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Twitter as an acceptable, non-intrusive side conversational tool in class or online. Such a tool may actually make synchronous learning vibrant .

Web 2.0 and Emerging Learning Technologies/Web 2.0 Learning Styles describes how technology Web 2.0 tools are used to enhance students learning. Furthermore, Howard Gardner's learning styles are discusses as well and his theory of Multiple Intelligence. Finally, the main characteristics of the Web 2.0 learners are summarized. In addition to theories of multiple intelligences and learning styles there are issues related to learner personalities. The widely accepted traditional model of education too often fails to consider all these areas. Some teachers, however, address the kind of senses (auditory, visual) the learner uses, the learner's aptitude (Theory of Multiple Intelligences), and the personality type. Alicja Haptas #TT1721

This looks really interesting, Alicja. I hope to read it more closely over the weekend.

I hope you will enjoy it!

A Comparative Content Analysis of Student Interaction in Synchronous and Asynchronous Learning Networks Chou, C. C. A Comparative Content Analysis of Student Interaction in Synchronous and Asynchronous Learning Networks. By comparing the student interactions in synchronous and asynchronous Computer-Mediated Communication systems, this paper scrutinizes the patterns of learner-learner interaction in a distance-learning environment. The study results showed the students spent more time in task-oriented interaction in asynchronous discussions than in synchronous mode.

February 2009 | Volume 66 | Number 5 How Teachers Learn Pages 34-38 Learning with Blogs and Wikis Bill Ferriter Technology has made it easy for educators to embrace continual professional development. Few ideas about teachers' professional growth resonate with me more than those of Richard Elmore, professor of educational leadership at Harvard, who has gone as far as to argue that school structures make learning for adults unlikely at best and nothing short of impossible at worst. In a 2002 report for the Albert Shanker Institute, Elmore wrote, As expectations for increased student performance mount and the measurement and publication of evidence about performance becomes part of the public discourse about schools, there are few portals through which new knowledge about teaching and learning can enter schools; few structures or processes in which teachers and administrators can assimilate, adapt, and polish new ideas and practices; and few sources of assistance for those who are struggling to understand the connection between the academic performance of their students and the practices in which they engage. So the brutal irony of our present circumstance is that schools are hostile and inhospitable places for learning. They are hostile to the learning of adults and, because of this, they are necessarily hostile to the learning of students. (pp. 4-5)

Technology has made it easy for educators to embrace continual professional development. Few ideas about teachers' professional growth resonate with me more than those of Richard Elmore, professor of educational leadership at Harvard, who has gone as far as to argue that school structures make learning for adults unlikely at best and nothing short of impossible at worst.

Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Our 175,000 members in 119 countries are professional educators from all levels and subject areas--superintendents, supervisors, principals, teachers, professors of education, and school board members.

"sults of an online questionnaire (n=967) completed by undergraduate students enrolled in self-paced distance education programming are presented. The paper concludes that these students have very diverse views and exp"

Strategies for building a sense of community among online learners using the relatively simple technology of discussion forums.

Abstract In something of a landmark for education Knowles (1970) suggested an important change in the way in which educational experiences for adults should be designed. The approach, known as andragogy, contrasts quite sharply with pedagogy which is the teaching of children. This paper suggests there is benefit in moving from andragogy towards truly self-determined learning. The concept of truly self-determined learning, called heutagogy, builds on humanistic theory and approaches to learning described in the 1950s. It is suggested that heutagogy is appropriate to the needs of learners in the twenty-first century, particularly in the development of individual capability. A number of implications of heutagogy for higher education and vocational education are discussed. top Heutagogy

Past years lists are also linked. Checkout AASL Standards for the 21st Century Learner organized by grade level.

Sustained, high-quality student participation usually doesn't happen on its own in the online learning environment. The instructor needs to model participation, create assignments that encourage it, and foster an environment that supports it. Here are some ways that I promote student participation in my online courses.

According to ACTFL, foreign language learners need as much as 240+ hours of input to reach an intermediate level of proficiency. I'm looking into ways to use Twitter together with other applications like Feedly to encourage students to become autonomous learners and get more input from authentic francophone listening and reading sources. I can help them navigate through the sea of information available by sending them my suggested feeds and then practice using the target language by discussing topics together. Feedly is used to create a personal list of RSS feeds to favorite online news, video, audio and learning sources and save, publish and/or share them with others via an RSS reader application or even Twitter.

I agree that as we continue, learning will become more interactive, using all types of tech tools to enable students not only to learn in the classroom, but as online learners also.

This is a good source to read. Adult learners have learning disabilities and educators need a source to help them help these learners.

This was very interesting, especially the VoiceThread program.

Need to create a test in Bb? See tutorial below.

Open Courseware Directory

#TT1251 Open Courseware

by Clive Shepherd The real-time online tutor Sometimes, life's simply too short to be asynchronous. The offending 'a' has to be removed to allow us to get on with things more quickly. In this article, we'll be looking at the various ways in which a more natural communication interface can be established between learners and tutors, by going real-time, or 'synchronous'.

Whoo Hoo! I made it in. I feel like I belong to something! All kidding aside, this list describes the characteristics we need to be successful online learners and what qualities our students need to remain successful in our classes. Like the facilitator, the online student possesses unique qualities. The online students of today consist primarily of working people who are trying to better their opportunities. This however is changing, as more and more young and older people become aware of the online model.

Colorín Colorado is a national multimedia project that offers a wealth of bilingual, research-based information, activities, and advice for educators and families of English language learners (ELLs). Colorín Colorado is an educational service of WETA, the flagship public broadcasting station in the nation's capital, and receives major funding from the American Federation of Teachers and National Education Association.

For the most part, students in online degree and certificate programs are learning on their own. There's no pressure to show up to a physical classroom filled with other students and an instructor, for example, and many online learners need to complete their coursework and attend live sessions around a full-time job and family obligations.

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.