5 Blogging Alternatives | Mark Brumley - 0 views
Alternatives to Ning if free Ning sites are all shut down? « Moving at the Sp... - 0 views
Some Ideas on How to Use Web 2.0 Tools for Alternative Assessment « Box of Ch... - 0 views
Free Technology for Teachers: Three Alternatives to Clicker Response Systems - 0 views
Unmasking the Digital Truth / FrontPage - 0 views
Toolbox or Trap? Course Management Systems and Pedagogy (EDUCAUSE Quarterly) | EDUCAUSE... - 0 views
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Campuses have adopted these programs on a wide scale, yet few studies have looked at how the design and use of a CMS affects pedagogy, and instructors rarely discuss how a CMS affects their teaching.
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Decisions about which learning software to use on campus are often made by campus technologists and administrators rather than faculty.
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The construction of the course syllabus, a natural beginning point for most instructors, is a good example of how the software imposes limitations. When they first enter a CMS, new instructors see the default buttons of the course menu, which are based on type rather than purpose: Announcements, Course Content, Discussion, even Syllabus.
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Web 2.0: A New Wave of Innovation for Teaching and Learning? (EDUCAUSE Review) | EDUCAU... - 0 views
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Web 2.0. It is about no single new development. Moreover, the term is often applied to a heterogeneous mix of relatively familiar and also very emergent technologies
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Ultimately, the label “Web 2.0” is far less important than the concepts, projects, and practices included in its scope.
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Social software has emerged as a major component of the Web 2.0 movement. The idea dates as far back as the 1960s and JCR Licklider’s thoughts on using networked computing to connect people in order to boost their knowledge and their ability to learn. The Internet technologies of the subsequent generation have been profoundly social, as listservs, Usenet groups, discussion software, groupware, and Web-based communities have linked people around the world.
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Planning for Neomillennial Learning Styles: Implications for Investments in Technology ... - 0 views
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Research indicates that each of these media, when designed for education, fosters particular types of interactions that enable—and undercut—various learning styles.
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Over the next decade, three complementary interfaces will shape how people learn
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The familiar "world to the desktop." Provides access to distant experts and archives and enables collaborations, mentoring relationships, and virtual communities of practice. This interface is evolving through initiatives such as Internet2. "Alice in Wonderland" multiuser virtual environments (MUVEs). Participants' avatars (self-created digital characters) interact with computer-based agents and digital artifacts in virtual contexts. The initial stages of studies on shared virtual environments are characterized by advances in Internet games and work in virtual reality. Ubiquitous computing. Mobile wireless devices infuse virtual resources as we move through the real world. The early stages of "augmented reality" interfaces are characterized by research on the role of "smart objects" and "intelligent contexts" in learning and doing.
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SpeEdChange: Considering Universal Design - 0 views
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UDL means many things, depending on which group of researchers and advocates you are speaking to, but the general idea is to create learning environment which can be individually adapted to learner needs. In other words, the environment adapts rather than forcing the learner to.
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educational institutions, content delivery systems, assessment systems, and ICT should be flexible enough to meet the diverse needs of the learner population.
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And school ends in graduate school with them telling you that you are making your citations wrong - not that they can't tell where you got your information from, you're just not conforming absolutely to whichever nonsensical citation system your particular department has chosen to embrace."
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Dr. Mashup; or, Why Educators Should Learn to Stop Worrying and Love the Remix | EDUCAU... - 0 views
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A classroom portal that presents automatically updated syndicated resources from the campus library, news sources, student events, weblogs, and podcasts and that was built quickly using free tools.
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Increasingly, it's not just works of art that are appropriated and remixed but the functionalities of online applications as well.
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mashups involve the reuse, or remixing, of works of art, of content, and/or of data for purposes that usually were not intended or even imagined by the original creators.
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Teaching in Social and Technological Networks « Connectivism - 0 views
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Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs. The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage.
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Traditional courses provide a coherent view of a subject. This view is shaped by “learning outcomes” (or objectives).
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This cozy comfortable world of outcomes-instruction-assessment alignment exists only in education. In all other areas of life, ambiguity, uncertainty, and unkowns reign.
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