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<\/p>\n
Team Experience<\/h2>\n
With a seemingly convenient and easy to use form of technology, our team was eager to experience it for ourselves. We explored a course on Lynda.com titled Editing Images Using Snapseed. Our diverse backgrounds and experiences did not hinder our learning as we all managed to \u201cchange\u201d an image and create something new without interacting with a human being. After our experience and reflections, we were curious about our own learning and how Lynda.com could be used in our unique contexts. This prompted further questions. <\/span><\/p>\n If these videos can be used to support instructors and student learning, we became curious about how the videos are created and who the instructors are.<\/span><\/i><\/p>\n We learned there is a great deal of work that goes into creating these videos. Lynda.com is kept active producing a massive amount of courses that use a wide range of ed-tech. They also continually update content or retire videos. <\/span><\/p>\n <\/p>\n After our excitement of learning a new tool through this platform, we were curious about how we could use Lynda.com in our individual contexts. Would it benefit individual learning styles and needs; how would it support instructors?<\/span><\/i><\/p>\n <\/p>\n Lynda.com offers features that help personalize learning styles. Our team took advantage of the manipulation of narration to speed up and slow down the lesson. In addition, the videos offer closed captions, transcripts and a note-taking function. <\/span><\/p>\n These Lynda.com features have the ability to make learning more convenient. The content is broken down into units which align with the tenets of cognitive learning theory. Cognitivists stress that \u201ceffectiveness and efficiency of knowledge transfer\u201d can occur through \u201csimplification and standardization\u201d (Ertmer & Newby, 2013, p. 52). These units can be played, slowed down, and re-watched depending on the needs of the learner.<\/span><\/p>\n \u00a0<\/span><\/p>\n <\/p>\n Although it is easy to get swept away by the convenience of Lynda.com videos, our team recognized there are some limitations that may have unintended impacts on individuals and organizations. <\/span><\/i><\/p>\n <\/p>\n This raised concerns about the pedagogical effectiveness of using curated videos as a primary instruction. The lack of collaborative learning hinders the ability for learning to take place as learners need to be able to develop their own understanding through social negotiation (Ertmer & Newby, 2013). <\/span><\/p>\n With Lynda.com\u2019s integration into LinkedIn Learning, courses are being tailored to \u201call user profiles\u201d highlighting \u201cin-demand skills\u201d for career growth (Komljenovic, 2018, p. 10). As a result, Lynda.com has advanced LinkedIn Learning\u2019s positioning as an online learning platform.<\/span><\/p>\n This raises the question as to the long-term impact LinkedIn Learning will have on the education sector. Watters (2017) who rallied against the platforming of education warns of the unimagined consequences to our learning, teaching, and democracy that can result from the monopolization of digital learning platforms.<\/span><\/p>\n <\/p>\n Illustrations are created by the authors.<\/em><\/p>\n <\/p>\n References <\/span><\/p>\n Bersin, J. (2018, August 1). LinkedIn Learning: A bold success with more growth to come. Retrieved from https:\/\/www.linkedin.com\/pulse\/linkedin-learning-bold-success-more-growth-come-josh-bersin\/<\/span><\/p>\n Ertmer, P., & Newby, T. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. <\/span>Performance Improvement Quarterly, 26<\/span><\/i>(2), 43-71. https:\/\/doi.org\/10.1002\/piq.21143<\/span><\/span><\/p>\n Komljenovic, J. (2018). Linkedin, platforming labour, and the new employability mandate for universities. <\/span>Globalisation, Societies and Education,<\/span><\/i> 1\u201316. https:\/\/doi.org\/10.1080\/14767724.2018.1500275<\/span><\/span><\/p>\n LinkedIn Learning. (2013). The lynda.com story | How we do it \u00a0[YouTube video]. Retrieved from https:\/\/www.youtube.com\/watch?v=zv6rhybZZMc<\/span><\/p>\n Lynda.com. (2019). All Courses | lynda.com. Retrieved from https:\/\/www.lynda.com\/allcourses<\/span><\/p>\n Merrill, M. D. (2008). Reflections on a four decade search for effective, efficient and engaging instruction. In M. W. Allen (Ed.), <\/span>Michael Allen’s 2008 e-Learning Annual<\/span><\/i> 1, 141-167: Wiley Pfieffer<\/span><\/span><\/p>\n Porter, J. (2015, April 27). From near failure to a $1.5 billion sale: The epic story of Lynda.com. Retrieved from https:\/\/www.fastcompany.com\/3045404\/from-near-failure-to-a-15-billion-sale-the-epic-story-of-lyndacom<\/span><\/p>\n Tucker, B. (2012). The flipped classroom. Education Next, 82\u201383. Retrieved from https:\/\/www.educationnext.org\/the-flipped-classroom\/<\/span><\/p>\n Watters, A. (2017, April 3). The top ed-tech trends (aren\u2019t \u2018tech\u2019) [Blog post]. Retrieved from http:\/\/hackeducation.com\/2017\/04\/03\/trends<\/span><\/p>\n","protected":false},"excerpt":{"rendered":" History From a free web design resource created in 1995 to a multibillion-dollar global online learning platform acquired by LinkedIn (Porter, 2015), Lynda.com\u2019s impact on online learning is widespread and its adoption can be seen in government, academia, and business