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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
Amy M

17 ELEMENTS OF GOOD ONLINE COURSES - 1 views

www2.honolulu.hawaii.edu/...web-elem.htm

shared by Amy M on 24 Jun 12 - No Cached
  • Material presented on the web should be compatible with the course type. If chalkboard work, slides, and other visuals would be important in a classroom version of the course, web materials should include a lot of graphic images.
  • Amy M on 24 Jun 12
     
    Material presented on the web should be compatible with the course type. If chalkboard work, slides, and other visuals would be important in a classroom version of the course, web materials should include a lot of graphic images.
Alicia Fernandez

TOWARDS AN EFFECTIVE USE OF AUDIO CONFERENCING IN DISTANCE LANGUAGE COURSES - 0 views

llt.msu.edu/...default.html

distance language learning audio conferencing audio graphic conferencing

shared by Alicia Fernandez on 19 Jun 14 - Cached
  • Alicia Fernandez on 19 Jun 14
     
    In order to respond to learners' need for more flexible speaking opportunities and to overcome the geographical challenge of students spread over the United Kingdom and continental Western Europe, the Open University recently introduced Internet-based, real-time audio conferencing, thus making a groundbreaking move in the distance learning and teaching of languages. Since February 2002, online tutorials for language courses have been offered using Lyceum, an Internet-based audio-graphics conferencing tool developed in house. Our research is based on the first Open University course ever to deliver tutorials solely online, a level 2 German course, and this article considers some of the challenges of implementing online tuition. As a starting point, we present the pedagogical rationale underpinning the virtual learning and teaching environment. Then we examine the process of development and implementation of online tuition in terms of activity design, tutor training, and student support. A number of methodological tools such as logbooks, questionnaires, and observations were used to gather data. The findings of this paper highlight the complexity of the organisational as well as the pedagogical framework that contributes to the effective use of online tuition via audio conferencing systems in a distance education setting.
Joan McCabe

Clipart Guide - 0 views

www.clipartguide.com/...test.html

clipart images illustrations

shared by Joan McCabe on 08 Jul 12 - No Cached
  • Joan McCabe on 08 Jul 12
     
    - Test Clipart, Clip Art Illustrations, Images, Graphics and Test Pictures
lkryder

5 Visual Design Strategies that Promote Student Retention - 2 views

facultyecommons.org/that-promote-student-retention

design multimedia visuals

shared by lkryder on 03 Jul 14 - No Cached
  • everal aspects of course design can affect retention; however, one of the most overlooked is visual design. Looks matter. In fact, in e-Learning and the Science of Instruction, Richard Mayer and Ruth Clark have reported an average learning increase of 89% in courses that added relevant visuals to text. With this in mind, consider the five design strategies listed below that can help capture students’ eyes and interest throughout your course.
  • Every visual should serve a specific purpose and align with your objectives.
  • Graphics should act as street signs that compliment content and guide students in the right direction, so keep your graphical layout sleek and minimal.
  • ...1 more annotation...
  • Make media memorable by ensuring that it clarifies, extends, or reinforces concepts.
  • lkryder on 03 Jul 14
     
    design ideas for visuals and multimedia
  • lkryder on 03 Jul 14
     
    design ideas for visuals and multimedia
Lisa Martin

Reports & Graphics « Keeping Pace - 1 views

kpk12.com/reports

keeping pace K-12 online learning

shared by Lisa Martin on 25 Jun 12 - No Cached
  • Lisa Martin on 25 Jun 12
     
    Keeping Pace with K-12 Online Learning
alexandra m. pickett

JOLT - Journal of Online Learning and Teaching - 0 views

jolt.merlot.org/...chan_0912.htm

voicethread study amultimedia asynchronous tool module 4 assignment

shared by alexandra m. pickett on 17 Jul 13 - No Cached
  • In the second phase, 13 of the 22 respondents to the first phase were sent follow-up questions to elicit their perspectives as to whether the use of VoiceThread satisfied Chickering and Gamson's (1987) Seven Principles for Good Practice in Undergraduate Education.
  • Results Out of a total of 61 students in two online sections of the business policy course, 22 students – 14 females and eight males – took part in the exam review and VoiceThread survey (i.e., the first phase of the study). The participants were graduating seniors, and as part of the course, they had participated in weekly discussion board activities within the University’s LMS, Blackboard. None of them had used VoiceThread prior to their involvement in the study. The survey results are presented in Tables 1, 2, and 3. Table 1. Survey responses – "yes/no" items (N = 22)
    • Diana Cary
      Diana Cary on 31 Jul 13
       
