Skip to main content

Home/ EET Learns/ Group items tagged interaction

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
tobiah_goldstein

How Interactive are YOUR Distance Courses - 2 views

www.westga.edu/...roblyer32.html

shared by tobiah_goldstein on 03 Nov 11 - Cached
  • tobiah_goldstein on 03 Nov 11
     
    Some studies reveal deep doubts among students and faculty that distance learning ever can have the degree of interaction in a non-distance environment. Horn (1994) and Hirumi and Bermudez (1996) are among those who find that, with proper instructional design, distance courses actually can be more interactive than traditional ones, providing more personal and timely feedback to meet students' needs than is possible in large, face-to-face courses.
Tyler Wall

For Young Readers, Print or Digital Books? | MindShift - 1 views

blogs.kqed.org/...readers-print-or-digital-books

ebooks reading

shared by Tyler Wall on 05 Jul 12 - No Cached
  • The implication? Parents and teachers should choose basic e-books like the Kindle or Nook over enhanced e-books, such as the iPad, if they want a more literacy-focused co-reading experience with children. Prompting kids with questions that relate to the text, labeling and naming objects, and encouraging kids to talk about the book’s content from their own perspective all elicit kids to be more verbal, and can lead to improved vocabulary and language development, the study states.
  • But if “engagement” is the objective, the issue gets murkier. When it came time to measuring “child-book” engagement, based on the child’s direct attention and touch, more kids showed higher levels of engagement for the e-books than the print books, though a majority were equally engaged by both book types. Children also physically interacted with the enhanced e-book more than when reading either the print or basic e-book.
  • On the other hand, when measuring “overall engagement” —a composite of parent-child interaction, child-book interaction, parent-book interaction, and signs of enjoyment — an interesting trend emerged: 63% of the parent-child pairs were as engaged reading the print book as they were when reading the e-book (both types); 6% of the pairs were more engaged with the e-book than the print book, compared to the 31% of pairs that were more engaged with the print book than the e-book.
Kathy Schwarz

Zebrazapps - 1 views

This is a new product from Michael Allen from Allen Interactions Inc. They were the makers of Authorware for anyone who remembers that far back. It is described as... ZebraZapps is a cloud-based...

Online tools

started by Kathy Schwarz on 04 Nov 11 no follow-up yet
Tyler Wall

Interactive Whiteboard Pen Writes on Anything - No Whiteboard Required - 2 views

looks interesting, I like how they tried to make it as easy as possible but of course you never know if it is actually easy until you use it.

started by Kathy Schwarz on 18 Apr 12 1 follow-up, last by Tyler Wall on 19 Apr 12
Tyler Wall

Largest supplier of free online learning? - 2 views

Wow that is cool, I too would like to hear from someone who has taken a course through them.

education

started by Kathy Schwarz on 01 May 12 1 follow-up, last by Tyler Wall on 01 May 12
anonymous

Open-Access Courses: How They Compare - The Digital Campus - The Chronicle of Higher Ed... - 0 views

chronicle.com/...131677

OER

shared by anonymous on 30 Apr 12 - No Cached
  • anonymous on 30 Apr 12
     
    "Open-Access Courses: How They Compare For millions of students worldwide, free, open courseware provides a window, if not a front-row seat, to top university classes. The formats are as varied as the people who tune in. Some consist mainly of lectures recorded on iTunes, while other courses seek to replicate a classroom experience by offering study groups, computer-graded tests, and weekly assignments. And while you might get a badge or certificate showing you mastered the material, you generally won't get direct interaction with the professor, who may have recorded the lectures a few years ago. Here is a look at five introductory economics classes: four through open courseware and one in a traditional classroom. "
anonymous

