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Christopher Pappas

E-Learning Developer Opportunity at Houston Area - 0 views

elearningindustry.com/...er-opportunity-at-houston-area

developer opportunity houston area eLearning Developer Opportunity at Houston Area ELearning Developer job at Houston ELearning Specialist job at Houston Experience designing and developing training content in enterprise settings Experience using Captivat

shared by Christopher Pappas on 27 Sep 12 - No Cached
  • Christopher Pappas on 27 Sep 12
     
    E-Learning Developer Opportunity at Houston Area, Retail Industry, Houston area (Katy specifically),Rate: $35-40+ (W2) This team-oriented E-Learning Developer or E-Learning Specialist. In this role, you will make daily contributions leading to success in the areas eLearning development and design. Work location is in the Houston area 5 days a week.
  • Christopher Pappas on 27 Sep 12
     
    E-Learning Developer Opportunity at Houston Area, Retail Industry, Houston area (Katy specifically),Rate: $35-40+ (W2)
Tesseract Learning

Neuroplasticity And Its Role In Learning And Memory - 0 views

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Neuroplasticity Neuroscience Corporate eLearning Corporate Training

shared by Tesseract Learning on 17 May 19 - No Cached
  • Tesseract Learning on 17 May 19
     
    Neuroplasticity has been a topic of discussion in the areas of brain research and development in the last few years. It refers to the ability of the brain to develop new connections between synapses due to various reasons. Few examples on the relationship between neuroplasticity and learning are shared in this blog.
  • Tesseract Learning on 17 May 19
     
    Neuroplasticity has been a topic of discussion in the areas of brain research and development in the last few years. It refers to the ability of the brain to develop new connections between synapses due to various reasons. Few examples on the relationship between neuroplasticity and learning are shared in this blog.
Tesseract Learning

Supporting Learning in the Flow of Work - Tesseract Learning - 0 views

tesseractlearning.com/...g-learning-in-the-flow-of-work

tesseract learning employee development corporate training employee training instructor led training

shared by Tesseract Learning on 14 Oct 20 - No Cached
  • Tesseract Learning on 14 Oct 20
     
    Today, corporate training is all about - 'Out of the training room and into the flow of work'. Organizations are working towards changing their approaches in delivering learning and reshaping their learning models to deliver meaningful content, which is accessible as just-in-time training to support employee development.
Joh Fra03

Concept map - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/Concept_map

6772 theory conceptmap mindmap

shared by Joh Fra03 on 17 Oct 09 - Cached
  • Joh Fra03 on 17 Oct 09
     
    "A concept map is a way of representing relations between ideas, images or words, in the same way that a sentence diagram represents the grammar of a sentence, a road map represents the locations of highways and towns, and a circuit diagram represents the workings of an electrical appliance. In a concept map, each word or phrase is connected to another and linked back to the original idea, word or phrase. Concept maps are a way to develop logical thinking and study skills, by revealing connections and helping students see how individual ideas form a larger whole.[2] Concept maps were developed to enhance meaningful learning in the sciences. A well made concept map grows within a context frame defined by an explicit "focus question," while a mind map often has only branches radiating out from a central picture. There is research evidence that knowledge is stored in the brain in the form of productions that act on declarative memory content which is also referred to as chunks or propositions [3][4]. Because concept maps are constructed to reflect organization of the declarative memory system, they facilitate sense-making and meaningful learning on the part of individuals who make concept maps and those who use them."
Joh Fra03

On Open, distance, e-learning and other name confusion | Virtual Canuck - 0 views

terrya.edublogs.org/...rning-and-other-name-confusion

open_learning anderson thesis

shared by Joh Fra03 on 16 Jan 09 - Cached
  • Learner input into the place, strategies and content of the instructional program The system recognizes that its instructional program is not the same as the learnign that happens to the students no prerequisite learning requirements learners know and can influence the expected learning outcomes the system is scalable providing cost effective learning opportunity the system uses communications and information processing technologies effectively the system uses testing and evaluation to diagnose and help learners the system employs ‘distance’ in the positive development of learner autonomy the system works within the learners context and concentrates on enriching that context, not on bringing the student to specialized institutional learning contexts the system works with other community institutions and resources to enrich the “learning society”
  • access related criteria (finance,  age and prerequisite requirements etc) Place and pace of study Means - referring to choice of media to be used Structure of the program - defining learning objectives, what content to skip etc. Support services
Tesseract Learning

