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Michael Johnson

E-Learning 2.0 ~ Stephen's Web ~ by Stephen Downes - 20 views

www.downes.ca/31741

eLearning social media teaching learning web 2.0 e-learning Downes

shared by Michael Johnson on 12 Jan 11 - Cached
  • In general, where we are now in the online world is where we were before the beginning of e-learning [1]. Traditional theories of distance learning, of (for example) transactional distance, as described by Michael G. Moore, have been adapted for the online world. Content is organized according to this traditional model and delivered either completely online or in conjunction with more traditional seminars, to cohorts of students, led by an instructor, following a specified curriculum to be completed at a predetermined pace.
  • networked markets
  • In learning, these trends are manifest in what is sometimes called "learner-centered" or "student-centered" design. This is more than just adapting for different learning styles or allowing the user to change the font size and background color; it is the placing of the control of learning itself into the hands of the learner
  • ...21 more annotations...
  • creation, communication and participation playing key roles
  • The breaking down of barriers has led to many of the movements and issues we see on today's Internet. File-sharing, for example, evolves not of a sudden criminality among today's youth but rather in their pervasive belief that information is something meant to be shared. This belief is manifest in such things as free and open-source software, Creative Commons licenses for content, and open access to scholarly and other works. Sharing content is not considered unethical; indeed, the hoarding of content is viewed as antisocial [9]. And open content is viewed not merely as nice to have but essential for the creation of the sort of learning network described by Siemens [10].
  • "Enter Web 2.0, a vision of the Web in which information is broken up into "microcontent" units that can be distributed over dozens of domains. The Web of documents has morphed into a Web of data. We are no longer just looking to the same old sources for information. Now we're looking to a new set of tools to aggregate and remix microcontent in new and useful ways"
  • Web 2.0 is not a technological revolution, it is a social revolution.
  • It also begins to look like a personal portfolio tool [18]. The idea here is that students will have their own personal place to create and showcase their own work. Some e-portfolio applications, such as ELGG, have already been created. IMS Global as put together an e-portfolio specification [19]. "The portfolio can provide an opportunity to demonstrate one's ability to collect, organize, interpret and reflect on documents and sources of information. It is also a tool for continuing professional development, encouraging individuals to take responsibility for and demonstrate the results of their own learning" [20].
    • Michael Johnson
      Michael Johnson on 12 Jan 11
       
      Also a place to receive and give feedback. I believe that one of the things that learners need to have to be prepared for learning in this space (social media or web 2.0) is the ability to evaluate, to give good feedback. Additionally, to be able to receive feedback constructively.
  • In the world of e-learning, the closest thing to a social network is a community of practice, articulated and promoted by people such as Etienne Wenger in the 1990s. According to Wenger, a community of practice is characterized by "a shared domain of interest" where "members interact and learn together" and "develop a shared repertoire of resources."
  • Yahoo! Groups
  • Blogging is very different from traditionally assigned learning content. It is much less formal. It is written from a personal point of view, in a personal voice. Students' blog posts are often about something from their own range of interests, rather than on a course topic or assigned project. More importantly, what happens when students blog, and read reach others' blogs, is that a network of interactions forms-much like a social network, and much like Wenger's community of practice.
    • Michael Johnson
      Michael Johnson on 12 Jan 11
       
      So, I believe he is saying that virtual communities of practice that form naturally are more real and approach what Wenger was talking about better than contrived "communities" put together in classes. That may be true. but does it have to be? If people come together to with a common purpose and the instructor allows the students freedom to explore what is important to them then I would hope that this kind of community can develop even in formal educational settings. Relevance is a key issue here!
  • "We're talking to the download generation," said Peter Smith, associate dean, Faculty of Engineering. "Why not have the option to download information about education and careers the same way you can download music? It untethers content from the Web and lets students access us at their convenience." Moreover, using an online service such as Odeo, Blogomatrix Sparks, or even simply off-the-shelf software, students can create their own podcasts.
  • The e-learning application, therefore, begins to look very much like a blogging tool. It represents one node in a web of content, connected to other nodes and content creation services used by other students. It becomes, not an institutional or corporate application, but a personal learning center, where content is reused and remixed according to the student's own needs and interests. It becomes, indeed, not a single application, but a collection of interoperating applications—an environment rather than a system.
  • Web 2.0 is not a technological revolution, it is a social revolution. "Here's my take on it: Web 2.0 is an attitude not a technology. It's about enabling and encouraging participation through open applications and services. By open I mean technically open with appropriate APIs but also, more importantly, socially open, with rights granted to use the content in new and exciting contexts"
  • This approach to learning means that learning content is created and distributed in a very different manner. Rather than being composed, organized and packaged, e-learning content is syndicated, much like a blog post or podcast. It is aggregated by students, using their own personal RSS reader or some similar application. From there, it is remixed and repurposed with the student's own individual application in mind, the finished product being fed forward to become fodder for some other student's reading and use.
    • Michael Johnson
      Michael Johnson on 12 Jan 11
       
