Skip to main content

Home/ E-Learning for Educators/ Group items matching "WEB learning" in title, tags, annotations or url

Group items matching
in title, tags, annotations or url

Sort By: Relevance | Date Filter: All | Bookmarks | Topics Simple Middle
Elizabeth Checkalski

Is Online Learning Right for Me? - 0 views

  •  
    Other than saving the planet, what are the advantages of an online course? 1. Online courses are convenient. The biggest advantage of an online course is that your classroom and instructor (theoretically) are available 24 hours a day, seven days a week. Your only excuse for missing class is not getting online! Otherwise, everything is available to you. You can get announcements, access notes, review assignments, take practice quizzes, discuss questions, chat with fellow students and study any time you want. Other than certain due dates, you make your own schedule for completing the requirements of the course. 2. Online courses offer flexibility. You can study any time you want. You can study with whomever you want. You can study wearing anything you want (or nothing if you prefer!) Online courses give you the flexibility to spend time with work, family, friends, significant others or any other activity you like. You still have to complete the work (and this flexibility can be your downfall; see disadvantages) but for many people, with continually changing work schedules or people who make frequent business trips, parents with small children, students caring for others or whose health prevents them from making it to campus on a regular basis, students whose friends or boyfriend/girlfriend drop in unexpectedly, or for those days when the surf and/or snow is wicked, this method of course delivery can't be beat. 3. Online courses bring education right to your home. Online students often find that their family, friends and/or boy-girl-friends get involved in the course. Oftentimes, a student will study with that special someone present. Children may take an interest in the online environment. Parents may look over the shoulder of an online student while they are surfing across the web. In short, everyone in the household gets involved in web. Having the support of your family and friends makes you
lovinget2

Assessing Student Learning - five practical guides - 4 views

  • Start small The basic advice here is, initially, aim for quality rather than quantity. A complete overhaul of the entire curriculum may not be the best place to start with introducing on-line assessment. Many academic staff have successfully started with an on-line assessment task that is a relatively minor proportion of the assessment for a subject. That way, any technical, educational or other difficulties that might arise can be resolved without the risk of seriously disadvantaging students. If might also be useful to start with formative rather than summative assessment on-line. Any efforts made towards this end will be useful in themselves in providing feedback to students and therefore assisting learning, as well as in providing a ‘trial run’ for the more ambitious objective of putting summative assessment
    • Jodie Bramel
       
      Three useful guiding principles when starting to use on-line assessmentStart with clear objectives; Start Small-use formative first; Start where success is most likely
  • While most students have access to computers at home, some do not – does the design of the task ensure that this latter group is not disadvantaged?
  • Does the on-line assessment assess anything that can’t be assessed as well (or more effectively) in a traditional format
  • ...38 more annotations...
  • Has the highly valued and expected flexibility of time-of-day access, pace of work and time spent on task been incorporated
  • Is student learning related to subject content knowledge, understanding and skills being assessed rather than, or in addition to, ICT skills
  • If relevant, have opportunities for students to demonstrate creativity in their submissions
  • Where necessary, is the approach chosen to verify individual student performance/submission reliable
  • Has the opportunity to plagiarise been eliminated or at least minimised
  • Has the tendency, particularly where automated responses are incorporated, to focus on lower level cognitive skills been avoided or at least, supplemented with assessment of higher order learning
  • We learnt not just to accept all things on the web as true and correct but to always question the work of others on the
  • Have practice on-line exams in the same format as the real exam been provided so students can prepare adequately
  • Are all answers able to be changed by the student up until the point where the test is submitted
    • Sandy Madelung
       
      Allowing learners to change an answer prior to submission.
  • Have dynamic on-line test questions that are in themselves learning experiences been provided, incorporating rich information and activities through the use of interactive images, sound and text
    • Sandy Madelung
       