Flip the Switch - Home - 1 views

www.fliptheswitchworkshop.com

PD

shared by anonymous on 17 Jan 12 - No Cached
  • anonymous on 17 Jan 12
     
    Why attend Flip the Switch? I love to teach, just like others at Cornell, but the bad news is that while we all are teaching, 64% of our students are texting!! Out of my frustration, I've been experimenting successfully with using mobile devices and to turn my students away from distraction and towards interaction. At a deeper level, I am now connecting better with ALL students, not just the ones that always raise their hands. In the process I started to wonder if I could somehow help other faculty members do this. The Workshop My team has put together an intimate, hands-on workshop specifically focused on creating an action plan for each participant's courses/teaching needs, on how to make use of cellphones and other devices to intrigue and engage students, deploy digital video to renew attention spans and implement innovative "apps" to engage the YouTube generation in order to improve the learning environment.
  • anonymous on 17 Jan 12
     
    ANother idea for May PD:
anonymous

Tablets: At the Tipping Point? | Berkshire Community College Center for Teaching and Le... - 0 views

blogs.berkshirecc.edu/...tablets-at-the-tipping-point

tablets

shared by anonymous on 12 Jan 12 - No Cached
  • anonymous on 12 Jan 12
     
    Summary of Results This summary highlights the major conclusions from a nationally representative online poll of 1,214 college students and 200 college-bound high school seniors in the United States. The Pearson Foundation Survey on Students and Tablets was conducted by Harris Interactive from March 8 through 31, 2011. The major conclusions are as follows: 1. College students believe that tablet computers will transform learning. 2. A majority of students in both college and high school are interested in owning a tablet. 3. College students who own tablets believe that the devices are valuable for educational purposes. 4. On average, students prefer print over digital format for both textbooks and leisure reading. Students who own tablets, however, are far more likely to favor digital books over print. Since
anonymous

A Model of Learning Objectives - 4 views

www.celt.iastate.edu/...RevisedBlooms1.html

taxonomy Blooms

shared by anonymous on 03 Nov 11 - Cached
  • tobiah_goldstein on 03 Nov 11
     
    A Model of Learning Objectivesbased on a Taxonomy for Learning, Teaching, and Assessing:A Revision of Bloom's Taxonomy of Educational Objectives
  • anonymous on 30 Jan 12
     
    An interactive version of Bloom's Taxonomy - good resource.
Connie Gross

Interaction in Online Courses: More is NOT Always Better - 3 views

www.westga.edu/...Grandzol_Grandzol132.html

online interaction in web2.0 learning research student_success education

shared by Connie Gross on 11 Jul 10 - Cached
  • Tyler Wall on 12 Jul 10
     
    I really appreciate all the links you put up Connie, thanks :)
Connie Gross

Designing Online Courses with Course Updates in Mind | Faculty Focus - 1 views

www.facultyfocus.com/...es-with-course-updates-in-mind

Web2.0 learning teaching tools website 21stcentury online research resources education designing courses e-learning

shared by Connie Gross on 04 Mar 11 - No Cached
  • Connie Gross on 04 Mar 11
     
    "March 1, 2011 Designing Online Courses with Course Updates in Mind By: Patti Shank, PhD, CPT in Online Education Add Comment Online courses are rarely "done." Over time, things change, including the curriculum and content (because of changes in the field and changes to available content) and the technologies (ways that the content can be delivered and tools for interacting with it and with others in the courses, including you). Bottom line: Just like initial course development, updating courses can be quite a lot of work. You can reduce the hassles and work (but not eliminate them) by designing your online courses with updating them in mind. That is, design so that updating is built into the process, not tacked on as an afterthought. Identify change-likely elements"
  • Connie Gross on 04 Mar 11
     
    This article might really help us decide how to keep our courses updated more effectively.
anonymous

eText: Is It Ready? Are We Ready? -- Campus Technology - 0 views

campustechnology.com/...get-ready-for-etext.aspx

etext

shared by anonymous on 23 Jun 11 - No Cached
  • anonymous on 23 Jun 11
     
    "What are some of the attributes of eText, and what are the related issues institutions looking into eText are considering? The creation of fully interactive, technology-robust eText (not simply a scanned copy of a paper textbook) should include the following components, each of which should be considered by institutions planning an eText implementation: "
anonymous

