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The AmericAn Council on EducAtion (ACE) hAs releAsed A new pAper on the importAnce of implementing A stAndArdized ApproAch to recognizing online degree progrAms Across different stAtes.

This is a good summary of how to organize our thoughts about "flipped classrooms".

This is a good summary of how to organize our thoughts about "flipped classrooms".

MERLOT is a CoI revolving around technology and learning objects. It is a repository of learning objects that can be accessed and used. The objects are grouped according to subject / content, and they are peer-reviewed. This is an excellent resource with something for everyone. (My personal favorite object - the "eye simulator," which demonstrates the actions of the 6 extrinsic muscles of the eye and lets you "paralyze" muscles specifically to examine the effect on eye movement - completely cool!) There is also a wealth of other information on their site (sorry - within their community :) Best of all - all the resources at MERLOT are free.

Mobile Learning: a Designer's Guide to Fighting Learner Distraction One of the biggest issues in eLearning is distractions. The brain is constantly bombarded with stray thoughts even when users exert great self-control. The problem is yet more pronounced in mLearning, as devices themselves may cause distractions such as phone calls, email alerts, and the knowledge that the user could easily be doing something different.

I follow this blog although it is primarily for course design. In any case, this topic seemed relevant to our course design assignment.

June , 2014 StoryDesk is a good presentation app for iPad. Its beautiful interface makes it fast and easy to create presentations that help you break down complex concepts into bite-sized, easily understood bits. In many ways, StoryDesk is a next generation alternative to PowerPoint and Prezi.

This is a relatively short (9 pages) piece that's not too difficult to read. I liked that it makes the distinction between 'big OER' (produced by larger, institutionally-based initiatives) and 'little OER' (produced by individuals). a quote: "The first may be that people don't value free things, or are suspicious of free. We have become accustomed to roughly equating monetary price with value or quality. Free is therefore obviously low quality or suspicious at least ... But in education there is still an expectation that high quality education costs." This is something I have thought about often in my career in higher ed here in Ga, and that I'm especially attuned to now as I pack 2 children off to another institution of higher education.

Hi Ann, I reAlly liked this Article And the differentiAtion of context. The violin story is A good one thAt I believe we must Ask--At Emory how much dependence upon open source is too much, how do we continue to give the ROI for the tuition? GreAt find.

This is the online ADDIE workbook I used to design A previous workshop. It's A nice step through of the overAll process with lots of externAl resouces. The InstructionAl System Design Model (ISD) uses five phAses (AnAlysis, Design, Develop, Implement, And EvAluAte) for creAting both informAl And formAl leArning processes.

Teaching English as a Second Language (ESL) to immigrants and refugees who are visually impaired or blind involves complex challenges such as working with mainstream ESL programs that have low expectations of people with disabilities, coping with inaccessible intake tools and training materials, locating and recruiting students from immigrant and refugee populations that do not always believe people with disabilities can become literate and productive citizens, locating and recruiting appropriately trained volunteer tutors, and matching students with tutors.

Brief article by online instructor sharing tips on managing online courses. Two tips I think would be especially useful include: 1) using a "What's New" section for adding content so students can find it easily and 2) for large classes to keep personalized grading assignments and high tech features to a minimum.

Kristy, thanks for this good resource, I think that author has several good points. There are ways to think about the "What's New" area. There is a module page within the site that can be used, I've added one in our class, just so you can see. Learners can also use the Global Navigation at the top right of the Bb site to see all (or to filter specific courses) of all new and up-to-date happenings. There are definitely strategies of workload management including team and peer-review assignments. You can also have student-led discussions. Large online classes are there own beast - and I think SON is facing it. I believe that we can come up with some solid solutions that still meet the instructional goals without burning out the faculty.

This is a great research guide designed to help faculty who wish to incorporate UDL into their classes. See especially the UDL syllabus rubric page (listed under the tab "UDL Course Changes"

This is a brief article aimed at University of Nebraska-Lincoln graduate students offering time management and email writing tips. I chose this article both because I find the general time management tips helpful for everyone and I feel that many of my students would benefit from similar suggestions/guidelines when communicating professionally online. I especially enjoyed the line reminding students, "that many faculty view an e-mail message as a letter that was delivered quickly rather than a quick conversation."

This is one of the techniques that I try to use when I find myself easily getting distracted. The Pomodoro Technique is a way to stay focused by alternating set periods of work and breaks (each period is a "pomodoro"). Once the basic habits are set, one can start planning out how many pomodoros an activity will take and establish a set plan for the day.

I do so enjoy the Pomodoro Technique...when I remember to use it! Excellent resource to share, Robert. One app I actually purchased.

This chapter presents a theoretical model of online learning, the Community of Inquiry (CoI) framework, which is grounded in John Dewey's progressive understanding of education. The CoI framework is a process model of online learning which views the

Here are some insights into how Georgia Tech's Writing and Communication Program theorizes and practices assessment. They are certainly using some "trendy" approaches to assessment and evaluation; students have to compose a self-review essay, for example. Summary from the Website: The Writing and Communication Program is interested in formative and summative assessment in individual classes and in the program as a whole. To create consistent assessment across the entire program, we use a common base rubric (which individual instructors modify to fit their assignments) and an end-of-semester portfolio system.

A list of free tools for lAnguAge teAchers: for exAmple, tools thAt cAn be used for creAting And editing technology-enhAnced tAsks, Activities, And mAteriAls for lAnguAge leArning. EspeciAlly useful for our group As we hAve mAny instructors teAching lAnguAge clAsses!

This page contains a list of free tools and resources for online teaching. It's geared toward language-learning, but has a wide variety of different things.

Whoops, I seem to keep finding things that have already been posted!

This is a report from 2002 that outlines the importance of certain tasks to be able to effectively management workload in the online environment.  May have some applications to residential teaching, as well.

Discusses the difficulty of changing the educational paradigm to a servant professor instead of a professor led classroom--both virtual and real. How steep will be the learning curve to replace lecture-test evaluation with student driven and student centered needs.

I thought you might be interested in Shulman's research, in that he has worked a good bit with students in programs like ours (nursing and theology), which are both professional and academic. He is wrestling, in this essay, with the categories of engagement and commitment in processes of learning.

An excellent guide to use when developing A course And wAnting to be Able to effectively reAch A multitude of devices (student-content interAction)

Good communication from the facilitator to the group and between group members is essential in online learning in order for the group to bond and survive. Pauleen & Yoong (2001) studied how facilitators of virtual teams were able to build and maintain these relationships. They found that prompt communication was key stating "The facilitators in this study have clear expectations that e-mail, as well as other communication messages such as voice-mail, will be replied to in a prompt manner. They believe that a lack of timeliness can lead to poor communication, the creation of ill will, and an undermining of relationships" (p. 16).