Skip to main content

Home/ EET Learns/ Group items tagged review

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Kathy Schwarz

*** Call for Expressions of Interest to join the Review Panel for the MERLOT Journal of... - 1 views

*** Call for Expressions of Interest to join the Review Panel for the MERLOT Journal of Online Learning and Teaching (JOLT) *** In response to continual increases in the volume of manuscript submi...

education

started by Kathy Schwarz on 30 Mar 12 no follow-up yet
Tyler Wall

Product Review: Articulate Storyline | E-Learning 24/7 Blog - 1 views

elearninfo247.com/...ct-review-articulate-storyline

LC2

shared by Tyler Wall on 08 Jun 12 - No Cached
  • Tyler Wall on 08 Jun 12
     
    Thorough review of Articulate Storyline
tobiah_goldstein

Creating Social Presence in Online Environments Steven R. Arago - 3 views

portfolio.educ.kent.edu/...jp_aragon.pdf

Online

shared by tobiah_goldstein on 29 Sep 11 - No Cached
  • tobiah_goldstein on 29 Sep 11
     
    Strategies for Creating Social Presence This section examines strategies that will help establish and maintain social presence within online environments. In this section, I offer strategies for the three groups of individuals involved with the three functions of these environments: (1) course designers (course design), (2) instructors (delivery and management), and (3) participants (participation). In reviewing the literature, the main responsibility for creating social presence is placed on the instructors. However, based on my personal experience as an online course designer and online course participant, I contend that the responsibility for establishing and maintaining social presence extends beyond the role of the instructor
Chris Aitken

A pedagogy of abundance or a pedagogy to support human beings? Participant support on m... - 0 views

www.irrodl.org/...2025

pedagogy MOOC connectivism

shared by Chris Aitken on 05 Dec 11 - No Cached
  • This paper examines how emergent technologies could influence the design of learning environments. It will pay particular attention to the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs). The research shows that it is possible to move from a pedagogy of abundance to a pedagogy that supports human beings in their learning through the active creation of resources and learning places by both learners and course facilitators.
  • Emergent technologies provide different models and structures to support learning. They disrupt the notion that learning should be controlled by educators and educational institutions as information and “knowledgeable others” are readily available on online networks through the press of a button for anyone interested in expanding his or her horizon.
  • Of course this puts the responsibility for information gathering, the validation of resources, and the learning process in the hands of learners themselves,
  • ...3 more annotations...
  • To manage this vast network of resources effectively requires learners to be autonomous in their learning and to have advanced analytic and synthesis skills to distill relevant information from the “noisy” network. Moreover, a high level of competency and interest in using a vast array of tools is required to do so effectively.
  • Barnett (2002)
  • pedagogy for human beings.
Tyler Wall

The Public Domain Review | Online journal dedicated to showcasing the most interesting ... - 2 views

publicdomainreview.org

copyright resources

shared by Tyler Wall on 06 Nov 13 - No Cached
  • Tyler Wall on 06 Nov 13
     
    Online journal dedicated to showcasing the most interesting and unusual out-of-copyright works available on the web
Chris Aitken

Connectivism: Learning theory of the future or vestige of the past? | Kop | The Interna... - 0 views

www.irrodl.org/...1103

downes siemens connectivism learning e-Learning teaching

shared by Chris Aitken on 18 May 11 - Cached
  • it replaces older theories that have become inferior, and the new theory builds on older theories without discarding them, because new developments have occurred which the older theories no longer explain.
  • what are the grounds for this measure
  • If connectivism is to build on older theories, how is the integration of the old and new theories to be conducted?
  • ...14 more annotations...
  • educators in higher learning institutions have been forced to adapt their teaching approaches without a clear roadmap for attending to students’ various needs.
  • The wide range of approaches and learning paths that are available to redesign curricula cause friction for educators and instructional designers who are required to deliver course materials in accordance with learning outcomes prescribed and mandated by educational institutions.
  • In connectivism, the starting point for learning occurs when knowledge is actuated through the process of a learner connecting to and feeding information into a learning community.
  • a learning community is described as a node, which is always part of a larger network.
  • Nodes may be of varying size and strength, depending on the concentration of information and the number of individuals who are navigating through a particular node (Downes, 2008).
  • Since information is constantly changing, its validity and accuracy may change over time, depending on the discovery of new contributions pertaining to a subject.
  • he ability to make decisions on the basis of information that has been acquired is considered integral to the learning process.
  • Learning is considered a “. . . knowledge creation process . . . not only knowledge consumption.”
  • One’s personal learning network is formed on the basis of how one’s connection to learning communities are organized by a learner
  • The connectivist metaphor is particularly timely, since the navigation of the Internet and the means by which information is dispersed on the Internet now provides a reference point for Siemens’ assertions.
  • In Theories of Developmental Psychology, Miller (1993) distinguishes between “theory” and “developmental theory,” and identifies the vast deficit that can exist between the two.
  • n general, an emerging theory should fall within the domain of scientific research, use scientific methods, and be based on previously conducted studies.  It should be logically constructed and verifiable through testing.
  • Developmental theories are fertile testing grounds for ideas, which, in turn, may lead to empirical research that can then validate – or disprove – formal hypotheses posited within the framework of the scientific method.
  • How does connectivism fulfil these tasks?
Kathy Schwarz

Technology Review Magazine published by MIT - 1 views

If you want to know what's new, check it out... http://www.technologyreview.com/?mod=Nav_Home

research website

started by Kathy Schwarz on 26 Aug 11 no follow-up yet
anonymous

Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fu... - 1 views

www.irrodl.org/...192

blended learning

shared by anonymous on 30 Mar 12 - No Cached
  • anonymous on 30 Mar 12
     
    "Blended learning is a hybrid of classroom and online learning that includes some of the conveniences of online courses without the complete loss of face-to-face contact. The present study used a causal-comparative design to examine the relationship of sense of community between traditional classroom, blended, and fully online higher education learning environments. Evidence is provided to suggest that blended courses produce a stronger sense of community among students than either traditional or fully online courses."
1 - 16 of 16
Showing 20▼ items per page