      I like the idea of students passing on their work to be fodder for someone else's learning. In this way we change to from a learner to a learner/teacher! (See Dillon Inouye's work and Comments from John Seeley Brown)
  • More formally, instead of using enterprise learning-management systems, educational institutions expect to use an interlocking set of open-source applications. Work on such a set of applications has begun in a number of quarters, with the E-Learning Framework defining a set of common applications and the newly formed e-Framework for Education and Research drawing on an international collaboration. While there is still an element of content delivery in these systems, there is also an increasing recognition that learning is becoming a creative activity and that the appropriate venue is a platform rather than an application.
    • Michael Johnson
      Michael Johnson on 12 Jan 11
    • Michael Johnson
      Michael Johnson on 12 Jan 11
       
      Jon Mott has some cool ideas related to this paragraph.
  • he most important learning skills that I see children getting from games are those that support the empowering sense of taking charge of their own learning. And the learner taking charge of learning is antithetical to the dominant ideology of curriculum design
  • game "modding" allows players to make the game their own
  • Words are only meaningful when they can be related to experiences," said Gee. If I say "I spilled the coffee," this has a different meaning depending on whether I ask for a broom or a mop. You cannot create that context ahead of time— it has to be part of the experience.
  • A similar motivation underlies the rapidly rising domain of mobile learning [24]—for after all, were the context in which learning occurs not important, it would not be useful or necessary to make learning mobile. Mobile learning offers not only new opportunities to create but also to connect. As Ellen Wagner and Bryan Alexander note, mobile learning "define(s) new relationships and behaviors among learners, information, personal computing devices, and the world at large"
  • "ubiquitous computing."
  • what this means is having learning available no matter what you are doing.
  • The challenge will not be in how to learn, but in how to use learning to create something more, to communicate.
    • Michael Johnson
      Michael Johnson on 12 Jan 11
       
      I still think part of the challenge is how to learn. How to wade through a sea of all that is out there and "learn from the best" that is available. Find, organize, evaluate, analyze, synthesize, as well as create. I agree with Chris Lott (@fncll) that creativity is vital! (I am just not so sure that it is a non-starter to say that we should be moral first...though it could be argued that we should become moral through the creative process).
  • And what people were doing with the Web was not merely reading books, listening to the radio or watching TV, but having a conversation, with a vocabulary consisting not just of words but of images, video, multimedia and whatever they could get their hands on. And this became, and looked like, and behaved like, a network.
  • Michael Johnson on 12 Jan 11
     
