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Gytis Cibulskis

iCamp » The Project - 0 views

www.icamp.eu/project

e-learning education edutech icamp learning socialnetworking socialsoftware web2.0

shared by Gytis Cibulskis on 25 Mar 08 - Cached
  • iCamp is a research and development project funded by the European Commission under the IST (Information Society Technology) programme of FP6. The project aims at creating an infrastructure for collaboration and networking across systems, countries, and disciplines in Higher Education. Pedagogically it is based on constructivist learning theories that puts more emphasis on self-organised learning, social networking, and the changing roles of educators.
  • Gytis Cibulskis on 25 Mar 08
     
    iCamp is a research and development project funded by the EC under the FP6 IST programme. The project aims at creating an infrastructure for collaboration and networking across systems, countries, and disciplines in Higher Education. Pedagogically it is based on constructivist learning theories that puts more emphasis on self-organised learning, social networking, and the changing roles of educators.
Nik Peachey

Course: Easy Web 2.0 tools that you can use in your classroom - 20 views

www.seeta.eu/...view.php

web2.0 languages school technology professionaldevelopment resources tools education learning

shared by Nik Peachey on 07 Dec 09 - Cached
  • Nik Peachey on 07 Dec 09
     
    "Over the course of this event we will be looking at a small range of web based tools that will enable you to create motivating online language learning activities for your students. These can be used either in class or set as homework. You will have the chance to understand how these tools work, find out how to use them with students and be able to try your hand at creating and sharing activities with other teachers. By the end of the event you should have a small 'toolkit' of resources and ideas that will enable you to enhance your lessons though the effective and pedagogically sound use of technology."
  • Nik Peachey on 07 Dec 09
     
    Over the course of this event we will be looking at a small range of web based tools that will enable you to create motivating online language learning activities for your students. These can be used either in class or set as homework. You will have the chance to understand how these tools work, find out how to use them with students and be able to try your hand at creating and sharing activities with other teachers. By the end of the event you should have a small 'toolkit' of resources and ideas that will enable you to enhance your lessons though the effective and pedagogically sound use of technology.
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
Nik Peachey

Nik's Learning Technology Blog: Online Teacher Development Works Best - 15 Reasons Why - 7 views

nikpeachey.blogspot.co.uk/...er-development-works-best.html

technology development efl ICT education TT CPD elearning

shared by Nik Peachey on 06 Sep 12 - No Cached
  • Nik Peachey on 06 Sep 12
     
    "I've started this article with quite a bold statement, but it's a conclusion that I have been coming too over the course of quite a few years now. I should really put this into context though, as most of the teacher training I do deals with pedagogical training for the use of technology and is most often delivered during intensive face to face sessions, usually with groups of teachers working in a computer lab"
Nigel Coutts

The purpose of education - The Learner's Way - 0 views

thelearnersway.net/...the-purpose-of-education

purpose education teaching learning

shared by Nigel Coutts on 27 Mar 16 - No Cached
  • Nigel Coutts on 27 Mar 16
     
    Behind the rhetoric and politics, education is about the outcomes it achieves for its learners. More than being about the nuances of technology, learning space design, curriculum structures and pedagogical practices schools should have effective answers to questions that focus on what they hope to achieve for their learners. How we answer this question should then dictate the measures we utilise to achieve these goals and it is to these ends that we must apply our efforts.
Martin Burrett

A Digital Toolkit for our Classrooms - 0 views

issuu.com/...14

pedagogy technology

shared by Martin Burrett on 03 Feb 14 - No Cached
  • Martin Burrett on 03 Feb 14
     
    Great article with practical and pedagogical ideas
Nigel Robertson

SOLSTICE | Edge Hill University - 0 views

www.edgehill.ac.uk/...what.htm

conference edge_hill education elearning oznzed research resource solstice wcel

shared by Nigel Robertson on 03 Oct 08 - Cached
  • Nigel Robertson on 03 Oct 08
     
    SOLSTICE involves the use of supported online learning or blended learning designed on sound pedagogic principles and developed as a result of ongoing evaluative research
Nigel Robertson

Solstice 2006 - Papers/Presentations - 0 views

www.edgehill.ac.uk/...NEWPapersPresentations.htm

conference edge_hill education elearning oznzed research resource solstice wcel

shared by Nigel Robertson on 03 Oct 08 - Cached
  • Nigel Robertson on 03 Oct 08
     
    SOLSTICE involves the use of supported online learning or blended learning designed on sound pedagogic principles and developed as a result of ongoing evaluative research
Graham Atttwell

Main Page - OER Commons - 1 views

wiki.oercommons.org/...Main_Page

creative commons oer open education open education resources unesco

shared by Graham Atttwell on 04 Jul 08 - Cached
  • Graham Atttwell on 04 Jul 08
     
    Welcome to the OER Commons Wiki, a shared workspace for individuals and groups of educators to develop and share open educational resources. What are OER? Open Education Resources (OER) are teaching and learning materials freely available online for everyone to use, whether you are an instructor, student, or self-learner. Examples of OER include: full courses, course modules, syllabi, lectures, homework assignments, quizzes, lab and classroom activities, pedagogical materials, games, simulations, and many more resources contained in digital media collections from around the world.
The dexway method

dexway - the online language learning method that's pedagogically perfect. - 0 views

www.dexway.com/...od-thats-pedagogically-perfect

education web2.0 learning tools elearning e-learning technology resources language courses language program learn english french

shared by The dexway method on 02 Mar 10 - Cached
  • The dexway method on 02 Mar 10
     
