New Book Series: ‘Connected Youth and Digital Futures’ | DML Central (DML= Digital Media and Learning)

"Building on research supported by the MacArthur Foundation’s Digital Media and Learning initiative, a new series “Connected Youth and Digital Futures,” is debuting its first two books — By Any Media Necessary: The New Activism of American Youth and The Class: Living and Learning in the Digital Age." inform Julian Sefton-Green, independent scholar working in Education and the Cultural and Creative Industries.

Photo: Julian Sefton-Green

Julian Sefton-Green is currently Principal Research Fellow at the Department of Media & Communication, London School of Economics, and a research associate at the University of Oslo working on projects in London and Oslo exploring learning and learner identity across formal and informal domains. He is an Honorary Professor of Education at the University of Nottingham, UK and the Institute of Education, Hong Kong. 

This series offers books that describe the ways that the day-to-day lives and futures of young people are being reconfigured at the intersection of civil and political reform, transformation in employment and education and the penetration of digital technologies across all domains of social and personal life.

Why a new book series?

We live in divisive and divided times where the futures that young people may inherit appear more fraught than in previous generations. As Western societies have become increasingly marketized, older forms of social contract — of conformity, working hard and aspiring high — can no longer fullfil the promises they appeared to offer. Access to employment, housing and independent living has become increasingly competitive, and generations are being lost from participation in conventional forms of civic activity and political action. Social life is increasingly mediated through forms of digital technology and the interpersonal and day-to-day life in neighborhoods and communities have become increasingly surveilled and automated. Traditional state institutions like schools and colleges seem more peripheral and excluding; and life pathways confused, complex and competitive. Forms of social stratification seem to have become more acute as elites have reasserted their power and privilege. All of these changes call into question the nature and purpose of learning in these uncertain times.

Whilst debates about many of these themes have been around for some time, they are frequently encountered as forms of abstraction and hypothesis. The hallmark of this series will be rigorous and accessible empirical research that engages with complex theory in new and generative ways. Many of the claims advanced for the digital are now being tested around the world as institutions and young people themselves negotiate, incorporate or transform in response to these changing possibilities. This series will play a key role in understanding this “second generation” debate and research.

Key themes include:

• the relationship between new forms of “institution” as the traditional “places” of education, community, civics and employment transform and morph into virtual practices;
• the agency of young people themselves as they seek to make sense of the disjuncture between expectations about the future and the opportunities afforded by these new spaces; and
• the changing nature of learning processes, spaces and places and the spread of informal education.

The original project of cultural studies placed youth and education at the center of its ambition as it began the process of theorizing the work of power, resistance and social change. This series will address these concerns with original studies and responsive theories capable of making sense of the new routes and trajectories being explored by young people themselves.
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Related link
Take a closer look at his personal blog www.julianseftongreen.net.

Source: DML Central (DML= Digital Media and Learning)

Teaching mathematics creates beautiful minds | Miami Herald

Highlights

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When students are really thinking, they come up with solutions their way.
My students can explain the world through mathematical equations.

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Photo: Hilla Rogel

Hilla Rogel, teaches math at Georgia Jones-Ayers Middle School in the city of Miami notes, "Miss, my brain hurts! You make me think too much.” Meant as an insult, this became the most meaningful compliment I’ve received since becoming a middle school math teacher three years ago."

Read more here: http://www.miamiherald.com/opinion/op-ed/article75667417.html#storylink=cpy

Photo: Sharon Henry TNS

Learning to think, specifically to think logically, is not only the essence of mathematics, it’s a naturally beautiful way of explaining the complex world we live in. As math teachers, it’s our job to discover the art of mathematics for ourselves in order to share it with our students.
My students today see me as a super-math-nerd who gets way too excited about simple math discoveries (such as finding the area of a triangle by cutting rectangles in half). They make fun of the gigantic smile that comes across my face when they say things like “I solved it another way” or “The next answer is …” or “No, I’m right because …” or “Does it still work if …?” 

These comments prove that my students are thinking about the problem and care about their solution.

I once started a lesson by showing side-by-side videos of me, a 5-foot-tall woman with with two knee surgeries, and Dwyane Wade, the beloved Miami Heat superstar, playing basketball. My students wanted to know who scored more points. Instead of directly answering their question, I let them extract the important information. Eventually, they wrote an expression using three different variables to describe the number of points Wade and I would score depending on the number and types of shots we would make.

