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PDF] ►Using social software for personal knowledge management in formal online learningMC Pettenati, E Cigognini, J Mangione, E Guerin, … - 2007 - elilearning.files.wordpress.com... within the post-graduate blended course for ... Learning Networks and Connective Knowledge. ...istant messanging, podcasting, rss, social bookmarking and folksonomia ... Citado por 4 - Artigos relacionados - Ver em HTML - Pesquisa na Web - Todas as 4 versões

social bookmarking for blended learning

Students' perspectives on e-learning and the use of a virtual learning environment in dance education

One of the barriers commonly cited during my presentations around eLearning 2.0 (use of Web 2.0 / social media for work and learning) is that organizations often have not established their policies or guidelines around the use of these tools.

10  WiZiQ WiZiQ is a place where you can teach and learn using an easy-to-use virtual classroom - WiZiQ

Who's UsingDSpace

There were no significant differences between examination marks in the new course with e-learning and the previous year without e-learning.

This mode of e-learning used to support face-to-face learning activities in the laboratory can be adapted for other disciplines and may assist students in developing a greater appreciation and a deeper approach for learning from their practical class experiences.

The ongoing debate as to the effectiveness of technology use for student learning outcomes still seems to have no clear answers. Recently, some universities have decided to end their laptop programs for students because of the economic challenges facing those institutions. But there is no consistent response as to the effect on students. Some say it has been highly effective for students, and others say that it has not had any significant impact in how students learn.

Redesigned Course Structure 15-week term 7 sections of 125 students each per year 1.25 contact hours per week (1 lecture) Four full-time faculty teach all sections of the course. They present one lecture per week, select from publisher-produced materials to design assignments and tests, evaluate assignments, respond to students’ individual needs, and rely primarily on machine-scored tests for grading. Undergraduate teaching assistants (TAs) assist in the computer lab as needed. Summary In summary, the redesigned course will implement the following changes: Treat multiple sections as one course using common materials Reduce lecture time by 50% Provide for students’ interaction with online resources and with each other Add undergraduate TAs for student help Enable faculty to select course materials more appropriate for their students Make faculty and TAs available to students via the computer classroom Allow faculty to interact more directly and individually with their students online Institute computer-based testing, which allows for retesting and self-directed learning, Increase section size from 75 to 125; reduce section numbers

Traditional Course Structure 15-week term 12 lecture sections (~70 students) per year plus one summer section (~30) 2.5 contact hours per week (2 lectures) Four full-time faculty teach all sections of the course. They present two lectures per week and design and evaluate assignments and tests.

16  April