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Really outstanding but lengthy session on how to use a wiki in teaching. Within the first 20 minutes he talks about using a wiki for his own course notes--he can access from any computer when he has a thought; an example, he says, of "cloud computing." He also explains how he started using a wiki for student note-taking. None of his students were taking notes because his lecture was "making sense." Instructor's (Richard Buckland) worry was that maybe later it WOULDN'T make sense. He tried handing out notes to studetns, each student taking turns keeping notes, and others. One student suggested a wiki and he says it's worked fantastically! COLLABORATIVE LECTURE NOTES. Now when he lectures he displays a brief outline of his notes which students then mark-up for themselves. Students now own their notes! He reviews at night and sees where students have trouble. He does NOT change the notes. He waits because often students will comes back to fix. But if he sees the error persists by the next lecture, then he knows he needs to correct a misconception.

I think these are helpful Video lectures in chemistry. #TT2041

Interesting read - I found the shift from taped lecture to a more interactive setting interesting... "Udacity, along with other MOOC designers, is moving rapidly away from the video lecture model of teaching toward an approach that is highly interactive and based on frequent quizzes and human "mentors" to provide active online support for students."

College course work is meant to be challenging. The content and the vocabulary used are often unfamiliar to many students. For at-risk learners, the challenges are even greater.

Free online courses from the world's top scholars. I recommend the movers and shakers panel of guest speakers in Media, Education and the Marketplace Course Course MIT / Media Studies Shigeru Miyagawa

College students who frequently text message during class have difficulty staying attentive to classroom lectures and consequently risk having poor learning outcomes, new research shows. Because it is difficult to demonstrate that texting alone can have a direct impact on students' cognitive learning, researchers used path model analysis to describe the relationships between texting, as a "mediator" or intervening variable, and cognitive learning.

One potential casualty when courses move online - or even when face-to-face courses incorporate web-based technologies - is collaboration. Many instructors fear they will lose opportunities to interact with their students - and that their students will lose the ability to interact with one another.

This is a really neat tool for lecturing online. Basically pretty low-tech but with a super futuristic look. And the media team is hilarious, of course.

Recent article on using social media

TT1921 (M Oyeleye) Prof. Garrett, What a great article to read! I was intrigued with this question, which I have tweaked a bit - "How can we as educators make the best use of Twitter or Diigo to help connect our students with amazing, inspiring personalities in the various fields we teach"?. Please, I will be interested in any response or comment on this?

One of many good articles for this week's study. I especially liked the Facebook uses.

This abstract written by an engineering professor at Cal Poly Engineering offers research and support for a new trend in education called, "the Inside-Out Classroom." The abstract describes how the inside out classroom is a win-win-win strategy for teaching with technology. Instructors create "chunks" of core content in a digital, lecture-capture format. These resources are then stored online for students. These are short videos that students watch before attending class sessions. Students study core content for a course online on their own, and then complete assignments during in-class sessions.

Free University Courses I recommend SIMS 141 - Search Engines - Fall 2005 to learn more about discovering quality open content in the deep web.

Vesely, P., Bloom, L., & Sherlock, J. (2007). Key elements of building online community: Comparing faculty and student perceptions. MERLOT Journal of Online Learning and Teaching, 3(3), 234-246. Vesely, Bloom, and Sherlock (2007) document that essential to the learning process is the student/student and student/teacher interaction, and building this community of learners is more challenging in online. Students in blended courses felt interaction may be better than in traditional courses. Students who feel silenced in onsite class discussions are more apt to contribute online. Seeking help can be a determining factor in successful learning. In the online communities, help is available virtually around the clock from the instructors and fellow classmates. Furthermore, through their experiences in the blended course, students would better understand the significance of managing their time, cultivating their study environment, regulating their effort, seeking appropriate support, and learning from classmates. In my experience, students reported that their online interaction with classmates had greatly assisted in their comprehension of course materials. Central to how they felt about blended learning was the quality and quantity of student and faculty interaction. In blended courses, students are often required to engage actively by reading and responding to discussion forum postings that become a permanent record of their participation and learning, rather than passively attending classes. Perceptions of interaction from faculty are also positive for blended courses. Faculty renovate their teaching methods by placing onsite lectures online and adding supplementary activities to aid student learning. Blended teaching and learning transforms education from "a command and control structure to a connect and collaborate environment" (Moskal, Dziuban, Upchurch, Hartman, & Truman, 2006) which is more student-centered than faculty-controlled. For faculty, the quality

The underuse of video in post-secondary online learning Video is not being used enough in online learning in post-secondary education. When used it is often an afterthought or an 'extra', rather than an integral part of the design, or is used merely to replicate a classroom lecture, rather than exploiting the unique characteristics of video.

This is a great reminder that tech tools need to be accessible to everyone. The bonus advantage to accessibility is that students with mobile devices have a better chance of taking part, now, too. -- Tom Educational innovations like the flipped classroom, clickers, and online discussions can present difficulties for students with disabilities. The issue was highlighted this month, when Harvard University and the Massachusetts Institute of Technology were sued for allegedly failing to provide such students with closed captioning for online lectures and course

Could this be the future of online education? Short tutorials available on youtube - developing traction! From the article: "Bill Gates' favorite teacher." http://money.cnn.com/2010/08/23/technology/sal_khan_academy.fortune/

Learn almost anything for free. Our mission is to provide a free, world-class education for anyone, anywhere. All of our resources are completely free forever, regardless of whether you're a student, teacher, home-schooler, principal, adult returning to the classroom after 20 years, or a friendly alien just trying to get a leg up in earthly biology.

Khanacademy has video lectures for each topic, and lots of information videos for some other majors also.

Georgia Southern University site on online course design

Have you ever used a flipped classroom model?

Hi, it is interesting that this article talks about alternate ways to teach a flipped classroom compared to creating video lectures which is the most popular way of delivering content in flipped classes.

Otter processes your audio or video files - in real time or after they are created - and generates a text file with a transcript. It automatically recognizes and designates different speakers, and allows you to give them names before downloading the text file. The fee tier gives 600 minutes of transcription per month. I am uploading my lecture videos after they are generated, and posting the transcriptions in my LMS for students.

Khan academy has free videos on Youtube on a variety of anatomy and physiology subjects and pathophysiology. It's a great way to review the basics with the nursing students with high quality videos/lectures from Khan academy. It's free and I get a lot of positive feedback from the students.

Loretta-Thanks for the reminder about using Khan Academy videos in nursing courses and that they are free. I have to admit I forgot about this site. I too often use videos from You Tube (Nurse Sarah) to help students reinforce their learning. Thanks-Pat