records (known as activity statements) can be captured in a consistent format from any number of sources (known as activity providers) and they are aggregated in a learning record store (LRS). The LRS is analogous to the SCORM database in an LMS. The x in xAPI is short for "experience," and implies that these activity providers are not just limited to traditional AICC- and SCORM-based e-learning. With experience API or xAPI you can track classroom activities, usage of performance support tools, participation in online communities, mentoring discussions, performance assessment, and actual business results. The goal is to create a full picture of an individual's learning experience and how that relates to her performance.

For any xAPI implementation, these five things need to happen:A person does something (e.g., watches a video).That interaction is tracked by an application.Data about the interaction is sent to an LRS.The data is stored in the LRS and made available for use.Use the data for reporting and personalizing a learning experience.In most implementations, multiple learner actions are tracked by multiple applications, and data may be used in a number of ways. In all cases, there’s an LRS at the center receiving, storing, and returning the data as required.

Experience API (also xAPI or Tin Can API) is a learning technology interoperability specification that makes it easier for learning technology products to communicate and work with one another.

Instructional DesignerWhen implementing xAPI across an organization, there isn’t usually a need for instructional designers to take on new roles or duties. However, they may experience a learning curve that presents an opportunity to understand how to best package and effectively deploy xAPI in newly created content. Your learning designer(s) is a key partner in getting good data, so keep them in the loop regarding your strategy, goals, and expected outcomes.

learning doesn’t happen from skimming through a book or remembering enough to pass a test.

Now You See It “Starts where Malcolm Gladwell leaves off, showing how digital information will change our brains. We need this book.”

We are definitely living in interesting times!

The best way to improve your ability to think is to actually spend time thinking.

Thinking means concentrating on one thing long enough to develop an idea about it.

Gary Klein himself has made a name developing techniques for extracting pieces of tacit knowledge and making it explicit. (The technique is called ‘The Critical Decision Method’, but it is difficult to pull off because it demands expertise in CDM itself).

If you are a knowledge worker, tacit knowledge is a lot more important to the development of your field of expertise than you might think.

Notice how little verbal instruction is involved. What is more important is emulation, and action — that is, a focus on the embodied feelings necessary to ride a bicycle successfully. And this exercise was quite magical for me, for within the span of an hour I could watch a kid go from conscious incompetence to conscious competence and finally to unconscious competence.In other words, tacit knowledge instruction happens through things like imitation, emulation, and apprenticeship. You learn by copying what the master does, blindly, until you internalise the principles behind the actions.

When I was a kid, I taught myself how to ride a bike … by accident. And then I taught my sisters and then my cousin and then another kid in the neighbourhood who was interested but a little scared. They were zooming around in about an hour each. The steps were as follows:

Tacit knowledge is knowledge that cannot be captured through words alone.

Maxwell's advice was to read the four parts of the Treatise in parallel rather than in sequence.

Post-test histology demonstrated photoperiod-dependent reduction and induction of TH-IR neurons

The behavioral results of focal ablation of TH-IR neurons were partially reversed by exposure to the short-day photoperiod, demonstrating behavioral rescue

then exposed animals to the long-day photoperiod, so as to further reduce their number

Redesigning Learning Spaces

Collaborative Learning

“We assume that they feed everything to a giant fiery furnace.”

Deep learning: A definition

Machine learning: A definition

In fact, the methodical use of notebooks changed the relationship between natural memory and artificial memory, although contemporaries did not immediately realize it. Historical research supports the idea that what was once perceived as a memory aid was now used as secondary memory.18