      Use dynamic questioning on test.
    • tunstallmath678
       
      Many IEPs for Special Ed students contain requirements for word banks.  How could you ensure this modification is in place for only those students and in such a way as to keep this modification confidential?
  • Has student feedback (including on-line discussion boards) been used for reflection on the content and quality of the discussion, as part of examination of teaching practices
  • Where a range of computers and software packages are in use among students and staff, has the potential issue of compatibility and readability of files containing assignments that are submitted electronically been planned for
  • Have simple but time consuming matters, such as students forgetting to put their names on electronically submitted assignments, been planned for
  • Has the server containing the exam questions been isolated from the internet in order to maintain security
  • Where necessary, is the approach chosen to verify individual student performance/submission reliable
  • We learnt not just to accept all things on the web as true and correct but to always question the work of others on the web
  • We learnt not just to accept all things on the web as true and correct but to always question the work of others on the web
  • Are examples of model assignments/exam answers on the web for student access, consideration and discussion
  • Have practice on-line exams in the same format as the real exam been provided so students can prepare adequately ? Are all answers able to be changed by the student up until the point where the test is submitted
  • Have dynamic on-line test questions that are in themselves learning experiences been provided, incorporating rich information and activities through the use of interactive images, sound and text
  • Has the server containing the exam questions been isolated from the internet in order to maintain security
  • Start with clear educational objectives Start small Start where success is most likely
  • The subject objectives – what is being assessed? The needs, characteristics and situations of the learners
  • Table 1: Objectives, modes and learner characteristics of on-line learning If the goal or purpose is to: develop/assess… one might use… but in addition to learner access to and competence with technology, one may need to consider, for example… (objective) (mode) (learner characteristics) A body of knowledge An on-line exam The likelihood of cheating Learner autonomy An on-line quiz with formative feedback That some students’ ICT-related anxiety will dissuade them from using this mode Group work skills On-line study groups Learner comprehension of how to contribute effectively Learner understanding of group product/process assessment Varying learner commitment to collaborative learning Understanding of basic concepts learning-based, self-paced, interactive modules with automated responses and no recorded marks or grades for students Learner interest, motivation and engagement with modules/material given absence of marks/grades Effects on learners of heavy traffic at peak times Student problem-solving skills On-line ‘role-play’ where students adopt allocated roles and then solve a problem in role, with a minimum participation requirement only Learner comprehension of how to contribute effectively Learner interest, motivation and engagement with role play/material given absence of marks/grades Ability to think critically and articulate critical analysis On-line scenarios and information with accompanying prompts and a discussion board, with a minimum participation requirement Learner comprehension of how to contribute effectively Varying learner commitment to collaborative learning Possible variation in starting and completion times for distance and other students Learner ability to reflect Rhetorical, ethical or other questions and a learning forum which learners must use to share their reflections, with a minimum participation requirement Learner comprehension of how to contribute effectively Varying learner commitment to collaborative learning Possible variation in starting and completion times for distance and other students
  • It is wise to design assessment tasks that require the students to integrate the material they have learned in the subject with their own interpretations of that material.
  • The use of on-line tools to assess learner progress toward subject objectives can take many forms including: Electronic submission of written assignments Parallel print and on-line assessment options where students are given the choice of whether and how they use on-line tools in assessment tasks Publication of documents on the web Labelling of on-line diagrams Manipulation of on-line graphs Completion of on-line quizzes Completion of short-answer and multiple choice questions On-line exams with monitored and controlled start and stop times Any formative or summative task carried out in a web-based environment.
    • Maggie Rouman
       
      examples
  • 34 strategies for developing effective on-line assessment Together these thirty-four strategies can be summarised into three checklists: An access and usage checklist A quality of teaching and learning checklist A technical and administrative checklist.
  • Access and usage checklist
  • Quality of teaching and learning checklist
  • Are mechanisms to enable rapid feedback both to and from the students included?
    • tunstallmath678
       
      Information and Communications Technology (ICT)
  • There is some evidence that on-line assessment, unless carefully planned, can encourage students to focus on lower level cognitive skills.
    • tunstallmath678
       
      Self checking assessments encourage some students to guess the answer then click new answers at  random until the correct answer is found.  
  • If the potential for the use of interactive resources has not been realised and the verification protection is set up so that there is little difference between taking an exam in paper-and-pencil format and taking it on-line, it may be difficult for students to see the point in on-line examinations.
  • Have greater opportunities been provided for students to practise their knowledge and skills than are available in traditional formats?
  • Have the opportunities for diagnostic, continuous, case-based and/or formative assessment of student learning been taken?
  • Have question banks and random selection of items been used, where appropriate?
  • ‘How will the on-line assessment add to the learning experience for students?’
  • The on-line assessment should also allow students to communicate their understandings and allow the provision of feedback to students on their efforts to these ends.
  •  
    On-line assessment
  •  
    34 essentials
Debi Griggs

Heutagogy & The Craft of Teaching « The Heutagogic Archives - 0 views

  • From Andragogy to Heutagogy
  • key factors in turning teaching professionals into Learning Brokers;
  • a) Writes the syllabus & develops the learning process; get engaged in defining the syllabus you will deliver and the ‘learning and Teaching’ strategies you will use to deliver it. b) Enable learners to follow the ‘interests’ that motivate them; once you have acquired the experience you need to build a distinct relationship with everyone you ‘teach’ The greatest area of flexibility emerges once you identify which interests best motivates different learners. c) Supports & facilitate collaborative learning; learning is a social process and once you have freed up the motivational drivers in learners you need to support the groups and group learning processes which will eventually enable them to become more self-directed in their learning. d) Allows creative assessments to be developed; this takes us back to teacher-led discussions about which form the necessary learning outcomes can be structured for assessment purposes to better enable the engagement of individual learners in the ‘products’ of their learning. (John Davitt’s learning Events Generator for example.)
  • ...8 more annotations...
  • Web Quests t
  • The conclusion of this was that socially inclusive e-learning required Tools & Skills rather than any specific learning content that might act as a silver bullet. It was the collaborative affordances of the tools that drove learning.
  • a) the ability to understand how to use their subject for teaching, that is an effective pedagogy 0f b) to understand how to manage the learning environment they are working in and treat each learner as an individual, that is the andragogy of learning relationships c) then having learnt how to manage the learning process related to their subject they then their turned control over to their learners, enabling the heutagogy of creativity to kick in
  • it becomes the Location where we socialise and work. It isn’t just an information resource, nor simply a learning platform, it is also a collaborative work space, where you can hang out with your friends and work at the same time
  • Teachers needed a new skill set if the creative, interactive and participative learning affordances of both dedicated and adapted new learning media were to be realised.
  • But as Web 2.0 emerged the ‘Tools & Skills’ model was driven more by new tools than any fresh thinking about Web.
  • identify new skill sets that enable teachers and learners to deploy the learning affordances that continually emerge from new media technologies.
  • Teachers need to understand a broader skill set related to designing and supporting the learning process as well as their own subject knowledge.
  •  
    Article looking at heutagogic qualities in developing new knowledge.
David Stricker