    Stephen Downes' take on eLearning and what the future holds
Barbara Lindsey

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 2 views

connect.educause.edu/...45823

collaboration educause learning2.0 pedagogy

shared by Barbara Lindsey on 07 Jul 08 - Cached
  • But at the same time that the world has become flatter, it has also become “spikier”: the places that are globally competitive are those that have robust local ecosystems of resources supporting innovation and productiveness.2
  • various initiatives launched over the past few years have created a series of building blocks that could provide the means for transforming the ways in which we provide education and support learning. Much of this activity has been enabled and inspired by the growth and evolution of the Internet, which has created a global “platform” that has vastly expanded access to all sorts of resources, including formal and informal educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and distributed with few restrictions or costs.
  • the most visible impact of the Internet on education to date has been the Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them. The movement began in 2001 when the William and Flora Hewlett and the Andrew W. Mellon foundations jointly funded MIT’s OpenCourseWare (OCW) initiative, which today provides open access to undergraduate- and graduate-level materials and modules from more than 1,700 courses (covering virtually all of MIT’s curriculum). MIT’s initiative has inspired hundreds of other colleges and universities in the United States and abroad to join the movement and contribute their own open educational resources.4 The Internet has also been used to provide students with direct access to high-quality (and therefore scarce and expensive) tools like telescopes, scanning electron microscopes, and supercomputer simulation models, allowing students to engage personally in research.
  • ...29 more annotations...
  • most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning. What do we mean by “social learning”? Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
  • This perspective shifts the focus of our attention from the content of a subject to the learning activities and human interactions around which that content is situated. This perspective also helps to explain the effectiveness of study groups. Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
  • This encourages the practice of what John Dewey called “productive inquiry”—that is, the process of seeking the knowledge when it is needed in order to carry out a particular situated task.
  • ecoming a trusted contributor to Wikipedia involves a process of legitimate peripheral participation that is similar to the process in open source software communities. Any reader can modify the text of an entry or contribute new entries. But only more experienced and more trusted individuals are invited to become “administrators” who have access to higher-level editing tools.8
  • by clicking on tabs that appear on every page, a user can easily review the history of any article as well as contributors’ ongoing discussion of and sometimes fierce debates around its content, which offer useful insights into the practices and standards of the community that is responsible for creating that entry in Wikipedia. (In some cases, Wikipedia articles start with initial contributions by passionate amateurs, followed by contributions from professional scholars/researchers who weigh in on the “final” versions. Here is where the contested part of the material becomes most usefully evident.) In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.
  • Mastering a field of knowledge involves not only “learning about” the subject matter but also “learning to be” a full participant in the field. This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
  • But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field.
  • Another interesting experiment in Second Life was the Harvard Law School and Harvard Extension School fall 2006 course called “CyberOne: Law in the Court of Public Opinion.” The course was offered at three levels of participation. First, students enrolled in Harvard Law School were able to attend the class in person. Second, non–law school students could enroll in the class through the Harvard Extension School and could attend lectures, participate in discussions, and interact with faculty members during their office hours within Second Life. And at the third level, any participant in Second Life could review the lectures and other course materials online at no cost. This experiment suggests one way that the social life of Internet-based virtual education can coexist with and extend traditional education.
  • Digital StudyHall (DSH), which is designed to improve education for students in schools in rural areas and urban slums in India. The project is described by its developers as “the educational equivalent of Netflix + YouTube + Kazaa.”11 Lectures from model teachers are recorded on video and are then physically distributed via DVD to schools that typically lack well-trained instructors (as well as Internet connections). While the lectures are being played on a monitor (which is often powered by a battery, since many participating schools also lack reliable electricity), a “mediator,” who could be a local teacher or simply a bright student, periodically pauses the video and encourages engagement among the students by asking questions or initiating discussions about the material they are watching.
  • John King, the associate provost of the University of Michigan
  • For the past few years, he points out, incoming students have been bringing along their online social networks, allowing them to stay in touch with their old friends and former classmates through tools like SMS, IM, Facebook, and MySpace. Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, and study groups that naturally arise on campus to include their broader networks. Even though these extended connections were not developed to serve educational purposes, they amplify the impact that the university is having while also benefiting students on campus.14 If King is right, it makes sense for colleges and universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons.
  • The project’s website includes reports of how students, under the guidance of professional astronomers, are using the Faulkes telescopes to make small but meaningful contributions to astronomy.
  • “This is not education in which people come in and lecture in a classroom. We’re helping students work with real data.”16
  • HOU invites students to request observations from professional observatories and provides them with image-processing software to visualize and analyze their data, encouraging interaction between the students and scientists
