Accrediting informal learning for professional development at London Metropolitan University
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Charl Fregona from London Metropolitan University gave a presentation on using the tessello platform to capture informal learning. The presentation included an overview of tessello and its features for social learning, coaching, curation, and linking to the LMS. Fregona then described London Met's case study using the eMosaic and eMatrix systems to capture informal learning for professional development. Contact information was provided for Fregona and the tessello representative Doug Gardner for any questions.
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This document provides an overview of formal and informal learning in organizations and how technology impacts adult learning and development. It defines formal learning as planned learning in a structured setting, such as courses, while informal learning occurs through unplanned experiences like networking or mentoring. Research shows informal learning accounts for 80% of learning in organizations. The document then discusses how various technologies like social media, mobile devices, and online collaboration tools can facilitate informal workplace learning. It concludes by presenting learning trends, such as the abundance of online resources and expectation of anytime, anywhere learning, as well as emerging technologies that may influence the future of adult education.
Dammed if we do and dammed if we don't: How to address sustainability in the ...
This document discusses sustainability challenges in delivering information literacy components at University College Dublin (UCD). The current approach involves assessed modules with library skills integrated and coordinated by one librarian. While this embeds information literacy and benefits students, it is unsustainable due to the large workload it creates for librarians. Suggestions to make delivery more sustainable include creating online tutorials, utilizing flexible library teams, and taking a program-level approach rather than coordinating every module. The goal is to maintain information literacy support while addressing staff fatigue issues.
Damned if we do and damned if we don't - how to address sustainability in the...
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This document discusses sustainability challenges in delivering information literacy components at University College Dublin (UCD). The current approach involves assessed modules with library skills integrated and coordinated by one librarian. While this embeds information literacy and benefits students, it is unsustainable due to the large workload it creates for librarians. Suggestions to make delivery more sustainable include creating online tutorials, utilizing flexible library teams, and taking a program-level approach rather than coordinating every module. The goal is to maintain information literacy support while addressing staff fatigue issues.Information literacy, e-learning and the changing role of the librarian
Lecture given at the iSchool on 13th March as part of the academic libraries module. Focusing on information literacy, digital literacy, ANCIL, e-learning and collaboration between librarians and learning technologists
Open cross institutional academic cpd: unlocking the potential
Chrissi Nerantzi and Sue Beckingham presenting at the 19th Annual SEDA Conference 13-14 November 2014, Nottingham
Redecker et al (2011, 9) note that “The overall vision is that personalisation, collaboration and informalisation (informal learning) will be at the core of learning in the future. “ Our world is changing rapidly. Educators need to quickly adapt and change and develop new learning and teaching strategies that are fit for our times. Informal networks and open development opportunities enabled and extended through digital technologies are valuable to connect with other practitioners, share practices, support each other and innovate in collaboration with others within and beyond their own institutions.
Seely Brown (2012, 14) talked about the “Big Shift” driven by “digital innovation” and characterised by “exponential change and emergence, socially and culturally”. Can we afford to stay where we are and do what we always did? Or is there a need for academic development to maximise on opportunities to remain current, innovate but also model flexible, forward facing and sustainable practices which connect, engage and have the potential to transform practices and enhance the student experience. The European Commission(2013) calls institutions to join-up and open-up. Could this be a sustainable solution for academic CPD?
Bring Your Own Devices for Learning (BYOD4L) is an open development opportunity for educators and students, developed by academic developers in two institutions. It builds on open learning ecologies (Jackson, 2013), the concept of lifewide learning (Jackson, 2014) and the ethos of sharing, collaboration and co-creation of pedagogical interventions and collective innovation within a supportive community enabled through social media. BYOD4L brought individuals together to learn how they can use their smart devices for learning through reflection and active experimentation. BYOD4L has been offered twice so far, initially with a group of distributed facilitators and then with five participating institutions. Expectations and value of BYOD4L from both iterations will be shared with delegates. The open CPD framework developed maximised on the expertise and the resources available by the community and participating individuals and institutions and created a rich and diverse and multimodal learning ecology. This is the approach adopted in BYOD4L. Does the open cross-institutional CPD framework developed present an attractive solution for institutions more widely that has the potential to normalise the use of technology for learning?
