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    <title type="text">elearningpost</title>
    <subtitle type="text">elearningpost:</subtitle>
    <link rel="alternate" type="text/html" href="http://www.elearningpost.com/" />
    <link rel="self" type="application/atom+xml" href="http://www.elearningpost.com/blog/atom" />
    <updated>2010-08-07T18:02:35Z</updated>
    <rights>Copyright (c) 2010, maish</rights>
    <generator uri="http://expressionengine.com/" version="2.1.0">ExpressionEngine</generator>
    <id>tag:elearningpost.com,2010:08:07</id>


    <entry>
      <title>Bill Gates: In Five Years The Best Education Will Come From The Web</title>
      <link rel="alternate" type="text/html" href="http://www.elearningpost.com/blog/bill_gates_in_five_years_the_best_education_will_come_from_the_web" />
      <id>tag:elearningpost.com,2010:/1.3763</id>
      <published>2010-08-07T09:58:31Z</published>
      <updated>2010-08-07T18:02:35Z</updated>
      <author>
            <name>maish</name>
            <email>maish@elearningpost.com</email>
                  </author>

      <content type="html"><![CDATA[
        <p>Gates <a href="http://techcrunch.com/2010/08/06/bill-gates-education/">believes</a> that in five years time you&#8217;ll able to find the &#8220;the best lectures in the world&#8221;. You can now, but its &#8220;unevenly distributed&#8221;!</p>

<blockquote><p>&#8220;One particular problem with the education system according to Gates is text books. Even in grade schools, they can be 300 pages for a book about math. &#8216;They’re giant, intimidating books,” he said. “I look at them and think: what on Earth is in there?&#8217;&#8221;</p></blockquote> 
      ]]></content>
    </entry>

    <entry>
      <title>25 User Experience Videos That Are Worth Your Time</title>
      <link rel="alternate" type="text/html" href="http://www.elearningpost.com/blog/25_user_experience_videos_that_are_worth_your_time" />
      <id>tag:elearningpost.com,2010:/1.3762</id>
      <published>2010-07-23T00:03:13Z</published>
      <updated>2010-07-23T08:06:17Z</updated>
      <author>
            <name>maish</name>
            <email>maish@elearningpost.com</email>
                  </author>

      <content type="html"><![CDATA[
        <p><a href="http://www.smashingmagazine.com/2010/01/05/25-user-experience-videos-that-are-worth-your-time/">Nice collection</a> by Smashing Magazine. </p>

<blockquote><p>&#8220;We’re all mostly accustomed to educating ourselves by reading articles. Rare are the opportunities to attend conferences or watch live shows on subjects that we’re interested in. That’s why we are presenting here phenomenal videos and related resources on the topic of user experience (UX) by different presenters at different events. We have focused on current content but have included some older videos that are still relevant. It will take you more than 16 hours to watch all of these videos. So, make some popcorn, turn off the lights and enjoy.&#8221;</p></blockquote>

<p>
</p> 
      ]]></content>
    </entry>

    <entry>
      <title>&#8216;Can I?&#8217; is better than &#8216;I can&#8217;</title>
      <link rel="alternate" type="text/html" href="http://www.elearningpost.com/blog/can_i_is_better_than_i_can" />
      <id>tag:elearningpost.com,2010:/1.3761</id>
      <published>2010-07-18T22:59:43Z</published>
      <updated>2010-07-19T07:02:44Z</updated>
      <author>
            <name>maish</name>
            <email>maish@elearningpost.com</email>
                  </author>

      <content type="html"><![CDATA[
        <p><a href="http://scienceblogs.com/cortex/2010/07/will_i.php?utm_source=feedburner&amp;utm_medium=feed&amp;utm_campaign=Feed:+scienceblogs/wDAM+(The+Frontal+Cortex)" title="Interesting study">Interesting study</a> suggests that interrogative self-talk is actually more motivating than declarative gumption that business leaders profess.</p>