  • The site is intended to serve as “an open forum for worldwide discussions on the Decameron and related topics.” Both scholars and students are invited to submit their own contributions as well as to access the existing resources on the site. The site serves as an apprenticeship platform for students by allowing them to observe how scholars in the field argue with each other and also to publish their own contributions, which can be relatively small—an example of the “legitimate peripheral participation” that is characteristic of open source communities. This allows students to “learn to be,” in this instance by participating in the kind of rigorous argumentation that is generated around a particular form of deep scholarship. A community like this, in which students can acculturate into a particular scholarly practice, can be seen as a virtual “spike”: a highly specialized site that can serve as a global resource for its field.
  • I posted a list of links to all the student blogs and mentioned the list on my own blog. I also encouraged the students to start reading one another's writing. The difference in the writing that next week was startling. Each student wrote significantly more than they had previously. Each piece was more thoughtful. Students commented on each other's writing and interlinked their pieces to show related or contradicting thoughts. Then one of the student assignments was commented on and linked to from a very prominent blogger. Many people read the student blogs and subscribed to some of them. When these outside comments showed up, indicating that the students really were plugging into the international community's discourse, the quality of the writing improved again. The power of peer review had been brought to bear on the assignments.17
  • for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
  • Finding and joining a community that ignites a student’s passion can set the stage for the student to acquire both deep knowledge about a subject (“learning about”) and the ability to participate in the practice of a field through productive inquiry and peer-based learning (“learning to be”). These communities are harbingers of the emergence of a new form of technology-enhanced learning—Learning 2.0—which goes beyond providing free access to traditional course materials and educational tools and creates a participatory architecture for supporting communities of learners.
  • We need to construct shared, distributed, reflective practicums in which experiences are collected, vetted, clustered, commented on, and tried out in new contexts.
  • An example of such a practicum is the online Teaching and Learning Commons (http://commons.carnegiefoundation.org/) launched earlier this year by the Carnegie Foundation for the Advancement of Teaching
  • The Commons is an open forum where instructors at all levels (and from around the world) can post their own examples and can participate in an ongoing conversation about effective teaching practices, as a means of supporting a process of “creating/using/re-mixing (or creating/sharing/using).”20
  • The original World Wide Web—the “Web 1.0” that emerged in the mid-1990s—vastly expanded access to information. The Open Educational Resources movement is an example of the impact that the Web 1.0 has had on education.
  • But the Web 2.0, which has emerged in just the past few years, is sparking an even more far-reaching revolution. Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation, that encourages focused conversation and short briefs (often written in a less technical, public vernacular) rather than traditional publication, and that facilitates innovative explorations, experimentations, and purposeful tinkerings that often form the basis of a situated understanding emerging from action, not passivity.
  • In the twentieth century, the dominant approach to education focused on helping students to build stocks of knowledge and cognitive skills that could be deployed later in appropriate situations. This approach to education worked well in a relatively stable, slowly changing world in which careers typically lasted a lifetime. But the twenty-first century is quite different.
  • We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
  • The demand-pull approach is based on providing students with access to rich (sometimes virtual) learning communities built around a practice. It is passion-based learning, motivated by the student either wanting to become a member of a particular community of practice or just wanting to learn about, make, or perform something. Often the learning that transpires is informal rather than formally conducted in a structured setting. Learning occurs in part through a form of reflective practicum, but in this case the reflection comes from being embedded in a community of practice that may be supported by both a physical and a virtual presence and by collaboration between newcomers and professional practitioners/scholars.
  • The building blocks provided by the OER movement, along with e-Science and e-Humanities and the resources of the Web 2.0, are creating the conditions for the emergence of new kinds of open participatory learning ecosystems23 that will support active, passion-based learning: Learning 2.0.
  • As a graduate student at UC-Berkeley in the late 1970s, Treisman worked on the poor performance of African-Americans and Latinos in undergraduate calculus classes. He discovered the problem was not these students’ lack of motivation or inadequate preparation but rather their approach to studying. In contrast to Asian students, who, Treisman found, naturally formed “academic communities” in which they studied and learned together, African-Americans tended to separate their academic and social lives and studied completely on their own. Treisman developed a program that engaged these students in workshop-style study groups in which they collaborated on solving particularly challenging calculus problems. The program was so successful that it was adopted by many other colleges. See Uri Treisman, “Studying Students Studying Calculus: A Look at the Lives of Minority Mathematics Students in College,” College Mathematics Journal, vol. 23, no. 5 (November 1992), pp. 362–72, http://math.sfsu.edu/hsu/workshops/treisman.html.
  • In the early 1970s, Stanford University Professor James Gibbons developed a similar technique, which he called Tutored Videotape Instruction (TVI). Like DSH, TVI was based on showing recorded classroom lectures to groups of students, accompanied by a “tutor” whose job was to stop the tape periodically and ask questions. Evaluations of TVI showed that students’ learning from TVI was as good as or better than in-classroom learning and that the weakest students academically learned more from participating in TVI instruction than from attending lectures in person. See J. F. Gibbons, W. R. Kincheloe, and S. K. Down, “Tutored Video-tape Instruction: A New Use of Electronics Media in Education,” Science, vol. 195 (1977), pp. 1136–49.
Christopher Pappas