      I will also use this article in my course as a required reading.
    • Diana Cary
      Diana Cary on 31 Jul 13
       
      This resource as well be a good article to show the relationship of Voicethread with student-student and student-teacher interaction. This article also ties back to Chickering and Gamson's Seven Principles.
    • alexandra m. pickett
      alexandra m. pickett on 31 Jul 13
       
      ok. got it! very good diana!! : )
  • Question Yes No Comments 1. Did you comment on the VoiceThread? 22 0   2. Was it difficult to comment? 1 21 "A little, text box small." 3. Would you like to use VoiceThread for future exam reviews and discussion of chapter concepts? 14 8 "Yes. [It is] More interactive, [and involves] not just reading text, but actually listening, and picking up information that way." "Yes. By then I will know how to use the microphone." "No. [It] Take[s] less time to read answers on Blackboard's discussion board as opposed to listening to people's answers on VoiceThread. It was difficult to read the small text." (This student liked participating in the exam review on VoiceThread for the extra credit, and she would do it again if extra credit were given.) "No. I won't be able to use it with my other devices such as my iPad and iPhone." "No. It's easier to read the review questions and find the answers in the book." 4. Would you like to use VoiceThread to make a presentation for a course in the future? 14 8 "Yes. Sure! That would probably work out pretty well!" "Not really! Not unless I have to." 5. Would you suggest to your peers the use of VoiceThread for making their own presentations? 16 6  
  • ...2 more annotations...
  • Table 2. Survey responses – rating-scale item (N = 22) Question Very Easy (1) Easy (2) No Problems (3) Some Issues (4) Very Difficult (5) 6. How difficult was it to create your VoiceThread account? 19 3 0 0
  • Table 3.Survey responses – open-ended item (N = 18) Question Comments 7. Anything you would like to share about VoiceThread? Positive comments (n = 12) "Very easy and convenient." "I think that once I was able to get into the system it was easy to use. Now I need to understand why the mic[rophone] does not work, maybe my laptop." "It was actually very interesting to learning [sic] how to use VoiceThread. It was something different." "I like the way I can participate by using text. As English is my second language, speaking is really difficult for me. Also, VoiceThread is really easy and simple to use." "It was really easy to navigate and use." "VoiceThread was very easy to use and it could be beneficial in the future." "VoiceThread is easy and pretty interesting!" "I like that it is very easy to use." "It seems like a good tool to utilize for some classes." "Easy to navigate and good review before the exam." "Never done it before but I think it's pretty good tool." "Seems like a great tool we can use." Comments expressing reservations (n = 4) "I think it was very easy to figure out. My hesitation about using in the future for a course to do a presentation or recommending my peers to use it is that I don't really know much about it so that is why I responded no to those questions. I don't know how to add graphics and things of that nature like on PowerPoint." "VoiceThread is easy to register [on]. However, I'm not too sure about making a presentation." "I think it's a good form of technology. It's not my first choice of communication though. Plus if you're typing your answer the font is super small, not sure if I can change this setting." "[There needs to be a] bigger text box" Unfavorable comments (n = 2) "I do not like the interface of the VoiceThread ... [The interface] makes it hard to use on anything besides a computer." One student found it slightly difficult to "figure out how to answer the questions or how to comment on others' answers."
Daniel Hacker

EBSCOhost: Implementation Of Mathematics In Computer Graphics: The Future. - 0 views

ehis.ebscohost.com.libproxy.albany.edu/...pdfviewer

shared by Daniel Hacker on 16 Aug 13 - No Cached
  • Daniel Hacker on 16 Aug 13
     
    "The successful outcome of any educational program is highly dependent on how the students learn and how effectively they can function at the workplace after completion of their study."
Melissa Pietricola

Instructional Methods - 0 views

itc.utk.edu/...in_strategies.html

instructional methods teaching education learning

shared by Melissa Pietricola on 24 Jun 10 - Cached
  • Melissa Pietricola on 24 Jun 10
     
