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Springer FNAC Livraria Cultura Livraria Nobel Livraria Saraiva Submarino   Encontrar em uma biblioteca Encontrar livrarias locais Todos os vendedores » Minha biblioteca Meu histórico Livros no Google Play Researching Learning in Virtual Worlds Anna Peachey 0 Resenhas Springer, 15/03/2010 - 196 páginas Most of the chapters in this book are extended papers from Research Learning in Virtual Environments (reLIVE08), an international conference held by the UK Open University in Milton Keynes in November 2008. Authors of the best papers and presentations from the conferences were invited to contribute to Research Learning in Virtual Worlds, the first book to specifically address research methods and related issues for education in virtual worlds. The book covers a range of research undertaken in virtual worlds. It opens with an accessible introduction both to the book and to the subject area, making it an ideal springboard for those who are new to research in this area. The subsequent ten chapters present work covering a range of research methodologies across a broad discipline base, providing essential reading for advanced undergraduate or postgraduate researchers working in education in virtual worlds, and engaging background material for researchers in similar and related disciplines.

Student exchange programs are gaining popularity these days, as they are the most common form of intercultural exchange. Student exchange programs provide a platform for high school and university students to live, study and work abroad. These programs are either conducted by governmental organizations or universities themselves. During such exchange programs, students live in host families .. view more

This is a great child-friendly place to find out about the planets and the universe. Click on the topics to see lots of info, images and games. http://ictmagic.wikispaces.com/Science

Hi impact, curated magazine of articles and professional resources for those interested in e-learning and online teaching. Published by Dennis O'Connor, Program Advisor for the University of Wisconsin Stout E-Learning and Online Teaching Graduate Certificate Program.

MentorMob organizes the Internet and your content into a world-wide collaborative classroom.

This is a fun Android and Apple app from University College London were players complete a range of games to exercise the brain cells and provide researchers with real, but anonymous data to use in their study. http://ictmagic.wikispaces.com/Science

List of open-source tools for teaching

The long term goals of DrupalEd are to support a variety of different installation profiles to meet different needs within schools, universities, and learning organizations.

"George Siemens posts frequently and with clarity on his blog elearnspace, and often I find myself nodding my head as I read or questioning my assumptions or bouncing around to other web sites as I hunt down reinforcing or contradicting information. Today I challenged a couple claims made in his posting, Explaining leads to information, which examines the past, present, and future roles of universities."

The collaborative nature of Web 2.0 tools and the structure of higher education seem to be in conflict, says Martin Weller, a professor of educational technology at the Open University, in Britain, in a recent blog post on e-Literate.

Higher education faces a challenge. It may not now it yet, but it does. And the challenge is this - when learners have been accustomed to very facilitative, usable, personalisable and adaptive tools both for learning and socialising, why will they accept standardised, unintuitive, clumsy and out of date tools in formal education they are paying for? It won't be a dramatic revolution (students accept lower physical accommodation standards when they leave home for university after all), but instead there will be a quiet migration. The monolithic LMSs will be deserted, digital tumbleweed blowing down their forums. Students will abandon these in favour of their tools, the back channel will grow and it will be constituted from content and communication technologies that don't require a training course to understand and that come with a ready made community. This may seem like just a technological issue, but it runs deeper than this.

The Chemistry Collective is a collection of virtual labs, scenario-based learning activities, and concepts tests which can be incorporated into a variety of teaching approaches as pre-labs, alternatives to textbook homework, and in-class activities for individuals or teams. It is organized by a group of faculty and staff at Carnegie Mellon University for college and high school teachers who are interested in using, assessing, and/or creating engaging online activities for chemistry education.

In a much-debated 1983 essay on distance learning, Richard E. Clark, a professor of educational psychology at the University of Southern California, argued that it was beside the point to ask whether distance education is better or worse than the traditional classroom. The medium isn't the crucial variable, Mr. Clark wrote. What is important is to look at the effectiveness of specific instructional strategies, regardless of how those strategies are delivered. Last week, more than 25 years after Mr. Clark's provocation, the U.S. Department of Education released a report that, at least at first glance, carries a strong message about the medium: Students learn more effectively in online settings. Most powerful of all appear to be "blended" courses that offer both face-to-face and online elements. Previous research has generally found that online and offline courses are equally effective.

Adult learners value the flexibility and convenience offered to them as online learners, and many learners are required to absent themselves from their online classes during courses in order to accommodate demanding schedules. What factors and tensions contribute to learners' decision-making at these times? This qualitative study considered the planned absences of learners engaged in an online graduate course at a large university. Working within the framework provided by cognitive, instructional, and social presences, findings showed the following: (1) learners understood and accommodated the relationship and importance of the affective domain to their cognitive successes in learning, (2) successful learners demonstrated insightful self-knowledge in using metacognitive strategies, and (3) learners' external support systems were fundamental to their ability to continue to learn when absences occurred. The study's findings corroborate other recent research that similarly stresses the complexity and interrelated nature of the adult learning process.

A University of Toronto professor who got students to grade their peers' work has seen the practice blocked by the Ontario Superior Court of Justice.