Waypoint Outcomes - 0 views

waypointoutcomes.com

shared by anonymous on 08 Jul 11 - Cached
  • anonymous on 08 Jul 11
     
    "Too often assessment is an additional chore to be completed for compliance and reporting reasons. Waypoint Outcomes builds software that streamlines the interactions between learners and teachers. The results can mean a dramatically improved dialog about outcomes and rich data on student learning. Tightly integrated with Blackboard, Moodle, and Blackboard Vista or used as a stand-alone tool, Waypoint® helps educators improve the quality of feedback to students on authentic tasks and build a culture of continuous improvement."
Jackie Doherty

Designing Courses with a Progression of Learning Experiences | Faculty Focus - 1 views

www.facultyfocus.com/...ession-of-learning-experiences

group work collaboration active learning

shared by Jackie Doherty on 29 Mar 12 - No Cached
  • students engaged, interacting and learning the content collectively
  • working with others—how disagreements can be handled constructively, how work can be divided equitably, how the group can influence what individual members do.
  • the order in which they’re experienced matters. Each experience should build on what happened in the previous one.
  • anonymous on 29 Mar 12
     
    "March 21, 2012 Thinking Developmentally: Designing Courses with a Progression of Learning Experiences By: Maryellen Weimer, PhD in Teaching Professor Blog Add Comment Thinking developmentally is one of those instructional design issues that we don't do often enough. We understand that different learning experiences are appropriate for students at different levels. We expect a higher caliber of work from seniors than from those just starting college. But how often do we purposefully design a progression of learning experiences?"
  • Jackie Doherty on 02 Apr 12
     
    Thinking developmentally is one of those instructional design issues that we don't do often enough. We understand that different learning experiences are appropriate for students at different levels. We expect a higher caliber of work from seniors than from those just starting college. But how often do we purposefully design a progression of learning experiences?
Kathy Schwarz

Healthline - 2 views

BodyMaps is an interactive visual search tool that allows users to explore the human body in 3-D. With easy-to-use navigation, users can search multiple layers of the human anatomy, view systems an...