Preparing Teachers To Use Learning Objects - 0 views

  •  
    This article points out the advantages of using 'learning objects' (a term used to describes an object that is designed to facilitate learning (in this case). This categorization enables users to search for, access, and reuse objects as needed. Reusing learning objects makes online learning more cost effective. For example, the learning object used with the fifth graders is the "same" learning object reused for high school students to check that they have the prerequisite skills for a lesson about distance, velocity, and acceleration.for technology-supported instruction. For online educators, such learning objects may include a wide range of reusable digital resources: graphics, learning pages, electronic forms, audio and video files, and interactive content produced with graphics software packages or programming languages. These learning objects enrich the educational experience to a great extent. At the same time, for many teachers, selecting and creatively incorporating learning objects seems overwhelming - this acticle offers helpful suggestions about where to begin.
Michael McHugh

eLearning Learning - 2 views

  • Concepts Learning (29671) Blogging (13786) Develop (13538) Create (12897) Informal (12477) Train (12429) Design (11942) Technology (11620) eLearning (11212) Social (11017) MORE >>
  • Fewer Full-Sized Courses. More learning snacks, ePubs, Videos, and Reference Tools This is an excerpt from  Sharon Boller’s  newest white paper,  learning Trends, Technologies and Opportunities. The white paper describes today’s learning landscape… then predicts 7 trends for the next 12 – 18 months. As tablets and phones enter the workplace, we also see clients getting excited by “just-in-time” access to ePubs and reference tools. complete. ePubs. Videos. MORE >>
  • Infographic on Making Money with an Educational App Here is an interesting infographic. In the span of 2 years an independent developer earned nearly $700,000 in profit from educational apps. Here’s a look at how he did it and what we can learn from his experience. thought you and your readership might be interested in the infographic. Please take a look and feel free to reuse it on Kapp Notes or elsewhere. Sent to me by Muhammad Saleem. MORE >>
  • ...2 more annotations...
  • 50 suggestions for implementing 70-20-10 50 suggestions for implementing 70-20-10. part 1 of 5. People learn their jobs by doing their jobs. Effective managers make stretch. assignments and coach their team members. Experience is the teacher, and managers shape those experiences. These posts offer guidance to managers who want to make learning from experience and conversation more effective. The potential is great. Quite the contrary. MORE >>
  • Exploration On the flight from Houston to San Jose for ASTD Tech Knowledge , I once again marveled at how much open space there still is left in this country. Somewhere Over New Mexico. few years ago I went to New Hampshire to do some user testing for SkillSoft. remember mentioning to a colleague during the flight that I was surprised how much undeveloped land there was. has actually been developed. Explore.
  •  
    Related to Tony Karrer's blog Elearning Technology
  • ...3 more comments...
  •  
    eLearning Learning is a community that tries to collect and organize the best information on the Learning that will help you learn and stay current on eLearning.
  •  
    Great site. Check out the web 2.0 related links down the left side of the screen.
  •  
    Great elearning site to search for learning 2.0 technologies.
  •  
    Most current and up-to-date information on e-learning.
  •  
    Great layout here, with articles of note in the center and links for filtering content down the left-hand side.
Tracy Ponder

USDLA - United States Distance Learning Association - 0 views

  •  
    United States Distance Learning Association. "Our mission is to serve the distance Learning community by providing advocacy, information, networking and opportunity. We will help you stay connected and ahead of trends in Learning - distance Learning, e-Learning, mobile Learning, computer-based training (CBT), Learning-based training (WBT), instructor-led training (ILT), online training, online Learning, blended Learning, classroom training, Learninginars..."
Naomi Monson

Essay on what professors can learn from MOOCs | Inside Higher Ed - 3 views

  •  
    Andrew, Ny. (2013, Jan. 24). Learning from MOOC. Inside Higher Ed. Retrieved from http://www.insidehighered.com/views/2013/01/24/essay-what-professors-can-learn-moocs Andrew Ng is an associate professor at Stanford University (Stanford Search which includes his homepage, publications, and courses taught). He also is the director of the Stanford Artificial Intelligence Lab and founded the Universities main MOOC platform. This lead to the co-founding of Coursera whose goal is to "to give everyone in the world access to a high quality education, for free" (Ny, 2013). Ng is someone who is worth following and reading his many publications on technology and his pioneering of MOOC courses at Stanford University. Learning from MOOC, is more of Ng's reflections on teaching courses in Coursera. He emphasizes that MOOC needs to be student centered and the ways they differ from brick and mortar. One way is the physical barrier but he states "But through today's technological advancements, online courses are very much alive. They are part of an ecosystem that, if nurtured through community discussion forums, meetups, e-mails, and social media (like Google+ hangouts), can flourish and grow" (Ny, 2013). The impact of MOOC have yet to be determined but Ny calls it an "exciting new breed of education" (2013). It worth noting who he is and the part he is playing in creating MOOC's. MOOC's are part of the personal Learning environments that is the Horizon Report: 2011 K-12 Edition (2011, p 30) noted is emerging and a place to be researched. It is interesting to read the comments below in his essay of those who have taken courses through Coursea and one of the comments is the lack of statistical research to back up how effective are MOOC's and the part they will play in educating the future. Will it be an exciting new breed of education or will statistics reveal another effect? In conjunction with Ng's reflection on the advancement of technology, augment
Dennis OConnor