My lessons are focused around a topic question: How big is Florida (area of composite shapes); how are the incomes of different education levels related to the percent of unemployment (statistical analysis); is Ms. Rogel tall enough to ride the Falcon’s Fury roller coaster on our field trip to Busch Gardens (inequalities)? My students explain the world through mathematical equations — how beautiful.

My students assume that I have always been a super-math-nerd and are surprised to hear the contrary. As a Teach for America alumnus still in the classroom, teaching has always been my dream. I love being part of a movement of people passionate about bringing educational equity to all students. However, my excitement for teaching math specifically is because of three teachers and a bachelor’s degree. 
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Source: Miami Herald

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Are we alone in the universe? Not likely, according to math | CNET

Follow on Twitter as @riding_red

"By flipping the question of possible alien life to a question of whether we are unique, researchers find it much more likely the universe has seen many civilisations come and go." according to Michelle Starr, tiger force at the core of all things. She also writes about cool stuff and apps as CNET Australia's Crave editor.

Drake's equation (top) compared to Frank and Sullivan's equation (bottom). 

University of Rochester

One of the most vexing mysteries of the universe is whether or not we're alone. There are potentially hundreds of billions of planets in the Milky Way alone. How likely is it that life is out there?

A new equation calculates the probability of other technological civilisations evolving, and has found that it's wildly unlikely we're the only time advanced society has appeared.

Adam Frank from the University of Rochester and Woodruff Sullivan from the University of Washington based their new equation on the Drake equation, used for calculating the probability of extraterrestrial civilisation, written by astronomer and astrophysicist Frank Drake in 1961.

By accounting for new knowledge gleaned from the Kepler missions, Frank and Sullivan's calculations were much more accurate.

"Rather than asking how many civilisations may exist now, we ask 'Are we the only technological species that has ever arisen?'" Sullivan said in a statement. "This shifted focus eliminates the uncertainty of the civilization lifetime question and allows us to address what we call the 'cosmic archaeological question' -- how often in the history of the universe has life evolved to an advanced state?" for a more accurate calculation.

We also now know, thanks to Kepler, that approximately one in five stars have planets in the habitable zone, a number that Drake originally had to guess.

Frank and Sullivan calculated that human civilisation is only unique if the odds of a civilisation developing on a habitable planet are less than one in 10 billion trillion.
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Source: CNET

5 Things You Do At School That Don't Make You A Bad Feminist

Marissa Higgins, writer based in Washington, DC. writes, "There are a lot of differening opinions out there about what makes someone a "good" or "bad" feminist. If you're a student, you might ask yourself, what are things I do at school that make me a bad feminist? In reality, though, the answer is: Their aren't any." 

Photo: Bustle

Choices you make or values you haven't don't make you a "good feminist " or "bad feminist" — you're a feminist if you support and value other women, and work toward promoting equality for all people, including minority or oppressed populations. It's not a competition, and there's no prize for being a "better" feminist than someone else.

When you're in a school setting — whether it's grammar school, high school, college, or grad school — there are often a lot of structural barriers in place that restrict women or reinforce sexism: Think dress codes or the fact that women are so frequently discouraged from studying STEM subjects. And just as often, there can be judgment against women based on their individual choices or values, which is inherently unfair. The point of feminism is not to judge one another or tear each other down, but to support each other regardless of our decisions or perspective. It's about everyone having choices and options— even if you don't necessarily agree with the choice someone else makes.

Here are five examples of things you might do in college that don't make you a "bad" feminist — and they don't make anyone else a "bad" feminist, either.
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Source: Bustle

Sklar: Hegel and History, Part One

Courtesy of Bucknell University Archives

"Martin J. Sklar, who died in 2014, was a historian, left-wing activist, and original thinker. As a scholar/journalist-activist, he founded Studies on the Left, co-founded Socialist Revolution and In These Times, and was a founding member of The Historical Society." continues Telos Press.

As a historian, he originated the influential concepts of “corporate liberalism” and “disaccumulation” and shaped the thinking of historians of the Progressive Era, the Jefferson–Hamilton divide, Lincoln’s revolutionary role in ending slavery, the sources and consequences of U.S. imperialism—and more.

