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Did you know? Learning Systems Vol 3

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Did you know? Learning Systems Vol 3

LMS aka Learning Management System. LXP – Learning Experience Platform. Learning Platform. Cohort-based learning platform. Employee Experience Platform (bad name for it). Employee Development Platform.

There is a lot there for types of systems as I have noted before. I can’t forget the joke of micro-learning platforms, ignoring that micro-learning has been around since 2000, every type of learning system can do this because it is based solely on how you or whomever creates the courses/content. Plus, duration is highly misleading – so much so, that it ignores the basic tenant of Web Based Training (WBT) the precursor to the word e-learning, which initially was used as an umbrella term, for all types of e-learning solutions. Authoring tools. Web Conferencing solutions. LMS. LCMS (Rip, albeit a few are back, like zombies). Learning tools – now referred to as learning technology. Courses – regardless if self-paced (which they have always been, hence the reason around WBT) or synchronous-based, think the syllabus or stop and wait approach that EdTech – meaning K-12 and higher education use frequently. Cohort-based learning incorprates quite a bit around synchronous based learning, but it could easily do asynchronous which is the whole self-contained course/content so many folks create today. No one really says asynchronous or synchronous anymore, but they are/were the terms readily used.

I suspect that many readers were not aware of the above. A Did You Know? paragraph. Information such as this is essential in the understanding of the history, the terms and what has become of the terms whether gone the way of our climate on this planet, or still used but in another form.

Take e-learning. It means online learning. It was as mentioned above as an umbrella term representing all different types of offerings that were, well online. Think of e-mail. When did it appear? When the Internet as you see it, okay not all that garbage that exists, but in 1993 with web sites. E-mail means electronic mail. Nobody, used the term before that, although I am sure someone out there will stipulate they did.

We all know what e-mail means, or more so, how to use it. Snail mail has arrived to as a term. It’s been around several years, and means the postal mail. Hence snail. It isn’t used when your postal carrier talks about the mail service, but it does exist as a term.

Getting back to e-learning. An umbrella term no more. When you check out a learning system and they are discussing the content, you may see (and I see it quite a bit) being used to refer to an online course. A vendor says “elearning course” ignoring that it really has a hyphen between the e and the l. I never understood why a vendor does this. I say it because it should be extremely obvious to anyone, especially when the other course options which I do see are classroom (ILT, Face to Face) or ILT, webinar (not highly used, but that means web based seminar, in EdTech they love to say flipped classroom – it is a web conferencing, with a boring approach). If it is a document or material – you often see PDF or the icon, or resource, or some other nomenclature. If it is a video, I have seen all types of weirdness – content (duh), resource, self-paced (no kidding) and the dreaded ignorance of elearning. Why can’t a vendor simply say video? That to me, is quite clear.

I’ve seen SCORM as a type mentioned, which nobody nowadays knows what that means, and nobody cares – as a learner, and honestly as an admin. Plus, if they system accepts other SCORM types or AICC or xAPI, you will never see those mentioned or listed. This goes into the back-end too. I see way too many SCORM package- meaning to upload a course. Yet, you are really uploading content. So, just say content.

Content can be lots of things, including your SCORM or whatever type of course standard you are uploading that aligns to what the vendor can accept. Way too many vendors ignore this, sitting back in the early days, as though someone who is new to this space, gets it OR even someone from whatever department overseeing the system understands OR even your admin. I think of Kirkpatrick – hello – nobody cares – ok, the majority don’t. Use it in your marketing. Pitch it to the CLO – who for whatever reason, often like the whole Kirkpatrick piece. If the person you are dealing with inquiries and you have it, say so. Otherwise, don’t.

Another did you know comes to the content in of itself that appears in the catalog. A lot of vendors will list the publisher of the content, as if some learner says, “Holy Moly – you have IT skills? I am picking that baby.” Nobody – and I repeat Nobody cares. They are looking for content that ties to what filters they are seeking. A skill. An Interest. A job role. Popularity, whatever. Unless you as a vendor have to mention or note the 3rd party course provider based on your partnership agreement, remove it. Here though is the problem – a lot won’t. They are stuck in the mud. And budging from it, is sacrosanct.

I give out huge kudos to Docebo, because they went from listing publisher – due to their partnership with GO1 who lists them; and now – Docebo that is, just have the courses/content under the categories – with no mention of the publisher. Why can’t everyone else do this? As they say it is not rocket science here, although for some vendors, they will push back with “Nobody has asked or said anything, ” as a way to refuse to do it. Well, I think it is simply because they are unaware or think themselves, who cares. It isn’t though about who cares, it is about easy to understand without a bunch of gibberish.

Speaking of terminology, I saw a system yesterday and they used unlimited as a term in their catalog. What it means is that the client, has purchased in the system an unlimited package of courses/content for their learners. Here is the kicker though – they learner doesn’t care. It isn’t relevant.

There are a lot of did you knows that could would take a massive tome to write. I’ll hold back on those, because there will be a “Did you Know?” Vol 4. This one is Volume 3. Volume 2 exists here. In researching past posts of Did you Know? I found the very first one I wrote – in 2013. This is Volume 1.

Volume 3

Did you know?

It is essential do know why WBT was created and what are the benefits for it. Remote learning a term I truly despise – and no surprise is refers to EdTech – which again, a lot of vendors content included think educational technology refers to corporate learning. It doesn’t. Please read this again – It doesn’t. It means K-12 and higher education. And here is the kicker – it always has.

The next time some vendor’s salesperson or CEO shows off a system that ignores the basic principles of WBT you will know they never took the time to find out what it is, how it works or anything else. Sad really. But money drives the industry, and I mean who cares, right?

Well, they should – because it eliminates the nonsense of duration, self-paced, micro-learning and that other confusing spin vendors espouse to entice you to buy.

Why WBT was created. Read here.

Did you know?

There are vendors who will white-label a mobile app. This means that instead of your learners going into the Apple IOS apps or Google Play and finding the vendor’s app, with their name on it – they could go into the app store/Google Play and find it under your name.