    Dexway provides the market's most complete language learning technology, featuring loads of interactivity, professor for tutelage via virtual classes, continuous monitoring of student performance and speech recognition technology for the evaluation of pronunciation
Graham Atttwell

E-Learning and Digital Media ISSN 2042-7530 - How to contribute - 11 views

www.wwwords.co.uk/...howtocontribute.asp

journals call for papers open journal on-line journal

shared by Graham Atttwell on 24 Jan 10 - Cached
  • Graham Atttwell on 24 Jan 10
     
    "E-Learning and Digital Media (formerly E-Learning) is a peer-reviewed international online-only journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. A Policy statement is available. Articles accepted for publication become the copyright of the journal, unless otherwise specifically agreed. All contributions should be original and should not be under consideration elsewhere. Authors should be aware that they are writing for an international audience and should use non-discriminatory language. All submissions to the journal are peer-refereed (anonymously) so they are published in accordance with international academic standards for research publication. For those who are refereeing articles on behalf of the journal a Referee Report form is available here."
Leo de Carvalho

Computer-supported collaborative learning - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...pported_collaborative_learning

collaborative learning

shared by Leo de Carvalho on 07 Apr 11 - Cached
  • Other learning theories that provide a foundation for CSCL include distributed cognition, problem-based learning, cognitive apprenticeship, and situated learning. Each of these learning theories focuses on the social aspect of learning and knowledge building. Each theory recognizes that learning and knowledge building involve inter-personal activities including conversation, argument, and negotiation.[4]
  • The theory suggests that learning is not a matter of accepting fixed facts, but is the dynamic, on-going, and evolving result of complex interactions primarily taking place within communities of people.
  • Collaboration theory proposes that technology in support of CSCL should provide new types of media that foster the building of collaborative knowing; facilitate the comparison of knowledge built by different types and sizes of groups; and help collaborative groups with the act of negotiating the knowledge they are building. Further, these technologies and designs should strive to remove the teacher as the bottleneck in the communication process. In other words, the teacher should not have to act as the conduit for communication between students or as the avenue by which information is dispensed. Finally, collaboration theory-influenced technologies will strive to increase the quantity and quality of learning moments via computer-simulated situations.[12]
  • Leo de Carvalho on 07 Apr 11
     
    Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource.[1] CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.
Nigel Coutts

Moving beyond linear plans for learning - The Learner's Way - 0 views

thelearnersway.net/...yond-linear-plans-for-learning

education learning teaching curriculum visual thinking

shared by Nigel Coutts on 05 Jan 20 - No Cached
  • Nigel Coutts on 05 Jan 20
     
    An important part of the role of any educator is that of planning learning sequences. Perhaps you are tasked with designing curriculum or more likely you are translating a mandatory curriculum into workable units of learning. The task is complex and there are multiple arrangements. The goal is to design units that connect students with learning in ways that are meaningful and relevant. A well-designed unit of learning fits seamlessly alongside other learning opportunities and the overall sequence of learning should match the learners developing expertise. As we plan units of learning we must consider a great variety of factors which impact the learning we design. Our knowledge of our students and where they are with their learning is crucial and a strong place to start. We also need to know what it is we are required to teach and have a grab bag of pedagogical moves that bring this content alive.
puzznbuzzus

Is English Language So Popular because of the USA? - 0 views

Americans might tend to inflate the influence of the United States in the history of the spread of English. Before the World Wars, particularly WWII, the US was a bit player on the world stage. The...

english quiz online

started by puzznbuzzus on 17 Feb 17 no follow-up yet
cristina costa

EAEA - Innovation in learning through ICT - new challenges - 0 views

www.eaea.org/news.php

eaea

shared by cristina costa on 18 Dec 08 - Cached
  • The impact of ICT on education and training is visible, but not as great as it could be. The extent to which businesses and public services have been transformed through ICT is not yet reflected in educational systems;
  • Embedding ICT in education and training systems requires changes across the pedagogical, technological and organisational settings
  • The potential for ICT to help develop a 'learning continuum' between formal, informal and workplace learning is clear and has to be built upon
  • ...3 more annotations...
  • developing innovative learning approaches, including them in curricula and supporting them through teaching guidelines and teacher training;
  • adapting assessment methods and quality standards to the actual learning needs in education systems, and exploiting innovative learning resources such as open educational resources
  • building on the widespread use of digital devices and tools as an opportunity to foster the creative and critical use of ICT for learning and teaching.
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.
Graham Atttwell

Misiones Pedagogicas 1934 - 1936. Republica espanola. English subtitles documental de P... - 2 views

www.documaniatv.com/...subtitles-video_7cd707358.html

pedagogic missions spain

shared by Graham Atttwell on 10 Dec 09 - Cached
  • Graham Atttwell on 10 Dec 09
     
    "Misiones Pedagogicas 1934 - 1936. Republica espanola. English subtitles"
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