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Leo de Carvalho

eLearn: Case Studies - Group Discussion in Online Statistics Courses - 0 views

www.elearnmag.org/subpage.cfm

e-learning groups

shared by Leo de Carvalho on 23 Mar 11 - Cached
  • However, one main advantage about using discussion groups in the online environment is that the instructor can witness the full evolution of a group's discussion.
    • Leo de Carvalho
      Leo de Carvalho on 23 Mar 11
       
      uma das vantagens de grupos de discussao é que o instrutor fica consciente de toda a evolucao da discussao do grupo.
  • Leo de Carvalho on 23 Mar 11
     
    In this article, Michelle Everson summarized her attempt to use small-group discussion assignments in an online introductory statistics course. She have found that these assignments can be successful, and they can lead to opportunities for students to reason more about statistical concepts and help each other learn important course material. When using such assignments, we would encourage instructors to (1) create assignments that do not have just one "right" answer so that students have ample opportunities to discuss different ideas and respond to what their group members post, (2) allow several days for students to work on the assignment, (3) provide students with clear guidelines for every assignment so they know exactly what they need to do as a group, (4) provide incentives for students to post not only their own thoughts, but respond to what their group members have said, and (5) provide students with examples of what it means to reflectively respond to their peers. Most of all, we would encourage instructors to make their presence known to the discussion group during every discussion. Assure students that you will be there in order to make sure everyone is on the right track, and take whatever opportunity you can to cheer the group on, highlight important ideas that different members of the group have posted, and question the group in order to get them to think more critically about the material.
eidesign

How To Effectively Convert Face-To-Face Instructor-Led Training Into Online Training - ... - 0 views

www.eidesign.net/-training-into-online-training

convert ilt to elearning convert instructor led training to elearning converting ilt course in to online training

shared by eidesign on 09 Oct 17 - No Cached
  • eidesign on 09 Oct 17
     
    We have been using the power of stories in professional learning for several years now. I am going to share a case study that highlights how we effectively converted face-to-face Instructor-Led Training (ILT) to online training learning using storytorial as our learning strategy. What is really interesting is that the aimed business gain that was evading us during the ILT training was met after we made this story based online conversion.
nolanhout

Converting Instructor Led Training into Engaging Online Learning Experiences - 0 views

www.infoprolearning.com/...ng-online-learning-experiences

OnlineLearning Instructor-LedTraining

shared by nolanhout on 25 Jun 20 - No Cached
  • nolanhout on 25 Jun 20
     
    Converting instructor-led training content onto engaging online learning experiences is the need of the new business environment.
Ihering Alcoforado

Learning Online with Games, Simulations, and Virtual Worlds: Strategies for ... - Clark... - 12 views

books.google.com.br/books

shared by Ihering Alcoforado on 01 Apr 12 - No Cached
  • Ihering Alcoforado on 01 Apr 12
     
    Learning Online with Games, Simulations, and Virtual Worlds: Strategies for Online Instruction Clark Aldrich 1 Resenha John Wiley & Sons, 02/10/2009 - 144 páginas Jossey-Bass Guides to Online Teaching and Learning Learning Online with Games, Simulations, and Virtual Worlds Strategies for Online Instruction Clark Aldrich Learning Online with Games, Simulations, and Virtual Worlds The infusion of games, simulations, and virtual worlds into online learning can be a transforming experience for both the instructor and the student. This practical guide, written by education game expert Clark Aldrich, shows faculty members and instructional designers how to identify opportunities for building games, simulations, and virtual environments into the curriculum; how to successfully incorporate these interactive environments to enhance student learning; and how to measure the learning outcomes. It also discusses how to build institutional support for using and financing more complex simulations. The book includes frameworks, tips, case studies and other real examples, and resources. Praise for Learning Online with Games, Simulations, and Virtual Worlds "Clark Aldrich provides powerful insights into the dynamic arena of games, simulations, and virtual worlds in a simultaneously entertaining and serious manner as only he can. If you are involved with educating anyone, from your own children to classrooms full of students, you need to devour this book." -- Karl Kapp, assistant director, Institute for Interactive Technologies, Bloomsburg University "At a time when the technologies for e-learning are evolving faster than most people can follow, Aldrich successfully bridges the perceptual gap between virtual worlds, digital games, and educational simulations, and provides educators with all they really need to use this technology to enhance and enrich their e-learning experiences." -- Katrin Becker, instructor, Department of Computer Science and Information Systems, Mount R
Glenn Hoyle