This is ideal if you are doing B2B (aka extended enterprise, aka customer training/client training/partner training). I also think it is ideal for any association, and any vendor who offers online content via an app store that goes direct to consumer (formally known as B2C, now referred to as D2C). There are companies who will do this, even for their own employees.

There is always cost to this, but do not assume that a lower priced system or a system you would never think will do this, because there are plenty who do. And there are big name vendors who won’t. Cornerstone for example, won’t – they should, but that is another story.

Then there are vendors who do not have a mobile app (WHY???), that will build a custom mobile app for you. Again there is a fee-involved. I really like Thought Industries, but one of my biggest gripes was the lack of a mobile app. They do give you the files and offer you to do it – yuck. But, they will build a custom mobile app for you – white labeled with your name on it, and aligns to the system.

Some vendors will say they have white-label with their mobile app, but what they really mean is that within the mobile app, the end-user will see your name and logo in it. That’s it.

Did you know?

AI. When a vendor says they have AI, do not assume it means Generative AI which is all the rage. It could mean machine learning, which is not the same as Gen-AI. If a vendor says neither, then clearly, they have no clue. I am unaware of any vendor who is using deep learning tied to their NLP (Natural Language Processor).

Did you know?

That many vendors do not train their salespeople on a regular basis. Think about this for a second. What industry are many of you in? L&D or Training. And what do you provide to your employees, customers, members? Training. On a regular basis – with e-learning or the yuck of ILT (excluding those who do OJT in retail for example).

On top of that, there is often a disconnect within the company – the vendor- whereas the product dev team does not let the salespeople know what new features are being added, how the process changes, nor and this is the KING of it – review the RFP that the salesperson or whomever has filled out – to make sure what they are writing is accurate. The last part is huge. And it should be part of the internal process of checks and balances, before that RFP goes out.

Secret Time

You are about to be in a shock mode or yeah I figured mode. I’ve heard way too many times from folks who oversees sales tell me that they have salespeople who will say anything to land the deal – even if it is wrong or misleading. Now if they are aware of this, you would think they will do something about it. The folks I spoke with who told me, never do anything. In the end it is all about getting the sale. As with any industry the majority of salespeople are honest. And their are bad apples too.

I know of a CEO of a company – learning system who told me they would do whatever it takes to land a deal, even if what they say they have doesn’t exist. Thankfully, the CEO is no longer in our industry, but their approach wasn’t why they are gone.

Did you know?

That if you have a request for a special integration or requirement that the vendor doesn’t necessarily do on a regular basis, that you cannot rely on them saying yes, we can do that.

What you need to do:

  • Request that they explain in details on how they will accomplish it
  • Have them create mock-ups or screens on the approach and method – seeing is believing
  • Ask if it will be an additional fee and if it will require a 3rd party dev team to do it – and will the vendor oversee this – i.e. the team, with checks and followups? The additional fee is common.
  • If they say that another client did the exact same thing – ask to speak either to the client or for the vendor to show you how it looked. I prefer talking to the client. If the vendor declines, ask them who the client is – and then on your own go to LinkedIn and search people for that company. You will find that person. They reach out via message. I’ve never had someone decline.

Bottom Line

There isn’t much more to say in this edition. After all it is volume three.

Though, I will leave you with this

Did you know, that I added another rescue to the pack?

We named her Nava. So don’t be surprised if she takes over a blog post, as a narrator.

I’ll need to make sure she can’t access the keyboard.

She might try to eat it.

Or use it as a dog toy.

E-Learning 24/7

How Engineers Actually Use ChatGPT in Their Daily Workflow

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How Engineers Actually Use ChatGPT in Their Daily Workflow

If there’s one trait that developers collectively share, it’s a love of problem-solving. It’s a thrill to discover a workaround, diagnose a pesky problem, or collaborate with a dev who helps you across the finish line of a project. With advancements in OpenAI’s ChatGPT, there are countless new ways to approach a problem, work smarter, and accomplish more. 

The way engineers use ChatGPT (or don’t) depends a lot on the person and the day-to-day responsibilities of their role. Someone who works on hardware or in cybersecurity, for instance, may not benefit much from adding AI tools to their workflow. A front-end engineer, on the other hand, might ask ChatGPT to quickly generate CSS code snippets to use as a template for a spec project. Or even a machine learning data scientist who knows their way around AI systems and large language models may spend some time tinkering with ChatGPT to see what the tool is all about. 

Learn something new for free

There are so many creative ways to harness ChatGPT’s unique and powerful capabilities and optimize your workday. Here are a few ways that engineers are taking advantage of emerging AI tools like ChatGPT to make their workflow more efficient and enjoyable.  

Remember: These are just suggestions that can help developers be more productive — what works for one person may not work for you. Not to mention, different workplaces have different standards and best practices related to using AI. (We recently published our own Codecademy-specific AI principles if you want to hear more about our approach.) If you do try these techniques in your own routine, you still have to cross-check and validate everything on your own. And if you want to unpack more of the ethics of using AI, check out our new free course Intro to Generative AI.  

Group survey responses 

Christopher Tower works with “a whole slew of survey responses” in his role as Technology and Developer Quality Manager at Codecademy. He can provide ChatGPT with hundreds of survey responses, and it’ll categorize the responses into groups. “This essentially does all the reading through individual responses and data work on it really easily and quickly,” he says.  

Fix bugs 

Save yourself the time and potential frustration of debugging by using an AI tool. In our new case study Debug Python Code with ChatGPT, we’ll give you a buggy snippet of code, and walk you through how to use AI to identify errors and resolve them. If you complete the case study, show us your results on the Codecademy forums.  

Write summaries 

Whether it’s drafting notes for a meeting pre-read or writing an email announcing new product enhancements, many technical jobs require writing. If writing isn’t one of your strengths, it’s easy to put off writing assignments or let them fall by the wayside. ChatGPT can get you up to speed with writing work, fast.   

