Kapp Notes

SEPTEMBER 28, 2017

Mahwah, NJ: Lawrence Erlbaum Associates. 2005) Application of the testing and spacing effects to name learning. 19: 619–636, 2005. Making learning fun: A taxonomy of intrinsic motivations for learning. Snow & M. Farr (Eds.), Aptitude, learning and instruction: Vol III. Cognitive and affective process analyses (pp.

Resources 159

Resources Cognitive Journal Poll 159

Upside Learning

JUNE 24, 2009

24 Questions about computer games and education- The Learning Circuits Blog, August 8, 2005. Hong Kong Digital Game Based Learning Association. The Top 5 Platforms for Creating Educational Video Games « Educational Games Research, June 17, 2009. Caspian’s ILS taxonomy- Clive on Learning, November 17, 2008.

Games 280

Games Resources Simulations PDF 280

Upside Learning

JUNE 24, 2009

24 Questions about computer games and education- The Learning Circuits Blog, August 8, 2005. Hong Kong Digital Game Based Learning Association. The Top 5 Platforms for Creating Educational Video Games « Educational Games Research, June 17, 2009. Caspian’s ILS taxonomy- Clive on Learning, November 17, 2008.

Games 280

Games Resources Simulations PDF 280

Kapp Notes

JANUARY 30, 2013

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

ASTD 228

ASTD Simulations Resources Comparison 228

Kapp Notes

FEBRUARY 18, 2013

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 209

Simulations Resources Conference Comparison 209

Kapp Notes

JUNE 9, 2011

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 204

Simulations Resources Innovation Comparison 204

Kapp Notes

OCTOBER 25, 2012

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 200

Simulations Resources Conference Comparison 200

Kapp Notes

NOVEMBER 17, 2010

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 189

Simulations Research Games Comparison 189

Kapp Notes

JANUARY 25, 2012

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

TechKnowledge 198

TechKnowledge Simulations Resources Comparison 198

Kapp Notes

OCTOBER 3, 2012

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 187

Simulations Resources Comparison Enspire 187

Kapp Notes

MARCH 22, 2013

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

ASTD 195

ASTD Simulations Authoring Tools Comparison 195

Moodle Journal

NOVEMBER 25, 2005

Using OAIster, you can carryout searches on metadata and associated resources. As of November 23rd 2005, the OAIster harvester has some 6,073,500 records from 572 institutions. As content repositories increase in popularity, harvesting services such as OAIster (Open Archive Initiative) are becoming available.

Content 100

Content VLE Search Association 100

Kapp Notes

MAY 17, 2013

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

ASTD 175

ASTD Slides Simulations Comparison 175

Kapp Notes

AUGUST 7, 2013

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Resources 165

Resources Simulations Comparison Games 165

Kapp Notes

MARCH 20, 2012

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 165

Simulations Resources Comparison Virtual World 165

Kapp Notes

AUGUST 7, 2012

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 160

Simulations Games Gamification Network 160

Kapp Notes

JULY 30, 2012

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

ASTD 155

ASTD Simulations Resources Comparison 155

Kapp Notes

JUNE 16, 2011

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 154

Simulations Resources Comparison Press 154

Integrated Learnings

MAY 30, 2012

In short, the trick is to associate items with familiar visual cues. If you’ve attended this type of workshop, or if you’ve seen an interview with someone who has a remarkable knack for recalling seemingly random items, you may already know the method. I attended a free mini-workshop like this a few years ago. Emmott, C., & Schema theory.

Theory 133

Theory Design eLearning Instructional Design 133

Kapp Notes

OCTOBER 29, 2012

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Resources 155

Resources Simulations Comparison Slides 155

Kapp Notes

MAY 14, 2013

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

ASTD 150

ASTD Simulations Resources Comparison 150

Kapp Notes

APRIL 24, 2013

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

ASTD 150

ASTD Simulations Resources Comparison 150

Kapp Notes

APRIL 11, 2013

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Simulations 148

Simulations Resources Comparison Games 148

Kapp Notes

SEPTEMBER 9, 2011

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

Resources 154

Resources Simulations Comparison Press 154

Tony Karrer

JULY 20, 2009

Background Explanation By selecting LMS , I've selected content that is the latest and best stuff that's associated with the term LMS. The keywords on left side are changed to keywords which are more closely associated with that term. Seems so long ago. :) How about 2005 ?

