Mooc is an acronym for “massive open online course”. It refers to a web-based class designed to support a large number of participants.
Typically, students enrolled in a Mooc watch video lectures – often sliced into digestible 10 or 15-minute segments – and interact with instructors and fellow participants in online forums. Some moocs require students to take online tests or quizzes with multiple choice answers that can be graded automatically, while others require students to complete peer-reviewed assignments. Some moocs use a combination of these assessments.
A key advantage of moocs over traditional classroom-based learning is their convenience. Moocs offer a self-determined pace of learning so that students may study according to their own schedules (although some do have start and completion dates). This also gives students the opportunity to re-watch parts of the lecture that is more challenging for them.
A number of web-based platforms backed by top universities and colleges offer moocs in a wide range of subjects; the content of a Mooc is often similar to that of a university or graduate-level course.
As a Chief Digital Innovation Specialist, I frequently wear the hat of Digital Strategist. Depending on the environment, this label can become clouded. Speak with twelve people, you’ll get twelve different digital strategist descriptions. As a result of this version a clouded reality (pun totally intended) , I thought it a good exercise to give the discussion of Digital Strategist a water treatment of my own.
Experience has taught me that the term digital strategist is a quaint way to describe the role of a digital specialist who wears many hats in order to help get the organization's overall digital strategy deployed in an integrated and targeted manner. For example, in performing the role of digit strategist, my colleagues and I don the hats of: content creator, account executive, social media manager, web analytics manager, media planner, brand ambassador, financial and/or business analyst, business development associate, and/or an interdisciplinary combination of these, as well as many other associated roles.
Digital strategists are leaders of the analytical and innovation charge to solve problems while simultaneously helping to integrate brand/business objectives with marketing goals and the channels, technologies and tactics connect the dots in order to deliver actionable outcomes. FOCUS is the order-of-the-day/week/month and year for "best-in-class" top digital strategists. It is imperative that the digital strategist help navigate the digital strategic direction with the stakeholder entity('s) business expectations. In this phase of the engagement, the digital is now a hybrid creator/business analyst (creative-analyst) with a detailed understanding of the underpinnings of the strategic integration of technology as the foundational tool by which this cosmic for is held together.
Engaging a the right blend of traditional and digital marketing, the professional digital strategist always keeping the business objectives in clear telescopic view. Conceptualizing everything from the tools, product and other resources required on through possessing a clear understanding of all revenue and payment funnels as well as all other relevant galactic inputs in between, the true digital strategist remain captain of the carefully navigated cyber-ship every step of the way.
Analytical, strategic, multi-platform, multidimensional, multi-environmental, team-centric, high-level communication space invaders, good digital strategist masters an in-depth understanding of how to leverage the data, information, products, services, technologies as all else that the stakeholders social/mobile/digital universe that he/she encounters. Furthermore, the expert strategists perpetually work to continuously-improve (Kai-zen) the interaction and outcomes of all spheres of existence that comprise the galaxies of details that they are commanded to pilot.
Either way, the true digital strategist enjoys the challenge of navigating these galaxies so much that we often seem to be in a world unto ourselves. In the midst of all this, the most difficult part of it all is trying to explain what we do to a non-digital-strategist humanoid. Go figure.
The Mobile Learning Team researches, prototypes and tests mobile-capable platforms for their ability to provide enhanced performance and efficient/effective training in DoD. The team reviews, complies and disseminates information and guidance on the use of mobile devices.
Defining Mobile Learning
The ADL Mobile Learning Team believes that a fixed definition of "mobile learning" could limit our strategy and objectives. Many of the existing definitions of mobile learning are usually too learner-focused or too device-focused. A universally accepted definition seems improbable. Therefore, ADL believes that both the learner and the device should be considered to provide a more flexible view of mobile learning for the next generation learner and next generation learning environment. ADL describes mobile learning as:
"Leveraging ubiquitous mobile technology for the adoption or augmentation of knowledge, behaviors, or skills through education, training, or performance support while the mobility of the learner may be independent of time, location, and space."