Free Webinar Camtasia Studio 8 for e-Learning Case Studies - 0 views

elearningindustry.com/...-8-for-e-learning-case-studies

tools for Elearning Free Webinar Camtasia Studio 8 Camtasia Studio 8 Free Webinar Camtasia Studio for ELearning free webinar for elearning industry members free webinars for elearning industry members free webinar for elearning professionals free webinars

shared by Christopher Pappas on 21 Sep 12 - No Cached
  • Christopher Pappas on 21 Sep 12
     
    FREE Webinar "Camtasia Studio 8 for e-Learning Case Studies" Exclusive Offer for http://elearningindustry.com Members Tuesday, September 25th - 4 PM Eastern Forever it seems that Articulate and Captivate have been known as the first choice tools for E-learning. When Instructional Designers thought of Camtasia Studio they would most likely thing of linear software demos but not any more. With the arrival of Camtasia Studio 8 the is now a third option that is not only much less expensive than the competitors but also allow for a rich media experience along with a crystal clear screen capture engine and a vast array of outputs. This is content you don't want to miss! "Camtasia Studio for E-Learning- 4 Case Studies" Next Tuesday, Sept. 25th--> 4:00 p.m EST/1:00 p.m PST REGISTER FOR THE LIVE WEBINAR: http://learncamtasia.com/eLearningIndustry
  • Christopher Pappas on 21 Sep 12
     
    FREE Webinar "Camtasia Studio 8 for e-Learning Case Studies" Exclusive Offer for http://elearningindustry.com Members Tuesday, September 25th - 4 PM Eastern Forever it seems that Articulate and Captivate have been known as the first choice tools for E-learning. When Instructional Designers thought of Camtasia Studio they would most likely thing of linear software demos but not any more. With the arrival of Camtasia Studio 8 the is now a third option that is not only much less expensive than the competitors but also allow for a rich media experience along with a crystal clear screen capture engine and a vast array of outputs. This is content you don't want to miss! "Camtasia Studio for E-Learning- 4 Case Studies" Next Tuesday, Sept. 25th--> 4:00 p.m EST/1:00 p.m PST REGISTER FOR THE LIVE WEBINAR: http://learncamtasia.com/eLearningIndustry
Dennis OConnor

Virtual School Meanderings By Michael Barbour K-12 Certificate Series: Univer... - 5 views

virtualschooling.wordpress.com/...-university-of-wisconsin-stout

Wisconsin-Stout graduate certificate series e-learning graduate certificate e-learning and online teaching K-12 online teaching

shared by Dennis OConnor on 30 Aug 11 - No Cached
  • Continuing the Certificate Series, where I have been describing and discussing each of the certificates in online teaching that are focused on the K-12 environment. The sixth one I wanted to discuss was the E-Learning and Online Teaching Graduate Certificate Program at University of Wisconsin-Stout.
  • Dennis OConnor on 30 Aug 11
     
    Michael, Thanks for letting your readers know about our program. I am the advisor for the E--Learning and Online Teaching Graduate Certificate program. I also wrote and teach two of our 5 classes, E-Learning for Educators and the E-Learning Practicum. Our graduate classes are offered by the University of Wisconsin Stout, School of Education. (We are not an extension program.) I'm delighted to be able to talk with those interested in K-12 Virtual Education. I was a public school teacher for 25 years before I went fully online. Working online has been a journey of discovery and a constant reminder of the joys of being a lifetime learner. As you mention we do mix together all kinds of educators in our classes. A typical course will include K-12 classroom teachers, some K-12 online teachers and a good number of community college and university instructors. We also see health educators and some corporate trainers. Folks join us from around the country and the world. It's an eclectic mix of people who all share an interest in teaching online. Our goal is to help people become experienced professional online teachers as a way to expand and grow their careers. To accommodate everyone's interests we have our materials highly differentiated. K-12 teachers have the option of investigating the great resources from iNacol. They are encouraged to build useful quizzes and surveys and to craft discussion prompts as they practice facilitation skills. The topics for all projects are learner selected. We emphasize a practical hands on approach where participants can use what they learn and make right away. The great thing is to see a strong community of practice develop between all kinds of educators. Everyone is richer for it. When it comes to the E-Learning Practicum, I customize each student's experience. I have managed some placements with K-12 Virtual Schools. More often, K-12 teachers take one of two options. Both involve teaching with one of our cooperating
titechnologies

