Skip to main content

Home/ elearning 2.0/ Group items tagged Design

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Michael Cridland

dafont.com - 0 views

www.dafont.com

design fonts

shared by Michael Cridland on 31 Mar 08 - Cached
  • Michael Cridland on 31 Mar 08
     
    Lots of funky fonts to download and install.
Martin Burrett

Wix - Create web & mobile sites - 1 views

www.wix.com

web design website website builder flash

shared by Martin Burrett on 30 Jun 08 - Cached
  • Martin Burrett on 30 Oct 11
     
    This is my website builder of choice. This easy to use, drag and drop tool allows you to build beautiful flash websites in a matter of minutes. You can embed these pages into other sites and blogs. There are lots of good widgets including email forms and comment boxes. You can also build mobile sites. Build them by choosing a template and background and add the info, links and images you want. See my example at http://j.mp/ICTmob. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Elizabeth Koh

All Things in Moderation - E-tivities - 0 views

www.atimod.com/...5stage.shtml

activities design e-learning online education teaching

shared by Elizabeth Koh on 02 Apr 08 - Cached
  • Elizabeth Koh on 02 Apr 08
     
    activities to help students learn online easily
Graham Atttwell

blender.org - Home - 0 views

www.blender.org

animation opensource software graphics design 3d

shared by Graham Atttwell on 16 Mar 09 - Cached
  • Graham Atttwell on 16 Mar 09
     
    model * shade * animate * render * composite * interactive 3d Blender is the free open source 3D content creation suite, available for all major operating systems under the GNU General Public License.
Glenn Hoyle

Introduction to Crafting Questions for On-line Discussions | Penn State Learning Design... - 3 views

ets.tlt.psu.edu/...crafting_question

forums instructionaldesign pedagogy

shared by Glenn Hoyle on 21 May 09 - Cached
  • Glenn Hoyle on 21 May 09
     
    Introduction to Crafting Questions for On-line Discussions
Jez Cope

Official Google Blog: Went Walkabout. Brought back Google Wave. - 0 views

googleblog.blogspot.com/...-brought-back-google-wave.html

google wave google wave web 2.0 web tools

shared by Jez Cope on 09 Jun 09 - Cached
  • The protocol is designed for open federation, such that anyone's Wave services can interoperate with each other and with the Google Wave service. To encourage adoption of the protocol, we intend to open source the code behind Google Wave.
    • Jez Cope
      Jez Cope on 09 Jun 09
       
      For me this will be the key to Wave's success or failure. If other providers do start up it will avoid vendor lock-in and potentially lead to much higher adoption. Companies (and individuals) which wouldn't consider outsourcing their communication to Google for all sorts of reasons would be much more likely to get on board if they can have the same functionality and global interoperability while still retaining control of their data.
  • Jez Cope on 09 Jun 09
     
    Google Wave has the potential to turn the web on it's head. Amongst other things, it could spell the final death-knell for VLEs, or be their rebirth.
Em Elizabeth Hughes-Maillard

Online SharePoint Designer Training - WC-SAB301: Creating Solutions with SharePoint Ser... - 0 views

www.tedpattison.net/...WC_SAB301.aspx

sharepoint

shared by Em Elizabeth Hughes-Maillard on 01 Apr 09 - Cached
  • Em Elizabeth Hughes-Maillard on 01 Apr 09
     
    Sharepoint trainings online
Glenn Hoyle

Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of L... - 0 views

www.irrodl.org/...1178

interaction equivalency instructional_design self-paced research

shared by Glenn Hoyle on 25 Apr 09 - Cached
  • This exploratory study sought to examine the experiences and preferences of adult learners concerning the various interactions that they encounter in a self-paced online course. The following four primary research questions guided data collection and analysis efforts: 1. What forms of interaction do adult learners engage in most in self-paced online courses? 2. What forms of interaction do adult learners value most in self-paced online courses? 3. What forms of interaction do adult learners identify as equivalent in self-paced online courses? 4. What impact do adult learners perceive interaction to have on their self-paced online learning experience?
  • Deep and meaningful formal learning is supported as long as one of the three forms of interaction (student–teacher; student-student; student-content) is at a high level. The other two may be offered at minimal levels, or even eliminated, without degrading the educational experience. High levels of more than one of these three modes will likely provide a more satisfying educational experience, though these experiences may not be as cost or time effective as less interactive learning sequences. (Anderson, 2003)
    • Mike Fandey
      Mike Fandey on 25 Apr 09
       