<blockquote><p>&#8220;Why is interrogative self-talk more effective? Subsequent experiments by the scientists suggested that the power of the &#8220;Will I?&#8221; condition resides in its ability to elicit intrinsic motivation. (We are intrinsically motivated when we are doing an activity for ourselves, because we enjoy it. In contrast, extrinsic motivation occurs when we&#8217;re doing something for a paycheck or any &#8220;extrinsic&#8221; reward.) By interrogating ourselves, we set up a well-defined challenge that we can master. And it is this desire for personal fulfillment - being able to tell ourselves that we solved the anagrams - that actually motivates us to keep on trying.&#8221;</p></blockquote> 
      ]]></content>
    </entry>

    <entry>
      <title>Some of our work</title>
      <link rel="alternate" type="text/html" href="http://www.elearningpost.com/blog/some_of_our_work" />
      <id>tag:elearningpost.com,2010:/1.3760</id>
      <published>2010-07-14T12:54:11Z</published>
      <updated>2010-07-14T20:59:12Z</updated>
      <author>
            <name>maish</name>
            <email>maish@elearningpost.com</email>
                  </author>

      <content type="html"><![CDATA[
        <p>Glad to have worked with some very talented illustrators and animators. Here is a sample of our work at <a href="http://www.pebbleroad.com" title="PebbleRoad">PebbleRoad</a>.</p>

<object width="560" height="340"><param name="movie" value="http://www.youtube.com/v/g4sQCwKG_5E&amp;hl=en_US&amp;fs=1"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/g4sQCwKG_5E&amp;hl=en_US&amp;fs=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="560" height="340"></embed></object> 
      ]]></content>
    </entry>

    <entry>
      <title>On education</title>
      <link rel="alternate" type="text/html" href="http://www.elearningpost.com/blog/on_education" />
      <id>tag:elearningpost.com,2010:/1.3759</id>
      <published>2010-07-14T12:43:00Z</published>
      <updated>2010-07-14T20:54:02Z</updated>
      <author>
            <name>maish</name>
            <email>maish@elearningpost.com</email>
                  </author>

      <content type="html"><![CDATA[
        <p>Dennis Littky writes about <a href="http://interactions.acm.org/content/?p=1384">a new approach to education</a> in the lastest issue of <em>Interactions</em> magazine. (Subscription required).</p>

<p>&#8220;The school was broken down into advisories, with a teacher and a group of students who spent four years together. Each adviser, parent, and student developed an individual learning plan. The school had broad goals of reading, writing, applying math, empirical reasoning, communication, and personal qualities. Every student would have his or her own way of reaching those goals with high standards. The teacher&#8212;also acting as adviser&#8212;would help the student identify his or her interests and then find a mentor and workplace to help make the learning real.&#8221;</p>

<p>Sounds like &#8220;<a href="http://en.wikipedia.org/wiki/Gurukul" title="Gurukul">Gurukul</a>&#8221; to me.
</p> 
      ]]></content>
    </entry>

    <entry>
      <title>Computers at Home: Educational Hope vs. Teenage Reality</title>
      <link rel="alternate" type="text/html" href="http://www.elearningpost.com/blog/computers_at_home_educational_hope_vs._teenage_reality" />
      <id>tag:elearningpost.com,2010:/1.3758</id>
      <published>2010-07-11T22:33:28Z</published>
      <updated>2010-07-12T06:36:29Z</updated>
      <author>
            <name>maish</name>
            <email>maish@elearningpost.com</email>
                  </author>

      <content type="html"><![CDATA[
        <p>NY times <a href="http://www.nytimes.com/2010/07/11/business/11digi.html" title="reports">reports</a> that there is no evidence of improved educational performance with having computers at home. </p>

<blockquote><p>&#8220;Economists are trying to measure a home computer’s educational impact on schoolchildren in low-income households. Taking widely varying routes, they are arriving at similar conclusions: little or no educational benefit is found. Worse, computers seem to have further separated children in low-income households, whose test scores often decline after the machine arrives, from their more privileged counterparts.&#8221;</p></blockquote> 
      ]]></content>
    </entry>

