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lkryder

User Interface Design For eLearning - 0 views

theelearningcoach.com/...interface-design-for-elearning

user interface online visual design

shared by lkryder on 03 Jul 14 - No Cached
  • In the example below, the user interface is an elevator panel. Learners choose a floor on the panel, ride up to the selected floor and partake in learning activities on each floor. As they climb higher in the building, the activities become more advanced. The elevator panel on the left doesn’t correspond to a typical mental model of how an elevator works. When the user realizes that going up to a higher level lesson is represented as going down the elevator, it’s confusing. When we stick to conventions, as shown in the example on the right, we’re modeling the way most people think.
alexandra m. pickett

ETAP640amp2014: Are you prepared to change the way you teach? - 1 views

ualbany.mrooms.net/...discuss.php

shared by alexandra m. pickett on 26 Jun 14 - No Cached
  • I’m beginning to think that maybe I’m doing some of my students a disservice in my face to face classroom
    • alexandra m. pickett
      alexandra m. pickett on 26 Jun 14
       
      EUREAKA!!!
cpcampbell88

Dream It. Do It. - The Manufacturing Institute - 0 views

www.themanufacturinginstitute.org/...Dream-It-Do-It.aspx

Module 4 Assignment

shared by cpcampbell88 on 04 Aug 14 - No Cached
    • cpcampbell88
      cpcampbell88 on 04 Aug 14
       
      test
  • offers the solutions needed to recruit students into manufacturing, while providing knowledge to those who influence their future career choices. Help us engage our future workforce and  take steps in continuing the growth of the U.S. manufacturing industry.To learn more, please contact Nicholas D'Antonio. 
  • manufacturing is about
  • ...1 more annotation...
  • 35 percent of parents say they would encourage their children to pursue careers in manufacturing, despite the advanced skills and high pay that are characteristic of work in today’s advanced manufacturing industry.
Teresa Dobler

Does it make a difference? Replacing text with audio feedback - 1 views

community.dur.ac.uk/...174

audio feedback

shared by Teresa Dobler on 19 Jul 14 - No Cached
  • 1 minute of audio feedback was generating an equivalent of approximately 100 words.
  • Alicia Fernandez on 19 Jul 14
     
    Study finds that providing feedback using audio files leads to improvements in both quantity and quality.
lkryder

Johns Hopkins University School of Education Graphics and Learning - 0 views

education.jhu.edu/...dickinson_graphic.htm

learning graphics education visualization diagrams

shared by lkryder on 03 Jul 14 - No Cached
  • It is of course important to organize one's ideas before formal writing, but I now believe that all students should have the choice of whether to do so in outline or in some graphic form.
  • lkryder on 03 Jul 14
     
    visualizing ideas and types of visualization
  • lkryder on 03 Jul 14
     
    visualizing ideas and types of visualization
Arnaldo Robles

miscositas.com | Materials and resources for language teachers - 0 views

lorijoy.globat.com/materials.html

shared by Arnaldo Robles on 18 Jul 14 - No Cached
  • Sancocho Didáctico Photocopiable resources for Spanish teachers A potpourri of teacher-tested and student approved activities for the language classroom. Worksheets including graphic organizers, rubric templates and projects. (57 pages)
    • Arnaldo Robles
      Arnaldo Robles on 18 Jul 14
       
      This document of 57 pages is the motherload of all activities, photos, assessments, and anything else I could ever ask from in a beginnin Spanish course. The only down fall is that the content might be better suited for students at the elementary level. https://diigo.com/020p85
kasey8876

Teaching Courses Online: How Much Time Does It Take? - 0 views

www.merlot.org/...viewMaterial.htm

Module 4 Assignment

shared by kasey8876 on 16 Jul 14 - No Cached
  • kasey8876 on 16 Jul 14
     
    This longitudinal case study examined the amount of time needed to teach three asynchronous online courses at The University of Michigan-Dearborn. Self-monitoring was used to measure the amount of time required to complete the following activities: 1) reading and responding to emails, 2) reading, participating in, and grading 10 online discussions, and 3) grading 15 assignments. The findings indicate that the time needed to teach online courses falls within the range of reasonable expectations for teaching either live or online courses
Teresa Dobler