Ada Morse, Senior Instructional Designer in Data Science, used GPT3.5 to write summaries for a recent project she was working on. But on a day-to-day basis, she says she doesn’t really use it. “I feel like in data science, the vast majority of the work is understanding where the data comes from and what it means,” she says. “These are tasks ChatGPT can’t really help with.” 

Document code 

Another writing task that can be streamlined with AI tools? Code documentation. In the 2023 Stack Overflow Developer Survey, 40% of professional developers said that they use AI tools to document their code. Writing documentation as you’re coding can be a tedious step. But outsourcing the job to an AI chatbot could help you maintain momentum on a project or during a sprint. Not to mention, your future self (and anyone else who has to interact with your code) will thank you for the clear and detailed documentation.  

Recall syntax 

Memorizing very specific syntax is, thankfully, not a core skill of coding. (That’s what documentation is for!) Understanding the concepts and how they work in context is a much more valuable skill than being able to recall specific snippets. When you’re racking your brain trying to remember how to do something in a particular language, ChatGPT can help you pinpoint the solution fast.  

For example, Julie Jones, a Software Engineer at Codecademy, was in a rush to complete a calendar app that she was coding for her own personal use. When she couldn’t remember how to nest an object in the language Ruby on Rails, she asked ChatGPT. “ChatGPT spit back the exact code that I literally copied in, and it worked,” she says. “It was just amazing.” 

As you can see, there are lots of ways you can be resourceful and use ChatGPT to help with your programming work. But before you can dive in and start incorporating these tips, it’s important to have a solid grasp on the tools you’re working with.  

Our AI courses are designed to help learners become responsible AI practitioners who can use, build, and improve these tools. Check out our new free courses Learn the Role and Impact of Generative AI and ChatGPT, Intro to Generative AI, and Intro to Language Models in Python. Then apply your newfound knowledge with case studies like Debug Python Code with ChatGPT. 

Alison Publisher Spotlight: Jawad Chand

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Alison Publisher Spotlight: Jawad Chand

When you leave home for work every morning, you expect to perform your duties and arrive back home at the end of the day in the same way you left. However, accidents do happen in the workplace. Workplace injuries and illnesses can have a wide-ranging impact on workers and their families. But there are individuals in the workplace who are skilled and qualified in ensuring the workplace meets health and safety standards. To learn more about this, we spoke to Alison Publisher, Jawand Chand.

Introduction

Please share with our learners a bit about your background.

I am an occupational health and safety practitioner and trainer with over 15 years of experience in oil and gas safety management, process safety, pharmaceutical hazard control, and health and safety management systems. My qualifications include degrees in business administration, chemical engineering, and occupational health and safety. I have collaborated with renowned oil and gas E&P and pharmaceutical manufacturing companies, and I hold certifications as an IRCA-certified lead auditor of ISO 45001:2018 and ISO 14001:2015-based management systems. I am now a freelance course creator, passionate about sharing health and safety knowledge to improve safety culture worldwide.

What made you decide to pursue an occupational health and safety career?

I chose to pursue a career in occupational health and safety due to my deep fascination with the field’s challenges and complexities. No two workplaces are the same, and each industry comes with its unique set of hazards and risks. This diversity constantly keeps me on my toes, pushing me to expand my knowledge and skills and face new challenges head-on. It’s an ever-evolving field that demands continuous learning and adaptation, which is something I thrive on.

What do you enjoy most about your chosen career field?

I firmly believe that every individual deserves to work in an environment where their safety is a top priority. I find it incredibly rewarding to be on the front lines, educating people about safety, implementing safety measures, creating policies, and conducting inspections to ensure the health and safety of people.

Publishing on Alison

What made you decide to create courses on Alison?

I always wanted to educate people in developing countries about occupational health and safety because they face more work-related accidents due to a lack of knowledge compared to developed countries. Additionally, many people in these countries have financial limitations or are unwilling to pay for online courses. Therefore, I needed a platform that could reach a wide audience in developing countries, be trusted, and provide courses free of cost to learners.

Fortunately, I discovered Alison, which perfectly fits all my needs. It has a large global audience, including millions of learners from developing countries, and offers free education to everyone. By creating courses on this platform, I believe I can help spread occupational health and safety knowledge to people in developing countries and educate them on how to prevent workplace accidents.

What do you enjoy most about publishing on this platform?

Alison’s commitment to offering free education and its user-friendly course creation tools are what make the experience enjoyable for me. It’s a remarkable platform that allows anyone to access my courses without any cost. Moreover, I appreciate the simplicity and ease of course creation on this platform, making it accessible for educators like myself to share knowledge effectively.

How has being a self-publisher on Alison changed or impacted your life?

Being a self-publisher on Alison has given me the opportunity to make a meaningful contribution to the field of health and safety. Knowing that my courses are helping people acquire new skills, expand their health and safety knowledge, and improve their lives is incredibly rewarding. It has reaffirmed my passion for sharing knowledge and has motivated me to continue creating valuable educational content.

You have published five courses on Alison. Tell us a bit more about your courses.

Each of my courses is designed to provide basic awareness in specific areas of occupational health and safety. Here’s a brief overview of each course:

  • Asbestos Awareness: This course focuses on raising awareness about the cancer-causing mineral asbestos, its hazards, and the necessary precautions to prevent its exposure. It covers topics such as asbestos types, health risks, safe removal, and handling practices.
  • Hydrogen Sulfide Awareness: This course aims to educate learners about the dangers associated with hydrogen sulfide gas. It covers topics like properties and characteristics of hydrogen sulfide, health effects, detection methods, and emergency response procedures.
  • Lockout Tagout Awareness: This course focuses on the principles of lockout tagout, a critical safety procedure used to control hazardous energy during equipment maintenance and servicing. It covers topics such as the importance of lockout tagout, procedures, equipment requirements, and best practices.
  • Machine Safeguarding Principles: This course provides an overview of machine safeguarding, which involves measures to protect workers from machinery-related hazards. It covers topics such as types of hazards, risk assessment, safeguards, and safeguarding devices.
  • ISO 37301:2021 Compliance Management Systems Awareness: This course introduces ISO 37301, which is the international standard for compliance management systems. It covers key concepts, implementation guidelines, and the benefits of adopting an effective compliance management system based on ISO 37301:2021.