PAR- How moving from LMS to virtual worlds changes instructors' roles, learner expectat... - 0 views

www.elearningfuture.com/s-and-non-verbal-communication

vle virtual roles pedagogy

shared by Glenn Hoyle on 15 Jul 09 - Cached
  • Glenn Hoyle on 15 Jul 09
     
    How instructors' roles are changing in virtual worlds.
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.
Gudrun Porath

E-Learning Reaches All-Time High - 0 views

www.bersin.com/...post.aspx

elearning classroom training ILT self-study virtual-classroom

shared by Gudrun Porath on 20 Jan 10 - Cached
  • Gudrun Porath on 20 Jan 10
     
    "The increase came primarily at the expense of instructor-led classroom training (ILT). Although ILT remained the dominant delivery method (accounting for 60% of training hours delivered), its use has declined. Some ILT hours have been replaced with virtual classroom training (VILT), which uses a live, remote instructor broadcast online or over video. Virtual classrooms maintain the benefit of live instruction, while avoiding the costs associated with travel and facilities. Use of VILT increased to 13% of training hours delivered in 2009. "
Nigel Robertson

Implementing a Cost Effectiveness Analyzer for Web-Supported Academic Instruction: A Ca... - 6 views

www.eurodl.org/?article=369

elearning learning web cost effectivemess quantify

shared by Nigel Robertson on 26 Oct 09 - Cached
  • Nigel Robertson on 26 Oct 09
     
    "This paper describes the implementation of a quantitative cost effectiveness analyzer for Web-supported academic instruction that was developed in Tel Aviv University during a long term study. The paper presents the cost effectiveness analysis of Tel Aviv University campus. Cost and benefit of 3,453 courses were analyzed, exemplifying campus-wide analysis. These courses represent large-scale Web-supported academic instruction processes throughout the campus. The findings were described, referring to students, instructors and university from both the economical and educational perspectives. The cost effectiveness values resulting from the calculations were summarized in four "coins" (efficiency coins=$; quality coins; affective coins; and knowledge management coins) for each of the three actors (students, instructors and university). In order to examine the distribution of those values throughout the campus assessment scales were created on the basis of descriptive statistics. The described analyzer can be implemented in other institutions very easily and almost automatically. This enables us to quantify the costs and benefits of Web-supported instruction on both the single-course and the campus-wide levels. "
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
Dennis OConnor

E-Learning Graduate Certificate Program: Problem solving in an online constructivist cl... - 0 views

elearning-certificate.blogspot.com/...problem-solving-in-online.html

shared by Dennis OConnor on 12 Jan 11 - No Cached
  • If you come across a question you can't answer, be honest. Don't bluff or portray yourself as an expert when you aren't. Instead model the collaborative skills you've developed and work together with the student to solve problems.
  • By sharing power you enhance the learning community. 
  • 1. Wait time.
  • ...8 more annotations...
  • Here are some problem solving tips.
  • 2. Admit when you're uncertain.
  • 3. Practicum Interns should consult with your cooperating instructor on anything that might get sticky.
  • In an internship,  go to your cooperating cooperating instructor first.  
  • When you're teaching online for a company or university use the chain of command.
  • 4. Use your search skills.
  • Problem solving is an ongoing process. 
  • See our NEW Checklist for Online Instructors for a comprehensive guide to best practices in e-learning! 
Sharon Elin

Insidious Pedagogy: How CMS Impact Teaching - 10 views

firstmonday.org/...2303

pedagogy article2read elearning

shared by Sharon Elin on 05 Oct 09 - Cached
  • most college instructors do not work or play much on the Web, and thus utilize Web–based systems primarily at their basic level. The defaults of the CMS therefore tend to determine the way Web–novice faculty teach online, encouraging methods based on posting of material and engendering usage that focuses on administrative tasks.
  • Sharon Elin on 05 Oct 09
     