Using Technology as a Learning Tool, Not Just the Cool New Thing | EDUCAUSE.edu - 1 views

www.educause.edu/...g-tool-not-just-cool-new-thing

learning tools' online web2.0 technology

shared by Teresa Dobler on 19 Jul 13 - No Cached
  • Interactivity—whether it is with a computer, a professor, or a classmate.
  • They want it; they crave it.
  • cond, studen
  • ...12 more annotations...
  • Second, students need to be able to use the technology
  • Third, technology must be relevant and interactive to the coursework
  • Fourth, technology must be used for a practical purpose—that is, taking the fundamentals and technology learned over a semester and applying it to a final project, where creativity and uniqueness is required and rewarded
    • Teresa Dobler
      Teresa Dobler on 11 Aug 14
       
      Absolutely!!! Make it relevant, creative - apply not regurgitate!
  • Distance education and online courses don't work well with Net Geners—the social component of learning is required.
  • How the Net Gen Learns
    • Teresa Dobler
      Teresa Dobler on 11 Aug 14
       
      What we need to know in order to teach our students...
  • taught himself
    • Teresa Dobler
      Teresa Dobler on 11 Aug 14
       
      These individuals all have talents and expertise in multiple areas, and are often self-taught in at least some of them.
    • Teresa Dobler
      Teresa Dobler on 11 Aug 14
       
      They learn by doing the work themselves, not being told about it.
  • wide range of interests
  • not locked into one thing
  • when challenged, they excel in creative and innovative ways
    • Teresa Dobler
      Teresa Dobler on 11 Aug 14
       
      We need to challenge our students in this way!!!
  • doing hands-on work and working in groups,
  • Using technology only enhances the hands-on experience; it does not—and cannot—replace human interaction.
Teresa Dobler

2.4 The motivations for plagiarism | The Economics Network - 0 views

www.economicsnetwork.ac.uk/...24

plagiarism

shared by Teresa Dobler on 12 Aug 14 - No Cached
  • poor time management skills
  • little enthusiasm for the subject
  • external pressure to succeed from parents or peers, or for financial reasons;
  • ...1 more annotation...
    • Teresa Dobler
      Teresa Dobler on 12 Aug 14
       
      3 big reasons people plagiarize that engaging material and student centered can challenge.
efleonhardt

What Is Successful Technology Integration? | Edutopia - 0 views

www.edutopia.org/-integration-guide-description

technology integration

shared by efleonhardt on 14 Aug 14 - No Cached
  • Routine and transparent Accessible and readily available for the task at hand Supporting the curricular goals, and helping the students to effectively reach their goals
  • Seamless integration is when students are not only using technology daily, but have access to a variety of tools that match the task at hand and provide them the opportunity to build a deeper understanding of content.
  • Willingness to embrace change is also a major requirement for successful technology integration.
Joy Quah Yien-ling

MODELS FOR ACTIVITIES AND COLLABORATION IN WIKI ENVIRONMENTS IN ACADEMIC COURSES - 1 views

webcache.googleusercontent.com/search

collaboration model for online cooperative learning online learning model

shared by Joy Quah Yien-ling on 11 Jul 10 - Cached
  • Cooperation (1): the simplest collaborative model (Dillenbourg, 1999; Schneider et. al, 2003) and the basis for all the other models.   In this model, most of the work is performed individually. Every student creates a Wiki page, writing and editing only his/her page and share his/her product with his peers.
  • Collaboration and Cooperation (2): in this model, the degree of collaboration is higher than in the previous model, because all students are required to work together on the same content, in groups or as one group, and to edit and improve it together (Dillenbourg, 1999; Schneider et. al, 2003).
  • Cooperation, Collaboration and  Peer-Assessment (3): in the final model,  the most complex of all, collaboration is implemented with respect to all dimensions: product, process and assessment. Students work in groups or alone, upload information to Wiki, edit each other’s products and provide peer feedback about the parts that they did not write (Dominick, Reilly & McGourty, 1997; Morgan & O’reilly, 1999).
  • Joy Quah Yien-ling on 11 Jul 10
     
    The article proposes three models for cooperation in Wiki environments. But this is also salient for online collaboration.
alexandra m. pickett

25 incredibly useful Google Docs tips and tricks - 3 views

www.fastcompany.com/...idnt-know-google-docs-could-do

google docs

shared by alexandra m. pickett on 04 Sep 18 - No Cached
    • alexandra m. pickett
      alexandra m. pickett on 04 Sep 18
       
      you should read this!
    • alexandra m. pickett
      alexandra m. pickett on 30 Oct 19
       
      Once you have, what did you learn?
  • When you’re working in a word processor, every second you save matters. And while Google Docs may seem simple on the surface, it’s practically overflowing with out-of-sight options that can help you get more done with less effort.
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