Three interrelated ideas that Sklar derived from his study of U.S. history, particularly the Progressive Era, in conjunction with his reading in political economy and political philosophy, guided both his research agenda and his activism. First, the United States has been, for most of its existence, to the present, a majority left-wing country, understood as favoring liberty, equality, and progress. Second, socialism (particularly since Lenin’s talk of “commanding heights”) has been widely misunderstood, by proponents and well as opponents, as government ownership or control of business. Third, socialists (especially those living in and/or studying the United States) have looked for “socialism” in the wrong places—in parties and self-proclaimed (often sectarian) leftist “leaders,” rather than (as with capitalism, feudalism, etc.) in empirically observable socio-economic relations and institutions (Marx’s “relations of production”).

In his last years, building on and further specifying his understanding of political economy and politics, Sklar originated two more ideas, which may over time surpass “corporate liberalism” and “disaccumulation” in their influence. First, his notion of a “capitalism/socialism mix,” while affirming the older “mixed economy” idea that the two systems might coexist (“co-develop” was Sklar’s term) for an extended period of time, he upended the other tenet of conventional “mixed economy” theory, i.e., that capitalism = private ownership/control whereas socialism = government ownership/control. Instead, he postulated a measurable “capitalist investment component” and a corresponding “socialist investment component,” with the understanding that both CIC and SIC inhere in government and in civil society. Second, by the dawn of the twenty-first century, Sklar believed that U.S. politics were undergoing a “transvestiture of left and right,” whereby many self-proclaimed leftists affirmed historically right-wing ideas like group privilege (identity politics), sympathy with authoritarian regimes and movements (third-worldism), anti-growth policies (extreme “environmentalism”), and restrictions on freedom of expression (“safe spaces,” etc.), whereas there was mirror-image movement toward historically left-wing ideas by many avowed rightists. Sklar’s notion of such a “transvestiture” alienated some long-time friends.

This is the first in a series of posts that will introduce Sklar to new readers and refresh or update the memories of those already familiar with his work. A future Telos symposium will provide critical perspectives on Sklar’s wide-ranging ideas, and a posthumously published book (American Century and World Revolution) will provide a summing up of his views.

The first excerpt, below, is from an unpublished 1960s essay on Hegel. Hegel—like Marx, not least because of Hegel’s influence on him—was a crucial source for Sklar’s bedrock assumption, confirmed by his research, that historical development is evolutionary, cumulative, and (ultimately) rooted in reason. The next post will provide illustrative examples, from his writings, of this influence. At the end of the following excerpt, Sklar’s 2013 notation on his 1960s discussion of reason is typical of his very latest writing, most of which consisted of letters. In these letters, Sklar drew on his deep and wide historical study to understand contemporary events. In this case, his affirmation of the role of reason in history led him to endorse Pope Benedict’s implied critique of Islamic anti-rationalism.

—Norton Wheeler 
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Source: Telos Press

College students can get ahead, enjoy smaller classes this summer at BenU | Benedictine University Newsroom

"Summer school is becoming an increasingly popular option for college students. Summer school allows students to catch up or get ahead academically, take smaller classes and receive more personal attention from an instructor, and face fewer distractions due to lighter course loads." inform Phil Brozynski, Senior Writer - Benedictine University.

Visiting students can get ahead academically by taking one, two or more of any number of regular and blended (combining classroom and online instruction) courses being offered at Benedictine University this summer. Students from other four-year institutions such as Notre Dame, New York University, Georgetown and Miami of Ohio are among the visiting students who have already registered.

All current Benedictine undergraduate students and incoming freshmen are eligible to take summer courses at the reduced tuition rate of $495 per semester credit hour. Admitted freshmen are also eligible for further tuition reductions on selected first-year classes. Visiting students are not eligible for these discounts.

Course are available in nearly 30 academic subject areas, including Accounting, Biology, Biochemistry, Chemistry, Communications, Criminal Justice, Economics, Health Science, History, Mathematics, Music, Nutrition, Philosophy, Physics, Political Science, Psychology, Sociology and Speech.

Among the courses available are: Anthropology 200 - Cultural Anthropology; Biology 150 - Biology of Women; Biology 144 - Science at the Movies; Biology 203 - Human Anatomy; Business Analytics 301 - Managerial Decision-making Under Uncertainty; Chemistry 113 - General Chemistry I; Economics 102 - Principles of Microeconomics; and Literature 291 - Comics and Graphic Novel.

Also available this summer are: Mathematics 110 - College Algebra; Mathematics 210 - Calculus for Physical Sciences I; Nutrition 200 - Nutritional Science; Physics 106 - Astronomy; Political Science 102 - American Government; Psychology 301 - Death and Dying; and Speech 110 - Speech Communication.