Online Professional Development Courses | University of Wisconsin - Stout - 0 views

  •  
    "E-learning and Online Teaching Courses and Certificate You may enroll in individual courses for professional development or to renew a license or complete all five courses if you are pursuing the E-learning and Online Teaching Graduate Certificate. The courses are approved electives in the Master of Science in Education and the Master of Science in Career and Technical Education degree programs. EDUC 760 E-learning for Educators  3 graduate credits Summer: June 10 - August 2, 2019 Fall: September 9 - November 1, 2019 Register EDUC 762 Assessment in E-learning  3 graduate credits Fall: October 21 - December 13, 2019 Register EDUC 763 Instructional Design for E-learning  3 graduate credits Fall: October 21 - December 13, 2019 Register EDUC 761 Collaborative Communities in E-learning - Online Facilitation Skills  3 graduate credits Summer: June 24 - August 16, 2019 Fall: September 23 - November 15, 2019 Register EDUC 764 E-learning Practicum  3 graduate credits Note: The practicum may only be taken after all other courses for the Certificate in E-learning and Online Teaching are completed. Prerequisite: Consent of Instructor Fall: September 9 - December 13, 2019 Register"
Dennis OConnor

YouTube - TravelinEdMan's Channel - 4 views

  • Among the topics in the video "Planning an Online Course", Dr. Bonk covers pedagogical and operational differences between on-site and online courses, strategies for adapting a current course to an online version, guidelines for creating, planning and designing a course and content.ResourcesIU Instructional Consulting office: http://www.indiana.edu/~icy/media/de_series.html General LinksPlanning an Online Course:http://www.edtec.unsw.edu.au/inter/dload/flex_ed/resource...Instructional Design Tips for Online Learning: http://www.csuchico.edu/tlp/resources/rubric/instructiona...Online Teaching Tips: http://www.onlineteachingtips.org/Online vs. Onsite: http://www.nccei.org/blackboard/onlinevsonsite.htmlTeacher-centered vs. Student-centered: http://www.telrepublic.com/?p=292Online Learner Characteristics: http://faculty.ccconline.org/index.php?title=Online_Learn...IU-specific LinksInstructional Consulting: www.indiana.edu/~icyTeaching & Learning Technology Centers: http://www.indiana.edu/~tltc/IU Online & Distance Education: http://iuonline.iu.edu/index.htmlIU Library Support for DE: http://www.libraries.iub.edu/?pageId=7156Comparing Traditional and Distance Teaching:http://php.indiana.edu/~appelman/DistanceTeaching.htmExample of Online MaterialOER Commons: http://www.oercommons.org/National Repository of Online Courses: http://www.montereyinstitute.org/nroc/ MERLOT: http://www.merlot.org/merlot/index.htmConnexions: http://cnx.org/ MIT OpenCourseWare: http://ocw.mit.edu/OcwLearning/Learning/home/home/index.htm ..
  • Among the topics in the video "Planning an Online Course", Dr. Bonk covers pedagogical and operational differences between on-site and online courses, strategies for adapting a current course to an online version, guidelines for creating, planning and designing a course and content.ResourcesIU Instructional Consulting office: http://www.indiana.edu/~icy/media/de_series.html General LinksPlanning an Online Course:http://www.edtec.unsw.edu.au/inter/dload/flex_ed/resource...Instructional Design Tips for Online Learning: http://www.csuchico.edu/tlp/resources/rubric/instructiona...Online Teaching Tips: http://www.onlineteachingtips.org/Online vs. Onsite: http://www.nccei.org/blackboard/onlinevsonsite.htmlTeacher-centered vs. Student-centered: http://www.telrepublic.com/?p=292Online Learner Characteristics: http://faculty.ccconline.org/index.php?title=Online_Learn...IU-specific LinksInstructional Consulting: www.indiana.edu/~icyTeaching & Learning Technology Centers: http://www.indiana.edu/~tltc/IU Online & Distance Education: http://iuonline.iu.edu/index.htmlIU Library Support for DE: http://www.libraries.iub.edu/?pageId=7156Comparing Traditional and Distance Teaching:http://php.indiana.edu/~appelman/DistanceTeaching.htmExample of Online MaterialOER Commons: http://www.oercommons.org/National Repository of Online Courses: http://www.montereyinstitute.org/nroc/ MERLOT: http://www.merlot.org/merlot/index.htmConnexions: http://cnx.org/ MIT OpenCourseWare: http://ocw.mit.edu/OcwLearning/Learning/home/home/index.htm ..
  •  
    "Among the topics in the video "Planning an Online Course", Dr. Bonk covers pedagogical and operational differences between on-site and online courses, strategies for adapting a current course to an online version, guidelines for creating, planning and designing a course and content. Resources IU Instructional Consulting office: http://www.indiana.edu/~icy/media/de_series.html General Links Planning an Online Course: http://www.edtec.unsw.edu.au/inter/dload/flex_ed/resource... Instructional Design Tips for Online Learning: http://www.csuchico.edu/tlp/resources/rubric/instructiona... Online Teaching Tips: http://www.onlineteachingtips.org/ Online vs. Onsite: http://www.nccei.org/blackboard/onlinevsonsite.html Teacher-centered vs. Student-centered: http://www.telrepublic.com/?p=292 Online Learner Characteristics: http://faculty.ccconline.org/index.php?title=Online_Learn... IU-specific Links Instructional Consulting: www.indiana.edu/~icy Teaching & Learning Technology Centers: http://www.indiana.edu/~tltc/ IU Online & Distance Education: http://iuonline.iu.edu/index.html IU Library Support for DE: http://www.libraries.iub.edu/?pageId=7156 Comparing Traditional and Distance Teaching: http://php.indiana.edu/~appelman/DistanceTeaching.htm Example of Online Material OER Commons: http://www.oercommons.org/ National Repository of Online Courses: http://www.montereyinstitute.org/nroc/ MERLOT: http://www.merlot.org/merlot/index.htm Connexions: http://cnx.org/ MIT OpenCourseWare: http://ocw.mit.edu/OcwLearning/Learning/home/home/index.htm .."
theresa savich

