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Kyle Murley

WordReference.com:English to French, Italian, German & Spanish Dictionary Definitions - 1 views

www.wordreference.com

dictionary reference translation definitions

shared by Kyle Murley on 06 Nov 09 - Cached
  • Kyle Murley on 06 Nov 09
     
    The WordReference Dictionaries are free online translation dictionaries. The most popular dictionaries are the Spanish Dictionary, French Dictionary and the Italian Dictionary.
Kyle Murley

Educause 2009 - Uncommon Thinking for the Common Good (Public Streams of presentations ... - 0 views

educause.mediasite.com/...catalog.aspx

educause

shared by Kyle Murley on 05 Nov 09 - Cached
  • pros and cons of adopting proprietary versus open-source solutions. Issues addressed will include total cost of ownership, licensing, options for application hosting and technical support
Kyle Murley

News: Technology Gap - Inside Higher Ed DENVER -- Professors think they are doing reaso... - 1 views

www.insidehighered.com/...survey

educause report faculty technology classroom2.0

shared by Kyle Murley on 05 Nov 09 - Cached
  • Professors think they are doing reasonably well when it comes to using technology in the classroom, according to a survey released here this week by CDW-G at the annual meeting of Educause. Not everyone agrees with the faculty view of things.
  • On every category in the survey, including including some that are not particularly cutting edge, student use outpaced faculty use.
  • Asked about which features are part of a smart classroom, there was agreement on the first three on the list that follows, but on the remaining three, IT staff members in general expect more.
  • Kyle Murley on 05 Nov 09
     
    DENVER -- Professors think they are doing reasonably well when it comes to using technology in the classroom, according to a survey released here this week by CDW-G at the annual meeting of Educause. Not everyone agrees with the faculty view of things.
Kyle Murley

Do most educational games suck? - Dangerously Irrelevant - 1 views

www.dangerouslyirrelevant.org/...st-educational-games-suck.html

games educational gaming

shared by Kyle Murley on 03 Nov 09 - Cached
  • Here are a bunch of screen shots of different online games for learning.
  • Most of these appear to be aimed at kids of middle or high school age.
  • what is out there that’s comparable in the commercial downloadable/DVD educational games sector?
  • ...8 more annotations...
  • just how bad are most of these so-called ‘educational games?
  • Yes. Most "educational" games suck. They are created to make drills and tedious practice more palatable
  • If the goal is to solve as many math problems as possible in as short a time as possible, whether there are aliens or puppies or whatever, it's just not as important.
  • Commercial games have engaging environments
  • there are goals that are appropriately difficult for players
  • Most current groups making educational games do not seem to have much background (or at least they do not put much thought into) game design.
  • a quote from Will Wright, creator of Sim City, The Sims, and Spore. "Why are we even talking about 'educational games' -- as if games weren't already educational"
  • Instead of looking to attach video games to our curriculum, we should be looking to attach our curriculum to video games.
  • Kyle Murley on 03 Nov 09
     
    Here are a bunch of screen shots of different online games for learning. Most of these appear to be aimed at kids of middle or high school age... Just how bad are most of these so-called 'educational games? What is out there that's comparable in the commercial downloadable/DVD educational games sector?
Kyle Murley

Twitter / Diigo : Join Diigo for Classroom2.0 Live webinar Sat 9am PST to learn cool ne... - 0 views

twitter.com/...5303710968

diigo webinar classroom2.0

shared by Kyle Murley on 31 Oct 09 - Cached
  • Join us Classroom2.0 Live webinar Sat 9am PST to learn cool new Diigo V4 features
  • http://tinyurl.com/cr20live
  • Kyle Murley on 31 Oct 09
     
    Join us Classroom2.0 Live webinar Sat 9am PST to learn cool new Diigo V4 features
Kyle Murley

David Brooks, NYT - Bonfire of overconfidence - SignOnSanDiego.com - 0 views

www3.signonsandiego.com/...ously-believes-high-pay-caused

edtec540 week8

shared by Kyle Murley on 30 Oct 09 - Cached
  • Humans are overconfident creatures.
  • the Obama folks never seem to ask how Republicans will use this power when they regain the White Hous
Kyle Murley

Handbook of e-Learning Strategy eBook - The eLearning Guild - 0 views

www.elearningguild.com/content.cfm

shared by Kyle Murley on 22 Oct 09 - Cached
  • What should we be doing in order to support improved learning and performance
  • Kyle Murley on 22 Oct 09
     
    The eLearning Guild's Handbook of e-Learning Strategy
Kyle Murley

Marc J. Rosenberg, Ph.D. - Management Consulting in the Learning Space. - 0 views

marcrosenberg.com

shared by Kyle Murley on 22 Oct 09 - Cached
  • eLearning Guild's Handbook of eLearning Strategy, featuring a forward by Marc, is available for free download here.
  • Kyle Murley on 22 Oct 09
     
    Welcome and thanks for visiting! Marc Rosenberg is a leader in the world of training, organizational learning, e-learning, knowledge management and performance improvement. He is a highly regarded management consultant, writer and speaker in the field. Use this site to learn more about Marc's background, ideas, work and professional services. Feedback is welcome at the e-mail address below.
Kyle Murley

