From Learning Content Provider to Learning Facilitator
Publisher-led short courses are short courses offered by publishers either in affiliation with recognised educational providers, or independently. The publisher’s incentive is to understand learners in the subject areas covered by their regular publications, and to engage consumers in extended learning activities. For the learner, these courses offer self-directed learning for professionals, with institutional affiliation providing respectable ‘leisure learning’ products.
Seamless learning occurs when a person experiences a continuity of learning across a combination of locations, times, technologies or social settings. Previous work on seamless learning has focused on designing software for mobile devices that allow people to carry their learning with them and to switch quickly from one learning activity to another. Recent studies have also examined how to support learning journeys. These are extended learning projects that can be accessed on multiple devices, flow across boundaries between formal and informal settings, and continue over life transitions such as school to university and workplace.
Seamless learning is moving from research to mainstream adoption. Mobile technologies enable learners of all ages to operate across contexts, for example schools allowing students to bring their own devices. Pedagogy is emerging, based on learners starting an investigation in class, then collecting data at home or outdoors, constructing new knowledge with assistance from the software, and sharing findings in the classroom. (more reading: Seamless Learning: Forget MOOCs, Mobile Learning, and Ubiquitous Access)
Crowd learning describes the process of learning from the expertise and opinions of others, shared through online social spaces, websites, and activities. Such learning is often informal and spontaneous, and may not be recognised by the participants as a learning activity. In this model virtually anybody can be a teacher or source of knowledge, learning occurs flexibly and sporadically, can be driven by chance or specific goals, and always has direct contextual relevance to the learner.
How to transform from learning content provider to learning facilitator?
What I hear I will forget, what I read I might remember, what I do I will understand. Designing learning is about designing learning activities — the interaction between learners and content. That’s why LMS is needed.
Some articles are for you reference:
- Gamifying Learning with Moodle (#GBL)
- Mobile Learning with Moodle – Part I
- Mobile Learning with Moodle – Part II
- #mLearning as a Catalyst to Transform Pedagogy towards Heutagogy
Although mobile learning is a more popular term, what we care is not only about mobile Apps(or HTML5 courses), it’s about the realization of seamless learning. For the goal of seamless learning, it’s all about the integration and communication between different content formats and platforms. As a learning facilitator, he should consider not only the flow of content, but also the flow of data generated from the interactions between learners and content.
Digital learning produces data, it’s one of the great advantages of being digital, and it is a two-way form of communication. For many years data has been gathered and used in online learning. De facto standards even emerged making this data interoperable, namely SCORM and now TinCan.
Do think about the integration of SCORM packages and mobile learning Apps with LMS, or using LTI (Learning Tool Interoperability) tools with LMS, or looking into utilizing xAPI for recording learning activities across platforms. If you have not done so, how will you orchestra the flow of data and content?