This description is intentionally generalized to allow for a growing number of mobile learning scenarios as well as future capabilities of new technology and device types. Mobile learning should be viewed as a way to augment the learner through the use of ubiquitous technology that provides access to learning content and information, anytime and anywhere. Unlike other learning technologies, mobile learning is unique in that it can accommodate both formal and informal learning in collaborative or individual learning modes.
We live in a world where technology is playing a crucial role. There is no field which has technology independence. Of all the fields which are highly influenced by technology, Education will surely be on the top. Advancements in technology benefit
students of all ages in the learning process. It helps students with different learning styles.
It also helps teachers concentrate on each individual student to assess his performance and design and personalized instruction. Many educational institutions have recognized the importance of technology and are likely implement every new technological approach in their classroom. For all such enthusiastic institutions, we provide you the information about this technology, “Holograms in Education”. Let’s learn about it.
What is a “Hologram”?
A Hologram is a three-dimensional image formed by the interference of light beams from a laser or other coherent light source. It looks like a 3D image because it’s not just a reflection but an interference pattern of two beams reflecting an object. A beam of laser light is optically separated into two beams by a beam splitter: one- the reference plane is directed towards the pace of holographic fume traveling through a lens and is expanded so that the light covers the fume completely, the second- object beam is directed at the subject of the composition and similarly expanded through illumination. When the object beam reflects from the subject, it carries with it information about the location, size, shape and texture of the subject. This produces an interference pattern which is recorded in the light sensitive emulsion.
Holographic Technology in Education:
Interactive White boards or Projector screens are used to bring a real-world learning experience to learners. They bring remote students, teachers or professors into the classroom as virtual guests. With Holographic technology, we can take one more step forward. The new holographic Telepresence technology brings digital participants at remote locations into the class in 3D. Let’s learn about it briefly.
Helps educators deliver lectures to multiple classrooms, anywhere, at the same time:
Highly talented professors or educators can share their knowledge with thousands of students globally at the same time. It’s similar to the concept of MOOCs, but it’s even more effective because learners can see you in person in 3D. Your lecture can be watched by many students sitting in multiple lecture halls. It’s highly economical, time saving, effectively engaging idea and also saves your precious effort.
Have Professionals Illustrate their works live:
Instead of showing a video of a process or an experiment, you can make your students feel like they are watching it live. Holographic Telepresence can bring you a 3D live illustration of processes by experts. It not only helps visual learners but also makes kinesthetic learners learn by watching an illustration in 3D.
Connect Globally Remote Classrooms:
Connecting people globally to exchange their knowledge for advancement isn’t a new concept, but Holographic Telepresence has added a new dimension to this powerful learning technique. It’s truly effective if we engage two groups of learners from around the world in a real conversation in 3D.
Results in a great learning experience:
What more a learner needs if he is able to watch a great professor’s lecture or a demonstration of an engine feature by a great engineer and much more, live in front of him!! Holographic Telepresence engages learners more effectively than many of the technology tools.
These are many uses of implementing Holographic technology in education. It’s one of the emerging technologies to engage learners in a real-world learning environment. We’d like to know your views and your ways of using Holographic technology in your education system. Share your thoughts.
Information and Communication Technologies (ICT) offer new approaches towards knowledge acquisition and
collaboration through distance learning processes. Web-based Learning Management Systems (LMS) have transformed the way that education is conducted nowadays. At the same time, the adoption of Virtual Worlds in the educational process is of great importance, not only for the researchers in the field of Web-based Education, but also for the educational community that is interested in applying ICT in education. The main motivation for studying the potential of Virtual Worlds applications in education stems from the capabilities they offer to create a cyberspace where users can interact with other participants (through their avatars) or objects, creating new experiences that are not often feasible in the real world.
Within this context, the fundamentals of learning theories are being re-analyzed in order to enhance their understanding and impact on e-learning and Virtual Learning Environments design. The currently available Virtual-World platforms are being leveraged and we are conducting studies to qualitatively assess the strengths and weaknesses of the various approaches. There are various technologies, such as Sloodle which bridge the characteristics of the Moodle LMS with the Open Simulator 3D virtual world functionality.
4D is also evolving as a interactive communication medium