Who should take your courses?

My courses on Alison are especially relevant for individuals who work in industries or occupations where they may encounter hazards related to machines, dangerous chemicals, and electricity. They are also suitable for safety professionals, emergency responders, and individuals responsible for ensuring the safety of others in potentially hazardous environments.

Occupational Health & Safety

Why should all employees be interested in and knowledgeable about OHS?

OHS knowledge helps employees protect themselves from workplace hazards, ensuring their own safety and well-being. By understanding safety procedures, potential hazards, and safe work practices, employees can actively contribute to creating a safer work environment for themselves and their colleagues. Employees who are knowledgeable about OHS can help ensure compliance with relevant laws, regulations, and industry standards.

What are the biggest challenges staff face in implementing OHS practices in the workplace?

In my experience, I have observed two major challenges when it comes to implementing occupational health and safety (OHS) practices at work.

  • Lack of Awareness and Knowledge: Many employees may not be fully aware or knowledgeable about hazards, safety measures, regulations, and OHS practices This lack of understanding can make it difficult for them to effectively implement OHS practices and contribute to a safe work environment. Insufficient training and limited access to information can make this challenge even more difficult.
  • Resistance to Change: Introducing new OHS practices and procedures often requires making changes to established work routines, procedures, or equipment. However, some employees may resist these changes because they are used to the existing practices. This resistance to change can impede the implementation process. To overcome this challenge, it is important to communicate effectively, provide training, and address any concerns or misunderstandings that employees may have about the changes.

What skills are needed to enforce OHS?

In my experience, the key skill necessary for effectively enforcing occupational health and safety (OHS) is the commitment to Continuous Learning. OHS regulations and best practices are dynamic, constantly evolving over time. Therefore, it is of utmost importance to consistently stay informed and updated regarding the latest industry trends and advancements.

In addition to Continuous Learning, there are several other critical skills that contribute to successful enforcement, such as problem-solving, decision-making capabilities, proficient auditing and inspection competencies, incident investigation, and emergency preparedness.

OHS at work

What is the role of an OHS officer in organisations?

The main role of an OHS officer is to ensure the health, safety, and well-being of employees. They are responsible for identifying and reducing workplace hazards, ensuring compliance with regulations, and fostering a safe working environment. OHS officers develop and implement OHS policies and procedures, identify potential dangers, and devise strategies to minimise risks and prevent accidents. Additionally, they provide training to raise awareness about OHS principles, regulations, and safe work practices. In case of accidents, OHS officers conduct investigations to determine the causes and suggest corrective actions for preventing similar incidents in the future. They also monitor and assess the organisation’s adherence to OHS regulations and standards through inspections, audits, and reviews, taking necessary corrective measures when needed.

What words of advice would you give someone who would like to publish on Alison?

To succeed as a publisher on Alison, remember to be professional, pay attention to detail, and create high-quality content. Start by determining your area of expertise and choose a specific niche within that field. Then, create a detailed plan for what content you want to make.

Your content should be accurate, well-researched, and up-to-date. Use different types of media like text, images, videos, or audio to cater to different learning styles and make your lessons more engaging.

Where can someone work after completing your courses?

While my courses primarily aim to raise awareness, completing my courses can also open various job opportunities across industries. Safety awareness is highly valued in sectors like construction, oil and gas, and manufacturing. These industries require strict adherence to safety regulations to ensure worker well-being and prevent accidents. Acquiring knowledge through these courses can pave the way for roles like safety officers, safety consultants, or trainers. Moreover, the demand for these skills extends to any field that prioritises safety and risk management.

Last thoughts

What else can Alison and its learners look forward to from you in the coming year to two?

In the coming year to two, you can expect new courses focusing on confined spaces safety, ISO standards, fire safety, and the oil and gas sector safety. I will also try to include a comprehensive diploma course in Occupational Safety. I’m developing a Health, Safety, and Environment blog called HSE Windsock (www.hsewindsock.com). It will focus on HSE topics and provide updates on Alison’s courses.

Any last words, advice, or wisdom you’d like to share with our learners?

Never stop learning. Education is a lifelong journey, and the more you learn, the more you’ll grow and discover new possibilities.

Safety is everyone’s responsibility. And it doesn’t happen by accident. If you’re interested in learning if you have the right set of workplace skills, take our free personality test below. The results provide insight into your strengths and weaknesses and will recommend a list of courses to take to bridge the gaps.

Word of the Day: kafkaesque

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Word of the Day: kafkaesque

The word kafkaesque has appeared in 20 articles on NYTimes.com in the past year, including on Oct. 25 in “Spotify Wants to Get Into Audiobooks but Says Apple Is in the Way” by Tripp Mickle:

The audiobook fracas offers a glimpse into the challenges developers face as they try to introduce new features. To abide by Apple’s rules, Spotify included its legal team in the product development process and tapped a former start-up founder with a law degree, Nir Zicherman, to spearhead the effort.

Apple initially approved the new feature in Spotify’s existing app before later reversing course, sending Spotify into what it considered to be a kafkaesque world where Apple simultaneously told the audio company that it could send customers emails about online purchases but couldn’t provide a button inside its app to request those emails. After a series of rejections, Spotify said that Apple on Tuesday approved a version of its app with the audiobook experience.

Can you correctly use the word kafkaesque in a sentence?

Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.

Then, read some of the other sentences students have submitted and use the “Recommend” button to vote for two original sentences that stand out to you.

If you want a better idea of how kafkaesque can be used in a sentence, read these usage examples on Vocabulary.com.

Students ages 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, can comment. All comments are moderated by the Learning Network staff.