Learn It In 5 - Home - 9 views

  • What is Web 2.0? Learn it in 5 minutes or less   At Learn it in 5, you'll learn what is Web 2.0, and strategies for using Web 2.0 technology in the digital classroom - all in 5 minutes or less. Learn it in 5 is a powerful library of how-to videos, produced by technology teachers, for the purpose of helping teachers and students create classroom strategies for today's 21st century's digital classroom. These step-by-step how-to videos walk teachers through Web 2.0 technology, demonstrating how to use Web 2.0 applications like blogs, social networks, podcasts, interactive videos, wikis, slide sharing and much more.
  •  
    Video site dedicated to short instructional tutorials for the technology classroom.  
  •  
    How-To videos that help you learn what is Web 2.0, and strategies for using Web 2.0 technology in the digital classroom - all in 5 minutes or less
Marissa Wilson

Classroom 2.0 - 11 views

  • The topic this Saturday (March 28) is "Using Moodle in the Classroom" with special guest Tomaz Lasic. Please join us to talk about innovative ways to use Moodle in the classroom. Our Newbie Question of the Week will be "What are ways I can use Moodle in the classroom with students?" More information and session details are at http://live.classroom20.com. If you're new to the Classroom 2.0 LIVE site and show you might want to spend a few minutes viewing the screencast on the homepage to learn how we use Elluminate and how to navigate the site to find the archives of previous shows and resources, including the recent "Using Moodle in Education" with guest Miguel Guhlin. Each show begins at 11am CDT/12pm EDT.
  • social network for those interested in Web 2.0 and collaborative technologies in education
  • discussions here, to receive event notifications, and to find and connect with colleagues.
  • ...12 more annotations...
  • click here to join the Beginner Group
    • Karen Ditmer
       
      This network has a beginner group to help those who are new to the community become comfortable.
  • Classroom 2.0 is a free, community-supported network. We especially hope that those who are "beginners" will find this a supportive comfortable place to start being part of the digital dialog.
    • Eric Beckman
       
      Support and networking. Two great tastes that taste great together
  • Classroom20.com, the social network for those interested in  Web 2.0, Social Media, and Participative Technologies in the classroom
  • WELCOME!
  • The topic for Saturday, February 4th will be "Using Evernote" featuring Wiliam Stites.
    • Maggie Rouman
       