Instructional Systems Design (ISD) - Worksheets and job Aids"ISD - Worksheets | NRCS NEDC - 0 views

www.nedc.nrcs.usda.gov/...isd11.html

shared by Kyle Murley on 21 Oct 09 - Cached
  • Kyle Murley on 21 Oct 09
     
    " Instructional Systems Design (ISD) - Worksheets and job Aids"
Kyle Murley

Instructional Systems Design | NRCS NEDC - 1 views

www.nedc.nrcs.usda.gov/...index.html

shared by Kyle Murley on 21 Oct 09 - Cached
  • Instructional Systems Design (ISD) - Introduction This guide is intended for use by NEDC instructional designers and design teams. It includes a brief summary of concepts and principles along with some worksheets and other documents. This guide is not a stand-alone design system and should not be used as such. The guide should be used after a study of the book referenced below or other suitable instructional design references and with the guidance of a professional in the field.
  • Kyle Murley on 21 Oct 09
     
    " Instructional Systems Design (ISD) - Introduction This guide is intended for use by NEDC instructional designers and design teams. It includes a brief summary of concepts and principles along with some worksheets and other documents. This guide is not a stand-alone design system and should not be used as such. The guide should be used after a study of the book referenced below or other suitable instructional design references and with the guidance of a professional in the field."
Kyle Murley

Encyclopedia of Educational Technology - 1 views

coe.sdsu.edu/...index.htm

test study session

shared by Kyle Murley on 21 Oct 09 - Cached
  • Kirkpatrick's Four Levels of Evaluation In Kirkpatrick's four-level model, each successive evaluation level is built on information provided by the lower level. ASSESSING TRAINING EFFECTIVENESS often entails using the four-level model developed by Donald Kirkpatrick (1994).
  • Kyle Murley on 21 Oct 09
     
    Kirkpatrick's Four Levels of Evaluation Pyramid illustrating Kirkpatrick's model In Kirkpatrick's four-level model, each successive evaluation level is built on information provided by the lower level. ASSESSING TRAINING EFFECTIVENESS often entails using the four-level model developed by Donald Kirkpatrick (1994).
Kyle Murley

How course management systems impact teaching by Lisa M. Lane on Insidious pedagogy - 2 views

firstmonday.org/...2303

Moodle Blackboard elearning edtech edtec540 CMS LMS

shared by Kyle Murley on 16 Oct 09 - Cached
  • why aren’t faculty tinkering with them in an effort to make their individual pedagogies work online?
  • these systems are closed silos, and that this fact alone could hamper pedagogy
  • Many instructors teaching online today are not “Web heads”
  • ...28 more annotations...
  • Their adoption of technology is based on top–down directives rather than interest or aptitude (Samarawickrema and Stacey, 2007).
  • They do not possess the “information literacy” skills now required of many undergraduates (Reid, 2006),
  • despite an assumption that professors are all computer–savvy (Dykman and Davis, 2008)
  • most are novices when it comes to the Web
  • most do not use the Web either extensively or intensively in their own work (Lane, 2007)
  • Few programs in the traditional disciplines at traditional universities offer anything in the way of Web–based methods
  • ,300 college instructors showed that while many use e–mail and some use discussion forums or plagiarism–check applications, none were communicating with students via current Web technologies such as video or audio chat, and only a few were experimenting with blogs for classes (Jones and Johnson–Yale, 2005)
  • Those experienced with the content involved in the search, but inexperienced at using the Web, did not tend to search far from the central “hub” where they began
  • Expert users contextualize their resources fluidly and organize materials effectively, while novices just upload and share files, hoping students will find them (Reanut, et al., 2006)
  • novices are inclined to utilize only the aspects they understand from a non–Web context
  • they require “restricted vocabularies, simple tasks, small numbers of possibilities, and very informative feedback.” (Chen, 2001)
  • buttons are based on type rather than purpose
  • exactly what most instructors do: upload word–processed files of their classroom materials
  • “plug in” their content under the appropriate category instead of envisioning a translation of their individual pedagogical style into an online environment.
  • Blackboard “tends to encourage a linear pathway through the content” [3], and its default is to support easy uploading and text entry to achieve that goal.
  • It would be natural and useful for novice instructors to see a blank schedule into which they could create each week’s or unit’s activities, rather than a selection of pre–set buttons or links.
  • Most professors think in terms of the semester, and how their pedagogical goals can be achieved within the context of time, rather than space.
  • It forces the instructor to think in terms of content types instead, breaking the natural structure of the semester, or of a list of topic
  • You could change all the course menu buttons into “Week 1”, “Week 2”, or organize by topic instead of content type.
  • Faculty are led by the interface of a CMS not only because they do not immediately see an alternative, but because the familiar signposts (the Syllabus button) imply a single way of completing the task (upload a document).
  • experience with the CMS over time does not necessarily lead to more creative pedagogy, or even to more expansive use of system features
  • faculty requests for help focus on what the technology can do, rather than how their pedagogical goals can be achieved.
  • Carmean and Haefner (2008) argue that any CMS can provide a deep learning experience and can be used for multimedia and in–depth communication with students
  • Novices happily use the high–tech CMS as a glorified copy machine (Dutton, 2004; Walker and Johnson, 2008).
  • With Web novices, pedagogy must be emphasized before features and tools
  • creating a course piecemeal means that the pedagogical goals are left behind in the interest of mastering a few tools
  • That replaces the instructor’s main strength (their expertise in their discipline and their teaching) with their main weakness (technological literacy).
  • A history instructor at MiraCosta College in California since 1989, Lisa M. Lane
  • Kyle Murley on 16 Oct 09
     
    A closer look at how course management systems work, combined with an understanding of how novices use technology, provides a clearer view of the manner in which a CMS may not only influence, but control, instructional approaches.
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