The Word of the Day is provided by Vocabulary.com. Learn more and see usage examples across a range of subjects in the Vocabulary.com Dictionary. See every Word of the Day in this column.

GUEST POST: Let’s focus on ‘Learning’ in MicroLearning

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GUEST POST: Let’s focus on ‘Learning’ in MicroLearning

  1. Valuable Content: This is the ‘what’ of the microlesson – the actual topic. Instructors should ask themselves – what is it I want to teach my learners with a particular microlesson? Content should be relevant and useful, and it should be a part of something that will connect to learners’ existing knowledge. Content is a key starting point in planning to integrate a microlesson in the online course.

  2. Clear Instructional Purpose: This is the ‘why’ of the microlesson – the reason. Instructors should ask themselves – why do I need this microlesson and what do I wish to achieve from it? Instructional purpose is the reason for someone to develop a microlesson on the chosen content. It can be understood in terms of providing summary, augmentation/enrichment or clarification of tricky concepts, or simply as a review.

  3. Appropriate Length and Structure: This is the ‘how’ of the microlesson. While it is important to keep a microlesson short, sticking to a specific timeframe can be limiting and challenging in being able to present all the relevant content. Therefore, it’s better to think in terms of mental complexity. View length and structure through the lens of Sweller’s cognitive load theory (9,10) and design the microlesson using Rosenshine’s principles of instruction (click here for a microlesson on Rosenshine Principles of Instruction; 11). Instructors should be aware of the inherent complexity of the content as well as element interactivity (how complex and interconnected the components are) and how it might cognitively overload learners’ working memory. For example, think of a simple versus complex math problem. Simple math problem like 5+8 has low element interactivity but a problem from calculus would have a higher element interactivity. They should also keep in mind learners’ prior knowledge of the topic because element interactivity is highly dependent on what the learner already knows. Structure of the microlesson should be clear and concise without much irrelevant or unnecessary features, such as extra visuals or distracting animations (9,10). If there is a need for an advance organizer (an overview of the lesson prior to new material), the instructor should consider adding it to the microlesson. In sum, the length and structure of a microlesson should be informed by cognitive load theory and not by time frame.

  4. Appropriate Timing: This is the ‘when’ of the microlesson. Instructors looking to integrate microlessons in their courses should carefully think about when it should be revealed so as to gain maximum benefit from it. Whether the goal is to achieve opportunities for spaced practice or to scaffold by presenting complex information in small steps, it is important to think through the notion of timing (12).

  5. Contextually appropriate Format: Consider how the microlesson should be packaged and delivered. Instructors will be making multimedia related decisions at this point. Do I make a video, an infographic, or a text-based microlesson? The theories that can guide this design theme are dual coding theory (13) and cognitive theory of multimedia learning (14) which also provides us with a useful list of multimedia design principles (15; for example see this blog post). Instructors also need to consider, what platform do I use to develop and eventually host my microlesson? How can my learners access the platform? The chosen platform should be easily accessible (for example, using a link or something similar) and it should reduce as much as possible any logistical obstacles such as creating an account, login requirements, learning a new tech tool etc.

  6. Choice of appropriate Interactivity: If developing a microlesson can be analogous to creating a dish following a recipe, interactivity would be the spices that can enhance the flavors of the finished product, i.e., enhance the learning. Instructors can spice-up a microlesson by providing learners with opportunities to test their understanding of the content. Consider adding retrieval practice (16) opportunities to the microlessons via zero or low stakes quizzes/self-tests. These can be in the form of multiple choice, true-false, drag and drop etc. Don’t forget to provide feedback as well to support learners’ metacognitive skills.

If we truly want to understand the role of MicroLearning within formal learning contexts (e.g., for university-level courses or for formal professional development) and capitalize on its claimed benefits for our learners, we cannot do so without connecting with the science of learning.

This post has been derived and modified from the author’s doctoral dissertation titled ‘Designing Evidence-informed Microlearning for Graduate-level Online Courses’ (17)

References:

(1)  Hug, T. (2007). Didactics of Microlearning. Münster: Waxmann Verlag Co.

(2) Hug, T. (2010). Mobile Learning as ’Microlearning’: Conceptual Considerations towards Enhancements of Didactic Thinking. International Journal of Mobile and Blended Learning Journal, 2(4), 47–57. https://doi.org/10.4018/jmbl.2010100104

(3) Hug, T. (2005). Micro Learning and Narration Exploring possibilities of utilization of narrations and storytelling for the designing of “micro units” and didactical micro-learning arrangements. In: Online proceedings of the International Conference “Media in Transition 4: The Work of Stories” at the M.I.T. in Cambridge (MA), USA, May 6-8, 2005.

(4) Friesen, N. (2007). The Microlearning agenda in the age of educational media. Micromedia and Corporate Learning: Proceedings of the 3rd International Micro-Learning 2007 Conference. https://www.academia.edu/2817875/The_Microlearning_agenda_in_the_age_of_educational_media

(5) Jahnke, I., Lee, Y. M., Pham, M., He, H., & Austin, L. (2020). Unpacking the Inherent Design Principles of Mobile Microlearning. Technology, Knowledge and Learning, 25(3), 585–619. https://doi.org/10.1007/s10758-019-09413-w

(6) Rettger, E. (2017). Microlearning with Mobile Devices: Effects of Distributed Presentation Learning and the Testing Effect on Mobile Devices [Ph.D., Arizona State University]. https://www.proquest.com/docview/1901899014/abstract/4122AA6F8CF84AFAPQ/1

(7) Buchem, I., & Hamelmann, H. (2010). Microlearning: A strategy for ongoing professional development. eLearning Papers, 21(7), 1-15.

