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Accredible: Sharing Learning Experiences

I received an alert from Adam Brimo yesterday about Accredible. On the Accredible Blog, the founders note: Here at Accredible, we’ve been working hard to improve the way that credentials and certificates are generated across MOOCs, university courses also as wider learning by using peer-review and reputational networks to determine and maintain quality. Accredible propose that "by re-imagining the idea of the certificate to be more than just a statement, we can create a living portfolio of evidence that shows you have certain knowledge or skills. You can also get a much ‘higher resolution’ image of who a student is, what they can do...

Open for Learning: Supporting Coach Education and Development

Introduction I was hoping to attend the Sport Leadership sportif Conference in Calgary in November. I was looking forward to presenting a paper with David Legg and Stephen Price. The title of the paper is Open for Learning: Supporting Coach Development Online. Our aim was to combine insights from Australia and Canada to discuss open access to coach education and development resources. I was very keen to link open learning opportunities with the insights and practices of Canadian connectivist thinkers and practitioners. I am disappointed that I am unable to go to Calgary. I have posted my part of the presentation as a SlideCast....

Connecting 131006

Earlier this month, Katherine Schulten asked What might “connected teaching” or “connected learning” — that is, using technology to build communities and share knowledge — look like in practice? She shares twenty-eight examples of connections in her blog post. I was thinking about Seth Godin and his Krypton course initiative as I read her post. The logistics of the Krypton courses include: Every week for four weeks, a course meets. A course is a group of people learning together. You can host each of the four classes of the course in your office, your home or a coffee shop. The ideal size is 6 to...

Narration and Narrative Form

I received a Twitter alert overnight from Darrell Cobner (@CPAUWIC) https://twitter.com/CPAUWIC/status/381782446309916672 Darrell and I have been exchanging ideas about performance analysis as story telling and story sharing. (I posted some thoughts about this last week in What Counts?) I was interested to learn that Darrell was sharing some Harold Jarche insights from What's Working and What's Not Working in Online Training. Harold points out that "Today, content capture and creation tools let people tell their own stories and weave these together to share in their networks. It’s called 'narrating your work'". He adds that: The public narration of what...

Guided Learning Pathways

Two months ago, I wrote about Accredible. I was interested to learn that Accredible proposed that “a living portfolio of evidence that shows you have certain knowledge or skills".  I was reminded of the post today when Stephen Downes linked to news from Fujitsu Laboratories and MIT. Fujitsu and MIT have announced "a first-of-its-kind, revolutionary asynchronous, personalised learning platform – Guided Learning Pathways".  The platform combines navigation technology with students’ learning behavior simulation based on "an advanced probabilistic learner model". Navigation technology will be used to recommend “nuggets” (single, atomistic concepts) for study. Each learner can follow her or his own pathway through...

Internships

I have been following a LinkedIn discussion initiated by Dave Willoughby in the Performance Analysis in Sport Group. Dave posted about Unpaid Internships on his blog on 16 April. I thought Dave's analysis of internship advertisements over an eighteen month period was very helpful in providing a focus for discussion. The LinkedIn discussion has had 20 responses to date. Yesterday, Josh Bryan provided a link in the discussion to the BASES position stand on graduate on internships (pdf). I think the distinction between volunteer, worker and employee is an excellent clarification of a continuum of opportunities. It took me back to my...