    <entry>
      <title>UX Myths</title>
      <link rel="alternate" type="text/html" href="http://www.elearningpost.com/blog/ux_myths" />
      <id>tag:elearningpost.com,2010:/1.3757</id>
      <published>2010-07-07T23:03:48Z</published>
      <updated>2010-07-08T07:10:50Z</updated>
      <author>
            <name>maish</name>
            <email>maish@elearningpost.com</email>
                  </author>

      <content type="html"><![CDATA[
        <p>&#8220;Build your website based on evidence, not false beliefs!&#8221; This website documents <a href="http://uxmyths.com/" title="UX myths">UX myths</a> along with research findings. Nice reference point to bring out in client discussions and to include in documentation. (via <a href="http://www.steptwo.com.au/columntwo/">ColumnTwo</a>). Here are some good ones:</p>

<ul>
<li><a href="http://uxmyths.com/post/654026581/myth-all-pages-should-be-accessible-in-3-clicks" title="All pages should be accessible in 3 clicks">All pages should be accessible in 3 clicks</a></li>
<li><a href="http://uxmyths.com/post/654047943/myth-people-dont-scroll" title="People don't scroll">People don&#8217;t scroll</a></li>
</ul> 
      ]]></content>
    </entry>

    <entry>
      <title>Mind Over Mass Media</title>
      <link rel="alternate" type="text/html" href="http://www.elearningpost.com/blog/mind_over_mass_media" />
      <id>tag:elearningpost.com,2010:/1.3756</id>
      <published>2010-06-13T00:43:31Z</published>
      <updated>2010-06-13T08:52:32Z</updated>
      <author>
            <name>maish</name>
            <email>maish@elearningpost.com</email>
                  </author>

      <content type="html"><![CDATA[
        <p>Steven Pinker writes a classic piece <a href="http://www.nytimes.com/2010/06/11/opinion/11Pinker.html" title="Mind Over Mass Mediad">and clears the smoke over the view that new media and Google is making us stupid</a>.</p>

<blockquote><p>&#8220;The effects of consuming electronic media are also likely to be far more limited than the panic implies. Media critics write as if the brain takes on the qualities of whatever it consumes, the informational equivalent of “you are what you eat.” As with primitive peoples who believe that eating fierce animals will make them fierce, they assume that watching quick cuts in rock videos turns your mental life into quick cuts or that reading bullet points and Twitter postings turns your thoughts into bullet points and Twitter postings.&#8221;</p></blockquote> 
      ]]></content>
    </entry>

    <entry>
      <title>&#8220;People don&#8217;t want to buy a quarter&#45;inch drill. They want a quarter&#45;inch hole!&#8221;</title>
      <link rel="alternate" type="text/html" href="http://www.elearningpost.com/blog/people_dont_want_to_buy_a_quarter-inch_drill._they_want_a_quarter-inch_hole" />
      <id>tag:elearningpost.com,2010:/1.3755</id>
      <published>2010-06-12T09:58:43Z</published>
      <updated>2010-06-12T18:04:44Z</updated>
      <author>
            <name>maish</name>
            <email>maish@elearningpost.com</email>
                  </author>

      <content type="html"><![CDATA[
        <p>I was looking for <a href="http://hbswk.hbs.edu/item/5170.html" title="What Customers Want from Your Products">this story</a> for a while. Finally I found it, so would like to share it with you. It&#8217;s about understanding what people want to get done with products&#8212;the job-to-be-done. Often we get lost in the features and functions of the product that we forget about the job that the product is designed to get done. The same principle can be used for designing websites and intranets.</p>

<blockquote><p>&#8220;With few exceptions, every job people need or want to do has a social, a functional, and an emotional dimension. If marketers understand each of these dimensions, then they can design a product that&#8217;s precisely targeted to the job. In other words, the job, not the customer, is the fundamental unit of analysis for a marketer who hopes to develop products that customers will buy.&#8221;</p></blockquote> 
      ]]></content>
    </entry>

