From Inside Higher Ed:
Myth #1 – The people involved in open online learning are uncritical promoters of the MOOC phenomenon:
Myth #2 – The people involved in MOOCs think that open online education will replace traditional higher education:
Myth #3 – The MOOC community and the existing online learning community are different (and maybe at odds with one another):
Myth #4 – All MOOCs are the same:
Myth #5 – MOOCs are a fad:
Myth #6 – The MOOC movement and the MOOC platforms are synonymous:
Myth #7 – MOOCs don’t have a revenue model:
Myth #8 – MOOCs are truly open:
Pluralsight have recently added a new “Basic HTML for Kids” e-learning course to their kids library.
The course includes the basics of HTML with step-by-step demos that will show them how to build a site, including how to utilize the most common tags used in HTML5.
The HTMl course is addition to other programming courses including Scratch, App Inventor and Kodu.
from Daniel Coyle on Sport IQ
1. We mix ages like crazy
2. We spend most of our time working on super-basic dives
3. We applaud spectacular failures
4. We are obsessive about coaching every single rep
5. We avoid allowing our athletes to specialize in one discipline
6. We accomplish our most important work outside of the pool
7. We seek lots of feedback from lots of coaches
8. We use video as much as humanly (and technically) possible
9. We seek ways to establish team identity through sacrifice
10. We have waa-aay more fun than you might guess
short post from Commlab about advantages of using HTML5 in developing e-learning.
Gamification is a practice that’s gaining traction. It promises a better way of reaching learners and it works hand in hand with existing elearning teaching methods.
Read more from Sponge UK.
Trying to implement a learning technology without first identifying need is a recipe for disaster.
It is easy to be seduced by the promise of innovation in new technology, but careful analysis of needs and clarity of objectives for a learning technology can, however, help to channel effort toward critical benefits, user expectations and appropriate success measures.
from Tony Sheehan – Ashridge Business School
The licenses vary extremely from source to source. Some are listed as Creative Commons (with variations on attribution and availability for commercial use), others are Public Domain, and still others have unique licenses that maintain copyright while allowing users to download or embed photographs.
Article highlights Picadilo, Pixlr and Fotor, and includes a list of pros and cons of each.
On 24 July 2014, 30 Marine Protection Areas were designated under the Marine (Scotland) Act and the UK Marine and Coastal Access Act.
These will be incorporated into the National Marine Plan and represented in National Marine Plan alongside existing protected areas.
Of the 30 MPAs, 17 fall under the Marine (Scotland) Act 2010 in Scottish territorial waters and 13 in offshore waters under the Marine and Coastal Access Act 2009. These 30 have been recommended by Scottish Natural Heritage (SNH) for inshore waters and the Joint Nature Conservation Committee (JNCC) for offshore waters. These designations fulfil duties in both the Marine (Scotland) Act and the UK Marine and Coastal Access Act 2009, as well as furthering commitments to form part of the wider UK contribution to the OSPAR North-East Atlantic MPA network.
Marine Protection Areas
The framework project aims to create a new apprenticeship framework to train a new workforce of technical staff across the FE, private and public sectors.
This will create the first dedicated training and development route for digital learning designers employed across the FE sector, dedicated digital learning companies and in-house digital learning development staff within large organisations.
The skills required to be a ‘digital learning designer’ cut across a number of subject specialisms and sector skills areas.
The framework will deliver the blend of skills and knowledge required by employers and allow businesses to increase UK’s global advantage in this growth area.
Download the framework.