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Teaching with Facebook is a way for me to engage my students, since many of them will be on the site before, after, and during any lecture. More than engagement, using Facebook allows me to build a bridge between my classroom curricula and what my students are doing outside the lecture hall. I must admit that student expertise with digital media often exceeds my own, and my attempts at using Facebook function as a common language that sets up my classroom as an experimental space allowing students to take risks, make connections, and participate with an alternative teaching style. As much as there are a number of other Facebook educators-there is even a Facebook groups for educators-I am certain that on my university campus I am the only instructor using this social network. My university administration has accused me of subverting our institutional course management system. They are correct. Facebook may be a commercial enterprise, but I argue that students can maintain a Facebook identity after they leave university. The work done in our lecture as represented in our Facebook group is something that lasts beyond a typical university course management system. In other words, access to the information, discussion, links, and learning is not cut off once the course is over.

In 2007, videotaped lectures from 10 courses were added to the Stanford iTunes site. The content on the site consisted solely of audio and video files until January 2012, when Apple launched the iTunes U app. This app allowed professors to upload additional materials such as homework assignments and class handouts, giving remote students more of a comprehensive course experience. While remote students can now participate in a course by completing homework assignments and even taking exams, they are still not able to ask questions in class, receive feedback on homework and exams or collaborate with classmates. Several iTunes U courses have attempted to bridge this gap through Piazza, an online forum that allows students from around the world to ask and answer questions and discuss the course. Remote students are able to register on Piazza to discuss the lectures and assignments with other students, although Hegarty says that iTunes U students often reach out to him for help instead. https://piazza.com/ The (Free) Efficient Way to Manage Class Q&A How is this better than email, newsgroups, and discussion forums? Students actually use Piazza, they love it. This difference stems from how we built Piazza. We've personally met with and spoken to thousands of students and instructors. The result is a beautifully intuitive and simple product that students love and use.

Hi Ashley, would this article reference suffice as 'research reference' per our meeting with Director? Thanks for your input on the Emailer. I'm working on it now.

For the video team to read.

Looking at the abstract, it's indeed powerful if this kind of special eyeglasses is available in the mass market. Then again, due to my limited capability, access to the review for this research is not possible, as such, thus wouldn't know the actual effectiveness & usefulness of this study. Hopefully, details of similar studies done elsewhere may be available over internet in future.

When flipping a class, besides viewing recorded lectures pre-class, there are other activities students can perform online before face-to-face sessions. Henry and other CeLebs who are interested in flipping classrooms - you might want to check these out and consider other tools and activities for flip.

Tan, Hu, Wong, Wettasinghe (2003) on Information Technology and Singapore Education, Instructional Framework, Instructional Strategies (Direct Instruction, SDL, Group Work, Computer-Mediated Communication, Constructivist Learning, Learning through Experience) Computer As an Administrative Tool - Blackboard ! Computer As a Presentation Tool - from PPT to Prezi? Computer As a Tutor - engage the learners in higher order thinking Computer As a Cognitive Tool - mindtools Conclusion: To successfully integrate IT into teaching and learning in schools is a challenging task that hinges on a lot of factors, including effective teacher training. Darling-Hammond (1994) describes the new paradigm of teacher learning as a place in which opportunities are provided for "learning by teaching, learning by doing and learning by collaborating." In our attempt to avoid reducing such training into teaching of discrete IT skills, or merely talking about it through lectures, we presented an approach that modeled various pedagogies, including direct instruction, self-directed learning, group work, computer-mediated communication, and constructivist learning. We also provided a holistic technology-enhanced environment, for the trainees to experience the use of the computer as an administrative tool, as a presentation tool, as a tutor, and as a cognitive tool. These strategies are built upon theories and studies of learning, as well as the use of IT in education. The results of the trainees' evaluation of the module indicated a generally positive reaction to the module and the perception that the instructional objectives have been achieved. These are encouraging indicators of the effectiveness of our instructional strategies, which we will build upon for further improvement in the subsequent delivery of the module.

Key Points ■ Limitations of traditional lectures ■ Engaging students in peer discussions ■ Learning gains you can expect ■ Attitude gains you can expect ■ Instructors' opinions about using clickers

Recommended by MP Denise Phua on her FB page. Singapore's own free online education portal inspired by Khan Academy.

Record your lecture recording and sync to dropbox in one move. For the simplicity, efficient proess and laziness!!

This article was published in 2007, an ELL lecturer just shared it with me. I thought the rest of us would find it useful too.

That article is 3.5 years old. It does not take into account clips shared under CC licence or the terms of fair use. If educators stuck only to the recommendations, they would make little progress.

'How to use Twitter for Social Learning' is a great site to bookmark and explore. This site contains over 200 + articles and resources about using Twitter for Learning and is a great resource. 

this widget allows you to install buttons with sharing options to popular social media without a fuss. no html coding needed. i think this might be good for lecturers who publish their articles online who hope to get more publicity through social media.

A lot of high quality polished icons here! They come mostly with creative common. It would be handy resources for us or the lecturers.

Wow! Nice. Should have used some of these for my assignments.

A recent Department of Education study suggested that blended classes (part online and part face-to-face) had higher achievement levels than either face-to-face or totally online classes. Students felt greater community in blended classes. This session will explore the design and delivery of blended classes to provide the benefits of both on campus and virtual instruction. What a Blended Course is NOT: —Traditional classroom activities + "let's put some stuff on the web" —Online courses with campus tests On campus lectures with reading and tests online

This is a fantastic article... 

A concise yet comprehensive intro and guide to microlectures.

I think Yeu Ann posted this elsewhere, so I am adding it here to keep a more permanent record. Lucidchart and MindMeister (see earlier bookmark) are now both linked to Google Drive. These present potential solutions to adding digital mind maps to our e-portfolio system.

Lucidchart offer 14 days trial. My lecturer recommend Cacoo for my Business Analysis course. It offers 25 diagram for free. https://cacoo.com/

The new Camtasia Studio 8 allows quizzes and hotspots to be added in the video. Camtasia interactive videos can also be played on iPhone with TechSmith's Smart Player.

A good alternative to replace Captivate production on e-lecture.