    <entry>
      <title>Does the Internet Make You Smarter?</title>
      <link rel="alternate" type="text/html" href="http://www.elearningpost.com/blog/does_the_internet_make_you_smarter" />
      <id>tag:elearningpost.com,2010:/1.3754</id>
      <published>2010-06-06T01:05:49Z</published>
      <updated>2010-06-06T09:10:50Z</updated>
      <author>
            <name>maish</name>
            <email>maish@elearningpost.com</email>
                  </author>

      <content type="html"><![CDATA[
        <p>Clay Shirky takes on Nicolas Carr in <a href="http://online.wsj.com/article/SB10001424052748704025304575284973472694334.html" title="Does the Internet Make You Smarter?">this excerpt</a> from this book, &#8220;Cognitive Surplus: Creativity and Generosity in a Connected Age.&#8221;</p>

<blockquote><p>&#8220;Increased freedom to create means increased freedom to create throwaway material, as well as freedom to indulge in the experimentation that eventually makes the good new stuff possible. There is no easy way to get through a media revolution of this magnitude; the task before us now is to experiment with new ways of using a medium that is social, ubiquitous and cheap, a medium that changes the landscape by distributing freedom of the press and freedom of assembly as widely as freedom of speech.&#8221;</p></blockquote> 
      ]]></content>
    </entry>

    <entry>
      <title>Research Ethics Guidebook</title>
      <link rel="alternate" type="text/html" href="http://www.elearningpost.com/blog/research_ethics_guidebook" />
      <id>tag:elearningpost.com,2010:/1.3753</id>
      <published>2010-06-03T13:00:28Z</published>
      <updated>2010-06-03T21:01:29Z</updated>
      <author>
            <name>maish</name>
            <email>maish@elearningpost.com</email>
                  </author>

      <content type="html"><![CDATA[
        <p>&#8220;The <a href="http://www.ethicsguidebook.ac.uk/" title="Research Ethics Guidebook">Research Ethics Guidebook</a> is designed as a resource for social science researchers - those early in their careers, as well as more experienced colleagues.&nbsp; It aims to help you find your way through the variety of regulatory processes and procedures that can apply to social science research - signposting you to more detailed information along the way, and acting as a prompt for reflection and questioning at all stages of the research process.&#8221;
</p> 
      ]]></content>
    </entry>

    <entry>
      <title>Content Migration: the iceberg of CMS projects</title>
      <link rel="alternate" type="text/html" href="http://www.elearningpost.com/blog/content_migration_the_iceberg_of_cms_projects" />
      <id>tag:elearningpost.com,2010:/1.3752</id>
      <published>2010-05-29T14:35:41Z</published>
      <updated>2010-05-29T22:39:42Z</updated>
      <author>
            <name>maish</name>
            <email>maish@elearningpost.com</email>
                  </author>

      <content type="html"><![CDATA[
        <p>A nice introduction to the <a href="http://www.openroad.ca/if/then/2007/11/02/content-migration-the-iceberg-of-cms-projects/" title="Content Migration: the iceberg of CMS projects" >content migration effort</a> required when doing intranet redesigns.</p>

<blockquote><p>&#8220;For all the reasons to ignore the inevitable, the truth remains that failure to adequately strategize, plan, schedule, and budget for content migration can easily sink your CMS project. Failure to plan can lead to delays as the content migration drags past the launch date. Conflicts can occur as extra resources are called upon at the last minute to attempt to migrate mountains of web pages into the new system. After all of the hard work your team has put into designing and building the new system, content migration is the last hurdle — one that you don’t want to underestimate.&#8221;</p></blockquote> 
      ]]></content>
    </entry>