teaching learning

started by Kathy Schwarz on 11 Jun 12 no follow-up yet
Jackie Doherty

McElvaney - 1 views

www.cjlt.ca/...257

shared by Jackie Doherty on 28 May 11 - Cached
  • Free and easy-to-use technologies offer new ways to find, organize, create, and interact with information.
  • The 2009 Horizon Report defines personal webs as "customized, personal web-based environments . . . that explicitly support one's social, professional, [and] learning . . . activities via highly personalized windows to the networked world" (Johnson, Levine & Smith, 2009, p. 19), and heralds them as an emerging learning trend.
  • This paper explores personal web technologies (PWTs) and their learning applications. Examples are given of commonly used, customizable technologies such as: social bookmarking, personal publishing tools, aggregators, and metagators.
  • ...34 more annotations...
  • learning needs extend far beyond the culmination of a training session or degree program. Working adults must continually update their skills and behaviours to conform to the constantly changing demands of the workplace (Lewis & Romiszowski, 1996)
  • some needs may best be addressed by the individual him/herself.
  • PLE) to manage their own learning resources; whether these are wikis, news feeds, podcasts, or people.
  • The use of PWTs for learning directly supports several principles of connectivism, a learning theory outlined by Siemens (2006): (i) Knowledge rests in networks, (ii) Knowledge may reside in non-human appliances, and learning is enabled / facilitated by technology, and (iii) Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities (p. 31).
  • If individuals can sufficiently develop their ability to find, organize, and manage these connections, their available knowledge does not have to be limited by the confines of their own skulls.
  • To navigate the Internet more efficiently, individuals can assemble a virtual toolbox from an ever-growing list of free, and often open-source, technologies to aid in aggregating, organizing, and publishing information online.
  • To create a personal web for learning, it is first necessary to explore what personal web technologies are, where to find them, and how to use them.
  • Social bookmarking and research tools allow users to save web pages, articles, and other media (usually to an online storage location) and organize them in personally meaningful ways.
  • n general, the length and full-featured capabilities of blogging offer learners the opportunity to explore topics in depth and reflect, while the speed and simplicity of micro-blogging lends itself more towards posing questions and collaborative brainstorming (King, 2009).
  • esides enriching and enlivening a post, these tools make it possible for an individual to publish artifacts that are ill-served by text-only displays.
  • Micro-blogs, such as Twitter (twitter.com), allow users to post short messages from their computer or mobile phone.
  • Users can also 'follow' other members to receive a stream of their posts.
  • asily "ask and answer questions, learn from experts, share resources, and react to events on the fly"
  • ndividuals who follow multiple blogs and/or regularly visit news or media sites may find juggling the disparate streams of information overwhelming. For this reason, it can be helpful to subscribe to these streams (or “feeds”) by using an aggregator.
  • Metagators, also called portals or start pages, can aggregate feeds, social networks, and widgets to create a central, personalized location for an individual's Internet usage
  • Netvibes and iGoogle
  • Widgets are small, adaptable, programmable, web-based gadgets that can be embedded into a variety of sites or used on mobile phones or desktops (
  • Due to the fact that they are user-created, there is no exact definition of a PLE (PLE, n.d.). In general, a PLE is the sum of websites and technologies that an individual makes use of to learn.
  • PLEs may range in complexity from a single blog to an inter-connected web of social bookmarking tools, personal publishing platforms, search engines, social networks, aggregators, etc.
  • http://ltc.umanitoba.ca/wiki/index.php?title=Ple
  • Once an individual creates a PLE or PLN, there is no need to sit in front of a computer to access it. The majority of PWTs have mobile-friendly versions available, allowing individuals to take their learning to go.
  • Instead of limiting learning to traditional environments, mobile versions of PWTs give learners more options on where and when to learn.
  • However, there is a catch: PWTs may clash with traditional, linear, teacher-centered instruction (see Figure 2)
  • Learners who use PWTs must learn to question sources, verify information, compare and contrast various perspectives and become more independent
  • need to focus on building critical media and information literacy skills, so that students can effectively navigate the online maze and avoid being fooled by false or misleading information.
  • students have already experimented with a personal web technology, such as social networking, but, "few of them are being taught how to leverage its potential and benefit from the deep learning that can ensue"
  • In higher education, PWTs could be of great use for researching, developing PLNs, and creating online portfolios.
  • An undergraduate student who uses a research tool such as Zotero will graduate with a searchable, organized collection of annotated resources that could be valuable in the workplace or in future academic undertakings.
  • As the individual becomes increasingly connected to their PLN, they may become increasingly disconnected to those who are physically around them, such as family and friends
  • Using PWTs to incessantly check for new articles, status updates, and activity may become a drain on one’s attention and productivity
  • Valuable or innovative ideas put forth by lesser-known individuals can easily become lost in the noise.
  • ndividuals who wish to learn from their personal network must strive to create a diverse PLN populated with voices that may dissent, challenge, or provoke. Otherwise, the PLN cannot foster critical and creative thinking,
  • anything they publish on the Internet may be found by supervisors, peers, teachers, a
  • uture hiring managers (Harris, 2007)
Tyler Wall

Nuts and Bolts: The 10-Minute Instructional Design Degree by Jane Bozarth : Learning So... - 4 views

www.learningsolutionsmag.com/...te-instructional-design-degree

instructional design

shared by Tyler Wall on 06 Sep 11 - No Cached
  • Design assessments first.
  • Don’t let the “objectives” obscure the point.
  • No tool will take your content-heavy slides and turn them into an engaging, interactive eLearning experience.
  • ...5 more annotations...
  • Design is finished when there’s nothing left to take out
  • There is no such thing as fidelity.
  • Beware of Clicky-Clicky-Bling-Bling (CCBB) design.
  • Learn to say “No.”
  • Instruction does not cause learning.
Kathy Schwarz

massive open online course starting soon - 4 views

Being connected changes learning. When those connections are global, the experience of knowledge development is dramatically altered as well. Over the past four years, a growing number of educators...

education online

started by Kathy Schwarz on 02 Sep 11 no follow-up yet
1 - 19 of 19
Showing 20▼ items per page