How Artificial Intelligence (AI) Will Change Magento eCommerce stores - TI Technologies - 0 views

www.titechglobal.com/hange-magento-ecommerce-stores

#Artificialintelligence ##laraveldevelopers ##mobileapplications #developingecommerce

shared by titechnologies on 17 Oct 18 - No Cached
  • titechnologies on 17 Oct 18
     
    As digital transactions become the definitive method of purchasing goods and services, leading eCommerce firms are exploring how AI can enhance brand competitiveness and customer loyalty. Artificial Intelligence is set to be a game-changer to shape the next stage of the e-commerce evolution. Artificial intelligence provides passel of opportunities to the e-commerce industry where retailers compete to provide the maximum customer convenience, by providing the ultimate shopping experience. With continuous advances in digital voice technology, AI tools such as Alexa, Cortana, and Watson, are gracing headlines almost daily, hinting at the wide scope of opportunities it has to revolutionize eCommerce stores. Here we show 6 amazing applications to use Artificial Intelligence in eCommerce. * Create customer-centric search- By implementing Artificial intelligence in Magento creates purchase assistants that target the right users, with the right messages at the right time.AI programs can rely on self-learning algorithms to deconstruct Bigdata of thousands of customers and create targeted user experiences, hence ruling out any human-bias or error. * Context-based search- Product Search functionality is an integral part of a Magento store as the shopping process begins with the search for relevant products. If Magento individualizes some impressive extensions, they might be nothing as compared to the effectiveness of AI-powered searches. Here usual searches rely on the Keywords entered by the user and only when there is a correct match, your searches will dish out the right search results. But AI-powered product searches will look for the context of the search, utilize the capability of Natural Language Process to generate context-based search terms rather than typical keywords. * Facilitate Purchase Decisions- Purchase Assistants are something that is still not fully released. Using the concept of virtual Purchase assistant we can cut down the time spent by shoppers
Dennis OConnor

E-Learning and Online Teaching | Scoop.it - 37 views

www.scoop.it/...e-learning-and-online-teaching

online teaching e-learning 'distance education' teaching e-learning jobs

shared by Dennis OConnor on 09 Nov 11 - No Cached
  • Dennis OConnor on 09 Nov 11
     
    Hi impact, curated magazine of articles and professional resources for those interested in e-learning and online teaching. Published by Dennis O'Connor, Program Advisor for the University of Wisconsin Stout E-Learning and Online Teaching Graduate Certificate Program.
Dennis OConnor

UW-Stout E-Learning: Here Comes Summer 2011! - 7 views

myemail.constantcontact.com/--Here-Comes-Summer-2011-.html

E-Learning best practices e-learning certificate e-jobs

shared by Dennis OConnor on 03 May 11 - No Cached
  • I've put together a free e-book of my best articles on how to find e-learning jobs.
  • The E-Learning and Online Teaching Graduate Certificate Program has a Facebook page
  • Complete the READI (Readiness for Education at a Distance Indicator) for personalized feedback on how online learning fits your learning style and lifestyle needs
Dennis OConnor

UW-Stout ELearning and Online Teaching Certificate (Facebook Program Page) - 0 views

www.facebook.com/...128155160584057

graduate certificate e-learning E-Learning best practices E-learning for Educators e-learning jobs web2.0 learning teaching

shared by Dennis OConnor on 24 Apr 11 - No Cached
  • Dennis OConnor on 24 Apr 11
     
    Here's our new program page on Facebook.  I am updating this page regularly with information for anyone interested in e-learning and online teaching best practices.  You don't have to be a current or former student to take advantage of the information and connections found here.  I do ask you to 'Like' this page if you find it useful.   (Try it! You'll Like It!)
Rhondda Powling

