Job descriptions – 2020 – Online Industry

Posted in Uncategorized on July 11, 2009 by Paulsharma Chakravarthy

 

The innovation economy will drive the current market and the following will be new job descriptions in 2020 in Online Industry.

Designation: Content Architect

Pedagogically organizes the content and integrates to simplify learning process.

Designation:  Content Designer

Applies visual design and learning theories to design user centric content.

Designation: Learning Activity Designer

Designs learning activities based on media, e-learning level, learning taxonomy, technology, learners styles and learners gadgets.

Designation: Knowledge Management Specialist

Works with SME’s and develops knowledge base to empower learning. Knowledge base will be seamlessly organized into databases. Designs methods to integrates SCO’s into knowledge chunks.

Designation: Research Analyst – Learning psychology

Field analyst who researches to analyst the learners transforming learning styles and their timeline. Predicts learning style using tools and assessments.

  Designation: Mind map developer

  The one who brainstorms and organizes information in the form of visual mind maps. Will be using Howard Gardners and other updated mind map tools.

Designation:Googler

Primarily looks for information from web search and other customized search engine.

Designation: Educational Technology Advisor

Expertise in learning and implementation of ICT in learning. Advices mainly on the usage of technology based on budget, learning needs, resources and timeline.

Designation: Knowledge Transfer Facilitator

One who does knowledge transfer between any two person for uninterrupted work schedule. Analyses the requirements and uses knowledge transfer strategies and theories.

Designation:Human Resourse Facilitator

Counsels, trains and mends the human resource pool and equips them to the changing market demand.

Designation:Innovation specialist

Keen on developing innovations in online learning. Develops need based innovative models, products, tools, services and all.

Designation: Brainstorm leader

The one who leads the object and results oriented brainstorming session. Applies networking of human brain concepts and algorithms.

Designation: Blended Learning Instructor

Instructor who facilitates the running of blended learning courses and blended learning media

Designation: Social networking manager

Manager or integrates learning with social networking tools especially for corporate learners.

Designation: Social networking administrator

Implements learning objects with social networking tools especially for corporate learners.

Designation: Web 5.0 developer

Socially interactive web developers to facilitate SCORM /AICC compliant learning. Clubs LMS with LAMS, social networks, blogs, wikis etc.

Designation: Video Encoder

Encodes, decodes and edits video from various formats. Ex. Transforming video loaded from you tube to 2D and 3D animation formats.

Designation: Creative Animator – Develops animation based on the concepts creatively.

Designation: 4D Artist -  Illustrates visual designs and illustration in 4 dimensions.

Designation: 4D Animator – Develops 4D animation.

Designation: Blog manager – Creates, manager blog content, blog users in intranet and internet.

Designation: Blog administrator- Managers the blog users – rights, authentication and bloggers tools.

Designation: Blog architect – One who designs blogs using appropriate media.

Designation: Copyright/IPR Specialist -   patents content, design, products and address copyright issues in content, animation, video and audio.

Designation: SME Manager -   Manages the knowledge base and SMEs

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Case scenarios

Posted in Uncategorized on May 28, 2009 by Paulsharma Chakravarthy
How To Write Effective Case Scenarios

The above presentations provides a kick start to write effective case scenarios. Case study or case scenario based learning suits very well for adult learners.

Quick Tips for writing case scenarios:

1. Include scenarios which are relevant to the learners. Do not include any fictional scenarios 

2. It should grab the attentions of the learners

3. Keep the learners in mind while designing/ preparing these scenarios

4. Your scenarios needs not be a lengthy paragraphs

5. Should be analytical rather than descriptive

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Instructional Design Document

Posted in Documents on May 28, 2009 by Paulsharma Chakravarthy

 

Slide5

Instructional Design Document
The above presentation is all about how to prepare an Instructional Design Document.
Instructional Design document serves as a blueprint for the development of the e-learning courseware. Including even minute details like graphics style, presentation format, level of animations, Blooms level will give a clear understanding between the client and the vendor. Any deviation from the initial scope will benefit to identify the scope changes as well as to manage the project timeline. Nailing down even the minute details at this stage would prevent unwanted development effects in the latter stage of the project.

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Open Source Education – Why?

Posted in Education with tags , on March 19, 2009 by Paulsharma Chakravarthy

In line with the success stories of open source software/products like java, mozilla firefox and linux, the concept of opensource has now creeped in educational sector and gaining more acceptance.  

Web has enabled easy access to educational materials to the learning community. The power of using ICT in academics is realized very fast and it’s catching up globally. MIT’s (http://ocw.mit.edu/OcwWeb/web/home/home/index.htm) open source education is one classical example. MIT has hosted video lectures of 1800 courses. Everyone has access to this course free of cost.

The growth of open source course authoring tools and free content management systems has geared the online education to leaps and bounds. Academicians are more inclined to develop and publish their course online. The current generation learners are well informed about the technological fronts and also they are more connected in updating each others. The social networking sites are also empowering the current generation with more east to use tools and environment.

The role of faculties/teachers is changing from mere handling classroom session to mentor and guide the students and the harness the implementation of ICT’s in education. Still a handful is finding it hard to cope up with this techno updates. The present learning community looks for more innovative as well as engaging learning process. Blended learning will also be more suitable options to Indian academics. Once the institution has the necessary hardware in place, they can manage these applications and make use of them with open source software.

