IMG_3289wBenefits for Novice Learners:

The platform serves Novice Learners with the following basic functionality:

  • Secure registration, recording their personal preferences, ability to search/browse the course library
  • Offering many courses to choose from, secure online payment, providing receipts and certificates upon completion,
  • Launching a course from our cloud or from your LMS,
  • Monitoring and identifying real Performance of the current Task,
  • Providing Feedback on Performance,
  • Assessing current Proficiency through Objectives,
  • Providing Feedback on Proficiency,
  • Opportunity to rate and comment on quality of Tasks, Activities, Courses for their further improvement
  • Communicating with peers, experts and educators via social networks

The Instructional Engine drives each learner to achieving all 100% of Learning Objectives by the more effective way:

  • Displays a holistic view of the entire curriculum, course, lesson, …
  • Lets a learner to navigate, browse and learn on her own, the engine displays current proficiency, you can adjust settings, adaptive values, quit, resume,
  • Supports informal learning by accepting external Tasks performances (and xAPI statements) and updating the internal proficiency profile of the learner
  • May work in a passive (not interventional) way by accepting control from external sources:  learner, teacher, another engine, game, … and intervening only if an external intervention is harmful or not effective at all
  • Displays dynamic proficiency of the learner through learning objectives of current learning Activity. It makes learning process more like a game and raises learner’s engagement.
  • Displays Objectives currently targeted by a Learning Activity, Learning or Assessment Task. It makes clear important relations: why to perform it and what it is for.
  • Automatically generates a complete set of instructional functionality assuring 100% learning success:
    • Recommends the Learner a mode of instruction (learning, testing) to be more proficient, though a learner may over-ride it anytime.
    • Recommends the Learner the next Task/Activity to better meet the learning objectives, a learner may over-ride it anytime
    • Generates adaptive root-cause Diagnosing and precisely focused Remediation of learning problems, which prevents frequent dead-end cycles in the learning process.
  • Drives the most successful and effective learning of even complex Content (which is not achievable by human teachers using the same resources)
  • As a byproduct, the tutoring engine demonstrates and teaches the learner “how to learn = teach yourself”  better,
  • Systematically improves Content based upon learners’ ratings, comments and big data of learning history.

IMG_3310wBenefits for Successful/Expert Learners:

The platform supports Successful/Expert Learners with the same standard functionality as Novice Learners for learning new activities. In addition, the Authoring Tool of the platform provides them with the unique opportunity to advance their learning up to high-level analytic and creative skills by rapid authoring of Activities on their own under supervision of experts and/or educators.

During analytic and creative skills learning with our Authoring Tool, the Learners may play a role of:

  • Analysts for deeper learning
  • Designers for creative learning
  • Developers for creating usable products (and entrepreneurial skills).

Rush to our Adaptive Personalized Courses.

Share:

One thought on “For Learners

  1. There’s an interesting in the cotexnt of a post about Coursera-like MOOC business models: I think the idea is to create a place where there are a lot of people the online learning environment. A cornerstone of the economics of the traditional news media business has been to selling audiences to advertisers and marketers, and it’s quite possible that this will form a part of the business model for online distributed course platforms. If search terms are sold because they are an indication of intent or intention (cf. eg John Battelle on ), to what extent might taking part in an online course signal actual commitment to an intention? (Does that make sense? I think I need to revisit a bit of !)Which is to say: taking a course demonstrates a strong commitment, rather than a weak intention signalled by a search term, and as such may be more valuable to someone who sells such signals?Here’s another thought that builds on the notion of education as an audience delivery mechanism: if we take as a starting point that the likes of Coursera are in part motivated by the desire to sell audiences to advertisers, recruiters, etc, then we may be able to use a similar lens to look at the business models of our academic institutions. Freshers fairs, the milk round and alumni associations are all ways that universities sell (or give away) audience, but might we start to see more agressive alternative funding’ business models built around this? Might we see the emergence of an alumni complement to UCAS that markets graduate communities segmented howsoever (there’s already an audience research agency in place HESA ; let’s just hope we don’t see the formalisation of degree based, Klout-style perks !)?In the cotexnt of the current report, how does this all relate to pedagogy? At the level of curriculum, maybe the sale of audiences will act as a signal into curriculum development (courses as product lines (a consequence of education as business?)).(Other forms of this signal also feed back to potential audience members/students for example, easy access to KIS data will provide potential students with signal relating to the employability of graduates on a particular course (but remember: Past performance is no guarantee of future results. Does the KIS widget include that warning?!).

Leave a Reply

Your email address will not be published. Required fields are marked *