Group items tagged

Charging for it Creating a game Using specific locations (though some devices are able to detect location through browser applications) Using cameras Using accelerometers (to detect motion or rotation) Accessing file systems Offline users

perience with SMART Boards running Notebook software, so I convinced the principal to invest in SMART technology."

"We've seen nearly a 10 percent improvement in TAKS pass rates in just two years, as well as an 11 percent increase in math scores on the junior high campus," says Franklin. "These improvements show that the kids are more involved in the learning process. And I believe their increased involvement is directly attributable to the fact that they can interact with the information that is being presented to them on the SMART Boards."

"We've seen nearly a 10 percent improvement in TAKS pass rates in just two years, as well as an 11 percent increase in math scores on the junior high campus," says Franklin. "These improvements show that the kids are more involved in the learning process. And I believe their increased involvement is directly attributable to the fact that they can interact with the information that is being presented to them on the SMART Boards."

The authors concluded that local health education students enrolled in an online class are likely to have different learning styles than equivalent on-campus students. Online students were more independent, and on-campus students more dependent, in their styles as learners. The on-campus students seemed to match the profile of traditional students who are willing to work in class provided they can obtain rewards for working with others, and for meeting teacher expectations. Online students appeared to be driven more by intrinsic motives and clearly not by the reward structure of the class.

But they're running into an old problem with all this new technology: students don't want to hang out with their professors on the Internet.

seeing faculty members as intruders in their private online spaces.

students in classrooms and in the broad campus environment will be more motivated and better able to participate in a heterogeneous and complex society

Cognitive growth is fostered when individuals encounter experiences and demands that they cannot completely understand or meet, and thus must work to comprehend and master the new

more frequently expressed democratic sentiment

In January, a series of agreements were announced in which universities pledged not to use Amazon's Kindle or any similar devices "unless the devices are fully accessible to students who are blind and have low vision."

The iPad, by contrast, has technology that can talk a blind person through whatever screen icons their fingers are touching, Mr. Danielsen said. Since the device's debut, several colleges have announced formal campus iPad initiatives.

Mr. Thrun sent the 23,000 students who completed the Artificial Intelligence course a PDF file (suitable for framing) by e-mail showing their percentile score, but not the Stanford name; 248 students, none from Stanford, earned grades of 100 percent.

SUNY’s outpost at Cornell University boasted the highest six-year graduation rate, 94.2 percent, while the mostly-remote Empire State College has the lowest, at 16.1 percent. Of brick-and-mortar campuses, SUNY Canton has the lowest rate at 32.1 percent.

Conventional wisdom says: studying happens on campus, or, if you’re feeling particularly crazy, maybe in a Starbucks near campus. And that’s it. It is supposed to be a grind that takes place in in the same old boring libraries surrounded by the same old boring people.

adventure studying.

Our minds crave novelty

Congratulations and Welcome Calls:

Using Names in All Correspondence:

Individualized Feedback on All Graded Assignments:

Student learning ought to be at the heart of any pedagogical strategy or technique, regardless of whether the class is delivered online or in a more traditional classroom setting.

there is little doubt that online teaching and learning requires more time in both preparation and delivery; however, the point was previously made that this should not necessarily be the case. Good teaching in traditional classrooms, when done well, also requires a significant amount of time to prepare and deliver. We argue here that both teaching and learning would improve if many of the considerations inherent in the preparation and delivery of online learning were given priority in courses delivered in traditional classrooms.

It is hoped that the key issues addressed here will assist faculty in the preparation and delivery of their traditional courses. In summary, the benefits for traditional instruction in statistics through the use of online pedagogy are: 1) Improved ability to know what material is “essential” to the students’ understanding and learning. A focused delivery of traditional pedagogy minimizes student confusion and misunderstandings and leaves time for additional activities that can be used to enhance student learning. 2) Improved ability to logically and consistently organize and deliver course material. The use of weekly modules containing an overview that summarizes the lecture topic and objectives is helpful to both the instructor and the student in organizing course material 3) Improved willingness to seek out and complete training on how to teach in the traditional classroom. While some colleges and universities require training to teach online, few, if any, require training to teach in the classroom. Many colleges and universities provide both individual and group training to instructors who are new to teaching, and the experience of teaching online can enhance an instructor’s desire and ability to be a better teacher in the traditional classroom. 4) Improved ability to create multiple strategies for the submission of student work and clarification of misunderstandings. The experience of teaching online enables instructors to devise varied strategies for the submission of course work, and provides additional arenas for the instructor to clarify misunderstandings in a forum in which all students can participate. 5) Improved ability to use new technologies for the development and delivery of instruction. Knowing what tools are available for course development and delivery can broaden an instructor’s ability to prepare course materials and deliver them in creative, stimulating ways. 6) Improved ability to maintain the course schedule. 7) Improved ability to maintain contact with all students in the course. In traditional classrooms, students can sit quietly for weeks, engaging little, if at all, with the instructor, the material, or their peers. Teaching online exposes instructors to a wide variety of strategies for enhancing student engagement because they must participate. 8) Improved pedagogical versatility. Being proficient teaching in multiple venues increases one’s own instructional flexibility, and also increases the flexibility of a department to deliver instruction to students. 9) Improved student access to the course material during instructor absences. Having the course material created by the instructor available during the instructor’s absence facilitates student learning and helps maintain the course schedule. 10) Improved student learning due to the repetitive availability of course material, including practice problems and solutions. Once voice-over lectures have been created, they can be uploaded to Blackboard for use in any course.

Some have reported attrition from eLearning as high as 70 - 80% (Flood 2002, Forrester 2000, in Dagger & Wade, 2004). Parker (1999) argues that “With the growth of distance education has come the problem of exceedingly high attrition rates”. Citing Carter (1996), she suggests that eLearning student attrition in some institutions is exceeds 40%, while others (Frankola, 2001). Diaz (2002), put it at between 20 - 50%,  and Carr (2000), estimate it to be 10% - 20% higher than for traditional on-campus education.

original target audience,

adult online students

students who attend fully online