Author Archives: Simon Houlding

Simon Houlding is Vice-President of Professional Development for InfoMine Inc., responsible for EduMine, the professional development division which provides learning and training programs to the global mining industry. He is a practicing professional engineer and author.

EduMine: A Look Back from Retirement

We started EduMine 18 years ago in 1999. Our mission from the start has been to disseminate technology to the mining community around the world using the Internet as our platform. There were no LMSs (Learning Management Systems) when we started … we had to develop our own courseware template with a minimum bandwidth requirement to reach remote mining operations with poor Internet connections. We started EduMine with the support of Andy Robertson and InfoMine in 1999. With retirement a reality, it is appropriate to

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Learning Innovation in the Digital Age

McKinsey has recently published commentary on learning innovation in the digital age … with particular relevance to mining, as summarized below. Universities are struggling to adapt to lifetime learning. Degrees are a recognized credential … but not a great proxy for meaningful skills. Focus is shifting to “competencies” … i.e. “how well can you do the job?” rather than “what are your credentials?” The future of learning for mining is likely to be a basic engineering degree followed by a lifetime of programmed professional development

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Calling Bullshit in the Age of Big Data

This course is a potentially useful tool for trying to make sense of mining news and reports! We might have seen through some of the worst mining scams like Bre-X Minerals and Southwestern Resources if this had been available in the past. The University of Washington in Seattle presented a one-credit course this spring on “Calling Bullshit in the Age of Big Data” with plans to expand it to a three- or four-credit course for the fall term. As stated on their website … The

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Certificate in Mining Studies Survey … Key Findings

This article presents the key findings of a program evaluation survey of students that registered for the Certificate in Mining Studies (CMS) Program. The survey was conducted from November 2016 – January 2017. The survey audience was 63 respondents out of more than 300 CMS registrants. The survey objective was to evaluate the CMS program as a continuing educational approach to develop and enhance skills in the mining industry. The survey has demonstrated strong support for the program from both companies and professionals. Professionals consistently

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University of Concepción, Chile, Joins the Certificate in Mining Studies Network

EduMine and the University of Concepción (UDEC) in Chile have signed an agreement for the UDEC Department of Metallurgical Engineering to join the Certificate in Mining Studies program as both a CMS Mining School and a CMS Course Provider. The Certificate in Mining Studies (CMS) is a university certificate program, developed by EduMine, the Norman B. Keevil Institute of Mining Engineering at the University of British Columbia (UBC), and the Department of Continuing Education at UBC. The CMS continuing education program comprises short courses, live

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EduMine’s Mariana Reinoso Achieves a Master of Educational Technology

Mariana Reinoso has been Manager of Educational Media for EduMine for eight years. She recently completed the requirements for the Master of Educational Technology program at the University of British Columbia and graduated on May 25. Congratulations Mariana! The Master of Educational Technology is a fully online program offered by the Faculty of Education at the University of British Columbia. The MET curriculum offers a holistic perspective on issues that impact the successful planning, development and delivery of e-learning. MET graduates: develop leadership capacities for

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EduMine Rankings and Demographics for 2016

The following rankings and demographics are based on records and analytics from 2016. Audience: 236,000 unique visitors. Top 10 countries by visitor statistics … Canada: 17% (15% in 2015) United States: 13% (14% in 2015) India: 6% (5% in 2015) United Kingdom: 6% (4% in 2015) South Africa: 5% (6% in 2015) Australia: 5% (5% in 2015) Brazil: 3% (3% in 2015) Peru: 3% (4% in 2015) Mexico: 3% (3% in 2015) Chile: 2% (3% in 2015) Age: 61% of EduMine visitors are less than

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eLearning Deals with the Practical Realities of Training at Mines

Training at mines is impacted by a number of issues, principal among these being … the rate of change and complexity of technology high staff turnover workforce diversity measuring the effectiveness of training The discussion below deals with how eLearning contributes to a successful, sustainable training program in the context of each of the above issues. Dealing with complexity and rate of change of technology Training is all about preventing accidents, saving lives, and ensuring business success … i.e. about ensuring sustainability in a world

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Responsive Training … a Disruptive Innovation in Mining

Introduction It’s time to change education and training. Addressing the technical and operational complexities of mining, through the ups and downs of the industry, has left little opportunity to innovate education and training. It is critical to build the people that are the foundation of safe and productive mining. Responsive Training Two established Vancouver-based companies have teamed up to disrupt traditional education in mining: responsive training is a digital platform that combines eLearning technology with best-in-class content that is tailored to the operational context of

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Online Learning and Training Trends for 2017

The following are the dominant trends in the eLearning space for 2017, summarized from a review of articles by major contributors including;  World Economic Forum, W3.org, Forbes, TrainingIndustry.com and eLearningIndustry.com. eLearning Adoption “Last year, the e-learning market was worth an enormous $167 billion. It’s been estimated that this will grow to $255 billion by 2017. Its growing financial value is matched only by the swelling numbers of students choosing to follow an online course.” (World Economic Forum) “More than 70% of chief academic officers at

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