    "Most college instructors do not work or play much on the Web, and thus utilize Web-based systems primarily at their basic level. The defaults of the CMS therefore tend to determine the way Web-novice faculty teach online, encouraging methods based on posting of material and engendering usage that focuses on administrative tasks."
Vanessa Vaile

MOOC - The Resurgence of Community in Online Learning - 0 views

halfanhour.blogspot.com.au/...ce-of-community-in-online.html

elearning downes blog-post MOOC community online learning CMC11 transliteracy

shared by Vanessa Vaile on 08 Jun 13 - No Cached
    • Vanessa Vaile
      Vanessa Vaile on 08 Jun 13
       
      or other social bookmarking, feed reader, aggregator. the main purpose is collect/collate, tag or label, annotate (time permitting) and curate
  • Feeding Forward - We want participants to share their work with other people in the course, and with the world at large
  • Sharing is and will always be their choice.
  • ...31 more annotations...
  • even more importantly, it helps others see the learning process, and not just the polished final result.
  • The Purpose of a MOOC
  • Coursera, for example, may want to support learning, but it is also a company that wants to make money at the same time
  • Organizations offer MOOCs in order to serve other objectives.
  • MOOCs serve numerous purposes, both to those who offer MOOCs, those who provide services, and those who register for or in some way ‘take’ a MOOC.
  • The original MOOC offered by George Siemens and myself had a very simple purpose at first: to explain ourselves.
  • there are different senses of learning
  • creating an open online course designed in such a way as to support a large (or even massive) learning community.
  • The MOOC as Community
  • Although we learn what we learn from personal experience, we usually learn what we learn from other people. Consequently, learning is a social activity, whether we immerse ourselves into what Etienne Wenger called a community of practice (Wenger, Communities of Practice: Learning, meaning and identity, 1999), learn what Michael Polanyi called tacit knowledge (Polanyi, 1962), and be able to complete, as Thomas Kuhn famously summarized, the problems at the end of the chapter. (Kuhn, 1962)
  • So online communities form around offline activities
  • With today’s focus on MOOCs and social networking sites (such as Facebook and Google+) the discussion of community per se has faded to the background.
  • Online educators will find themselves building interest based communities whether they intend to do this or not
  • Learning in the community of practice takes the form of what might be called ‘peer-to-peer professional development activities’
  • The MOOC is for us a device created in order to connect these distributed voices together, not to create community, not to create culture, but to create a place where community and culture can flourish,
  • The peer community by contrast almost by definition cannot be formed over the internet
  • created through proximity
  • online communities depend on a topic or area of interest
  • Community Access Points
  • This was a project that did more than merely provide internet access, it created a common location for people interesting in technology and computers (and blogs and Facebook)
  • The MOOCs George Siemens and I have designed and developed were explicitly designed to support participation from a mosaic of cultures.
  • It is worth noting that theorists of both professional and social networks speak of one’s interactions within the community as a process of building, or creating, one’s own identity.
  • danah boyd, studying the social community, writes, “The dynamics of identity production play out visibly on MySpace. Profiles are digital bodies, public displays of identity where people can explore impression management.
  • ecause imagery can be staged, it is often difficult to tell if photos are a representation of behaviors or a re-presentation of them
  • In both of these we are seeing aspects of the same phenomenon. To learn is not to acquire or to accumulate, but rather, to develop or to grow. The process of learning is a process of becoming, a process of developing one’s own self.
  • We have defined three domains of learning: the individual learner, the online community, and the peer community.
  • Recent discussions of MOOCs have focused almost exclusively on the online community, with almost no discussion of the individual learner, and no discussion peer community. But to my mind over time all three elements will be seen to be equally important.
  • three key roles in online learning: the student, the instructor, and the facilitator. The ‘instructor’ is the person responsible for the online community, while the ‘facilitator’ is the person responsible for the peer community.
  • recent MOOCs offered by companies like Coursera and Udacity have commercialized course brokering
  • a model that the K-12 community has employed for any number of years
  • where is the French-language community itself?
  • Vanessa Vaile on 08 Jun 13
     