Buying Content Vs. Creating Content Vs. Curating Content - Tesseract Learning - 0 views

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elearning content tesseract learning learning and development elearning content development

shared by Tesseract Learning on 29 Sep 22 - No Cached
  • Tesseract Learning on 29 Sep 22
     
    The debate on good content, relevant content, legacy content, and futuristic content will be never-ending. Content relevance and usefulness are two pivotal aspects defining the presence or absence of an effective learning outcome. Let's see how this content comes alive.
Joh Fra03

http://www.unisa.edu.au/odlaaconference/PPDF2s/13%20odlaa%20-%20Anderson.pdf - 1 views

www.unisa.edu.au/...13%20odlaa%20-%20Anderson.pdf

social design

shared by Joh Fra03 on 09 Jul 08 - No Cached
  • Joh Fra03 on 09 Jul 08
     
    Article on social presence and course design on how to increase
  • ...4 more comments...
  • Joh Fra03 on 17 Oct 09
     
    student teacher interaction can be substituted by student-student and student-content interaction
  • Joh Fra03 on 17 Oct 09
     
    developing models of learning based upon cohort groups of students page 1
  • Joh Fra03 on 17 Oct 09
     
    and individual pacing, is often perceived and experienced as a lonely way to learn. It is likely that the implicit requirement for self motivation reduces accessibility to many students who have little exposure to, or sufficient experience with, programming that is not structured and orchestrated by a live (and often face-to-face) teacher. This challenge - to permit maximum student freedom, while supporting opportunity for community building and mutual individual support in cost effective ways - is perhaps the greatest challenge (and opportunity) facing the distance education community Page 1
  • Joh Fra03 on 17 Oct 09
     
    Community of Inquiry, from Garrison, Anderson, and Archer (2000) page 2
  • Joh Fra03 on 17 Oct 09
     
    social presence in not only setting the educational climate but also in supporting discourse and creating the educational experience. We defined social presence as 'the ability of learners to project themselves socially and affectively into a community of inquiry' (Rourke, Anderson, Archer, & Garrison, 1999 Page 2
  • Joh Fra03 on 17 Oct 09
     
    social presence is correlated with student satisfaction and higher scores on learning outcomes (Richardson & Swan, 2003). Page 2
Joh Fra03

Web Learning about Web Learning for teachers | Virtual Canuck - 0 views

terrya.edublogs.org/...108

anderson example

shared by Joh Fra03 on 10 Dec 08 - Cached
  • The process began three weeks ago with the course authors drafting and sharing for comment,  a proposed syllabus (using Google docs). In order to maintain consistency each ‘module’ consists of an introduction, 12-15 ‘screens’ of content, a summary, a multiple choice quiz and a list of resources for further exploration. The design model also insists that modules are not cross linked to allow for modular use as learning objects. The Google docs spreadsheet module was employed so the content, and especially the learning outcome of each ‘screen’ is articulated by the author and vetted by the ‘ expert consultant and other members of the development team. Each module is designed to take 60-90 minutes of end user time to complete. Fortunately, Epigeum technicians and media experts will actually create the screens which  (I understand) will make liberal use of video, animation and other multimedia resources. The modules are formatted to meet IMS content packaging standard so that they can ‘eaten up’ and delivered by a variety of LMS (OK make that VLEs, in the UK) delivery systems.
    • Joh Fra03
      Joh Fra03 on 10 Dec 08
       
