Group items matching
in title, tags, annotations or urlWhat Everybody Ought to Know About Instructional Design » The Rapid eLearning Blog - 0 views
-
he role of the instructional designer is to help the learners make sense of the new information they get.
The Digital Citizen - My Sojourn in the World of Web 2.0 by Irene Watts-Politza - 3 views
-
“You are interacting with one single individual at all times. There is no ‘class’ …”
-
“Design a course with the student perspective, one who has never taken an online course before” (Pickett, What Works?).
-
I must find a balance, however, in order to complete the necessary tasks well so I can savor the doing of those that have salience.
- ...26 more annotations...
-
Student Reflections @wattspoi on "Heutagogy & its Implications for Evaluative Feedback" http://t.co/xiuWsCsD #lrnchat #edchat
PBL: Teaching Online - 0 views
-
This section of the Teaching Online Guide focuses on course planning and design. While many of the ideas and strategies are generic the main focus will be on the PBL online course. Included within the course design section is information about the phases of planning an online course, software for online teaching, using multimedia, teaching strategies, and assessment for online instruction. In general, the design of an online course entails four main realms. These are the people involved (who), the content (what), the teaching strategies and software tools (how), and the location of the course (where). The course design pages on this guide address aspects of these realms and the associated design elements. Scroll your mouse over the diagram to the right to see how everything fits together.
-
Learning Online Learning - 2 views
-
-
Teaching is less about transferring knowledge to learners than giving them the chances to ask the questions and to find answers on their own.
-
Now I know that’s not the only way to teach, not the only way to achieve the teaching goals, and, most importantly, not the most effective way to teach.
- ...22 more annotations...
http://www.ascilite.org.au/ajet/submission/index.php/AJET/article/viewFile/157/55 - 0 views
-
-
-
Over the last few years, Web 2.0 applications, and especially blogs, wikis, e-portfolios, social media, podcasting, social networking etc., have received intense and growing educational interest, with uses including diverse learning groups, from primary and secondary education (Tse, Yuen, Loh, Lam, & Ng, 2010, Sheehy, 2008; Woo, Chu, Ho, & Li, 2011; Angelaina & Jimoyiannis, 2011) to higher education (Bolliger & Shepherd, 2010; Ching & Hsu, 2011; Deng & Yuen, 2011; Roussinos & Jimoyiannis, 2011; Yang, 2009; Zorko, 2009), vocational training (Marsden & Piggot-Irvine, 2012) and teachers' professional development (Doherty, 2011; Wheeler, & Wheeler, 2009; Wopereis, Sloep, & Poortman , 2010).
-
-
-
Existing literature, regarding the integration of ICT in schools, shows that despite governmental efforts and directives, the application of ICT in educational settings is rather peripheral acting, in most cases, as an 'add on' effect to regular teacher-centred classroom work. It remains a common practice, for most teachers, to use ICT primarily for low-level formal academic tasks (e.g., getting information from Web resources) or for administrative purposes (developing lesson plans, worksheets, assessment tests, etc.) rather than as a learning tool to support students' active learning (OFSTED, 2004; Jimoyiannis & Komis, 2007; Tondeur, van Keer, van Braak, & Valcke , 2008).
-
- ...1 more annotation...
Thirty-two Trends Affecting Distance Education: An Informed Foundation for Strategic Plannning - 1 views
-
As universities shift toward competency and institutions cater more closely to learners’ specific needs, the distinctions between high school, undergraduate college, and graduate programs will dissolve. “Incentives will be given to students and institutions to move students through at a faster rate [and] the home school movement will lead to a home-college movement” (Dunn, 2000, p. 37). As leaders in the effort to cater to learners’ needs, distance education programs may be a dominant influence in this trend.
-
Accreditation and program approval will be based more on educational outcomes. Testing programs will be put in place by discipline organizations, federal and state governments, corporations, and testing companies. Large corporations will develop their own approval systems. By 2025, there will not be one national accreditation system, although the U.S. Department of Education will provide a basic safety net for quality. (p. 37; see also Pond, 2003) Distance educators must plan to accommodate this emphasis on accountability if they are to maintain accreditation and meet consumer demands.
-
Much of distance education programs’ success or failure can be attributed to how it is organized.
- ...11 more annotations...
JOLT - Journal of Online Learning and Teaching - 1 views
-
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.
- ...4 more annotations...
Authentic Education - What Is an Essential Question? - 0 views
-
The big-idea questions signal that education is not just about learning “the answer” but about learning how to learn.
-
A second connotation for “essential” refers to key inquiries within a discipline. Essential questions in this sense are those that point to the big ideas of a subject and to the frontiers of technical knowledge. They are historically important and very much “alive” in the field.
-
By actively exploring such questions, the learner is helped to arrive at important understandings as well as greater coherence in their content knowledge and skill.
Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning | Blaschke | The International Review of Research in Open and Distance Learning - 2 views
-
Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today's workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media. The renewed interest in heutagogy is partially due to the ubiquitousness of Web 2.0, and the affordances provided by the technology. With its learner-centered design, Web 2.0 offers an environment that supports a heutagogical approach, most importantly by supporting development of learner-generated content and learner self-directedness in information discovery and in defining the learning path. Based on an extensive review of the current literature and research, this article defines and discusses the concepts of andragogy and heutagogy and describes the role of Web 2.0 in supporting a heutagogical learning approach. Examples of institutional programs that have incorporated heutagogical approaches are also presented; based on these examples and research results, course design elements that are characteristic of heutagogy are identified. The article provides a basis for discussion and research into heutagogy as a theory for guiding the use of new technologies in distance education.
Online Learning Resources on the Web - 1 views
Blended Learning Design - 1 views
PREPARING OR REVISING A COURSE - 0 views
-
fter you have "packed" all your topics into a preliminary list, toss out the excess baggage. Designing a course is somewhat like planning a transcontinental trip. First, list everything that you feel might be important for students to know, just as you might stuff several large suitcases with everything that you think you might need on a trip.
-
Distinguish between essential and optional material.
-
Cut to the chase. Go for the most critical skills or ideas and drop the rest
- ...5 more annotations...
Instructional Design Commons - 1 views
-
Interesting series on each piece of the CoI framework.
-
If you click on "Available on the Web", you are able to "attend" an archived Elluminate Live! discussion on the topics of teaching and cognitive presence.
-
If you click on "Available on the Internet", you can view archived Elluminate Live! presentations on Teaching or cognitive presence.
Online Teaching Effectiveness: A Tale of Two Instructors | Gorsky | The International Review of Research in Open and Distance Learning - 0 views
-
We propose, as have others (i.e., Shea, Pickett, & Pelz, 2003), that the community of inquiry model (Garrison, Anderson, & Archer, 2000) reflects the principles of good practice in undergraduate education and can accurately quantify them.
-
issues of pedagogy, dialogue, and interaction
-
guide the coding of transcripts.
- ...22 more annotations...
Teachers' Invisible Presence in Net-based Distance Education | Hult | The International Review of Research in Open and Distance Learning - 0 views
-
The stance taken in this paper, then, is constructivist – that conversation is learning in the making.
-
Any conversation, that is, draws on heteroglossia (Bakhtin’s neologism) – pools of different ideas whose elements, when exchanged, foster learning. According to Bakhtin, every utterance has a double significance. It is an expression of a 'unitary [common] language' used to conduct the conversation and, at the same time, it builds on the 'social and historical' differences embedded in the heteroglossia (1981, p. 272).
-
Yuri Lotman,
- ...28 more annotations...
« First
‹ Previous
41 - 60 of 160
Next ›
Last »
Showing 20▼ items per page