(8) Neelen, M., & Kirschner, P. A. (2017, June 13). Microlearning – A New Old Concept to Put Out to Pasture. 3-Star Learning Experiences. https://3starlearningexperiences.wordpress.com/2017/06/13/microlearning-a-new-old-concept-to-put-out-to-pasture/

(9) Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295–312. https://doi.org/10.1016/0959-4752(94)90003-5

(10) Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive Architecture and Instructional Design: 20 Years Later. Educational Psychology Review, 31(2), 261–292. https://doi.org/10.1007/s10648-019-09465-5

(11) Rosenshine, B. (2012). Principles of Instruction: Research-Based Strategies That All Teachers Should Know. American Educator, 36(1), 12.

(12) Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266

(13) Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149–210. https://doi.org/10.1007/BF01320076

(14) Mayer, R. E. (2014). Cognitive Theory of Multimedia Learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (2nd ed., pp. 43–71). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369.005

(15) Tufan, D. (2021). Multimedia Design Principles for Microlearning. In J. R. Corbeil, B. H. Khan, & M. E. Corbeil (Eds.), Microlearning in the Digital Age (1st ed., pp. 58–79). Routledge. https://doi.org/10.4324/9780367821623-6

(16) Agarwal, P. K., Roediger, H. L., McDaniel, M. A., & McDermott, K. B. (2018). How to use retrieval practice to improve learning. https://pdf.retrievalpractice.org/RetrievalPracticeGuide.pdf

(17) Sachdeva, N. (2023). Designing evidence-informed microlearning for graduate-level online courses [Doctoral dissertation, University of Toronto]. University of Toronto T-Space Repository.

How ChatGPT Can Help You Learn More Programming Languages

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How ChatGPT Can Help You Learn More Programming Languages

At Codecademy, we like to think of ChatGPT as an overconfident study buddy. The AI chatbot will answer your prompts with ease and speed, but it’s also known to get facts wrong or blatantly make things up. That’s why ChatGPT alone can’t teach you how to code — you need tutorials, hands-on practice, and insight from other human developers to truly grasp programming concepts. 

That said, a cocky chatbot tutor can come in handy in certain situations. For example, if you know one programming language and are trying to pick up another. It’s common for developers to work with a handful of languages throughout their career. You might switch between several languages depending on the demands of a particular project or the tech stack your team uses. 

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Once you have one language down, it’s much easier to pick up another. And with ChatGPT, translating code concepts into different languages or learning the language-specific nuances becomes NBD. Here are some unique ways that developers can play around with ChatGPT to speed up the process of learning a new programming language. Not sure which language to learn next? Take a look at our full course catalog for some inspiration.

Compare concepts side-by-side

When Codecademy’s Curriculum Director Zoe Bachman was learning to code, she started with JavaScript and then took a Python course. “Learning a second language really helped ground me in the basic principles of programming topics like conditionals and loops,” Zoe said in a recent livestream tutorial. 

Many languages utilize the same features — like variables, conditionals, loops, lists, and functions — just with different syntax and structure. You can ask ChatGPT to translate a concept from one language to another and compare how core programming principles come across in different languages. Seeing the differences and similarities laid out can help you gain perspective and adapt to a new way of thinking. 

For example, maybe you’re working with a NoSQL database management system for the first time and can’t remember the syntax for a certain operation. You could ask ChatGPT to show you what SQL operations look like in a NoSQL database to help refresh your memory and get started. (BTW, if you are a NoSQL newbie, we have a free course Learn MongoDB that’ll give you hands-on practice.)

Get a hand debugging 

In the 2023 Stack Overflow survey, almost half of developers who use AI tools said they use them to debug code. A tool like ChatGPT can help you comb through and debug thousands of lines of code in just seconds, streamlining a frustrating (but necessary) part of the development process. In our new case study Debug Python Code with ChatGPT, we’ll provide you with a code snippet to practice resolving errors with the help of ChatGPT. 

If you’re running into bugs as you code in a new language, but you’re not sure what to look for, you can feed your code to ChatGPT to review. The chatbot can help you find solutions or offer debugging strategies in multiple languages, which hopefully takes some of the headache out of debugging.   

Quickly create a code snippet

Generative AI tools like ChatGPT are awesome for, well, generating content. In this case, you can ask ChatGPT to spit out some code examples and explanations in different programming languages. This can help you understand the syntax, data structures, and common practices for each language.

Another option is having ChatGPT show you some real-world examples of programming languages in action. That way, you can explore how applications that you’re familiar with handle various tasks in different languages. For example, ask ChatGPT to show you a list of popular apps that are built using Python. 

Ask all your questions

We’re of the belief that there’s no such thing as a “stupid” question. But when you’re a beginner in any programming language, it can be nerve wracking to take your questions to Stack Overflow or a more experienced dev you met on Discord. 

ChatGPT can be a good sounding board to use when you need something explained or clarified. You can even ask ChatGPT to explain concepts to you in several different ways or for a variety of audiences until it clicks. And, as a large language model that can’t emote, think, or reason, you can ask questions as many times as you need without worrying it’ll get angry at you or annoyed.

These are just a few ways that you can take advantage of AI throughout your learning journey — you can also use ChatGPT when it comes time for networking and applying for jobs. For courses and tutorials that’ll teach you everything else, be sure to check out our full catalog. We recently added new AI courses and case studies that’ll teach you not only to use these tools like ChatGPT, but also to build them. 

Codecademy’s 5 AI Principles & What They Mean for You

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Codecademy’s 5 AI Principles & What They Mean for You

At Codecademy, we’re committed to making sure that all the work we do is ethically sound. It’s a responsibility we take seriously, particularly now, as AI profoundly transforms our world. There’s a lot at stake, and we want the next gen of developers and people learning to code to understand what it means to be responsible, thoughtful, and informed AI practitioners. That’s why today we’re announcing Codecademy’s principles for using, building, and improving AI systems.

Fun fact: The initial idea to codify our AI principles came out of a recent internal hackathon project. As you can imagine, AI is top of mind for folks here at Codecademy, so the project resonated. From there, a diverse group of people across Codecademy — including Engineers, Data Scientists, Instructional Designers, and more — worked together to establish these AI principles and adapt them for everyone in the Codecademy community.