    <entry>
      <title>Too Cool for School: What the Valley Is Missing in Online Education</title>
      <link rel="alternate" type="text/html" href="http://www.elearningpost.com/blog/too_cool_for_school_what_the_valley_is_missing_in_online_education" />
      <id>tag:elearningpost.com,2010:/1.3751</id>
      <published>2010-05-19T23:49:55Z</published>
      <updated>2010-05-20T07:53:56Z</updated>
      <author>
            <name>maish</name>
            <email>maish@elearningpost.com</email>
                  </author>

      <content type="html"><![CDATA[
        <p>Sarah Lacey writes about the <a href="http://techcrunch.com/2010/05/19/too-cool-for-school-what-the-valley-is-missing-in-online-education/" title="Too Cool for School: What the Valley Is Missing in Online Education">education and training opportunities in the developing world</a>:</p>

<blockquote><p>&#8220;But in emerging markets, modern education is still developing on an elementary, collegiate and vocational level. Burgeoning populations who want better opportunities are struggling under the confines of what young democracies can provide, giving a huge opportunity for private, for-profit education systems to play a bigger role than they’ve played in the West historically. And obviously, the Web and mobile is a big part of this. It’s not just about access, it’s about breaking learning down into affordable, consumable chunks—the same way the Web has broken music and media down into sell-able, bite-sized pieces of the song and the blog post. Some of this is happening inside the classroom and some is redefining what a “classroom” is.&#8221;</p></blockquote> 
      ]]></content>
    </entry>

    <entry>
      <title>Polyhierarchy in the real world</title>
      <link rel="alternate" type="text/html" href="http://www.elearningpost.com/blog/polyhierarchy_in_the_real_world" />
      <id>tag:elearningpost.com,2010:/1.3750</id>
      <published>2010-05-12T05:34:12Z</published>
      <updated>2010-05-12T13:35:13Z</updated>
      <author>
            <name>maish</name>
            <email>maish@elearningpost.com</email>
                  </author>

      <content type="html"><![CDATA[
        <p>Snapped this at a local video store. There are multiple Top 1s, Top 2s, etc.</p>

<p><a href="http://www.flickr.com/photos/maishn/4594136520/" title="Polyhierarchy by Maish Nichani, on Flickr"><img src="http://farm5.static.flickr.com/4042/4594136520_671c093079.jpg" width="375" height="500" alt="Polyhierarchy" /></a>
</p> 
      ]]></content>
    </entry>

    <entry>
      <title>Faceted vs. Parametric search</title>
      <link rel="alternate" type="text/html" href="http://www.elearningpost.com/blog/faceted_vs._parametric_search" />
      <id>tag:elearningpost.com,2010:/1.3749</id>
      <published>2010-05-12T05:27:17Z</published>
      <updated>2010-05-12T13:29:18Z</updated>
      <author>
            <name>maish</name>
            <email>maish@elearningpost.com</email>
                  </author>

      <content type="html"><![CDATA[
        <p>From an <a href="http://dc.bridgelinedigital.com/interviews/peter-morville" title="interview with Peter Morville">interview with Peter Morville</a>:</p>

<blockquote><p>Peter Morville: The terms &#8220;faceted navigation&#8221; and &#8220;parametric search&#8221; are often used interchangeably, but for the sake of comparison I find it valuable to define interfaces that require the simultaneous, up-front specification of all search parameters as exemplars of parametric search. Like the Boolean queries of yore, this forces users to formulate and execute a search strategy without guidance or feedback. Sliders and pull-downs are easier than ANDs and ORs, but syntax is only part of the problem.</p>

<p>In contrast, faceted navigation lets users begin naturally with a keyword or two. They&#8217;re rewarded with traditional results plus a list of facets (or fields) and values, usually on the left. This SERP (search engine results page) serves as a custom map that offers insights into the content and its organization. And, this is a map that&#8217;s also the territory. Users can take a simple next step to clarify or refine their query by clicking on a facet value. And, by taking several of these simple next steps, users can construct a sophisticated, powerful query. So, not only do users find what they need, but they also learn along the way.</p></blockquote> 
      ]]></content>
    </entry>


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