Blended Learning 100

Blended Learning Association Learning Management System Folksonomy eLearning Strategy 100

Kapp Notes

OCTOBER 21, 2007

In late 2004 and early 2005, I did a series of articles for eLearn Magazine on the vendor selection process covering vendor selection writing the RFP and other elements of the process. Alo, I encourage you, if you have any suggestions, please join in the discussion over at Tony's blog at eLearning Technology. Here are links to those articles.

Association Learning Management System 100

Association Learning Management System LMS Association LMS Resources 100

ID Reflections

AUGUST 1, 2010

Josh Bersin of Bersin and Associates said it well: “It’s not informal learning taking over everything; it’s a modernization of the learning function.” And that’s a really exciting place for the learning profession to be because what you are capturing, then, is the performance of an organization.”

Learning 2.0 132

Learning 2.0 Blended Learning Social Networks Gartner 132

CommLab India

DECEMBER 15, 2016

The way humans learn and develop has changed drastically; learners in 2016 are different to learners in 2005. In this post, I’ll go through three of the major e-learning trends that brought about major changes in the way we create online courses from 2005 to 2016. Please add to the list.

Trends 44

Trends Online Course Module 44

Kapp Notes

MARCH 22, 2013

Baylor and Kim (2005) report that in multiple studies with avatars of different gender and race, evidence indicates that students learned significantly more and had significantly greater motivation when working with one motivator and a different expert avatar as compared to working with the just the one mentor avatar. Reference: Baylor, A.

ASTD 119

ASTD Simulations Authoring Tools Comparison 119

SHIFT eLearning

JUNE 19, 2014

All these new bits of data received from the sensory cortex flow toward the association regions in the back of the brain, where they start combining to produce a meaningful concept. They basically record concrete experiences, or the raw materials for learning, in the brain. Process Two: Make Meaning. Process Four: Active Testing.

Brain 111

Brain Corporate eLearning Juice eLearning 111

Kapp Notes

NOVEMBER 19, 2007

The National Science Foundation, the Federation of American Scientists and the Entertainment Software Association got together in October 2005 to talk about the value of video games for education and have the following to say. So, on this Monday morning, I'm thinking.we need more computer games in the schools.

Games 100

Games Education Examples Simulations 100

Big Dog, Little Dog

DECEMBER 24, 2005

Task-switching is a common cognitive task associated with attention and cognitive control. In this very interesting study, researchers examined what brain areas were associated with good task switching ability. Elliot Masie's Learning 2005 - Epic show report. Tag: Task Switching.

Cognitive 32

Cognitive Knowledge Masie News 32

Janet Clarey

FEBRUARY 26, 2009

34 (1) 5-32, 2005-2006. Mahwah, NJ: Lawrence Erlbaum Associates. and Associates. References all hodgepodge and not APA because I’m not getting graded for this post: Baird, D.E. & & Fisher, M. Neomillennial User Experience Design Strategies: Utilizing social networking media to support “always on” learning styles.

Social Networks 68

Social Networks Blended Learning Brandon Hall Cognitive 68

SHIFT eLearning

MARCH 11, 2014

According to the Bersin & Associates 2011 research report, "Mobile learning’s power comes from its ability to connect employees to the knowledge and expertise they need when and where they need it, making it useful for potentially almost any learning need". 2) Mobile learning can deliver key data at point of need. Removing formality.

Mobile Learning 110

Mobile Learning Mobile Adopt Adoption 110

Learning with e's

JULY 2, 2014

As usual, this is a simplified interpretation of the theory, so if you wish to learn more, please read the associated literature. 2005) The Adult Learner: The definitive classic in adult education and human resource development (6th ed.), In this post, we review the andragogy theory of Malcolm Knowles. Reference Knowles, M. Holton, E.

Cognitive 96

Cognitive Theory Pedagogy Learning Theory 96

CLO Magazine

FEBRUARY 21, 2017

Fortunately, starting about 2005, the emerging neuroscience of learning suggested a way to solve this problem. Further, because our brains are very efficient at processing images associated with a greater purpose, an initial powerful motivation can be stimulated in a few minutes and firmly entrenched in about an hour.

Brain 79

Brain Engineering Performance Support Pattern 79

Talented Learning

JULY 13, 2017

Among Docebo’s third-party connectors, I didn’t see any productized Association Management System (AMS) integrations. Founded 2005. Established in 2005, Docebo has more than 1200 active customers. Association members. Increasingly, I’ve noticed a trend among rapidly growing SaaS LMS vendors. Athens, GA.

Docebo 100

Docebo Association Learning Management System LMS Association LMS 100