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ISETL is dedicated to the study of instruction and principles of learning in order to implement practical, effective methods of teaching and learning, promote the application, development and evaluation of such methods, and foster the scholarship of teaching and learning among practicing post-secondary educators.

"ScienceDaily (Dec. 17, 2009) - Are you a verbal learner or a visual learner? Chances are, you've pegged yourself or your children as either one or the other and rely on study techniques that suit your individual learning needs. And you're not alone -- for more than 30 years, the notion that teaching methods should match a student's particular learning style has exerted a powerful influence on education. The long-standing popularity of the learning styles movement has in turn created a thriving commercial market amongst researchers, educators, and the general public."

15 factors which influence adult learning, course design, and classroom teaching are presented and discussed providing strategies for supporting continuing education.

"A growing appreciation for the porous boundaries between the classroom and life experience, along with the power of social learning, authentic audiences, and integrative contexts, has created not only promising changes in learning but also disruptive moments in teaching. "

Technology alone does not guarantee successful online learning or collaboration among faculty and students. However, when you leverage it properly, technology can offer huge possibilities for improving communication and learning. This document identifies a collection of best practices for using Adobe Acrobat Connect Pro. You'll see some innovative ways to use Connect Pro in education and explore a process for successful online teaching and collaboration.

Change Magazine - March/April 2010 "We always tell our students that there are no shortcuts, that important ideas are nuanced, and that recognizing subtle distinctions is an essential critical-thinking skill. Mastery of a discipline, we know, requires careful study and necessarily slow, evolutionary changes in perspective. Then we look around for the latest promising trend in teaching and jump in with both feet, expecting it to transform our students, our courses, and our outcomes. Alternatively, we sniff disdainfully at the current educational fad and proudly stand by the instructional traditions of our disciplines or institutions, secure in our knowledge that the "tried and true" has a wisdom of its own."

In team-based learning, students work in groups on outcome-based or problem-based assignments. Assessing the work produced by teams, however, presents a significant challenge, and this difficulty is especially prominent in online environments. Developing and implementing a transparent assessment process that both supports and recognizes individual and group learning can generate a powerful combination of interdependency and peer cooperation. Online assessment tools that evaluate both individual and group effort support this dynamic, fostering the reliance on community that is becoming an increasingly important feature of the online academic landscape.

Suggestions for how to assessment collaborative learning in an online course/setting.

From Texas Tech University's Teaching, Learning and Technology Center. Targeted for WebCT, but has some good overall tips.

Which technology tools can help improve teaching and learning? Which can boost productivity? Which are just plain useful for keeping organized? At the FETC 2010 conference last week, education technology veterans shared their lists of apps intended to make life in and out of the classroom faster, easier, and, well, better.

The main portal which contains numerous research publications tied to technology, pedagogy, learning, and other aspects associated with the CTL and higher education

Successful online students share their secrets on how they have succeeded in the online environment. The pointers in this article will also help those instructors who are new to online teaching.

supports use of video in the classroom

PDF JAMES PAUL GEE University of Wisconsin-Madison