FastestTube is a browser extension that currently works with Chrome, Firefox and Safari (IE version on the way). It sits in YouTube and allows you to download any video in a number of formats: This is a really useful facility.
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When YouTube really does have to be offline
Today I sat down, just as I did ten years ago, to write a set of checklists and standards for digital learning content as applied to the workplace. While this was, for me at least, a worthwhile and rewarding experience, and will hopefully be of value when released sometime soon to content developers and purchasers of off-the-shelf content, the process was enormously complicated by the changes that have taken place in the scope and application of digital learning content.
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So what actually is learning content?
Today I sat down, just as I did ten years ago, to write a set of checklists and standards for digital learning content as applied to the workplace. While this was, for me at least, a worthwhile and rewarding experience, and will hopefully be of value when released sometime soon to content developers and purchasers of off-the-shelf content, the process was enormously complicated by the changes that have taken place in the scope and application of digital learning content. Ten years ago, all we had, at least as far as workplace e-learning was concerned, was interactive tutorials, very closely resembling the computer-based training materials that we had previously experienced on CD-ROM and videodisc.
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So what actually is learning content?
Jul 28
This great little video from SimplyZesty , an agency specialising in Online PR and Social Media based in Dublin, contains some fascinating stats about social media usage in the UK. Check the website out because they have a free e-book too.
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Social media in the UK 2010
A recent posting on Mashable reports some interesting data from Resolve Market Research based on an online survey of potential purchasers and active users of iPads, smart phones, e-readers and portable video game devices in the USA. It provides some insights into the uses early adopters are finding for their iPads and the effect this is having on competitive devices: The iPad was initially positioned as a device for reading, watching videos and web browsing
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So how are people really using the iPad?
Jul 19
Recently I got an email from ‘Sean, a fellow learning theory/tool fiend… I’m also a first year student at Harvard Medical School but I just launched my own tech-heavy learning project on the side
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Excel Everest
In a fascinating Economist article, The Lazy Medium: How people really watch television , we discover once again how rapid changes in technology are only slowly reflected in meaningful changes in behaviour. The following three extracts from the article demonstrate quite clearly how what we thought the impact of technology might be doesn’t necessarily match up to current reality: Myth 1: Viewers disregard the programme schedule But a change in expectations is not quite the same as a change in behaviour.
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How people really watch television
This month’s Big Question on the ASTD Learning Circuits Blog asks what software tools, as learning and development professionals, we should set out to learn. On careful reflection, I’d have to say none. I’ve witnessed terrible examples of the training friends of mine have received when they decided to become more tech-savvy.
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The Big Question: What tools should we learn?
CEGOS has just released the results of their 2010 learning and development survey, carried out in March among 2,200 employees from small, medium and large companies in the UK, France, Germany and Spain. The results are interesting, particularly in terms of attitudes to, and usage of learning technologies.
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Latest CEGOS survey shows how Europe is shaping up for learning technologies
A number of comments made by participants at the Second European Articulate Conference , which I attended in Leeds last month, gave me the impression that designers are overly anxious about the production values of their interactive content. In particular they are concerned that learners might regard their content as low quality in comparison with commercial video games, movies and other mass media, and therefore not worthy of their attention. In my opinion, it is pointless to fret about relative production values, for a number of reasons: You will never in your wildest dreams be able to match ‘Hollywood’ production values or even get anywhere near.
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There’s no need to aspire to Hollywood content