    Various Methods to be used by professors. Breaks down teacher-centered vs. learner-centered suggestions and definitions.
Joan Erickson

Teaching With Technology - Ice-Breaker Ideas - 0 views

twt.wikispaces.com/Ice-Breaker+Ideas

shared by Joan Erickson on 24 Jun 10 - No Cached
  • Create a brief PowerPoint that introduces yourself. Presentation can include graphics and media.
  • Joan Erickson on 24 Jun 10
     
    Ice Breaker ideas for your online course. It is an easy, light read
JJ Wagner

What is text wrap? - 0 views

www.webopedia.com/...text_wrap.html

text wrapping what

shared by JJ Wagner on 29 May 11 - No Cached
  • Home > text wrap text wrap Text wrap is a feature supported by many word processors that enables you to surround a picture or diagram with text. The text wraps around the graphic.
  • JJ Wagner on 29 May 11
     
    Definition of text wrapping
Nicole Arduini-Van Hoose

Creately - 0 views

creately.com

shared by Nicole Arduini-Van Hoose on 10 Jun 11 - Cached
  • Nicole Arduini-Van Hoose on 10 Jun 11
     
    An online diagramming software perfect for classroom collaboration and project work. With the Creately's Team plan students can create shareable project folders in Creately and collaborate on all kinds of visual graphic organizer templates as well as mindmap, fishbone diagrams and other class assignments.
Diane Gusa

Interactivity: A Forgotten Art? - 1 views

www2.gsu.edu/...interact

art interactivity teaching online module 4 blog

shared by Diane Gusa on 16 Jul 11 - Cached
  • Interactivity: A Forgotten Art?
  • Interactivity in learning is "a necessary and fundamental mechanism for knowledge acquisition and the development of both cognitive and physical skills" (Barker, 1994:1)
  • Interaction is intrinsic to successful, effective instructional practice as well as individual discover
  • ...14 more annotations...
  • Interacti
  • The implementation of interactivity can be perceived as an art because it requires a comprehensive range of skills, including an understanding of the learner,
  • the importance of rigorous instructional design and the application of appropriate graphical interfaces
  • Support Interactivity
  • Similarly, Ambron & Hooper (1988) described interactivity as a state in which users are able to browse, annotate, link and elaborate within a rich, non-linear database
  • In contrast, Jonassen (1988) identified five levels of interactivity which focused more on the user's involvement with the application and the subsequent effect on learning.
  • The five levels included the modality of the learner's response, the nature of the task, the level of processing, the type of program and the level of intelligence in design. In relation to these levels, it was also suggested that the level of interactivity would affect whether surface or deep learning would occur
  • The taxonomy however does provide a useful starting point for developing our understanding of interactivity. The three levels, which significantly extend the definition of Rhodes & Azbell (1985), range from basic stimulus:response interactions (reactive) to learner construction and generative activity (proactive) to mutual "artificial or virtual reality designs, where the learner becomes a fully franchised citizen in the instructional environment" (Schwier & Misanchuk, 1993:12)
  • understand that quality in an instructional resource is a function of the design effort, not the technology.
  • from simple help messages to complex tutorial systems.
  • The construct class of interactivity (proactive elaboration) is an extension to update interactivity, and requires the creation of an instructional environment in which the learner is required to manipulate component objects to achieve specific goals
  • With hyperlinked interactivity (proactive navigation), the learner has access to a wealth of information, and may "travel" at will through that knowledge base.
  • The first dimension, engagement, refers to interactivity which is either navigational (where the user moves from one location in the application to another) or instructional (where the user is involved with the content in a way designed to facilitate learning). The second dimension, control, refers to the extent to which the system (program control) or user (learner control) is making the instructional or navigational decisions. The third dimension, interactive concept, provides an indication of the type of interaction which might be expected under the varying conditions defined by the model.
  • proposing three dimensions by which interactive instruction may be viewed.
Diane Gusa

Course: Economic Collapse 2008 - 0 views

ualbany.mrooms.net/...view.php

shared by Diane Gusa on 08 Jul 11 - No Cached
    • Diane Gusa
      Diane Gusa on 08 Jul 11
       
      I so love this graphic!!! :)
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