Our philosophy and our actions have always been guided by our learners. How can we help them achieve their coding goals? Our approach to AI is guided by the same belief, ensuring that people can interact with AI systems in a safe and fair way. These principles guide our work here at Codecademy, so that all our learners and community members can experience AI in a safe and fair way. Everyone who interacts with an AI system should feel empowered to use these ideas as a compass to navigate whatever comes next.

Read on and click each principle to see the full details. For our learners and team members, we believe that we should pursue:

1. Safe and effective systems: We make sure our tech works as intended before we ship it to you. We use AI thoughtfully and only when it makes the product better. We test it rigorously.

Our products are designed intentionally with cross-functional input and tested rigorously. We think deeply when we implement AI and carefully consider the possible impacts of the algorithms on our learners, on our team members, and on the world — beyond immediate profit. We won’t use AI for AI’s sake; instead, we clearly define the purpose of AI in a project and seek to limit the scope of its use in delivering the intended solution.

2. Algorithmic discrimination protections: We research existing algorithms to the best of our ability and investigate our own tech stack with an eye toward addressing potential risks and eliminating bias.

We take proactive and continuous measures to protect our learners and team members from algorithmic discrimination. Whether we build our own models or use models built and trained by other companies, we are clear about the potential risks and address them through our QA process. We assess algorithmic impact, evaluate results for disparities, and mitigate potential bias and discrimination whenever possible.

Algorithmic discrimination occurs when automated systems contribute to unjustified different treatment or impacts, specifically disfavoring people based on their race, color, ethnicity, sex (including pregnancy, childbirth, and related medical conditions, gender identity, intersex status, and sexual orientation), religion, age, national origin, disability, veteran status, genetic information, or any other classification protected by law.

3. Data privacy, notice, and explanation: We are transparent when we use AI. We give everyone the opportunity to understand our policies and opt in or out of having their data used to improve our models.

We strive to improve our learners’ experience, but not at the expense of our learners’ right to control their data. We win as a team, and our learners are part of that team. We communicate clearly if we intend to use learner data to inform future models and products. Learners can choose to opt out if they would prefer not to have their data used in product development.

4. Human alternatives, consideration, and fallback: While we might collaborate with some helpful robots, there is always a team of humans ready to answer your questions and support your learning journey.

We always keep humans in the loop. We improve relentlessly, and AI is part of that improvement. But even the most helpful robots need guidance. We think deeply as humans, and build products for our learners that are guided by human support and decision-making.

5. Learner-centered experiences: Our goal is not just to “do no harm” with our tech, but to create learning tools and content that help our learners be thoughtful, informed, and responsible AI users.

When we use AI, it is to improve our learners’ experience. Additionally, we create a culture of learning around new technology. We invest in our team members by giving them the time and means to keep up with current technology, including AI.

With these principles always in mind, we’re prepared to embrace AI’s opportunities. Let us know what you think about our AI ethics principles and check out our catalog of new AI courses and case studies to start learning today. You can also read more about our approach to AI on the blog.

AI Won’t Kill Programming — But It Will Transform How We Code

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AI Won’t Kill Programming — But It Will Transform How We Code

In 2013, Codecademy’s Co-Founder Zach Sims appeared on The Colbert Report to talk about our mission to teach everyone to learn to code. An incredulous Stephen Colbert posed a prescient question: “Why do I need to understand that? Can’t I just say, ‘Siri, code for me.’”

Fast forward 12 years, and it’s still a daunting question. Why learn to code when you can just ask ChatGPT or another AI tool to code for you? We have a few thoughts.

It’s no exaggeration to say that a transformative industry shift is underway. AI is laced into practically all the tools we rely on to work, live, and interact with the world. Learning how to confidently navigate the AI-driven world is absolutely essential for anyone hoping to thrive in it.

At Codecademy, we’re taking everything we learned from creating the best possible coding education platform to create the best possible AI education platform. This month, we’re launching new courses and case studies that break down the algorithms and systems powering AI innovations — so you can practice the skills you’ll need to get ahead and embrace new opportunities. We’re also leveraging AI within our product. We’re adding new features that make it easier to pick up concepts, get feedback, and reach your coding goals.

Read on to learn more about our approach to AI, why we’re convinced that coding is not dead, and how we’re preparing the next generation of developers (like you) to visualize and shape the future.

AI will make working with computers more accessible

Programming, at its core, is just the mental process of thinking up instructions to give to a machine. Computers today can understand lots of different kinds of commands, from English-like statements that you write in Python, to drag-and-drop Blockly blocks, and even your own speech.

Working with computers has become highly accessible and much more intuitive over the years — and thank goodness for that. Can you imagine if you had to feed a machine physical punch cards with rows of numbers every time you wanted to write a line of code? An engineering sprint would feel like a marathon, and learning to code would seem like a monotonous chore or a deeply obscure hobby.

Learn something new for free

A detail that tends to get lost in the conversation about AI and development is that there’s a difference between coding and programming. Coding is transforming ideas into a written language that a computer can understand. Programming is the broader task of determining instructions to give to a computer so it can execute a task. Programming languages are the medium that humans use to “talk” to a machine.

AI is just the latest technological advancement that humans have unlocked to improve programming efficiency. Human-machine interactions now feel much smoother and practically seamless, because AI can simplify complex tasks and streamline our experiences. And coding, a key step in the programming process, has an ease and clarity that didn’t exist before. Someday in the future, coding by typing letters and symbols on a keyboard one by one might look as old fashioned as using punch cards. But that doesn’t mean that programming is dead — in fact, it’s quite the opposite.

Learning to program is more important than ever

Coding as we know it now could fade into obsolescence, or at least change drastically to the point where it’s unrecognizable. Learning to program, on the other hand, is becoming an increasingly vital skill, because it enables us to participate in the world around us. When you think about it, interacting with an AI system could be considered a type of “programming.” You need to know how to engineer a prompt so that ChatGPT can generate the most relevant response and how to assess and contextualize the chatbot’s replies. (We’re launching new courses that’ll teach you the art of prompt engineering, like Prompt Engineering for Marketing.)