The summer schedule is divided into two sessions. The first five-week session runs from June 6-July 10. The second five-week session runs from July 11-August 14.

For more information, email summer@ben.edu. To register for summer courses or to check for the most up-to-date class list, go to ben.edu/summer.

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Benedictine University is located in Lisle, Illinois, just 25 miles west of Chicago, and has branch campuses in Springfield, Illinois, and Mesa, Arizona. Founded as a Catholic university in 1887, Benedictine enrolls nearly 10,000 students in 56 undergraduate and 19 graduate programs. Forbes magazine named Benedictine among "America's Top Colleges" for the fifth consecutive year in 2015. Benedictine University's Master of Business Administration (M.B.A.) program is listed by Crain's Chicago Business as the fifth largest in the Chicago area in 2015.

Source: Benedictine University Newsroom

Thinking about the Future of Work to Make Better Decisions about Learning Today | EDUCAUSE Review

Follow on Twitter as @mgorbis

Marina Gorbis, futurist and social scientist who serves as executive director to the Institute for the Future (IFTF), Silicon Valley nonprofit research and consulting organization insist, "By looking at historical patterns and identifying signals of change around us today, we can better prepare for the transformations occurring in both work and learning."

Marina Gorbis is the author of The Nature of the Future: 
Dispatches from the Socialstructed World (2013).

If you've participated in recent discussions about the future of higher education, inevitably you have heard people argue about the purpose of education. "It should be about preparing students to be good, educated, and engaged citizens," some argue. "We shouldn't bend education to suit today's needs of acquiring specific work skills. These may quickly change, leaving graduates with little to fall back on as demand for their particular skills wanes. Instead, we should equip people with basic critical thinking skills and a desire to learn. A curious mind is a much greater asset than specific content knowledge." 

Others respond: "That is all nice and good, but in an era of rising tuitions and high student debt, it is more important than ever for graduates to be able to earn good incomes, not only to repay their debts but also to lead sustainable lives. To ensure this, we need to more tightly connect education and work preparation."

Such debates are not new; they've been around for decades if not longer. What is new are the ways that both the nature of work and the tools and processes for learning are changing. These fundamental transformations are making distinctions between work, learning, and living ever more artificial. The Institute for the Future (IFTF), in partnership with ACT Foundation, recently published ACT Foundation, recently published Learning Is Earning in the National Learning Economy — a visual synthesis of future forces that are shaping this transformation. The work shows how the proliferation of online learning resources (free and for pay), the rise of alternative learning and making paces(from TechShop to General Assembly  and makerspaces), and the diffusion of mobile technologies and peer-to-peer communities allow every moment of the day to become a learning moment. At the same time, the way we have come to think about work—that is, 9-to-5 predictable jobs in formal organizations—is less and less a reality for the growing number of working-age adults. So in thinking about the future, we need to understand the forces that are reshaping both work and learning, and we need to make linkages between the two. Instead of debating whether learning is for learning's sake or as a means for earning a living, we need to think about the forces and signals of transformation and what they mean for higher education today and tomorrow.

So let's explore these deeper transformations.¹ From our experience of doing forecasting work for nearly fifty years, we at the IFTF believe that it is usually not one technology or one trend that drives transformative shifts. Rather, a cluster of interrelated technologies, often acting in concert with demographic and cultural changes, is responsible for dramatic changes and disruptions. Technologies coevolve with society and cultural norms—or as Marshall McLuhan is often quoted as having said: "We shape our tools and afterwards our tools shape us." Nowhere does this apply more critically today than in the world of work and labor. Here, I focus on four clusters of technologies that are particularly important in shaping the changes in the world of work and learning: smart machines; coordination economies; immersive collaboration; and the maker mindset...

Immersive Collaboration: From Face-to Face to Blended Reality 
We are creating a new kind of reality, one in which physical and digital environments, media, and interactions are woven together throughout our daily lives. In this world, the virtual and the physical are seamlessly integrated. Cyberspace is not a destination but is, rather, a layer of experience that is tightly integrated into the world around us. The proliferation of mobile and sensing devices, advances in virtual and augmented reality, and the explosion of various types of lightweight collaboration platforms are making it easier than ever to work, share ideas, and be a part of a global team while still being physically separated. In fact, being a part of a geographically distributed workforce is quickly becoming a de facto standard in today's work environment. 