    post from Half an Hour: excellent explanation of how connectivist moocs work, what the difference is between them and x or wrapped moocs and what open is In this presentation Stephen Downes addresses the question of how massive open online courses (MOOCs) will impact the future of distance education. The presentation considers in some detail the nature and purpose of a MOOC in contrast with traditional distance education. He argues that MOOCs represent the resurgence of community-based learning and will describe how distance education institutions will share MOOCs with each other and will supplement online interaction with community-based resources and services. The phenomenon of 'wrapped MOOCs' will be described, and Downes will outline several examples of local support for global MOOCs. 
Michael Sturgeon

Teaching With YouTube: For Learning - 0 views

www.teachthought.com/...-197-digital-channels-learning

youtube teaching channels learning education edchat

shared by Michael Sturgeon on 11 Jul 16 - No Cached
  • Michael Sturgeon on 11 Jul 16
     
    "These channels allow instructors to share information and blend media in unprecedented and exciting new ways. From teaching Mandarin Chinese to busting myths about Astronomy, the educational possibilities are diverse and dynamic"
Native Mentor

Become a Wordpress Trainer/Instructor in Easy Ways - 0 views

ahmedabad.locanto.in/...r-Instructor-in-Easy-Ways.html

how to become a Personal trainer become a personal trainer become a trainer

shared by Native Mentor on 12 Jul 16 - No Cached
  • Native Mentor on 12 Jul 16
     
    For advice on how to become a Personal trainer of if you are in need of a trainer you could contact to Native Mentor. We are helps you on web platform, our main objective is to bridge a Trainer and Student for personal coaching at their convenient place and time in just an easy steps.
Native Mentor

Find Best Trainer & qualified tutors in Ahmedabad - 0 views

www.reddit.com/..._qualified_tutors_in_ahmedabad

Find Best Trainer qualified tutors Ahmedabad

shared by Native Mentor on 12 Jul 16 - No Cached
  • Native Mentor on 12 Jul 16
     
    Find best, qualified & experts trainers, instructor, tutors in Ahmedabad. Get a quick view profile details, education & tuition experience & tutoring Prices & student reviews
Native Mentor

Find Best Instructor & qualified Trainer in Ahmedabad - 0 views

www.scoop.it/...qualified-trainer-in-ahmedabad

Find Best InstructorAhmedabad qualified Trainer Ahmedabad

shared by Native Mentor on 12 Jul 16 - No Cached
  • Native Mentor on 12 Jul 16
     
    Find a personal trainer, Tutors in Ahmedabad, Search thousands of Ahmedabad personal trainers on the only Native Mentor. See here the whole list of our best personal trainers Ahmedabad and Contact him without hesitation to get a a detailed estimate of your project!
Nigel Coutts

In Online Learning, Don't Start with a Virtual "Syllabus Day" - The Learner's Way - 0 views

thelearnersway.net/...rt-with-a-virtual-syllabus-day

online learning syllabus education technology

shared by Nigel Coutts on 07 Aug 16 - No Cached
  • Nigel Coutts on 07 Aug 16
     
    Sadly, many students have come to expect that there will nothing of consequence addressed on the first day of an on-campus class. It's often referred to as "Syllabus Day" because that is the only content of consequence presented by the instructor.
Christopher Pappas

Just Remember: PC GAMES for Effective Written Feedback - 0 views

elearningindustry.com/for-effective-written-feedback

effective written feedback education learning resources

shared by Christopher Pappas on 27 Oct 13 - No Cached
  • Christopher Pappas on 27 Oct 13
     
    "The purpose of this article is three-fold: (a) to provide the definition and identify the benefits of an effective written feedback, (b) to identify the components of an effective written feedback, and (c) to provide an acronym that reminds instructors of the importance of providing effective written feedback for their students. "
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