Web content accessibility has been discussed for years, with many people labouring under the delusion that it is something that only government websites have to deal with for now. They’ll do what’s easy – alt tags for images, title tags for links – but anything tougher than that and it’s a problem they’ll deal with on an as needed basis or ‘later’.
Vocational education and training
George Siemens is an educator and researcher who looks at networks, analytics and education in digital environments. He is a pioneer in MOOCs (Massively Open Online Courses). So it was an absolute thrill that Klevar was able to support Vanguard Visions in putting together a Master Class at the well appointed Flinders University Victoria Square campus followed by a networking session at RiAus.
This blog post is about classroom reflections on using gamification techniques to achieve learning outcomes. It is not about games in education (refer to my previous blog post for clarification on the difference).
Games and Play are a natural way to learn. Educational Games (or serious games) are designed to acquire or improve knowledge and skills as defined by learning outcomes. Designing a quality educational game requires skill and a high investment of time. On the other hand, Gamification is the use of game-like elements in non-game contexts. For learning and development providers, this is an important difference. Games can be expensive to develop and implement, whereas gamification strategies can be simple and subtle. This is the first in a series of blog posts that explores gamification and how it can be applied in learning and development.
Augmented reality is where a physical real world environment is ‘augmented’ by computer generated input, such as animations, videos, sound, graphics or GPS data. Generally, the ‘augmentation’ is in real time, such as adding notes to a location, scores to a football game or video to a graphic.
I’m a massive fan of PowerPoint (and Keynote) for e-learning – but not in the ‘death by PowerPoint’ way. I think we should chuck out the dot points and add images and videos. So in this post, I’m going to do a quick run through of some ways you can start to use PowerPoint to build engaging learning experiences.
In conversation recently, I overheard someone saying that they were having a hard time retaining students. So they decided that they were going to put more videos in their course. (I’m adding a disclaimer here is that this was an overheard conversation, so I can’t make comment on any of the other engagement strategies they used).
Ah the learning hierarchy of DIKW! Most educators should have been exposed to this class of learning models at some point or other. So why is it we find so many learning objectives that focus on knowing/understanding?