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And speaking of instance<\/em>, during our team sessions, a doubt appeared concerning what the terms instance, issue,<\/em> and aspect<\/em> mentioned in the directions meant.\u00a0 We could take the usual meaning of those words but they seemed to be used interchangeably, which caused some confusion to the team.\u00a0 We needed to be on the safe side because our team’s video was still to be produced and the clock was ticking.<\/p>\n The instructor’s clarification came as a much needed directive:\u00a0 All team members must work on one and the same instance<\/em>.\u00a0 This did not affect my colleagues’ work but, in my case, I was doing the Localisation<\/em> of a supplementary Geometry resource to the Khan Academy online educational videos, so I had to shift the focus to the instance<\/em> of the Introductory courses to HTML (Hyper Text Markup Language) and CSS (Cascading Style Sheets) (Khan Academy, 2018).\u00a0 In the end it worked out fine, although the extra time the change required could have been used to do some final fine-tuning.<\/p>\n The teams’ selections provided a diverse set of presentations allowing the audience to gain some insights to a variety of modalities.\u00a0 Among these were the Massive Open Online Curses (MOOCs) which, honoring their name, are widely dispersed throughout 196 countries and across multiple networks.\u00a0 Their content offerings cover a vast range of topics, and being open and online have helped them gain popularity among both universities and individual learners alike (Adamopoulos, 2013).\u00a0 Coursera and edX belong in this category, and their specific weight in the trend comes from large universities and organisations including them in their staff development options (Daniel, 2012; Noer, 2012).<\/p>\n Another modality was the curated video library represented by Lynda.com.\u00a0 This case’s story precisely depicts what being in the right place at the right time is, besides posessing the knowledge people needs to learn at hand.\u00a0 Having started with the topic of how to develop a web site, triggered by the absence of accessible resources in the market, Lynda.com then grew not only adding topics but also going through uncertainty, both financially and technologically speaking (Porter, 2015).<\/p>\n To summarise the sampling, the infographic Khan Artists prepared illustrates how the modalities selected by the teams fit in the grid comparing competency versus course based, and paid versus free options.<\/p>\n It is interesting to see that Khan Academy’s online educational videos contrast with the rest by being competency oriented, which corresponds completely to the origin of these tutorials: Sal Khan aimed to help his niece to become competent on specific topics (Bhatt et al., 2014).<\/p>\n The vastness of resources available in the education field is impressive.\u00a0 One of the best approaches an educator may take is to be open considering as many resources as feasible to give the students access to learning.\u00a0 Such variety of options might as well help solve the need of differentiated instruction, which at times can be challenging for the teacher.<\/p>\n Adamopoulos, P. (2013). What makes a great MOOC? An interdisciplinary analysis of student retention in online courses.Retrieved April 12, 2018 from\u00a0http:\/\/pages.stern.nyu.edu\/~padamopo\/What%20makes%20a%20great%20MOOC.pdf<\/a><\/p>\n Amiel, T., Squires, J., & Orey, M. (2009). Four strategies for designing instruction for diverse cultures: Context and localization of learning objects. Educational Technology 49<\/em>(6). 28-34. Retrieved from http:\/\/www.jstor.org\/stable\/44429738<\/a><\/p>\n Bahador, M., Doyle, S., Keddie, J., MacGregor, A., & Rimke, K. (2018, May). Khan artists<\/em>. Presentation prepared in fulfilment of the part 2 of assignment 1 of the LRNT526 course, MALAT programme of Royal Roads University, Victoria, CA.<\/p>\n Bhatt, Grozdev, Hackney, Love-Davis, Stankiewicz, & Walters. (2014). Student case study:<\/em> Khan Academy<\/em>. Retrieved from http:\/\/fletcher.tufts.edu\/~\/media\/Fletcher\/MIB\/pdfs\/B236%20Student%20Case%20Studies\/Khan%20Academy%202014.pdf<\/p>\n Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. The Journal of Interactive Media in Education.<\/em> Retrieved from\u00a0https:\/\/www-jime.open.ac.uk\/articles\/10.5334\/2012-18\/<\/p>\n Khan Academy. (2018). Retrieved from https:\/\/www.khanacademy.org\/<\/a><\/p>\n Noer, M. (2012). One man, one computer, 10 million students: How Khan Academy is reinventing education. Forbes<\/em>. 1-8. Retrieved from http:\/\/www.prisim.com\/wp-content\/uploads<\/a>\/2013\/12\/One-Man-One-Computer-10-Million Porter, J. (2015). From near failure to a $1.5 billion sale: The epic story of Lynda.com. Fast Company.\u00a0 Retrieved May 30, 2018, from https:\/\/www.fastcompany.com\/3045404\/from-near-failure-to-a-15-billion-sale-the-epic-story-of-lyndacom<\/p>\n","protected":false},"excerpt":{"rendered":" Last Minute Change While working on Assignment 1 Part 2, I thought I had my presentation well under way since I had exchanged comments back and forth with the instructor, and we both coincided in that Localisation was a good and interesting approach.\u00a0 It was indeed outlined in the preliminary work of Assignment 1 Part … Continue reading “LRNT526 U3 a1 – Last Minute Change and Summary”<\/span><\/a><\/p>\n","protected":false},"author":62,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9],"tags":[],"class_list":["post-534","post","type-post","status-publish","format-standard","hentry","category-lrnt526"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/posts\/534","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/users\/62"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/comments?post=534"}],"version-history":[{"count":16,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/posts\/534\/revisions"}],"predecessor-version":[{"id":554,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/posts\/534\/revisions\/554"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/media?parent=534"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/categories?post=534"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/tags?post=534"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}Summary<\/h3>\n
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Conclusion<\/h3>\n
References<\/h3>\n
\n-Students-How-Khan-Academy-Is-Reinventing-Education-Forbes.pdf<\/a><\/p>\n