Although the amount of information that can be transmitted via typical online video platforms is currently limited, it is poised to jump dramatically as a new generation of gigabit telecommunications networks is deployed and even rural areas get connected with mesh wireless communication tools. Virtual reality devices, once the purview of science fiction or high-cost research labs, are entering retail markets with the introduction of Oculus Rift, which consumers can purchase for about $300. These devices are poised to enter not only entertainment spaces but also learning and work environments, enabling people to create shared "realities" independent of geographies. 

At the same time, the online social networking industry has seen enormous growth over the last decade. These sites have so far largely filled a recreational or contact-directory role. At the same time, social network infrastructures are permeating the work domain with team productivity and coordination tools, such as Google Docs and Google Hangouts, Asana, and Slack. Meeting augmentation platforms such as MindMeld promise to deliver critical information flows in the context of online meetings. These systems seek to repurpose the communications tools used by Facebook and others to facilitate a deeper coordination of professional teams. The ability to deftly manage and apply social networking tools—in order to both communicate effectively and facilitate the accomplishment of practical tasks—will be increasingly valued. Many entrepreneurs are also using online platforms to create showrooms and storefronts to sell their products. 

This world of immersive virtual collaboration will drive new work patterns, will further support entrepreneurial efforts in countries with high unemployment, and will create new dilemmas that individuals and governments will need to navigate. 

24/7 Global Teams 
Putting together global teams that can undertake tasks continuously, using time differences as a competitive advantage in the provision of goods and services, has become an efficient and often highly desirable practice in several industries. It is already playing out in the world of finance, where traders operating in global and integrated teams can use minute advantages in timing to create greater profits. Increasingly, this global advantage works for the worlds of programming, selling, and many other areas as well and will drive requirements for a new kind of team literacy in labor markets around the world. 

Digital Work Trails 
As virtual collaboration across borders becomes ever easier, those workers with the ability to orchestrate, shape, and productively participate in ad hoc value networks will be greatly prized. Virtual collaboration requires that those involved leave digital trails of their work so that others know where the gaps are, what needs to be done, and where they need to contribute. Google Docs, wikis, and many other collaboration platforms will enable the creation and management of such digital trails. Curating these trails may become micro-tasks for people with local, on-the-ground knowledge as well as those dedicated to and skilled in a new kind of work management. Asana is a web and mobile application designed to enable teamwork without e-mail. Each team gets a workspace that contains projects and tasks. In each task, users can add notes, comments, attachments, and tags. Users can follow projects and tasks, and when the state of a project or task changes, followers receive updates about the changes. Another example is Trello — a free, online, and mobile collaboration tool that organizes projects into boards. At one glance, Trello users can see what's being worked on, who's working on what, and where something is in a process. 

Quantified Work 
With so much work being done through digital technologies and with the proliferation of digital trails, it becomes easy to create exceedingly precise individual and team performance and productivity metrics. Having this type of data is essential to creating algorithms for efficiently allocating tasks. Such measurement can be done at an individual level and also aggregated across workers. When this data is collected and used at an individual level, however, it creates concerns about a new kind of Taylorism, potentially increasing individual stress levels and raising concerns about privacy and coercion. We are already beginning to see this issue emerging among package delivery workers, many of whom resent continuous monitoring of their vehicles. Online task platforms such as Upwork can see at what time of day what type of workers are most productive anywhere in the world or what type of coding is most efficiently done in a particular country. LiveOps measures time spent by each freelance agent on a task: time spent with a customer can be logged in and correlated with an outcome such as making a sale.
Read more... 

Additional resources 
  

New Workers, New Skills by Marina Gorbis
"What are the most important skills—the work skills and the life skills—that students should acquire from their educational experience, and what is the best way to teach those skills?"

Source: EDUCAUSE Review

Webinar on Applications for Raptivity in the University Classroom | Raptivity Blog

Attend this complimentary webinar below.  

Register now

This complimentary webinar below is scheduled on Wednesday, 11^th May, 2016 at 10 AM PST.

Games and simulations are two of the most popular ways to make learning interactive. It is widely known that making learning interactive is essential to achieving desired outcomes from any learning program. Now there is research that proves it too! Join us to know more about the research done in this area by Dr. Lisa Vinney, Assistant Professor in the Communication Sciences and Disorders Department at Illinois State University. Joining her will be Dr. Katherine Verdolini Abbott, Professor of Communication Science and Disorders at the McGowan Institute for Regenerative Medicine at the University of Pittsburgh, who conducted an experiment in her classroom inspired by Dr. Vinney’s research.

