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Gamification and learning – developing assessment Part 2

Fresh knowledge has in most cases an expiry date. In the new century it is often much closer than before. Societal transformation that took decades during the past centuries now takes years and sometimes months. Despite this the school-system still focuses on distributing and measuring knowledge. This is troublesome since it to a large extent prepares the learners with knowledge that concerns yesterday’s news. Deficits with traditional testing Besides the problems with focus on knowledge… Continue reading

Storytelling and shortcuts

Large-amounts of short information-chunks are overflowing us. Meaning and understanding is breached in favour of shortcut demands. The development of the digital world is in this line of thinking just another step in the development of the industrial society’s mass-production and mass-media where quantity always is more important than quality. Beside new technology especially younger generations, New Millennium Learners, are often criticised to be the main driving-force of this development. However, it is time to… Continue reading

External Motivation Part 6: How tutors can motivate eLearners

The road to become an effective eLearner means gain the ability to use technology to her own advantage e.g. in order to able to create her own personal learning environment. Here is one of the fields where generation differences are shown as was indicated in this article-series first part. In this article component three and four on how tutors as well as eLearning-developers can motivate eLearners will be described. 3. Motivate with technology Developers of… Continue reading

External Motivation Part 5: How a tutor can motivate eLearners

The following four components show how tutors can motivate eLearners. They have been constructed after an analysis of several studies that is based on eLearners experience of online-learning. Despite significant differences in comparison with traditional education the tutor is a very important part in the learning-process according to eLearners. But the requirements of an online-tutor differ. Especially the tutor’s engagement for online-learning as a method is crucial. Since eLearners often at the same time are… Continue reading

Intrinsic Motivation Part 3: Driving-forces and eLearning

Cognitive science shows that the more senses that are involved when you are learning the more you remember. With this conclusion a well-developed eLearning environment will become a perfect starting-point for learning. This is improved by the prospects of developing content that besides qualitative knowledge-creation also intend to empower the intrinsic motivation. Emotional intelligence Peter Gärdenfors, professor of Cognitive Science, writes in his book ”The desire to understand” (In Swedish: Lusten att förstå) that there is… Continue reading

The nasty little theory about learners

How to improve methods and measurement of pupil’s knowledge and understanding? In my book Learning for all senses (Swedish title: Lärande för alla sinnen) I write about Darwin pedagogy. How the educational system in its basic structure creates the future winners and loosers among those who adapts and those who do not for different reasons. Claiming that it is the educational system that should adapt to the individual pupil’s prerequisites and learning style. And that… Continue reading

New media for learning Part 1

Blogs, wikis and podcasts work as a functional bridge between the interactive learning and the traditional classroom education. Present homework and project reports as well as building subject related knowledge-banks are some of the areas where it could be useful. At the same time as the students can comment each others work and receive comments from the teacher during process. With this background open user-centered but at the same time social tools is not just an… Continue reading

Basics about the art of creating interactive courses part 2

Interactivating course material basically should be intuitively understandable. A student that visit the course module for the first time should not need to read any user manual in order to be able to orientate herself on the platform’s tools and content. However, this goal is not always that easy to achieve. The following three methods to structure content for interactive course material improve the prerequisites for a user-friendly learning-environment.     Linear content Linear content… Continue reading

The Century of the Brain and Computing Part 7: Language

The web is today the primary source of communication for contacts over national borders. Linguistic walls that could be an obstacle are teared down with imagery as well as English, lingua franca of the new age. However, this development shows several linguistic gaps, both qualitative, generation-related as well as the refusal to learn foreign languages other than English. English knocks out other languages ”English knocks out other languages” is the title of an article by… Continue reading

The Century of the Brain and Computing Part 5: Technology

Watson 2.0 We are now entering a new technological era. The IBM Watson-computer that e.g. won Jeopardy against human grand masters in the competition has been outdated. Since the company is now developing Watson 2.0 that for instance will have the ability to keep on a dialogue with a human according to IBM representatives. The primary skill of a computer is to process enormous amounts of information and in combination with a dialogue function this… Continue reading