sectors (Lynda.com, 2019). Team Experience With a seemingly convenient and easy to use form of […]<\/p>\n","protected":false},"author":99,"featured_media":223,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[9],"tags":[],"class_list":["post-172","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-lrnt526"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/lrnt526-2019-team3\/wp-json\/wp\/v2\/posts\/172","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/lrnt526-2019-team3\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/lrnt526-2019-team3\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/lrnt526-2019-team3\/wp-json\/wp\/v2\/users\/99"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/lrnt526-2019-team3\/wp-json\/wp\/v2\/comments?post=172"}],"version-history":[{"count":35,"href":"https:\/\/malat-webspace.royalroads.ca\/lrnt526-2019-team3\/wp-json\/wp\/v2\/posts\/172\/revisions"}],"predecessor-version":[{"id":238,"href":"https:\/\/malat-webspace.royalroads.ca\/lrnt526-2019-team3\/wp-json\/wp\/v2\/posts\/172\/revisions\/238"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/lrnt526-2019-team3\/wp-json\/wp\/v2\/media\/223"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/lrnt526-2019-team3\/wp-json\/wp\/v2\/media?parent=172"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/lrnt526-2019-team3\/wp-json\/wp\/v2\/categories?post=172"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/lrnt526-2019-team3\/wp-json\/wp\/v2\/tags?post=172"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}![\"\"](\"https:\/\/malat-webspace.royalroads.ca\/lrnt526-2019-team3\/wp-content\/uploads\/sites\/150\/2019\/05\/illustration-snapseed-1024x280.png\")
<\/p>\nQ1 – What is the process of creating the course and who is involved?<\/strong><\/h4>\n
Authors<\/h2>\n
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Lynda.com invests in quality authors to build their library. They have several in-house authors and also contract with instructors selected on status in the community, previous work, completion of a test or “proof of work\u201d (Linkedin Learning, 2013). Instructors are also vetted for their subject matter skills, and their ability to communicate through video.
\n<\/span><\/p>\nProduction<\/h2>\n
![\"\"](\"https:\/\/malat-webspace.royalroads.ca\/lrnt526-2019-team3\/wp-content\/uploads\/sites\/150\/2019\/05\/illustration-videos-1024x125.png\")
<\/p>\n![\"\"](\"https:\/\/malat-webspace.royalroads.ca\/lrnt526-2019-team3\/wp-content\/uploads\/sites\/150\/2019\/05\/illustration-production-wide2-1024x285.png\")
<\/p>\nQ2 – What are the advantages of using Lynda.com for learning?<\/strong><\/h4>\n
Advantages<\/h2>\n
Features\/Personalized Learning<\/h3>\n
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<\/span><\/p>\nFlipped Classroom<\/h3>\n
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Through the use of Lynda.com videos, instructors and instructional designers can spend more time creating in-class opportunities for collaborative learning that build off of student\u2019s viewing of videos outside of class time (Tucker, 2012). These videos have the potential to support the instruction of the material by providing a lecture of content, for example, that the students view beforehand. The class time is then used to expand and engage with the new knowledge.
\n<\/span><\/p>\nQ3 – What are the concerns of using Lynda.com for learning?<\/strong><\/h4>\n
Limitations<\/h2>\n
Isolated Learning<\/h3>\n
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Through our learning event, we discovered there were no means to test out our newly acquired Snapseed skills with each other. We were reliant on our novice ability to assess if we had improved or mastered the skill.<\/span><\/p>\nLack of Assessment and Feedback<\/h3>\n
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A significant limitation to Lynda.com is the lack of assessment or feedback, particularly if this learning experience is not part of a larger learning environment, such as a flipped classroom. Merrill (2008) posits that learning is promoted when students receive an opportunity for practice with coaching and corrective feedback. Although some Lynda.com courses contain exercises and assessment, they do not provide individualized feedback. Our team managed to change an image, but did we really learn a new skill, or was this a false sense of learning? A follow-up session or standard to be assessed against would have helped solidify our learning.
\n<\/span><\/p>\nSocio-economic Considerations<\/h3>\n
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Since Lynda.com\u2019s acquisition of LinkedIn, they now have increased access to Lynda.com user data (Komljenovic, 2018). Data collected is used to recommend further products and training for LinkedIn Learning users and for the development of employability trends and labour reports which are sold to industry (Komljenovic, 2018).
\n<\/span><\/p>\nFuture Directions<\/h2>\n
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Lynda.com\u2019s move to LinkedIn Learning has contributed to its positioning in the training and professional development market (Komljenovic, 2018), and expanded its reach globally. LinkedIn Learning offers 12,000 courses and publishes over 40+ new courses weekly in multiple languages (Bersin, 2018). All of this growth opens up new possibilities for Lynda.com\u2019s evolution as LinkedIn Learning.
\n<\/span><\/p>\n