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Jon Mott, David Wiley The course management system (CMS) reinforces the status quo and hinders substantial teaching and learning innovation in higher education. It does so by imposing artificial time limits on learner access to course content and other learners, privileging the role of the instructor at the expense of the learner, and limiting the power of the network effect in the learning process. The open learning network (OLN)-a hybrid of the CMS and the personal learning environment (PLE)-is proposed as an alternative learning technology environment with the potential to leverage the affordances of the Web to dramatically improve learning.

My name is Joyce Seitzinger. I'm an educational technologist working in higher education, committed to improving student learning experiences through emerging technologies and innovative teaching strategies. My special interests are Moodle, personal learning networks and networked learning, instructional design, and staff development for e-learning. I'm best known in the Moodle community for developing the Moodle Tool Guide for Teachers.

Terry Anderson and Jon Dron Athabasca University, Canada Abstract This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design. The three generations of cognitive-behaviourist, social constructivist, and connectivist pedagogy are examined, using the familiar community of inquiry model (Garrison, Anderson, & Archer, 2000) with its focus on social, cognitive, and teaching presences. Although this typology of pedagogies could also be usefully applied to campus-based education, the need for and practice of openness and explicitness in distance education content and process makes the work especially relevant to distance education designers, teachers, and developers. The article concludes that high-quality distance education exploits all three generations as determined by the learning content, context, and learning expectations.

En traducción literal, con blended learning nos estaríamos refiriendo al "aprendizaje mezclado" (to blend = mezclar, combinar) ¿?, ¿diríamos aprendizaje combinado, mixto, híbrido, amalgamado, anexado, entreverado, entretejido, convergente, integrado, dual, bimodal, semipresencial…?

Para la "edificación" cognitiva, los entornos personales de aprendizaje (PLE - Personal Learning Environment) tienen una función vertebradora en el diseño de nuestra propia vida, en tanto en cuanto somos lo que aprendemos. Esto último podría resultar una afirmación algo simplista pero nada más lejos de la realidad, ya que hablo de aprender, no de memorizar, aludiendo por tanto a procesos de orden superior como reflexionar, relacionar conceptos, interpretar, integrar, etc. Cada fragmento de conocimiento moldea nuestra conducta, nuestras actitudes, incluso nuestros gustos en un continuo proceso evolutivo que dura toda la vida.

Behaviorism, Cognitivism and Constructivism - The Basics

Cristóbal Cobo and I are pleased to announce that the Spanish edition of our new book, Invisible Learning (Aprendizaje Invisible), has just been released by the University of Barcelona (Col·lecció Transmedia XXI. Laboratori de Mitjans Interactius / Publicacions i Edicions de la Universitat de Barcelona). The e-book is available for purchase at the UB website today. The print edition will arrive in the coming months.

This Google Site is being developed by Helen Barrett to focus on Assessment for Learning, especially in ePortfolios, with a lot of resources to support the process. The Google Site tool is being used so that others interested in this topic could contribute to the development of this site. In addition to samples of rubrics, this site could provide links to examples of portfolios used for different purposes for assessment (both formative and summative).

Siemens, G., & Tittenberger, P. (2009)

Overview Instructional design (ID) has gained prominence in elearning due to its systemized approach to creating and evaluating the student learning experience. While the term itself might sound complex, in reality, all teachers follow some process of designing instruction already. Often, when a teacher first encounters ID, the response is "Oh, I already do that...". So, for many ID is just naming an existing process. Why is ID so important online? In a classroom, challenges and concerns can be addressed in "real time". If some component of a course or lesson is unclear, students can get immediate clarification. Online, however, this is not possible. In order to eliminate student frustrations, potential ambiguities and concerns need to be addressed before the course goes live. ID is the process that enables and verifies quality. Instructional design anticipates and plans for student experiences in a static environment where teacher feedback and clarification may be delayed.

Revista. España

Book by George Siemens (2006)

Blog by George Siemens.

eLearn Space. George Siemens. Everything elearning resources guides

George Siemens, Kathleen Matheos A power shift is occurring in higher education, driven by two trends: (a) the increased freedom of learners to access, create, and re-create content; and (b) the opportunity for learners to interact with each other outside of a mediating agent. Information access and dialogue, previously under control of the educator, can now be readily fulfilled by learners. When the essential mandate of universities is buffeted by global, social/political, technological, and educational change pressures, questions about the future of universities become prominent. The integrated university faces numerous challenges, including a decoupling of research and teaching functions. Do we still need physical classrooms? Are courses effective when information is fluid across disciplines and subject to continual changes? What value does a university provide society when educational resources and processes are open and transparent?

Slideshare presentation by Jeff Hurt

Posted on | September 21, 2011 | 3 Comments So what distinguishes a connectivist perspective from social constructivism? The difference is fairly subtle. As far as I can see, connectivism resonates with similar principles as social constructivism does, but acknowledges a greater degree of complexity in the nature of knowledge and learning, enabled by advances in technology.

Even if you have a 21st Century classroom(flexible and adaptable); even if you are a 21st Century teacher ; (an adaptor, a communicator, a leader and a learner, a visionary and a model, a collaborator and risk taker) even if your curriculum reflects the new paradigm and you have the facilities and resources that could enable 21st century learning - you will only be a 21st century teacher if how you teach changes as well. Your pedagogy must also change.

So much have been written about Bloom's taxonomy; one click in a search engine will flood your page with hundreds of articles all of which revolve around this taxonomy. Only few are those who have tried to customize it to fit in the 21st century educational paradigm. As a fan of Bloom's pedagogy and being a classroom practitioner, I always look for new ways to improve my learning and teaching, and honestly speaking , if you are a teacher/ educator and still do not understand Bloom's taxonomy then you are missing out on a great educational resource.

New set of tools to aid in learning