      The perception of high level is key. If a single interaction approach is selected and the learner opts not to engage, then "high level interaction" is not achieved.
  • Participants further noted that they engaged most actively with the instructor and course content, commensurate with findings of previous research pointing to the necessity of such fundamental interactions (Gallien & Early, 2008; Heinemann, 2003; Pawan, Paulus, Yalcin, & Chang, 2003; Perry & Edwards, 2005; Stein, Wanstreet, Calvin, Overtoom, & Wheaton, 2005). The results of this study further strengthen the literature calling for the development of specific competencies not only for those designing online learning but also for those who facilitate online learning experiences of various formats (Klein, Spector, Grabowski, & Teja, 2004; Varvel, 2007).
  • ...7 more annotations...
  • Research Question 2: What forms of interaction do adult learners value most in self-paced online courses?
  • Participants hailed the blogging and social bookmarking activities as integral to the quality of the overall learning experience, noting the synergy of formal and informal interactions that such activities fostered.
  • Participants noted that although they enjoyed the interactions with other learners and often wished for more, they conceded that in the self-paced, online learning environment such interactions are challenging.
  • informal learning environment that was crafted placed maximum control with the learners. Such informal learning environments provide an open venue for learners to connect with others interested in the same concepts either in a different course section or at a different stage of the course (Rhode, 2006).
  • Participants identified interaction with the instructor and content as very nearly equivalent in a self-paced online course. Participants pointed out that quality interaction with content is indispensable in the self-paced learning environment and can not in any way be replaced. They also indicated that interaction with the instructor could potentially be diminished and compensated for through increased quality interactions with content or learners. Participants further noted that while interaction with other learners is desirable within the self-paced learning environment, the self-paced nature of the course makes such interactions challenging. Therefore, learners were willing to forgo interpersonal interactions deemed by some as tangential in exchange for the flexibility afforded by the self-paced learning approach.
  • In a granular analysis of the various interaction activities, participants generally reported the activity of blogging as equivalent or superior to asynchronous discussion via the discussion board in Blackboard. Such findings add to the burgeoning body of research supporting the pedagogical possibilities of blogging as a flexible asynchronous communication alternative to threaded discussion via a restricted learning management system
  • This mixed methods study explored the dynamics of interaction within a self-paced online learning environment. It used rich media and a mix of traditional and emerging asynchronous computer-mediated communication tools to determine what forms of interaction learners in a self-paced online course value most and what impact they perceive interaction to have on their overall learning experience. This study demonstrated that depending on the specific circumstance, not all forms of interaction may be either equally valued by learners or effective. Participants differentiated among the various learning interactions available and indicated that informal interactions were as important as formal interactions in determining the quality of the online learning experience. Participants also reported the activity of blogging as being equally valued and in some ways superior to instructor-directed asynchronous discussion via the discussion board in a learning management system.
  • Glenn Hoyle on 25 Apr 09
     
    Learning takes place through active engagement rather than passive transmission.
Michelle DeSilva

Multicolr Search Lab - Idée Inc. - 1 views

labs.ideeinc.com/multicolr

flickr color search tools photos photography multicolr design

shared by Michelle DeSilva on 20 Jul 09 - Cached
  • Michelle DeSilva on 20 Jul 09
     
    Search fllickr by colors you choose.
Jennifer Garcia

The Capital Region Society for Technology in Education - 0 views

crste.org/c3archive.html

technology education capital conference cyber

shared by Jennifer Garcia on 24 Feb 10 - Cached
  • Our Children Are Not the Students Our - Schools Were Designed For: Understanding Digital Kids Ian Jukes
  • 3D for Free! Using Google SketchUp and Google Earth in the Classroom - Bonnie Roskes
  • Multiple Intelligences and Instructional Technology - Walter McKenzie
  • ...7 more annotations...
  • Creativity and Literacy with Graphic Novels - Andre Costa de Sousa
  • Putting the Horse Back Before the Cart: Technology Competencies All Educational Administrators Need - Doug Johnson
  • Animation and Digital Storytelling Across the Curriculum - Scott Loomis
  • Glogster: Reverse WebQuesting - Nicole Tomaselli
  • Learning With the World - Using Technology to Connect Students Globally in Project Based Learning - Jim Carleton and Mali Bickley
  • Dragging Them Kicking and Screaming - Charlie Makela
  • Using Web Conferencing to Enrich Instruction - Kim Caise
  • Jennifer Garcia on 24 Feb 10
     
    crste cyber conference session archive
Lisa M Lane

Open for Learning: The CMS and the Open Learning Network | in education - 2 views

ineducation.ca/...-cms-and-open-learning-network

lms cms

shared by Lisa M Lane on 29 Jan 10 - Cached
  • technology has failed to transform learning
    • Lisa M Lane
      Lisa M Lane on 29 Jan 10
       