10 Cultivating Change for Inclusive Practice: Creating a Community of Learners By Lisa Mauro-Bracken, Head of Department Health and Well-being; School of Allied Health and Community This case study illustrates an innovative, department-wide approach to learning and professional development of staff. Higher Education encounters increasing numbers of students from diverse linguistic, cultural and ethnic backgrounds requiring personalised learning (V1; V2). To cultivate a ‘new’ inclusive culture within the Department of Health and Well-being, I organised a workshop introducing Universal Design for Learning (UDL) as part of a team away day (K5). UDL is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn (CAST, 2019). The UDL framework supports inclusive practice and relies on multiple means of: ‘engagement,’ ‘representation’ and ‘action and expression.’ In other words, a focus on personalised learning and meaningful choice to ensure all students can access the curriculum in a way that develops their strengths. To embed this approach within the department, I delivered workshops on implementing University of Worcester’s Inclusive Assessment Policy. This was implemented using Technology Enhanced Learning and Blackboard in an inclusive way and auditing module resources using de Montfort University’s UDL self-assessment checklist. This proved to be an effective reflective tool to further inform learning, teaching and assessment (Bracken, 2019; Moriarty and Scarffe, 2019). The values underpinning our department are student-focused and this was reflected in our approach of implementing new ideas, as it required staff and student involvement and regular consultation with students about inclusive design for learning. Staff enthusiasm for the innovative approach was balanced against accepting a response of hesitancy and fear of change (Dasborough, Lamb and Suseno, 2015). However, one colleague stated ‘UDL allows me... [to] reflect, listen, change my pedagogical approach...getting input from colleagues and feel safe[ty] in questioning

In this study, we drew on sociocultural notions of agency – where individual actions are entwined with community goals. A community is comprised of people with shared and individual goals, in their environments, in the midst of a historical context (Wenger 1998Wenger, E. 1998. Communities of Practice: Learning, Meaning, and Identity. New York, NY: Cambridge University Press. [Crossref], [Google Scholar]). Due to this web of relationships with people, environment, and history, people do not act autonomously, but according to possibilities within the community. Such possibilities for agency are negotiated over time; actions that strengthen ties to the community constitute investments in the self that in turn, have outcomes for the community as well (Peirce 1995Peirce, B. N. 1995. “Social Identity, Investment, and Language Learning.” TESOL Quarterly 29: 9–31. doi:10.2307/3587803. [Crossref], [Web of Science ®], [Google Scholar]). The financial metaphor in using the word investment is critical – it connotes spent effort that yields dividends. These dividends emerge immediately and over time.

if it's important enough it will surface somewhere somehow.

The Feynman technique goes as follows: write down what you know about a subject. Explain it in words simple enough for a 6th grader to understand. Identify any gaps in your knowledge and read up on that again until all of the explanation is dead simple and short.

Similar to frequency lists in a natural language there are concepts in any software product that the rest of the software builds upon. I'll call them core concepts. Let's use git as an example. Three core concepts are commits, branches and conflicts.If you know these three core concepts you can proceed with further learning.

collaboration within a community of people: diverse perspectives, active engagement

a system that lets people compose structure

people reading the same book at the same time, exploring the same ideas…Norms around signalling you're interested in something, and the extent of your interest, would go far

The recipe for starting a new media venture in 2021 seems to be straightforward: blog, newsletter, podcast. From there you scale up and start adding additional verticals, like events (both virtual and in-person as more people get vaccinated), discussion forums (like a Discord server for paying subscribers), a YouTube channel and so on.

rofessional development was designed using the Adaptation of Blended Learning framework to meet the new requirements of online schooling. Twenty-six teachers participated in the intervention of professional development, spanning six months.

TALIS(Teaching and Learning International Survey)

Virtual Learning Environments50 (VLE):

studentsreporting having a quiet place to study

Distance learning, learning analytics, COVID-19, technology-enhanced learning

nline education had a negative effect on the quality of teaching.

Humanistic Learning Theory

conclusion, which educational administration globally is shoveling under the rug. 20 years ago, it was calculated an hour of F2F teaching equals 1 1/2 hour of online teaching. currently, with the influx of technology, it must be calculated more generously. 

interaction is most valued by teachers, but hindered by some students not using camera

I don’t see something else naturally taking its place either.

