About Teaching & Learning Online

"MOOC Research Initiative (MRI) is funded by the Bill & Melinda Gates Foundation as part of a set of investments intended to explore the potential of MOOCs to extend access to postsecondary credentials through more personalized, more affordable pathways."

"This site was created as a way to visualize the growth of global MOOC adoption for those institutions using one of the major MOOC platform providers. This data comes from blog posts, press releases, and course offering catalogs from each of the providers shown."

EdTech Talk & Analysis

2013 Survey on Online Learning Report

""Most learning needs today are becoming too complex to be addressed 'in our heads,'" Mr. Siemens wrote in a 2008 blog post. "We need to rely on a network of people (and, increasingly, technology) to store, access, and retrieve knowledge and motivate its use. The network becomes the learning.""

Cross listing with eLearning resources Diigo Group

Cross linking to my other group with resource links on Blended/Hybrid Course Design

"The toolkit links to additional resources for information on blended and digital learning, and suggests using social media to stay updated on the latest information and to connect with others who are discussing the topic. "

A good overview with links to related resources

The free and easy way to award badges to students for all learning experiences. Sign In Teacher Registration New Students ClassBadges is now part of the EdStart.com family, makers of ExitTicket For Educators ClassBadges is a free online tool where teachers can award badges to students for accomplishments or academic mastery. Through your teacher account, you can award badges customized for your classroom or school. Badges can easily be aligned to academic goals or associated with existing school awards.

supporting states and school districts in successful digital implementation

Increasingly, universities are using technology to provide students with more flexible modes of participation. This article presents a cross-case analysis of blended synchronous learning environments-contexts where remote students participated in face-to-face classes through the use of rich-media synchronous technologies such as video conferencing, web conferencing, and virtual worlds. The study examined how design and implementation factors influenced student learning activity and perceived learning outcomes, drawing on a synthesis of student, teacher, and researcher observations collected before, during, and after blended synchronous learning lessons. Key findings include the importance of designing for active learning, the need to select and utilise technologies appropriately to meet communicative requirements, varying degrees of co-presence depending on technological and human factors, and heightened cognitive load. Pedagogical, technological, and logistical implications are presented in the form of a Blended Synchronous Learning Design Framework that is grounded in the results of the study.

Personal learning environments: the future of eLearning?

O'Donnell, Marcus, Blogging as pedagogic practice: artefact and ecology, Asia Pacific Media Educator, 17, 2006, 5-19. Available at:http://ro.uow.edu.au/apme/vol1/iss17/3

Heutagogy, Peeragogy, Cybergogy