      Technology does not transform learning -- people developing and using technology to transform learning does that. Does one blame the technology, its design, or the uses to which it's been put?
  • these disruptions are likely to come from educational technologists and leaders exploring new tools and new approaches to learning.
    • Lisa M Lane
      Lisa M Lane on 29 Jan 10
       
      or, what would be even better from a pedagogical perspective, change could come from innovative faculty, as they use new tools to achieve their teaching goals
  • should also be taken as critiques of the predominant pedagogical model in higher education
    • Lisa M Lane
      Lisa M Lane on 29 Jan 10
       
      It is, I think, primarily a critique of the pedagogical model.
  • ...3 more annotations...
  • Because there is some confidential and proprietary data in the CMS, we have traditionally locked all course data behind a login screen, viewable only by an instructor and the officially enrolled members of his or her class
    • Lisa M Lane
      Lisa M Lane on 29 Jan 10
       
      An excellent point! This can be solved with selective use of CMS elements, and entering as little as possible into the LMS. Linking out is significant as a practice and a philosophy. I try to teach faculty to do that regardless of which CMS they are using.
  • the vast majority of instructors who adopted the CMS largely ignored Bloom's challenge to make an "educational contribution of the greatest magnitude," instead focusing on increasing the administrative efficiency of their jobs
  • In practice, the vast majority of instructors who adopted the CMS largely ignored Bloom's challenge to make an "educational contribution of the greatest magnitude," instead focusing on increasing the administrative efficiency of their jobs.
  • Lisa M Lane on 29 Jan 10
     
    commented and annotated by several people, including me -- Jared Stein's comments particularly helpful
Jennifer Garcia

OnCoverPage.com - Create fake magazine cover pages with your own photos! - 0 views

www.oncoverpage.com

create magazine fake oncoverpage photos design photography generator humor cover magazines

shared by Jennifer Garcia on 18 Mar 10 - Cached
  • Jennifer Garcia on 18 Mar 10
     
    "Create fake magazine cover pages with your own photos!"
Jennifer Garcia

Fake Magazine cover: Make Create Fake Magazine : Mag my pic - 0 views

www.paparazzied.com

magazine cover fake create photography humor magazines photos design generator

shared by Jennifer Garcia on 18 Mar 10 - Cached
  • Jennifer Garcia on 18 Mar 10
     
    "Your Face in Magazines, fake magazine cover Be Paparazzied! Simply Upload your Face pic to be featured in a Magazine Upload your image :"
Dianne Rees

Art: Paint and Draw Online - 26 views

livebinders.com/...present

paint LiveBinder art online drawing painting graphic design

shared by Dianne Rees on 19 Dec 10 - No Cached
  • Dianne Rees on 19 Dec 10
     
    Art, drawing, and painting resources in a LiveBinder
Dennis OConnor

When online learning fails « Tony Bates - 0 views

www.tonybates.ca/...when-online-learning-fails

e-learning online learning research

shared by Dennis OConnor on 13 Jan 11 - No Cached
  • This is another useless comparative study between online and face-to-face teaching, This study looked at 312 undergraduate students in one microeconomics course in one unnamed state university and found that male, Hispanic and low achieving students did worse online than in face-to-face classes. From this the NBER had the cheek to conclude that online learning is not all that it’s cracked up to be.
  • online courses in this study were just video recordings of the classroom lectures.
  • Will someone please tell universities and colleges in the United States that they need to redesign courses for online teaching?
  • ...2 more annotations...
  • ‘Good teaching may overcome a poor choice of technology, but technology will never save bad teaching.’ Indeed, it usually makes it worse (the magnifier effect). Merely putting lectures (good or bad) online is bad design.
  • There should be a law against any university or college that fails to adopt well tried and tested standards in its teaching, face-to-face or online. This is criminal negligence, no less, and students should sue for fraud. But don’t blame online learning for this. It’s academic laziness and ignorance that’s at fault.
  • Dennis OConnor on 13 Jan 11
     
    Tony Bates is one of the original gurus of highly interactive modern e-learning. In this blog he lets off some steam. Just reading this made me feel better.
« First ‹ Previous 421 - 440 of 515 Next › Last »
Showing 20▼ items per page