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Nigel Coutts

In Online Learning, Don't Start with a Virtual "Syllabus Day" - The Learner's Way - 0 views

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    Sadly, many students have come to expect that there will nothing of consequence addressed on the first day of an on-campus class. It's often referred to as "Syllabus Day" because that is the only content of consequence presented by the instructor.
Paul Jinks

Illinois Online Network | ION Resources | Online Teaching Activity Index - 2 views

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    Great selection of ideas for online learning.
Angela Hoistion

http://eu.montana.edu/online/pdf/strategies.pdf - 4 views

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    Strategies for Effective Online Teaching
Angela Hoistion

7 Strategies to Make Your Online Teaching Better | GradHacker | InsideHigherEd - 7 views

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    "7 Strategies to Make Your Online Teaching Better"
Karen Molineaux

Instructional Design for E-Learning | Scoop.it - 12 views

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    Instructional Design for E-Learning is my new Scoop.it Magazine. In it, I have started compiling resources for course designing that is e-learning based. Check it out!!
Cynthia Delcourt

Next Generation Online Learning | Higher Ed Beta @insidehighered - 1 views

  •   MOOC providers like edX and Coursera are not merely distribution channels; in the best cases, these platforms empower faculty to experiment and innovate. 
  • A learner focus, an emphasis on interactivity, scalability, and a quest to reduce costs while maintaining quality.
  • n this form of online learning, instructional software largely replaces an instructor, and generates real-time data based on a continuous assessment of a student’s understanding.
  • ...10 more annotations...
  • An exciting and innovative social approach involves challenge learning.
  • Under this approach, an instructor is an instructional designer, a coach, and a mentor; the students themselves undertake the learning journey independently.
  • MOOCs have provoked widespread discussion of teaching, learning, and the role that online, technologically-enhanced education can play in the student experience.
  • outsource course development to third parties
  • it frees professors from a set number of texts or course packs, and allow them instead to use “best in breed” resources and create what works best for them and their students.
  • pen educational resource repositories that allow a teacher to assemble a course out of a variety of publicly available teaching tools and learning resources.
  • It goes beyond instruction or tutelage to give students opportunities to think like a practitioner, to undertake authentic projects rooted in a particular field of study, and to cultivate a professional identity
  • It requires an instructor to reimagine the classroom as a community of practice.
  • It entails having students participate actively in the process of meaning making: of constructing, critiquing, and applying knowledge.  I
  • Teams seek to crack these problems, through brainstorming, collaborative research, and dialogue.
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    Next generation goals for teaching and learning
Dennis OConnor

The difficulties of online learning for Indigenous Australian students living in remote... - 0 views

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    Online learning and new technologies are driving a trend in worldwide education that is not only gaining momentum, it is becoming a juggernaut. While the positives for online learning are clear and are often being touted by Universities and Vocational Education and Training providers as a panacea for educational access, what is not clear is the potential negatives for those who cannot reasonably be expected to engage with online learning. Through a review of current literature and research findings, this paper discusses the difficulties of online learning for Indigenous Australian students living in remote communities who do not have adequate access to online learning technologies. This paper proposes the idea that this seemingly reasonable trend towards increased online learning will in fact be hugely detrimental to this section of Australian society and will see the potential for a widening of the gap in education.

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    Suggested by Practicum student Cynthia Delcourt
Jessica MKE

Toward constructivism for adult learners in online learning environments Huang 2002 ... - 2 views

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    Per Moodle discussion post this week
EdTechReview Community

How Technology Supports Self-Directed Learning - 10 views

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    There are various other ways in which technology supports learners in self-directed learning, here are some of the tools and strategies.
EdTechReview Community

EdTech's Role in Special Education Reform by Dr.Michael Hart (Part 2) - 2 views

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    Dyslexia and the impact education technology is having on children in classrooms across the globe - Part 2 of this 5-part series.
EdTechReview Community

How Digital Learning Benefit Low Income Students? - 5 views

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    Here is the list of 6 ways that online learning will benefit low income students.
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    Thanks...this topic actually fits into the area I was researching. This provided an additional branch.
EdTechReview Community

Using Technology to Create Student-Centered Learning Environment - 2 views

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    Here are some of the ways in which technology can help facilitate a student-centered classroom.
Paul Jinks

How Online Learning Is Like Babysitting | Edudemic - 3 views

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    Humorous piece about the incessant demands of online learning. 
Naomi Orlovsky

A Three-Step Model for Designing Initial Second Life-Based Foreign Language Learning Ac... - 2 views

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    Wang, F., Burton , J., & Falls, J. (2012). A three-step model for designing initial second life-based foreign language learning activities. Journal of Online Learning and Teaching, 8(4), 1-13. doi: http://jolt.merlot.org/index.html

    In a "Three Step Model for Designing Initial Second Life-Based Foreign Language Learning Activities," Feihong Wang, post-doctoral research associate for the Center for Instructional Technology Solutions in Industry and Education, first explains that learning in the Second Life (SL) arena involves a two-fold process: learning the concept, which in this case is foreign language, and learning the SL learning environment itself. He goes on to explain that it is this second step of allowing learners time to learn the SL learning environment that most educators skip and which leads to failure at foreign language learning in SL. Wang and his co-authors, Professor John Burton and retired Coordinator, Jane Falls, also of the Virginia Polytechnic Institute and State University, go on to explain their three-step model for overcoming this failure: setting the stage, acclimating and testing the waters, which is based off of the principles of task-based learning, authentic activities, and collaborative learning. The clear goal of this three-step process is to help language learners overcome the steep learning curve in SL and therefore, the technical limitations that would delay the learning process.

    The proposed three-step model suggested in this article has yet to be tested and would best benefit instructors of high school-aged students or adult language learners. I would like to have seen more examples given for each of their three steps. Their "testing the waters" step did not give even one application in SL and assumed that learners were ready for this final step only because they had completed the two previous steps.
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