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MOOCs in Continuing Education: Breaking Tradeoffs
Clyde Seepersad, IACET Board of Directors
Over the course of the past 6 years that I've been involved in continuing education, the single most-often repeated request I've heard from continuing education students is the importance of convenience. After all, this is an audience which is typically balancing the sometimes competing demands of work, family and professional education.
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Millennials: 40 percent of the US workforce by 2020
IACET
Join our inaugural event discussing the millennial generation in the workplace. A panel discussion will follow a keynote address about Building the Bridges between Boomers, Generation X and Millennials and we will continue the conversation about the shift in workplace paradigms between the generations in roundtables.
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Repeat non-completers
Inside Higher Ed
Only one third of non-first-time students — adult learners who re-enroll in college after at least a year away from higher education — earn a degree after six to eight years, according to a study released today. The study, based on National Student Clearinghouse Research Center data of 4.5 million non-first-time students, found that only 33.7 percent of those students, who re-entered college between 2005 and 2008, completed their degree. The completion rates for those returning students at public four-year universities and community colleges was 27 percent lower than for first-time students.
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The real revolution in online education isn't MOOCs
Harvard Business Review
Data is confirming what we already know: recruiting is an imprecise activity, and degrees don't communicate much about a candidate's potential and fit. Employers need to know what a student knows and can do. Something is clearly wrong when only 11 percent of business leaders — compared to 96 percent of chief academic officers — believe that graduates have the requisite skills for the workforce.
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What it means to be a millennial leader
CLO
Not to freak you out, but millennials will soon rule the world. And each week we've discussed the fact that your ability to attract, develop and retain young leaders will make or break your company in the coming years, but we haven't discussed millennials as leaders and how that will impact your organization.
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9 must-read materials about social learning
Talent Blog
If you're into eLearning you must have heard of a concept called Social Learning. On the contrary to some myths, it's not a new thing. It's actually the oldest way of learning that we know. It is all about learning from each other, just like you did when you were a kid and friends were showing you how to kick the ball. It's a known fact that learning through mimicking others, through discussion and working in a group brings better results than acquiring knowledge and skills from books.
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The 6 myths of virtual learning
eLearning Industry
Houston C Tucker, a contributor for eLearning Industry, writes: "I recently conducted an online presentation for over fifty educational executives who are either involved in, or interested in getting involved in the virtual learning world. It is the same presentation I start with when taking on a new client because I want to ensure that we are on the same page when it comes to virtual schools. It is simply called The 6 Myths of Virtual Learning. Why 'give' it away here you might ask? I was challenged by a friend of mine who is a prolific author and blogger to share this to a wider audience in order to further build my effort to re-imagine virtual learning."
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The science of video-based game learning
Training Zone
Video games are ubiquitous. Americans spent $20.5 billion on video games in 2013, with over 170 million Americans (60 percent) spending money on them. That's 100 million paying gamers with an average monthly spend of $16.50. In the U.K., the amount spent on video games in 2013 was over £3bn. Globally, figures are even more impressive with over a $100bn being predicted to be spent this year on video games, including game consoles. Gamers are not just the stereotype of young men. Almost half (47 percent) of gamers are women, and 29 percent are over the age of 50.
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How to make workplace training more fun
Administrate
Workplace training is a great chance for all involved to develop their knowledge and skills in a way that will benefit what they do everyday at work. Unfortunately, not everyone views workplace training in this way, as some can see it as education being forced on them, and therefore boring! Employees can also dislike being taken away from their everyday work to complete training, as they might be very busy or have important things to deal with.
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TRENDING ARTICLES
Missed last week's issue? See which articles your colleagues read most.

    11 tips to engage and inspire adult learners (eLearning Industry)
Using IACET Accreditation as a marketing strategy (Amy Hyams, EdD)
Lifelong learning: The only way to keep up (Training Zone)
How to make workplace training more fun (Administrate)

Don't be left behind. Click here to see what else you missed.


Improving the learning climate
Training Industry
You have to get a lot right for a training program to be effective. And one of the most critical things one can do for learners is create a learning climate — promoting a positive and supportive view of talent development. Of course, the training itself is important. But it's not the only thing that matters. Perceptions and attitudes towards workplace learning also affect training results. Even great training can fail in a hostile environment. An organization's learning climate really comes down to the attitudes of employees and how leadership communicates to shape these attitudes.
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Power to the people: Should training be democratized?
Learning Solution Magazine
For a learning and development leader, the list of priorities is endless. Surrounded by opportunity and driven by demand, the question is not "what should we do" but rather "what can we afford to do?" But L&D is caught between an ever-increasing need for training and an ever-shrinking budget. The pressure has never been greater.
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Facebook designs learning for 'millearnnial'
Elearning
Linda Galloway, a contributor for Elearning, writes: "Personally, I'm sick of reading about the special learning styles of Millennials. Of course, each workforce generation has different work attitudes, values and motivators — shaped by factors such as the economic environment and major life events. But, come on: Millennials don't have special brains that somehow make them learn in ways different from the rest of us. So when I see an article tying the use of social tools, video, curated content and other 'new' learning approaches to Millennial workers, I want to hurl my Olivetti at the wall. (Just kidding, LOL.)"
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How to get employees to care about their professional development
Fast Company
Jim sits in front of his workstation with a grin on his face as he prints off his training certificate. It's proof that he completed a compulsory four-hour online course on workplace safety; in reality, it only took Jim 18 minutes to click through the videos and pass the assessment with educated guesses. Does this sound familiar? It should. It's typical of many companies' approach to professional development, which is scary when you consider that U.S. companies spent more than $70 billion on corporate training in 2013.
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When professional development underperforms
EdSurge
"Professional Development." PD. When this phrase is introduced into teacher circles, many teachers cringe with thoughts of poor instruction, time wasted on doing and learning things that do not apply to them, or initiatives that will go away with the next administrative change. But then again, there are teachers who do look forward to similar sessions with excitement because they learn so much and use that knowledge when instructing their students. The rapid increase of educational technology tools dictates that teachers need time and proven strategies to use the tools in the classroom. The time and strategies can be included in current PD sessions, yet still be relevant to the core subjects.
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The CET Connection
Colby Horton, Vice President of Publishing, 469.420.2601
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