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in title, tags, annotations or urlePortfolios and GoogleApps - ePortfolios with GoogleApps - 142 views
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Dr. Barrett's (n.d.) webpage presents an introduction to the types of ePortfolios in a learner-centered approach. The website requires cognitive activity and capitalizes on the use of multimedia to present the essential content; and it does so following instructional design principles as recommended by Mayer (2009). Beginning with an anticipatory set to activate the learner's prior knowledge, the lesson page begins by asking learners to think about their own personal use of portfolios. Immediately following, the essential material elements are presented in a cartoon image, capitalizing on the benefits of dual coding (Mayer, Id.), using both images and key words to help learners pay attention and select appropriate information. The image also relies on spatial contiguity (Mayer, Id.) in its presentation format. This webpage itself would fit into Mayer's (Id.) use of multimedia as "information acquisition." However, coupled with a reflective activity, learners would be able to make more integrated sense of the types of portfolios available and which types would be most suited for their particular needs. References: Barrett, H. (n.d.). ePortfolios and Google Apps. [Webpage]. Retrieved from http://sites.google.com/site/eportfolioapps/overview/blog-entry-eportfolios-and-googleapps Mayer, R. (2009). Multimedia learning (2nd Ed.). New York, NY: Cambridge University Press.
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Dr. Barrett's (n.d.) webpage presents an introduction to the types of ePortfolios in a learner-centered approach. The website requires cognitive activity and capitalizes on the use of multimedia to present the essential content; and it does so following instructional design principles as recommended by Mayer (2009). Beginning with an anticipatory set to activate the learner's prior knowledge, the lesson page begins by asking learners to think about their own personal use of portfolios. Immediately following, the essential material elements are presented in a cartoon image, capitalizing on the benefits of dual coding (Mayer, Id.), using both images and key words to help learners pay attention and select appropriate information. The image also relies on spatial contiguity (Mayer, Id.) in its presentation format. This webpage itself would fit into Mayer's (Id.) use of multimedia as "information acquisition." However, coupled with a reflective activity, learners would be able to make more integrated sense of the types of portfolios available and which types would be most suited for their particular needs. References: Barrett, H. (n.d.). ePortfolios and Google Apps. [Webpage]. Retrieved from http://sites.google.com/site/eportfolioapps/overview/blog-entry-eportfolios-and-googleapps Mayer, R. (2009). Multimedia learning (2nd Ed.). New York, NY: Cambridge University Press.
The real economics of massive online courses (essay) | Inside Higher Ed - 2 views
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Is there a model out there, or an institution/student mix that could effectively utilize MOOCs in such a way as to get around this flaw? It’s hard to tell. Recent articles on Inside Higher Ed have suggested that distance education providers (like the University of Maryland’s University College – UMUC) may opt to certify the MOOCs that come out of these elite schools and bake them into their own online programs. Others suggest that MOOCs could be certified by other schools and embedded in prior learning portfolios.
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The fatal flaw that I referred to earlier is pretty apparent: the very notions of "mass, open" and selectivity just don’t lend themselves to a workable model that benefits both institutions and students. Our higher education system needs MOOCs to provide credentials in order for students to find it worthwhile to invest the effort, yet colleges can’t afford to provide MOOC credentials without sacrificing prestige, giving up control of the quality of the students who take their courses and running the risk of eventually diluting the value of their education brand in the eyes of the labor market.
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In other words, as economists tell us, students themselves are an important input to education. The fact that no school uses a lottery system to determine who gets in means that determining who gets in matters a great deal to these schools, because it helps them control quality and head off the adverse effects of unqualified students either dropping out or performing poorly in career positions. For individual institutions, obtaining high quality inputs works to optimize the school’s objective function, which is maximizing prestige.
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The Technology Learning Cycle « NspireD2: Learning Technology in Higher Ed. - 38 views
The Innovative Educator: 10 Online Ed Trends Coming to a High School Near You - 148 views
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Here, is a collection of some of the most common ways schools are pushing learning into the digital realm, with many employing more than one - or even all. As online education evolves, it's likely that communities will see more and more students taking advantage of these programs, necessitating even more innovations and strategies.