80% of developers are "dark", they dont write or speak or participate in public tech discourse.

They'll teach you for free. Most people don't see what's right in front of them. But not you. "With so many junior devs out there, why will they help me?", you ask. Because you learn in public. By teaching you, they teach many. You amplify them.

Try your best to be right, but don't worry when you're wrong. Repeatedly. If you feel uncomfortable, or like an impostor, good. You're pushing yourself. Don't assume you know everything, but try your best anyway, and let the internet correct you when you are inevitably wrong. Wear your noobyness on your sleeve.

start building a persistent knowledge base that grows over time. Open Source your Knowledge! At every step of the way: Document what you did and the problems you solved.

Whatever your thing is, make the thing you wish you had found when you were learning. Don't judge your results by "claps" or retweets or stars or upvotes - just talk to yourself from 3 months ago.

Coaching is external guidance and feedback on your performance.

Okay thank you. I'll need to do some thinking then on how to apply that to things like git config --global core.editor

these systems can feel like ”a toddler with a photographic memory

Reading books, being aware of the curiosity gap, and asking a lot of questions:

The difference between smart and curious people and only smart people is that curiosity helps you move forward in life. If you shut the door to curiosity. You shut the door to learning. And when you don’t learn. You don’t move forward. You must be curious to learn. Otherwise, you won’t even consider learning.

Smart people become even smarter because they are smart enough to understand that they don’t have all the answers.

Python Examples

Mutual Learning in Living Systems

e-learning allows you to cater your lessons to their needs.

counts of TH-IR neurons in A13 after 6-OHDA treatment were not affected, demonstrating that dopaminergic nuclei located as close as 200 μm were spared by focal toxin delivery

Are presynaptic changes in transmitter identity matched by changes in postsynaptic receptor populations

Long-day exposure produced the opposite effects

if receptor activation is more substantial than the level of presynaptic SST.

The number of TH-immunoreactive (TH-IR) neurons decreased with long-day exposure and increased with short-day exposure in relation to control

Genetic programs establish initial expression patterns of neurotransmitters in different classes of neurons (1–3), and activity-dependent neurotransmitter respecification modifies them during development, either adding or switching transmitters (4–9). It is unknown, however, whether sensory stimuli promote transmitter switching in addition to other neuroplastic changes (10) in the adult brain.

The minds of other people can also supplement our limited individual memory. Daniel Wegner, a psychologist at Harvard, named this collective remembering “transactive memory.” As he explained it, “Nobody remembers everything. Instead, each of us in a couple or group remembers some things personally — and then can remember much more by knowing who else might know what we don’t.” A transactive memory system can effectively multiply the amount of information to which an individual has access. Organizational research has found that groups that build a strong transactive memory structure — in which all members of the team have a clear and accurate sense of what their teammates know — perform better than groups for which that structure is less defined.

Some studies in the field of physics education found that students’ understanding of the subject is less accurate after an introductory college physics course.

Social learning does not mean learning without tension or argument. In “Thinking with Peers”, Paul shows that argument and conflict are useful ways to focus attention and strengthen ideas, so long as the arguing is done with a certain amount of openness to new ideas. She approvingly quotes Stanford Business School professor Robert Sutton’s formula for productive conflict: “People should fight as if they are right, and listen as if they are wrong.” The brain, it seems, likes conflict. Or, at least, conflict helps strengthen attention.

Imitation, Paul says, allows us to think with other people’s brains. It is a key technique — globally and transhistorically — for learning, from babies imitating parents to apprentices imitating masters. And yet imitation is seen in contemporary US society, and schooling especially, as so debased that it is frequently punished. In fact, if Paul is correct (and I think she is, and have thought so for years when teaching writing), we should build imitation into many more of our lesson plans.

The Board took this action because the racist policies and beliefs of Woodrow Wilson are fundamentally incompatible with the Foundation’s values and work.

Researchers of online courses in community colleges found that the level of interpersonal interaction was the best predictor of how well an online course did.