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This article provides information about universal instructional design principles for Moodle.

Learn about the principles of universal design for learning with a brief video and a website full of information!

Read the research about universal design for learning (UDL). The evidence supports UDL principles for learning.

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.

This site presents 10 steps to universally designing online courses. There are also links to other sites (such as WebAIM) to get more information on a particular way that technology can be made more accessible for students with disabilities. This is a good quick overview of the "basics" of accessible technology, especially for students with sensory impairments (hearing and vision).

Athabasca University offers accredited distance education programs and courses at the graduate and undergraduate levels.

Student Satisfaction and Perceived Learning with On-line Courses: Principles and Examples from the SUNY Learning Network Eric Fredericksen, Alexandra Pickett, Peter Shea State University of New York William Pelz Herkimer County Community College http://www.sloan-c.org/publications/jaln/v4n2/pdf/v4n2_fredericksen.pdf Karen Swan University of Albany

doing a demo ignore this.

This is the homepage for teh University of Maryland University College

a learning community at fayetteville state university

For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency. Now, I like to actually have data to play around with, in part because people have been known to lie about politically charged issues and in part because I like to have nice graphs (which are not provided by Riddile). Anyway, it turns out that international poverty data is pretty hard to come by and fraught with interpretational difficulties. On the other hand, the National Assessment of Educational Progress provides test data for most of the states in the U.S., and the U.S. Census Bureau provides data on the percentage of people in poverty by state. I took the NAEP data for 8th grade science achievement and regressed on the percentage of people below the poverty line for the measured states. The two are negatively associated: as poverty increases, science achievement scores decrease according to the relationship in the plot below. (Alaska, Kansas, Nebraska, and Vermont did not meet NAEP reporting guidelines and are not included in the plot above.) The association is highly significant (p=9.98*10-6). I also took pilot NAEP data for 8th grade mathematics achievement and regressed on the percentage of people below the poverty line for the measured states. (Evidently, the NAEP has only just started testing for mathematics achievement, and only eleven states were included in their pilot.) Again, the two are negatively associated. The slope of the relation turns out to be almost exactly the same as for science achievement. The association is not as significant, but it is still significant (p=0.0186). (My guess is the association is less significant in this case because fewer states were measured.) Clearly there is an association between poverty and achievement in science and mathem

Education has historically been a core concept in societies. Over the years we have seen founders of educational thought compromise with dated economic and social trends. Locke, Dewey, Piaget, Montessori are only some of the 'contemporary' contributors in the field. It is very difficult for the educational paradigm of the industrial age to serve the so called 'Universal Electronic Campus' of the 'digital age' as there is a movement from campus based learning to web-based distance education.

Education has historically been a core concept in societies. Over the years we have seen founders of educational thought compromise with dated economic and social trends. Locke, Dewey, Piaget, Montessori are only some of the 'contemporary' contributors in the field. It is very difficult for the educational paradigm of the industrial age to serve the so called 'Universal Electronic Campus' of the 'digital age' as there is a movement from campus based learning to web-based distance education.

"Service Learning in French or Spanish at Roehampton University, London "

Course Document referring to need of expanding the online learning environment

Online education and the technology to bring it to life for students.

University for GenNext... what will it be like? How will we meet the demand?

Special Issue - Connectivism: Design and Delivery of Social Networked Learning Terry Anderson and Jon Dron Athabasca University, Canada Abstract. This paper defines and examines three generations of distance education pedagogy.

Connectivism: Design and Delivery of Social Networked Learning Terry Anderson and Jon Dron Athabasca University, This paper defines and examines three generations of distance education pedagogy.

Three Generations of Distance Education Pedagogy [Print Version] Special Issue - Connectivism: Design and Delivery of Social Networked Learning Terry Anderson and Jon Dron Athabasca University, Canada

University and college faculty, K-12 teachers, corporate and military trainers, educational administrators, curriculum designers, technical support staff, and others who want to learn how to convert teaching or training materials currently delivered face-to-face into a completely online course or program. Educators and trainers who already design, implement, or teach online courses who seek to update their skills and knowledge of evolving best practices in online learning.

Website with many pages on information about galaxies and the universe.

"Ten Simple Steps Toward Universal Design of Online Courses"

An article about MOOCs and AI open courses, including Standford's.