Technology Integration Matrix - 0 views

fcit.usf.edu/matrix.php

technology integration matrix edtech technology_integration learning teaching resources

shared by Rhondda Powling on 27 May 11 - No Cached
  • Ann Steckel on 27 May 11
     
    not only applicable for K12
  • Rhondda Powling on 27 May 11
     
    The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated.
Christopher Pappas

Educational Video Production: When educators become Producers - 0 views

elearningindustry.com/...hen-educators-become-producers

video production educators producers training education web2.0 Web tools technology resources Learning Courses course

shared by Christopher Pappas on 12 Nov 12 - No Cached
  • Christopher Pappas on 12 Nov 12
     
    Multimedia age has changed the role of teachers. The need for audiovisual aids to support e-learning, mobile learning, distance and blended learning have reformed the role of educators, who are now becoming producers to enrich their teaching with mediums like podcasts, videos, animations, interactive presentations.. etc. Why to use Video technology in education? Video Technology has been proven to be a very powerful tool in motivating, engaging and instructing within the educational concept. Because of the advantages of transformability and transferability that video provides, has open the horizons of teaching and learning. Video can enhance the learning experience by showing places and phenomena that otherwise could not be seen, which adds "experiential value" (Koumi, 2006) in students understanding. Moreover video allows demonstration of procedural activities in detail when used for instruction and allows personal improvement as it can be a valuable tool for self-reflection.
Kathleen Cercone

Jane's E-Learning Pick of the Day: Top 100 Tools for Learning Spring 2008 - 0 views

janeknight.typepad.com/...top-100-tools-f.html

elearning web2.0 tools

shared by Kathleen Cercone on 06 Jul 09 - Cached
  • Kathleen Cercone on 06 Jul 09
     
    The Top 100 Tools for Learning Spring 2008 list has now been finalised from the contributions of 155 learning professionals from education, workplace learning and continuing professional development., You can view the list here: Top 100 Tools for Learning Spring 2008 I've also categorised the Top 100 tools by type of tool - and you can view that list here: Learning Toolbox 2008 I'm now working on the free Summary PDF, and that should be available shortly to download. I've...
Clif Mims

Technology Integration Matrix - 1 views

fcit.usf.edu/matrix

Technology-Integration Teacher-Education Teaching Educational-Technology Instructional-Technology Instructional-Design

shared by Clif Mims on 06 Apr 09 - Cached
  • Clif Mims on 06 Apr 09
     
    The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells..."
angelica laurencon

Web 2.0: Terminator of European Eudcation Systems - 0 views

www.translate-communicate.eu/blog

Web 2.0 e-learning e-teaching

shared by angelica laurencon on 15 Sep 10 - No Cached
  • angelica laurencon on 15 Sep 10
     
    NTIC have changed our communication rules. Web 2.0 offers unlimited access to knowledge, skills, sustained by Open Source. The traffic on IT highways is fast, dense... endless and offers to digital natives fare-away trips on the www. Pupils and students born and grown up in digital environment develop intuitive intelligence, are used to receive, to handle and to store messages and infos arriving from many channels at the same time. And they are able to stay concentrated. They are also capable to think in snippets and keep a global understanding. Even alone, in front of their desktop, with a headset on the ears, the learning and memorizing of new skills becomes intuitive - a didactic game, and just like any game, there are rules and tasks to respect. Listing to an E-lesson, accomplishing exercices and tasks turns out into an individual challenge where pupils and students don't have any longer to cope with the disapproval of their mates or teachers. Sitting in one of these unpleasant classrooms facing a nasty prof droning out fastidious or fancy French vocabulary doesn't really open the mind. ... didn't understand? No matter with e-learning: Click on the repeat until you got it. Repeat as many times as you want. Nobody will call you an idiot. E-Teaching and E-Learning with all the Web 2.0 opportunities, Wikis and links is the best way to broad global minds and to catch all the minds lost somewhere on the roads of our messy education systems. And it's the end of segregation: Segregation inside our education systems and our societies, all the messy education environment. Let the schools or colleges be places of coming together and socialization, learning is an individually defined way.
Dennis OConnor

E-Learning-Jobs-Special-from-UW-Stout - 15 views

myemail.constantcontact.com/obs-Special-from-UW-Stout.html

e-learning jobs e-jobs online adjunct online professor online teaching

shared by Dennis OConnor on 03 Sep 11 - No Cached
  • Dennis OConnor on 03 Sep 11
     