      Example of an excercise
Joh Fra03

Facebook as LMS? « Experiencing E-Learning - 0 views

christytucker.wordpress.com/...facebook-as-lms

facebook

shared by Joh Fra03 on 28 Jan 09 - Cached
  • I agree with Sarah that using social networking tools for a course increases the amount of interaction and probably encourages more assessment of how people interact together. I
  • I wonder for people who already use these tools if the community of a course would really feel any different than the community of their friends.
  • f we’re trying to create lifelong learners, then using social networking tools for learning might be more effective. It has a stronger intrinsic context for interacting with others than a more artificial classroom environment. Practice that is as close to real life as possible is more effective, so practicing using tools for learning in the real world should make it easier for students to transition out of the course and continue using the tools.
  • ...1 more annotation...
  • The field test for one of the courses I developed recently finished, and I got the initial feedback today. This is the first course where I have used blogs, wikis, and other tools. A lot of what students do for this course is outside of the LMS, but they also come back in for the discussion boards. One point in the feedback was that students had a hard time jumping back and forth between the blogs and the discussion boards. The conversations didn’t seem connected to each other, and the discussions “didn’t have a home.” It is one of the problems with all of these tools that everything is so scattered. RSS can aggregate a lot of content into one place, but you still have to be able to bounce back and forth between resources and connect it all. Using these tools creates a much less centralized experience than a traditional LMS.
Joh Fra03

Edublogers as a Network of Practice | Virtual Canuck - 0 views

terrya.edublogs.org/...ogers-as-a-network-of-practice

NOPs anderson blog

shared by Joh Fra03 on 05 Mar 09 - Cached
  • Had a core group of either paid or highly motivated contributors • Members workplaces shared much common structural characteristics – similar job requirements, organization etc. • Strong norms of collective behaviour: Members shared common social codes and ‘best practices’ • Trust, affiliation and other affective characteristics were nourished • The network had means to collectively censure inappropriate behaviour • The NOP used an appropriate set of distributed tools to effectively accomplish these goals.
  • ou just start to blog, read blogs and comment on blogs with content related to education and/or learning. But it can be a lonely world if nobody reads your posts. Thus, an aspiring edublogger needs to develop the set of network relationships such that their posts are read and responded to – in essence becoming a full member of the NoP. This is perhaps best accomplished by reading the blogs of others, commenting on them, noting the Blog role listings of other edubloggers that favorite authors are following, reading and responding to and gradually moving into the existing flow. Then, through immersion into the network (caused mostly by allocating  time to read, and  talent to originate and respond) the Edublogger  learns what content is appreciated, commented on and that leads to ongoing discourse
Joh Fra03

Will Colleges Friend Facebook? :: Inside Higher Ed :: Higher Education's Source for New... - 0 views

insidehighered.com/...facebook

facebook socialnetworking

shared by Joh Fra03 on 31 Jan 09 - Cached
  • That’s not so much an oversight as a hesitation, with many institutions still debating whether to adopt social networking capabilities of their own or grit their teeth and take the plunge into Facebook, with all the messiness and potential privacy concerns that would imply.
  • privacy and authentication sought by institutions.
  • ult, Schools, upends the traditional application framework. Rather than make it available to anyone with a Facebook account
  • ...3 more annotations...
  • ince then, several applications built on the social network’s developer platform (such as Courses 2.0) have sought to restore the functionality, but none has achieved a significantly wide user base among many campuses.
  • The university, he said, is finding it can have the benefits of “living within the Facebook world” without ignoring “prudent concern to retain Facebook as a true social networking site.”
  • With the applications, students will be able to play a “name game” to learn classmates’ names, Staton said — an idea that he suggested would also be useful to faculty members at the beginning of the semester. There would also be a campus news feed, and features that current Facebook users would find familiar, such as the ability to give gifts (like a cup of coffee) to frazzled classmates.
  • Joh Fra03 on 31 Jan 09
     
    application eases colleges' privacy worries by adding an extra layer of authentication, usually using official student IDs or e-mail addresses, and adhering to any federal privacy restriction
Tesseract Learning

Virtual Reality In eLearning: A Case Study On Safety Training - 0 views

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virtual reality in elearning Custom eLearning Corporate eLearning Tesseract Learning

shared by Tesseract Learning on 14 Jan 19 - No Cached
  • Tesseract Learning on 14 Jan 19
     
    Over the past two years, corporations have been developing and implementing Virtual Reality training solutions. In this article, I will be talking about how we implemented Virtual Reality in corporate training.
Joh Fra03

http://newmediaworkshops.com/telblog/?p=33 - 0 views

newmediaworkshops.com/telblog

shared by Joh Fra03 on 17 Oct 09 - Cached
  • group of students who are currently frustrated by the time-paced OMDP online delivery mode.
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      Students who are dissatisfied with e-learning
  • does one encourage the development and synthesis of a student’s ideas without relying the need for other students to ‘converse’ with that student in a timely fashion?
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