      Classroom 2.0 live shows seem like a great way to learn how to use tools. -Blackboard collaborate used -next event sat. 2/5
  • Classroom 2.0 is a free, community-supported network. We especially hope that those who are "beginners" will find this a supportive comfortable place to start being part of the digital dialog.  
  • Classroom 2.0 is a free, community-supported network. We especially hope that those who are "beginners" will find this a supportive comfortable place to start being part of the digital dialog
  • Classroom 2.0 is a free, community-supported network. We especially hope that those who are "beginners" will find this a supportive comfortable place to start being part of the digital dialog
  • Classroom 2.0 is a free, community-supported network. We especially hope that those who are "beginners" will find this a supportive comfortable place to start being part of the digital dialog.  
  • Classroom 2.0 is a free, community-supported network. We especially hope that those who are "beginners" will find this a supportive comfortable place to start being part of the digital dialog.
  • Classroom 2.0 is a free, community-supported network. We especially hope that those who are "beginners" will find this a supportive comfortable place to start being part of the digital dialog.
  • Classroom 2.0 is a free, community-supported network. We especially hope that those who are "beginners" will find this a supportive comfortable place to start being part of the digital dialog .
  •  
    The topic this Saturday (March 28) is "Using Moodle in the Classroom" with special guest Tomaz Lasic. Please join us to talk about innovative ways to use Moodle in the classroom. Our Newbie Question of the Week will be "What are ways I can use Moodle in the classroom with students?" More information and session details are at http://live.classroom20.com . If you're new to the Classroom 2.0 LIVE site and show you might want to spend a few minutes viewing the screencast on the homepage to learn how we use Elluminate and how to navigate the site to find the archives of previous shows and resources, including the recent "Using Moodle in Education" with guest Miguel Guhlin. Each show begins at 11am CDT/12pm EDT.
  • ...8 more comments...
  •  
    Another social networking site for teachers.
  •  
    This is a Ning social networking site created for people interested in Web 2.0 and collaborative technologies in education. Includes discussions, live workshops and PBS and Classroom 2.0 live Webinars.
  •  
    Connect with colleagues and learn about web2.0 and the 21st century classroom. Join this free, community supported network to discuss, teach and learn through common experiences.
  •  
    website with tons of stuff to investigate
  •  
    Thanks, Shavonne! Found this link on your e-portfolio. Mary in Cedarburg
  •  
    "Classroom 2.0 is a free, community-supported network. We especially hope that those who are "beginners" will find this a supportive comfortable place to start being part of the digital dialog. " While this isn't is a Web 2.0 tool, it looks like it might be a helpful group for beginners like me. Living in Laos, I like how international the group looks. Does anyone else have suggestions of this kind of support group for beginners?
  •  
    " Classroom20.com, the social network for those interested in Web 2.0, Social Media, and Participative Technologies in the classroom"
  •  
    A tool for teachers
  •  
    Resources like Classroom 2.0 are what a lot of my "beginners" would benefit from. A community supported network aimed at easing one into the technology discussion and learning some cool resources along the way. I encourage teachers who want to find some level of comfort with technology to engage it through sites like Classroom 2.0
  •  
    A social media site for those interesting in gaining knowledge about web 2.0 tools. 
Carolyn Jenkins

The Future of Online Teaching and Learning in Higher Education: The Survey Says… (EDUCAUSE Quarterly) | EDUCAUSE - 0 views

    • Carolyn Jenkins
       
      Future of online teaching and learning = linking pedagogy, technology, and learner needs
  • Such responses indicate that respondents still see learning as content-driven, not based on social interactions and distributed intelligence. The emphasis remains on a knowledge-transmission approach to education, not one rich in peer feedback, online mentoring, or cognitive apprenticeship.
  • significant gap separated preferred and actual online instructional practices.
  • ...14 more annotations...
  • Although some discussions in the literature relate to effective practices in the use of emerging technologies for online education, empirical evidence to support or refute the effectiveness of such technologies, or, perhaps more importantly, guidance on how to use such tools effectively based on empirical evidence, is lacking.
  • online survey
  • 42 questions grouped into three sections related to the current status and future trends of online education in higher educatio
  • 12,000 who received the e-mail request, 562 completed the surve
  • Again, the focus was on enhancing content and associated content delivery, not on the social interactions, cross-cultural exchanges, or new feedback channels that wider bandwidth could offer.
  • Given the demand for online learning, the plethora of online technologies to incorporate into teaching, the budgetary problems, and the opportunities for innovation, we argue that online learning environments are facing a "perfect e-storm," linking pedagogy, technology, and learner needs.2
  • Such responses indicate that higher education institutions might be wise to explore certificate and short-program offerings rather than full degree programs.
  • enhancing pedagogy is perhaps the most important factor in navigating the perfect e-storm
  • respondents said that training students to self-regulate their learning (22 percent) was needed most, followed by better measures of student readiness (17 percent), better evaluation of student achievement (17 percent), and better CMSs to track student learning. Nine percent said additional technology training is needed.
  • learning outcomes and pedagogical skills.
  • most important skills for an online instructor during the next few years will be how to moderate or facilitate learning and how to develop or plan for high-quality online courses (see Table 2).
  • online instructors are moderators or facilitators of student learning.26
  • findings also indicated that, in general, respondents envisioned the Web in the next few years more as a tool for virtual teaming or collaboration, critical thinking, and enhanced student engagement than as an opportunity for student idea generation and expression of creativity. This is not surprising, given that most instruction in higher education is focused on consumption and evaluation of knowledge, not on the generation of it.
  • Perhaps online training departments and units need to offer more examples of how to successfully embed creative and generative online tasks and activities.
  •  
    Survey of on-line educators to learn what they think are the future on-line teaching and learning trends
Donna F

ClickClass - Hosted e-learning, E-learning 2.0, Go live in 5 minutes! - 0 views

  •  
    ClickClass is a hosted e-learning system designed to enable people to rapidly author, deliver and manage their own modular online learning content. It's based on a learning 2.0 collaborative approach and is designed to help HR & Training Departments, training companies and consultancies who wish to rapidly author, deliver and manage their own modular online learning content. ClickClass licence plans include online learning portal, e-learning authoring system, hosting and 10 MB of space per user.
cc omalley

Big6 » Blog Archive » The Big6 in a Web2.0 World, Big6 eNews, 10.4, 2 (Grades 7-12, Higher Ed) - 2 views