    Back to school issue. August and September are times when jobs are landed. This newsletter is dedicated to helping anyone looking for a job as an online teacher. I write this newsletter as a service for students and graduates of the E-Learning and Online Teaching Graduate Certificate Program at the University of Wisconsin Stout. ~ Dennis O'Connor (Program Advisor)
José María Pérez

Custom eLearning Development Costs - Results From Chapman Alliance Study | The Upside L... - 0 views

www.upsidelearning.com/...ts-from-chapman-alliance-study

e-learning cost

shared by José María Pérez on 09 Oct 13 - No Cached
  • José María Pérez on 09 Oct 13
     
    como calcular el tiempo en diseñar e-learning. Niveles de E-learning
Syed Amjad Ali

Why E-Learning - A simple analysis - 0 views

www.elearningserv.com/...y-e-learning-a-simple-analysis

education technology tools learning

shared by Syed Amjad Ali on 10 Oct 14 - No Cached
  • Syed Amjad Ali on 10 Oct 14
     
    E-Learning industry is witnessing tremendous growth in terms of revenue and application. It has become a synonym for many of the learning requirements in corporates, academics and government institutions. To provide most suitable learning solutions, industry experts exploring and inventing creative methods and approaches such as Custom Learning Solutions, Rapid Learning Solutions, Gamifications, Instructor Led Training programs and blend of these methods and approaches.
Dennis OConnor

When online learning fails « Tony Bates - 0 views

www.tonybates.ca/...when-online-learning-fails

e-learning online learning research

shared by Dennis OConnor on 13 Jan 11 - No Cached
  • This is another useless comparative study between online and face-to-face teaching, This study looked at 312 undergraduate students in one microeconomics course in one unnamed state university and found that male, Hispanic and low achieving students did worse online than in face-to-face classes. From this the NBER had the cheek to conclude that online learning is not all that it’s cracked up to be.
  • online courses in this study were just video recordings of the classroom lectures.
  • Will someone please tell universities and colleges in the United States that they need to redesign courses for online teaching?
  • ...2 more annotations...
  • ‘Good teaching may overcome a poor choice of technology, but technology will never save bad teaching.’ Indeed, it usually makes it worse (the magnifier effect). Merely putting lectures (good or bad) online is bad design.
  • There should be a law against any university or college that fails to adopt well tried and tested standards in its teaching, face-to-face or online. This is criminal negligence, no less, and students should sue for fraud. But don’t blame online learning for this. It’s academic laziness and ignorance that’s at fault.
  • Dennis OConnor on 13 Jan 11
     
    Tony Bates is one of the original gurus of highly interactive modern e-learning. In this blog he lets off some steam. Just reading this made me feel better.
Kathleen Cercone

e-learning 2.0: All You Need To Know - 1 views

www.readwriteweb.com/...ng_20_all_you_need_to_know.php

web2.0 education e-learning elearning collaboration education2.0 learning blog

shared by Kathleen Cercone on 06 Jul 09 - Cached
  • Kathleen Cercone on 06 Jul 09
     
    One of the strongest, but least hyped, uses of web 2.0 technologies over the past couple of years has been e-learning. We've covered this topic extensively on Read/WriteWeb ...
insightsmanoj

Best E- learning website- Insights Success  - 0 views

www.insightssuccess.com/amplify-your-knowledge-horizon

e-learning website education system technology internet insights success top business magazine best

shared by insightsmanoj on 07 Jul 18 - No Cached
  • insightsmanoj on 07 Jul 18
     
    Online learning may not be a plea to everyone; however, the sheer number of online learning sites directs that there is at least a durable interest.
  • insightsmanoj on 07 Jul 18
     
    Online learning may not be a plea to everyone; however, the sheer number of online learning sites directs that there is at least a durable interest.
Syed Amjad Ali

E-Templates - A new approach in Rapid E-Learning Course Development - 0 views

www.elearningserv.com/...-e-learning-course-development

Etemplates in india list of top elearning templates models e-templates for training courses

shared by Syed Amjad Ali on 24 Oct 14 - No Cached
  • Syed Amjad Ali on 24 Oct 14
     
    Advanced eLearning Authoring Tools have made eLearning Development Easy The rapid and extensive advances in technology have brought on incredible innovation in all fields of human interest. The impact of the same can be seen in the e-learning space, and these days, this specialized segment is breaking new ground continuously.
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