Human developers are leveraging AI tools to cut out the tedious parts of writing code, like checking syntax, looking up documentation for a function, or debugging. In the 2023 Stack Overflow Developer Survey, 44% of professional developers said they use AI tools in the software development process. And why wouldn’t they? AI tools boost productivity and can speed up the learning process.

Incorporating AI tools also helps free up your mental resources so you can focus more on the meaningful parts of development, like critical thinking and collaborating. A survey from GitHub found that when developers used the AI pair programming tool GitHub Copilot in their work, they were 88% more productive, and felt more satisfied and fulfilled about their jobs in general.

Using AI as part of your workflow isn’t cutting corners. It’s a sign of resourcefulness, creativity, and problem solving — soft skills that you need to succeed in any technical role. Rather than having these AI systems take over people’s jobs, over time AI could improve a developer’s career longevity and make programming more sustainable and rewarding.

Codecademy’s approach to AI

We’re committed to using AI to benefit our community and learners, all while mitigating the potential risks and negative impacts. We recently published Codecademy’s responsible AI principles that we’re using to guide the work we do in AI. Promoting a culture of fairness, accountability, and transparency in AI is important to us, because we want our learners and community members to be able to experience AI in a safe and honest way.

This month, we’re rolling out brand new courses that cover the most pressing topics in the AI space today, including a beginner-friendly Intro to Generative AI course. You can get started now with our new case studies that teach you how to use ChatGPT to resolve code issues and create unit tests so you can be a more efficient and informed developer. We also have case studies that showcase how people in professions outside of tech can take advantage of ChatGPT to write sales emails and create text that’s suitable for various reading levels.

All the while, we’re using AI to improve the Codecademy experience so we can continue our mission of empowering inspiring careers in technology.

Word of the Day: pheromone

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Word of the Day: pheromone

The word pheromone has appeared in two articles on NYTimes.com in the past year, including on April 24 in “To Display 500,000 Ants, No Simple Ant Farm Will Do” by Emily Anthes:

To put the ants’ agriculture on display, the museum designed a sprawling, open exhibit made from lab-tested, “ant-approved” materials, from braided stainless steel to old-fashioned Legos. “The ants got to pick a lot of stuff,” said Ryan Garrett, a self-described “ant wrangler” and founder of Leaf House Scientific who collected the ant colony and served as a consultant on the habitat.

… The team needed just a small subset of ants to blaze the path; when the first ants returned from the foraging area, they would leave a pheromone trail that their sisters could follow. The museum began coaxing the ants forward by laying down a trail of apples and leaves.

Can you correctly use the word pheromone in a sentence?

Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.

Then, read some of the other sentences students have submitted and use the “Recommend” button to vote for two original sentences that stand out to you.

If you want a better idea of how pheromone can be used in a sentence, read these usage examples on Vocabulary.com.

Students ages 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, can comment. All comments are moderated by the Learning Network staff.

The Word of the Day is provided by Vocabulary.com. Learn more and see usage examples across a range of subjects in the Vocabulary.com Dictionary. See every Word of the Day in this column.

GUEST POST: Some of Those who Wander Are Found

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GUEST POST: Some of Those who Wander Are Found

In an article in the 2012 journal Association for Psychological Science titled “Inspired by Distraction: Mind Wandering Facilitates Creative Incubation,” authors Baird et. al looked at the link between solving problems in creative ways and providing an opportunity for those solutions to occur. Let’s look at what the study examined then what it could mean for teachers. First, imagine a group of adults are given a brick and are asked for a list of possible uses for the brick. Before the group begins thinking of creative building patterns for the brick, they discover the catch; the uses of the brick must be different from the brick’s typical purpose. How many uses can the person list before the well of creativity runs dry? After a short period of time, the group is stopped and divided into four sub-groups. They are either given a somewhat taxing activity that requires them to use their memory, they are given a more laissez-faire activity that allows their mind a chance to wander at will, they are given a chance to rest, or they are instructed to simply continue thinking of new uses for the brick. After a period of time, all groups return to the original task, finding new uses for that brick. Which of these sub-groups created the most extensive list of uses? It is not, as a demanding teacher may assume, the group pushed to continue without a break, nor is it the group, as perhaps the well-meaning teacher might believe, the group given a short rest period. Instead, the group who is given the easier task – not the memory-dependent one – created the most extensive list of possible uses for that very ordinary brick.

Does this mean in order to solve a problem, we simply should allow our minds to think of anything but the problem and roam at will? Not exactly. Instead, if the problem solver believes no further solutions are forthcoming, the problem solver can find success in redirecting attention towards a separate but less daunting task. Imagine an astrophysicist determinedly attempting to measure the diameter of a black hole that lies several thousand light years away. The astrophysicist, struggling with immense computations, may find not only respite and solace in a quick word search but may also become more successful in future calculations because of the mental diversion – the mind wandering.

Classroom Application

How can we put this information to use in the classroom? First, instead of reprimanding students who seem to need those moments of mind-wandering, we should encourage them. We can initiate periodic times in the day or class period to encourage students to divert their mental focus from one more demanding task to one more creative and mentally freeing. Students attempting to power through a lengthy literary essay may benefit from five or ten minutes of drawing or some guided meditation.

Students struggling with one complicated calculus problem may reach the solution with much less stress and much more confidence if they are prompted to hum the words to their favorite song or imagine eating their favorite ice cream. Although this area of cognition has many mazes left unsolved, it seems as if the solution may not result solely from endless hours spent pouring over surveys, test results, and interviews. The solutions to this cognitive query and indeed many others, may be in doing the opposite of what many of our teachers told us. Instead of adhering to the admonition to “pay attention and focus more,” perhaps we should, on occasion, “lose attention and focus less.” Who knows what uses we may all find for those bricks in the process?

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