  • The Big6 is a natural component to Web2.0, because it is collaborative in nature, flexible, and provides prospect for lifelong Web. The six steps of the Big6; Task Definition, Information Seeking Strategies, Location and Access, Use of Information, Synthesis, and Evaluation all lend themselves to integration with a variety of Web2.0 applications.
  • Big6 Skills by Web2.0 Tools Matrix Big6 Skill Relevant Web2.0 Tool Uses Task Definition iGoogle (http://igoogle.com) WiseMapping (http://wisemapping.com/c/home.htm) Webspiration (http://www.myWebspiration.com/) iGoogle -  Identify a task, use a calendar to keep track and synthesize research goals and deadlines. WiseMapping is a free concept mapping application that allows you to create visual representation of a task. Webspiration is an excellent online resource for mindmapping and visual thinking. Currently available in free public beta format. Info Seeking Strategy RSS- - iGoogle (http://igoogle.com) - Newsgator  (http://www.newsgator.com/business/enterpriseserver/default.aspx) - Google Reader (http://google.com/reader) YouTube (http://www.youtube.com) RSS (Really Simple Syndication) brings specialized content to one location. YouTube:  Search for topic related interviews, reports, or presentations. Location & Access Delicious – http://delicious.com Zotero (http://www.zotero.com) Delicious – Allows users to access their personal account, and retrieve saved bookmarks, from any computer. This is a great way to save information for retrieval at a later date. Zotero – used to capture Web pages. Available for Firefox users only. Use of Info Delicious – http://delicious.com Google Docs (http://www.google.com/google-d-s/intl/en/tour1.html) Scriblink (http://www.scriblink.com) Delicious – A Website where users can store, tag, and make notes on Web pages discovered during the Location and Access phase. Google Docs – Create, share, edit, upload documents, presentations, or other files. Scriblink: Online whiteboard. Take notes and share with others, or save for future use. Synthesis Google Docs (http://www.google.com/google-d-s/intl/en/tour1.html) Zotero – (http://www.zotero.com) Google Groups (http://groups.google.com/) YouTube (http://www.youtube.com) Google Docs: Create, share, edit, upload documents, presentations, or other files. Zotero- PDF documents or other content Google Groups: Members of groups can upload, share, and edit documents or presentations. A great way to collaborate on projects across the classroom or country. Create a video presentation to share your findings on YouTube Evaluation Slideshare (http://www.slideshare.net/) RubiStar (http://rubistar.4teachers.org/) With Slideshare, students can post PPT presentations, and have peer evaluators offer feedback. Additionally, the professor can view the finished project to provide assessment. Rubrics are a great way to encourage students to evaluate their finished product. RubiStar is just one of the numerous free rubric generators available on the Internt. Through the use of a rubric, students and professors can individually assess work, or peer review could be conducted as well.
  •  
    Big 6 is a step-by-step program I follow to teach research skills-this article suggests which web 2.0 tools to use at each step. This will be a big help for me in transitioning to online
Sue Zittlow

The Future of Web 2.0 -- Campus Technology - 0 views

  • Subscription
  • The Future of Web 2.0
  • We're already well down the path to what somecall a 'Web 2.0 world.' Is Web 2.0 having a transformative impact onhigher education?
  • ...2 more annotations...
  • Are changing student demographics contributing to a need to alter the model?
  • Fifty percent of our college population goes to communitycolleges and must work, and continue to work.
  •  
    Campus Technology has a enewsletter that can be subscribed to called Web 2.0. In the articles they talk about new Web 2.0 tools, how they can be used in education, and the future of Web 2.0. Use this link to read the article on the Future of Web 2.0 but also to subscribe to the enewsletter.
Tracy Ndlovu