Recent research by Dr. Vinney and colleagues has indicated that undergraduate students who used mini-quiz games, exhibited significantly better recall and short-term retention of newly learned concepts than individuals who did not engage in any of these elaborative activities. Dr. Vinney will discuss the design of this research, its results, and potential study implications.

Dr. Verdolini Abbott recently incorporated Raptivity quizzes and games into the graduate-level voice disorders course she taught at the University of Pittsburgh. Students responded very positively, indicating the quizzes do help their learning and certainly help to keep their attention in this 3-hr night class, which follows a day of clinical training. 

Highlights of the webinar: 

• Dr. Vinney will discuss the design of the research on game and activity based learning
• Results of the research and potential study implications will be shared
• Dr. Verdolini Abbott will share a case study inspired by the research on how mini-quiz games can be used in university classrooms.
• Discuss future opportunities to use interactions effectively in classroom or online setting.

Register now and get tips on effectively gamifying your learning using Raptivity. 

Source: Raptivity Blog

Three Focusing Activities to Engage Students in the First Five Minutes of Class | Faculty Focus

Barbi Honeycutt, owner of FLIP It Consulting in Raleigh, N.C. and an adjunct assistant professor at NC State University summarizes, "In the previous two articles, I shared ideas to address student accountability and student preparation in the flipped classroom."

Her new book is titled: 
FLIP the First 5 Minutes of Class: 50 Focusing Activities to Engage Your Students.

Based on your feedback and emails, getting students to come to class prepared is an ongoing challenge for many of us! In this article, I’d like to keep the conversation going by zeroing in on the importance of the first five minutes of class.

Photo: Faculty Focus

When I teach workshops about designing the flipped classroom, I always encourage faculty to think carefully about the first five minutes of class. In my lesson plan template, one of the first tasks we discuss when planning in-class time is to prepare what I call a “focusing activity.” A focusing activity is designed to immediately focus students’ attention as soon as they walk in (or log in) to the classroom. When used in conjunction with flipped and active learning classroom models, focusing activities allow you to minimize distractions, maintain momentum between pre-class and in-class activities, and maximize the amount of class time you have to engage students in learning.
 
Most focusing activities take fewer than five minutes of class time and are highly flexible. Focusing activities may include collaborative activities to connect students, generate discussion, and compare ideas; individual activities where students work on their own by reading, reflecting, or writing; or a brief quiz or some other type of assessment. You can also use a focusing activity to introduce a new idea or to set the stage for what’s to come during class. Finally, focusing activities can be high-tech, low-tech, or no tech.
 
And, as a bonus, when you use a focusing activity in the first five minutes of class, you will set the expectation that students come to class and start working immediately. When you establish this routine in your class, your students are more likely to do the pre-class work because now they see how their work is used during class...

Focus with drawing. This one takes a low level of prep time.
Prompt your students to draw a process, create a diagram, or illustrate a main point from the course material. A drawing might include creating a mind map of the main points of the course material so you can see how students organize information, a graph of a set of data points collected from a survey, or their interpretation of what’s happening in the story or what a character might be feeling. Here are a few examples:

• Draw the cycle of how blood flows through the heart.
• Diagram the bones of the hand.
• Draw a comic strip illustrating the main character’s journey.
• Color code the map to show the boundaries between counties.
• Draw the perfect phone and diagram the features.

Alternatively, you can show an existing illustration or drawing and ask students to relate it to the course material, diagram it, or analyze parts of it.
Read more...

Source: Faculty Focus 

10 Tips to Create Learning People Love | Lynda.com

Take a closer look at the guide "10 Tips to Create Learning People Love." below.
Enjoy your reading!  

Download the guide now

Follow on Twitter as @joliemiller

Jolie Miller, PMP®, director of Business Content for Lynda.com at LinkedIn writes in the introduction, "One of the most common questions we get here at Lynda.com is: How do you do what you do?"
While there’s a certain amount of magic that happens on our campus (it’s mpressive, I’ll be honest), a lot of our process boils down to simple instructional design rinciples for teaching adult learners.

Whether you’re teaching a friend how to knit, creating online instruction, or just want to be able to better communicate—the 10 tips in this guide don’t disappoint.

In Lynda.com's new guide 10 Tips to Create Learning People Love, you'll learn:

• 10 key tips for creating engaging learning 
• What learners care about 
• How we create awesome learning experiences here at Lynda.com

Download the guide now

Source: Lynda.com