Individual access and the ability of participants to use CMC are essential prerequisites for conference participation (stage one, at the base of the flights of steps). Stage two involves individual participants establishing their online identities and then finding others with whom to interact. At stage three, participants give information relevant to the course to each other. Up to and including stage three, a form of co-operation occurs, i.e. support for each person's goals. At stage four, course-related group discussions occur and the interaction becomes more collaborative. The communication depends on the establishment of common understandings. At stage five, participants look for more benefits from the system to help them achieve personal goals, explore how to integrate CMC into other forms of learning and reflect on the learning processes.
The internet, individual tablets, smart screens: will digital technology realize the promise of customized, student-centred education? The first in The Agenda's Learning 2030 series, from the Communitech Hub in Kitchener, Ontario.
The School of Education's Neuro-Education Initiative furthers the understanding of how research findings from the cognitive and neurosciences has the potential to inform teaching and learning through research, collaboration, and advocacy. In partnership with the School of Medicine, Kennedy-Krieger Institute, and the Brain Science Institute, this Initiative fosters dialog among educators and brain science researchers to develop joint research projects and magnifies the potential for current findings to enrich educational practice.
The electronic portfolio offers many advantages to its paper-based counterpart,
including - but not limited to - hyperlinked navigation, adding multimedia and the ease of sharing the portfolio. Previous research showed that the quality of a portfolio does not depend on the medium used. This paper studies the effect of the portfolio medium on perceived support for self-reflection and on the students' learning outcomes. We made use of the fact that during this study about half of the first year medical students used an electronic portfolio (n=157) and the other half a paper-based portfolio (n=190)
Learn how to develop you own iPhone and iPad app by downloading the "iPhone Application Development" course created by Stanford University. It's available on iTunes U.
A collection of interactive learning activities (interactivities) and simulations. If you try just one of them, check out the "Scale of the Universe" interactivity.