Group items matching

in title, tags, annotations or url

A list of articles collected by the editors of eschoolnews.com

Abstract: How critical is the role of the user interface in E-Learning? Simply put, the best-designed content will be useless without an equally well-designed user interface that will attract the learner's attention, retain the learner's interest, and allow the learner to interact with the content such that learning can take place. This paper presents a rubric that will help assess a user interface's contribution to the efficiency and effectiveness of an E-Learning application. The rubric focuses on the elements and attributes that comprise the user interface's visual design and dialogue design. A discussion on the user interface and the functions it performs in E-Learning applications serves as an introduction to the presentation of the user interface design rubric.

This article discusses the uses of communities of practice in universities, particularly research practice. It calls into question some typical strategies used, such as a portfolio for assessment. It also talks about, as a few articles have now, the progressive nature of communities of practice - that one starts by observing, then participating, then adding to and helping to lead.

As is the case with many academic theroists, I admit that I find Siemens (the co-ideological leader of the connectivist movement) much more engaging to listen to than to try read. I didn't think I would stay with this for the full hour, but I did. I love the citation of the TS Eliot quote "Hell is a place where nothing connects" and its discussion here relative to the cognitive overload that many modern day learners are experiencing (i.e., too many resources, too difficult to assess what is worthy and what is crap). Highly recommended.

I have not figured out yet how to actually have a student access the quiz, but at least it will set up the questions and format them for you.

A video discussion tool that is great for students of all ages. You can present a question, they can respond to video, or do a book talk. The possibilities are endless. And the best thing - it is free.

I have used this in my ESL composition classes successfully since learning about it. It is a video response tool.

This website is directed toward college-level teaching but could be adapted for high school. The information offers solid lesson plans and video integration strategies for instructions. There are other links within the navigation bar. Great resource!

A guide to help you figure out ahead of time what your students will learn from video content in the classroom, how they will learn it, and how you will be able to assess that learning. Includes an example activity.

Nearpod is a must-have platform that enables teachers, schools, and districts to create engaging learning experiences by providing interactive presentations, collaboration, and real-time assessment tools into one integrated solution.

Padlet is a digital board that can be used for for professional development for teachers or with students. The teacher creates an account, then creates a digital bulletin board that only requires web access via a link. Links can be emailed or posted in Google Classroom. Students can post using the link without signing in, which makes it easy to use. This tool can be used for brainstorming, formative assessment, collaboration, or an exit ticket.

I have used this in my composition classes to work on constructing thesis statements and to view the resources the students are working on.

Padlet is an online virtual "bulletin" board, where students and teachers can collaborate, reflect, share links and pictures, in a secure location. Padlet allows users to create a hidden wall with a custom URL. Padlet creators can also moderate posts, remove posts, and manage their board 24/7.

This website contains a vast library of educational videos that are designed to teach students about various topics in the world of math, science and computers. The videos are accompanied with practice problems for learners to go through after each video to assess their learning.

I was most interested in this website in section 5.4.9, where the author details the strengths and weaknesses of MOOCs, specifically the weaknesses. MOOCs have high registration numbers, but only a small number actually finish the course. They are expensive to produce and they are used mostly by those with higher education levels. Higher levels of learning are difficult to assess and so "credit" becomes difficult or impossible to grant. Copyright issues can also be a problem.

I found myself spending most of my time reading the strengths and weakness of MOOCs located at the end of the article. I found several articles that listed only the strengths, or only the weaknesses. I appreciated this article because it examined both.

This source is a chapter in a book by several librarians from the IUPUI library system. The librarians set out to find ways in which they could collaborate with faculty to promote a more successful information literacy program on campus. The importance of this issue gave them the impetus to form a community of practice. This group consisted of both faculty and librarians who were all dedicated to discovering best practices for teaching and assessing information literacy concepts. The authors concluded the chapter with a discussion of some of the campus initiatives that came out of the CoP activities and what they may do in the future to further the growth and retention of student information literacy skills.

Thanks for sharing this article, Kelly. I appreciated the discussion of campus initiatives, including the student pre- and post-surveys, which yielded "abysmal" results. Even with those results, though, the initiative was successful in sparking the campus to start operating as a CoP.