Aspiring teachers ill-prepared to use ed tech effectively | eSchool News - 1 views
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In spite of their comfort with using technology tools, two-thirds of aspiring teachers say they are learning how to integrate technology into instruction mostly through their field experiences as student teachers and by observing their professors, rather than the assignments they get in school.
5 Ways Higher Education Is Leveraging Mobile Tech - 61 views
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Mobile technology is on the minds of higher education professionals more than ever before. At the recent HighEdWeb conference in Austin, the itinerary included several ways schools can use social media, blogs and mobile technologies to better captivate its student body .. As tomorrow's grads become increasingly married to their mobile devices, here are five ways that mobile tech matters just as much as social technology in the higher ed space.
ed4wb » Blog Archive » Insulat-Ed - 0 views
What Artificial Intelligence Could Mean For Education : NPR Ed : NPR - 15 views
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, in a world where computers are taking more and more of the jobs, what is it that humans most need to learn? It probably isn't primarily memorizing facts or figures, or simple rules for problem solving.
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An immediate answer is that more of us need to get better at building and interacting with software tools.
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the growing movement in education to focus on building social and emotional competencies.
Need Your Help!! - 35 views
New Link below. Thanks so much for letting me know. Please consider taking my survey. It is anonymous, so I won't be able to send a proper thank you.Please know that I will pay your kindness forwa...
EDED20474_2131: Academic perspectives on quality teachers and teaching - 51 views
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This is brilliant and true. I pariticularly am witness to this, not only in my own professional practice (going from observations as a beginning teacher and then having a classroom "to myself" to a school where I had TAs in my class which changed the dynamic and in that school there was an 'open door policy' where you could expect admin to stroll through. And now I am in PD for other staff with IT I find it hard to get my foot through their classroom doors. There is resistance to share short comings for sure!
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Teachers are among the most powerful influences in learning. Teachers need to be directive, influential, caring, and actively engaged in the passion of teaching and learning. Teachers need to be aware of what each and every student is thinking and knowing to construct meaning and meaningful experiences in light of this knowledge, and have proficient knowledge and understanding of their content to provide meaningful and appropriate feedback such that each student moves progressively through the curriculum levels. Teachers need to know the learning intentions and success criteria of their lessons, know how well they are attaining these criteria for all students, and know where to go next in light of the gap between students’ current knowledge and understanding and the success criteria of: “Where are you going?”, “How are you going?”, and “Where to next?”. Teachers need to move from the single idea to multiple ideas, and to relate and then extend these ideas such that learners construct and reconstruct knowledge and ideas. It is not the knowledge or ideas, but the learner’s construction of this knowledge and these ideas that is critical. School leaders and teachers need to create school, staffroom, and classroom environments where error is welcomed as a learning opportunity, where discarding incorrect knowledge and understanding is welcomed, and where participants can feel safe to learn, re-learn, and explore knowledge and understanding (Hattie, 2009, pp. 238-239).
Imagining College Without Grades :: Inside Higher Ed :: Higher Education's Source for News, Views and Jobs - 0 views
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A professor who tells his students that “grades are the death of composition.” Another said: “Grades create a facade of coherence.”
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politically impossible
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grades were squelching intellectual curiosity.
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50 Education Technology Tools Every Teacher Should Know About | Fluency21 - Committed Sardine Blog - 209 views
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"This article from Edudemic features an extensive list of some of the most awesome technological tools you can find for teaching and learning."
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"You want some great ed tech tools to use in your classroom? You got em'-50, to be exact! This article written by the folks from Edudemic features an extensive list of some of the most awesome technological tools you can find for teaching and learning. There's lots to explore here, so have fun!"
Digital Learning Day :: Online Course - 70 views
Top Ed-Tech Trends of 2012: Education Data and Learning Analytics - 4 views
Teaching and Teching: Health Ed 2.0 - 2 views
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I am incorporating a number of web technologies to enable greater learning within our group. To do this, I am using a number of tools for specific processes that will increase their interaction with each other in then learning. To the students, learning a new tool will no doubt be exciting, however it is the purpose behind the tool that is important.
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I will be using Diigo to allow collaborative research. I love the Diigo Educator account,
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Finally, I'm going to use dabbleboard as a psuedo-back channel. This will be a space for them to post questions and comments, and at the same time allow all of them to respond to the questions or comments. Any unanswered questions will be answered by me after the lesson, and the board saved.
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