Though there is enormous content that is generated from existing source, it has to be chunked and organized to make them appealing and easy for the learners to imbibe.

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Connectivism theory – a quick review

Posted in Learning Theories with tags , on December 5, 2008 by Paulsharma Chakravarthy

connectivism

 

Introduction

The usage of informational technology aids in the field of education is continue to increase in the recent decades. We have already witnessed these outcomes in individual and organization level. The technological influence will continue to influence the learning process as well as the learners approach towards learning.

Connectivism – a quick review

George Siemens (2004) introduced “Connectivism” as a new learning theory for the digital era. It’s obvious that how technology have changed our learning process. Since all the learning theories were proposed before this technological change, he emphasizes that connectivism theory addresses for the learners in this digital era. Bill Kerr (2007) strongly believes that existing learning theories are sufficient though the technological advancements influence the learning environment. Pløn Verhagen pointed (Siemen’s Connectivism) that this not a theory rather a pedagogical view. It is expected that more views will be addressed in the near future supporting this theory. Connectivism also covers the organizational learning apart from individual learning. Earlier learning theories were more oriented toward the learning whereas this focuses on what is being learnt. Ally (2008) emphasized on new model for the learning theory for this digital era supporting the connectivism theory.

Need – Novel Instructional design models

According to me, connectivism theory should be streamlined with varying levels of learning how other learning theories have been organized. The instructional models presently used in the e-learning industry were proposed prior to this technological change and hence a new learning model which would address the recent and upcoming technological influences should be developed.

 

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Learning Domains – a personal experience

Posted in Learning Domains with tags , on December 1, 2008 by Paulsharma Chakravarthy

Understanding the learning domains is of profound importance in preparing the instructional goals and objectives for a curriculum. In this article i have made an attempt to map my previous experience with the learning domains.

 

Psychomotor – Learning Experience 

My post graduation studies in Microbiology have taught various application oriented practical. Initially, in the first semester, we need to be familiar with the DNA isolation procedure. This is a stepwise procedure demanding practice and perfection in calculation.

Psychomotor learning experience mapped with the various levels of Dave’s taxonomy.

Imitation

In our first semester, we were given a demonstration of the procedure and also supported with the protocol to perform the practical (DNA isolation). At this stage we merely imitated the instructor’s demonstration to obtain the results.

Manipulation

In the subsequent practical session, individually we have to isolate DNA from different samples (Ex. Plant, animal and diseased patients). We adopted and applied the same procedure for these samples.

Precision

Though the manipulation of basic protocol was easier; it was tough to get accurate results at the beginning. Later, through scrupulous practice we performed the particular practical with ease and comfort.

Articulation

On the day of examination, we were given unknown samples to perform the practical and show the results. Though there was a tint of exam fear, we were able to produce perfect results through our rigorous practice in our laboratory sessions.

Naturalization

This protocol (DNA Isolation) is part of various comprehensive practical like PCR, Mutation studies and Finger printing analysis in the next semester. I remember performing this basic protocol simultaneously while preparing the samples my other practical sessions in the lab.

 

Affective – Learning Experience 

This is regarding my attitude change about medical insurance policies. Earlier I had perception that if we avail medical insurance policy we may fall sick. In fact I have developed this attitude after listening to some of my relatives. Once I had a conversion with my close friend regarding her husband’s ailment and how they wisely managed using a medical insurance policy. After this I enrolled myself for a free webminar to know the importance of medical insurance policy. Then I learnt the various benefits of them. By gaining more knowledge about this has totally changed my attitude about the medical insurance policy and eventually led me to sign up for a policy.

 

Affective learning experience mapped with the various levels of Krathwohl’s taxonomy.

Receiving

Receiving information regarding medical insurance policy from my friend.

Responding

Enrolled in a webminar to know it advantages and its salient features.

Valuing

Started valuing every aspect of a medical insurance policy.

Organizing Values

Gained more knowledge through web search as well as enquired about an apt medical insurance policy for my family.

Creating the value complex

Completely changed my attitude over hearing other’s experiences and signed up for a medical insurance policy.

 

 

Cognitive – Learning Experience 

Blooms cognitive levels can be better explained from my learning experience during my under graduation. As part of our curriculum I did a case study analysis to assess the drinking water quality and prepare preventive measures for controlling enteric diseases. Lecture session on drinking water contamination has made me know that drinking water quality can be easily contaminated by microbes. I have personally referred few text books in library to know how the water gets contaminated and the standard methods to assess them.

Cognitive learning experience mapped with the various levels of Bloom’s taxonomy.

Knowledge 

Knowing that drinking water gets contaminated with microbes and it can be assessed using coliform levels.

Comprehension

I’m able to explain how water is contaminated by E.coli and other microbes after reading from different text books.

Application

Analyzing the coli form levels in different drinking water resources in and around college premises using MPN test.

Analysis

After obtaining the results, compared the coliform levels of different water samples with water quality standards (WHO and MINAS) for coliforms.

Synthesis

Determining the potential source of water contamination by coliforms from various text books and published journals for enteric diseases.

Evaluation

Devise a strategy for prevention of water borne enteric diseases based on the extent of water contamination.

 

 

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