JOLT - Journal of Online Learning and Teaching - 8 views

  • This article presents important issues for educators to consider as they use these new tools by investigating the ramifications of moving academic activities to a public sphere and examining how laws that govern our academic freedoms and behaviors translate in this new environment. The discussion focuses on concerns specific to incorporating the use of social media and user-generated content into the teaching and learning environment in higher education, touching on compliance with disability and privacy law, intellectual property rights, copyright law, and the fair use exemption
  • Social Media Use in Higher Education: Key Areas to Consider for Educators
  • three important questions will be addressed: 1) What should educators know or consider as they employ these tools? 2) What are the ramifications of moving academic activities to the public sphere? 3) How do laws that govern our academic freedoms and behaviors apply in the online environment?
  • ...26 more annotations...
  • this reality is one where teachers/educators relinquish some control to embrace the informal leaner-centered pedagogies empowering twenty-first century learners
  • learners can mix and match to best suit their individual learning styles and increase their academic success
  • such technologies are typically freely accessible, easy to incorporate, and have a minimal learning curve to master
  • can become personalized
  • extend class engagement beyond designated class time and to increase the quality and quantity of participation
  • this reality is one where teachers/educators relinquish some control to embrace the informal leaner-centered pedagogies empowering twenty-first century learners
  • this reality is one where teachers/educators relinquish some control to embrace the informal leaner-centered pedagogies empowering twenty-first century learners
  • this reality is one where teachers/educators relinquish some control to embrace the informal leaner-centered pedagogies empowering twenty-first century learners
  • multiple benefits for using SNS [social networking software], including, retention, socialization, collaborative learning, student engagement, sense of control and ownership
  • primary benefit of using the tool is for collaboration or extending engagement outside the classroom
  • faculty attitudes
  • slow-to-adopt-change nature of academia
  • Key Areas of Consideration for Educators
  • Missing from this dialogue, however, is discussion of how best to tackle some of the practical, less paradigm-shifting questions about ownership, privacy and security, access, accessibility and compliance, stability of technology, intellectual property rights, and copyright law.
  • The question really is one of ownership and rights: who owns not only the tangible item that is created, but the intellectual concepts, ideas or processes behind the creative work or property?
  • Increasingly, universities are respecting students’ IP rights, mainly by recognizing them as copyright holders of the work they create.
  • While faculty members may understand that having access to another’s work does not make them owners or give them rights to freely use the content as they wish, this concept may not be so clear for students. Recognizing the ease with which digital content can be copied, remixed, and reused, it is wise to facilitate discussions or assign readings about ownership and attribution, addressing ethical and legal content use.
  • Using mediated tools that capture discussions and activities in an open public space fixes these events for digital perpetuity and makes them potentially available to a world audience.
  • Will this public learning space inhibit risk-taking and instead foster a reluctance to share ideas with a broader audience for fear that these things will come back to haunt the student later?
  • Faculty should consider not only having a discussion about online privacy but also include a statement in their syllabus about proper conduct and expectations for both students and faculty.
  • faculty can use these issues as teaching topics that aim to enhance students’ media literacy.
  • faculty members need to consider a chosen medium’s ability to accommodate students’ diverse learning needs, which include accessibility as defined by the Americans with Disabilities Act
  • the availability of assistive technology tools to enhance accessibility for a wide range of challenges and disabilities seems to have increased
  • Online social media sites create an even more challenging environment as they are rich in media, images, and links facilitating complex interactions that use scripting languages not compatible with accessibility software
  • The most common stability issue for technology is likely the removal of content by the software web host or system provider because of a Digital Millennium Copyright Act (DMCA) take-down request
  • If being in a university-sponsored password protected online space that is limited to only the current class has created a fictitious safety net for using copyrighted materials, taking this class out into the open web--a public space available for the world to view--should spark some serious contemplation.
  •  
    "This article presents important issues for educators to consider as they use (Web 2.0) tools by investigating the ramifications of moving academic activities to a public sphere and examining how laws that govern our academic freedoms and behaviors translate in this new environment. The discussion focuses on concerns specific to incorporating the use of social media and user-generated content into the teaching and Web environment in higher education, touching on compliance with disability and privacy law, intellectual property rights, copyright law, and the fair use exemption ..."
Jeff Grunewald

eLearn: Feature Article - 0 views

  • been around for ten years or so
  • Trends
  • Where We Are Now
  • ...6 more annotations...
  • social networking sites
  • "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.
  • XML format
  • Web 2.0 is an attitude not a technology
  • E-Learning 2.0
  • The Web 2.0
  •  
    Discusses E-learning, where we are, trends of e-learning, learning 2.0 insights, e-learning 2.0?
Martha Pawlicki

Instructional Strategies for Online Courses - 4 views

  • Because learners have different learning styles or a combination of styles, online educators should design activities that address their modes of learning in order to provide significant experiences for each class participant.
  • Online learning environments permit a full range of interactive methodologies, and  instructors have found that in adapting their courses to online models, they are paying more attention to the instructional design of their courses. As a result, the quality, quantity, and patterns of communication students practice during learning are improved.
    • Martha Pawlicki
       
      I would also include in the contract reflections that have to be submitted weekly that detail communications held with the instructor. This would give the learner a chance to understand his trials and tribulations in the learning process.
  • ...1 more annotation...
  • A learning contract can facilitate negotiation and clarity of learning goals and outcomes. Sample learning contracts can be placed on a learning page for the student to use as examples, and students can be encouraged to brainstorm ideas for learning contracts with their online peers as well as negotiate the final contract with the instructor through utilizing email or online conferencing.
  •  
    Effective online instruction depends on learning experiences appropriately designed and facilitated by knowledgeable educators. Because learners have different learning styles or a combination of styles, online educators should design activities that address their modes of learning in order to provide significant experiences for each class participant. In designing online courses, this can best be accomplished by utilizing multiple instructional strategies.
Donna F

Top 10 Tools Lists - 0 views

  •  
    Top 10 Tools Lists of Learning Professionals 2009 Updated: 17/07/2009 This is the 3rd year we have invited Learning professionals from around the world to contribute their Top 10 Tools for Learning to build the annual Top 100 Tools for Learning. Below are the Learning professionals who have shared their lists in 2009 to help to build the Top 100 Tools for Learning Professionals in 2009.
Maggie Rouman

Wordia - Games based learning for students - HOME - Edgalaxy: Where Education and Technology Meet. - 6 views

  •  
    Wordia is a free games-based learning platform - built on the foundations of a dictionary - that blends word-based learning games with interactive video vocabulary. Wordia encourages students to learn through play - building subject 'Word Banks' as they compete with classmates and other schools in a fun, competition-led, learning environment.
1 - 20 of 691 Next › Last »
Showing 20 items per page