Learning Lives Conference 2014
The document discusses the future of learning and how it will be lifewide, lifelong, and open. It notes that learning will be more personalized, flexible, interactive, and learner-centered. Formal education may become more informal as learning shifts to homes, workplaces, and communities. Technologies will play an important role in enabling new forms of learning. Institutions, teachers, and methods of assessment will need to change and adapt to these new realities. Overall, the future of learning is envisioned as being more open, social, and learner-driven.
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This document summarizes the impact and evaluation of an open online community called #IUADigEd that was formed during the COVID-19 pandemic to support digital teaching and learning in Irish universities. The community grew from 136 members in May 2020 to over 500 members in September 2020 and provided webinars on varied topics related to moving teaching online during the pandemic. Feedback was overwhelmingly positive and showed that members found the community supportive and helpful for their work. Moving forward, the community plans to hold shorter and more conversational sessions to further foster discussion and engagement.
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Learning Solutions 2016 took place in Orlando, Florida 16th-18th March. The event explored "proven methods for leveraging technology in ways that enhance learning and performance in your organisation".
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There is plenty of research about the increasing use of video to engage learners and drive performance. The thirst for video content is effectively shown in some startling stats: YouTube is the second-most used search engine with over 1 billion-plus unique users every month; and online video is forecast to account for 60 percent of all web data by 2020.
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Access the full webinar recording here:
http://www.brightwavegroup.com/past-events/telling-stories-custom-learning-scenarios-with-immersive-narratives-and-gamification/index.html
As part of a series of webinars run by the Learning and Skills Group, Brightwave's Head of Learning Design Caroline Freeman looked at scenario-based narrative games and shared her brand new insights and experiences working with this rich and effective instructional technique.
Attendees to this lively interactive session learned how to take scenario-based learning to the next level. Caroline explored:
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using multiple scoring streams to add new dimensions to learning scenarios
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Webinar attendees asked Caroline for tips and advice on how to use this technique in their own projects and shared their own knowledge and experiences of working in this mode.
Access the full webinar recording here:
http://www.brightwavegroup.com/past-events/telling-stories-custom-learning-scenarios-with-immersive-narratives-and-gamification/index.html
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In this presentation delivered at Learning Technologies 2016, Brightwave Learning Consultant, Meg Stevenson, explores what L&D can take from the personalisation trends happening outside of the workplace.
This is a refreshed version of an original presentation, also delivered by Meg Stevenson, from Brightwave's 'Make it personal' event in November 2015.
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Accrediting informal learning for professional development at London Metropolitan University
- 1. Charl Fregona London Metropolitan University Doug Gardner tessello Business Development Manager Accrediting informal learning for professional development at London Metropolitan University Live tessello Showcase Thursday 8th May 2014 16:00 BST
- 2. Agenda • Meet the speaker • Overview of tessello • Case study - London Met: the eMosaic & eMatrix • Questions
- 3. • Head: CELT eLearning Unit • Fellow, Staff and Educational Development Association • University Teaching Fellow • University Blended Learning Coordinator • Principal Lecturer: e-Learning • CELT Academic and Professional Developer Charl Fregona London Metropolitan University Poet, writer, joyful learner and blended learning advocate. Active supporter of emancipatory educational practice.
- 4. Question 1: What role does informal learning play in your organisation?
- 5. tessello the total learning system 1. Social & informal learning 2. Coaching & curation tools 3. LMS 4. LRS
- 6. Capturing informal learning can: • Reduce costs • Generate value • Increase productivity
- 7. 70% of what people know about their jobs, they learn informally - Dobbs, 2000, pp. 52-54
- 8. Question 2: How does your organisation capture informal learning?
- 10. Doug Gardner @tessello enquiries@tessello.co.uk www.tessello.co.uk +44 (0) 1273 827676 Thanks! Charl Fregona @CharlFregona c.fregona@londonmet.ac.uk www.celtelearning.org +44 (0) 207 133 2704
- 11. VLE: eMosaic - eMatrix
- 12. London Met: the eMosaic
- 13. The eMatrix