Group items tagged

Now comes the important part. Once we have an ordered list of learning objectives, we instructors have to choose a "cognitive cutoff point" at which student responsibility for mastery prior to class ends. "Below" this point, we expect students to master the learning objectives before class through guided practice. "Above" this point, some fluency would be nice, but these are long-term learning objectives and will serve as the focus for class activities.

"Let's say we're designing a course that will help widget sales people overcome buyers' objections. The objection we're focusing on right now is this one: "I've read that your widget creates a lot of heat." We have a specific way we'd like our sales people to respond to that objection. Some people in our audience are familiar with the concerns about heat, while new people might not know as much. How do you think most training designers would approach this? I think they'd do it like this."

iPad Learning Objectives

OmniDazzle is a set of fun and useful enhancements that help you highlight certain areas of your screen, create special effects, and track the location of your mouse pointer. Each plug-in can be configured to suit your own particular preferences: change colors, make objects bigger or smaller, or change the way you activate the OmniDazzle plug-in of your choice. By allowing you to manipulate your screen, OmniDazzle offers practical features for doing presentations, taking screen shots, focusing on specific tasks, and adding visual information to your desktop.

OmniDazzle is a set of fun and useful enhancements that help you highlight certain areas of your screen, create special effects, and track the location of your mouse pointer. Each plug-in can be configured to suit your own particular preferences: change colors, make objects bigger or smaller, or change the way you activate the OmniDazzle plug-in of your choice.

learner centered syllabus example.

GE shows how their body imaging technology can take detailed pictures of insides without cutting, using fruit, a baseball, engine motor, and violin to demonstrate.

Arduino is an open-source electronics prototyping platform based on flexible, easy-to-use hardware and software. It's intended for artists, designers, hobbyists, and anyone interested in creating interactive objects or environments." Arduino is one kind of inexpensive microcontroller now available to the masses. Microcontrollers allow for physical computing, using programming to control physical events, without a high degree of difficulty. 

How is a SALSA different from a traditional syllabus?

SALSAs promote:

learner-centric and accessible formatting
well-defined learning outcomes/objectives
inclusion of required policies: accommodations for students with disabilities, academic honesty, course evaluations, etc.

This course provides a thorough introduction to the emerging field of Information Visualization. The goal of Information Visualization is to use human perceptual capabilities to gain insights into large and abstract data sets that are difficult to extract using standard query languages. Specific abstract data sets that will be studied are: symbolic, tabular, networked, hierarchical, or textual information. The course objectives are:  *  Provide a sound foundation in human visual perception and how it relates to creating effective information visualizations.  *  Understand the key design principles for creating information visualizations.  *  Study the major existing techniques and systems in information visualization.  *  Evaluate information visualizations tools.  *  Design new, innovative visualizations.

Providing feedback for students is one of the most important (and often most difficult) part of being a teacher. Providing feedback to students in audio format has been the topic of many recent studies. In a study done by the Sloan Consortium, audio feedback was received very positively by students. 

Web 2.0 has been, during the last years, one of the most fashionable words for a whole range of evolutions regarding the Internet.Although it was identified by the current analysts as the key technology for the next decade, the actors from the educational fielddo not really know what Web 2.0 means. Since the author started to explore and use Web 2.0 technologies in her owndevelopment/improvement, she has been intrigued by their potential and, especially, by the possibility of integrating them ineducation and in particular in the teaching activity.The purpose of this paper is both to promote scholarly inquiry about the need of a new type a pedagogy (Web 2.0 based) and thedevelopment / adoption of best practice in teaching and learning with web 2.0 in higher education (HE).The article main objectives are: * to introduce theoretical aspects of using Web 2.0 technologies in higher education* to present models of integrating Web 2.0 technologies in teaching, learning and assessment* to identify the potential benefits of these technologies as well as to highlight some of the problematic issues /barriers encountered, surrounding the pedagogical use of Web 2.0 in higher education* to propose an agenda for future research, and to develop pedagogy 2.0 scenarios for HE sector. © 2009 Elsevier Ltd. All rights reserved

series on arguing from evidence