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Joh Fra03

Interaction in Learner-Paced Learning - CIDER - 0 views

cider.athabascau.ca/...Interaction

self-paced research constructivism

shared by Joh Fra03 on 17 Oct 09 - Cached
  • 63.6% for the 2002-2003 period. Completion rates for the same courses offered in seminar format (either through synchronous technologies or face-to-face) averaged 86.9% over the same period (Athabasca University, 2003, p.12).
  • Nor do we know how to create and structure collaborative activities within independent study courses so that desirable characteristics of both collaboration and learner pacing can be retained. Further, we know little about demographics, learning styles, attitudes, or lifestyles of students who are more likely to appreciate and participate in collaborative activities at a distance.
  • Face-to-face interviews
  • ...29 more annotations...
  • We also posted invitations on 17 applicable listservs for non-AU faculty to participate in telephone interviews about the topic.
  • Twenty-nine respondents were interviewed by telephone, two sent their replies via email, and one participated through an online audio conference with the help of a translator. 
  • students who are most motivated are also more likely to participate in collaborative activities and finish the course in quicker times. 
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      students most motivated more participation
  • effective, collaborative and interactive activities must be designed and integrated
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      collaborative and interactive activities added to the class
  • efforts must be expended by institutional staff to promote, monitor, coordinate, and assess these activities
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      instructor interaction is needed
  • Requiring participation only makes sense if the learning outcomes that result are sufficient to justify the reduction in learner control and flexibility that accompanies such prescribed activities
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      interaction must be justified in order for the learner to loose control
  • cooperative learning, which is somewhere in between, in the spectrum of learning, individual and collaborative learning. Cooperative learning, in my opinion, is to work with others, but you are not really dependent upon their input to complete your assignment or to progress in your studies. You cooperate with other students when they are there, and they can have some input into what you are learning, but you are not really dependent upon them.
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      cooperative learning, not dependent upon other students in order to complete the assignment
  • I could do that in three ways: as individual, cooperative or collaborative learning
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      implementation
  • I would write the task in slightly different ways. In individual learning, I would say, ‘Write down your thoughts on this and submit it to your teacher as an email.’ If I wrote it as a cooperative assignment, I would say something like this, ‘Discuss this with a colleague or a peer student. Using this discussion as a background, you should submit your assignment as an email to your teacher.’ If I should write it as the third alternative, collaborative learning, I would say something like this, ‘Contact a peer student and write the assignment together, and submit it as something you have written together to your teacher in an email.’
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      differing forms of implementation
  • The respondent suggested that interaction need not be student-to-student within a particular course to be beneficial, but could consist of employee-employee or employee-employer interaction. Another respondent noted that a community necessary for lifelong learning has to exist outside of a single structure, stating: “Why should people want to be part of a community? I am not sure that course-based learning, unpaced or paced, is compelling enough to engage the learner in that context because the course is not the thing they are there for - the community is bigger than that. It is something that has drawn them into this
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      student choise in community and collaboration
  • noting that is unlikely that sufficient numbers of students will be registered in low-enrollment courses and be at approximately the same place to make collaborative activities possible. One respondent argued that this activity therefore should be used only in large-enrolment courses, commenting: “A learning community is feasible with undergrad
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      low enrollment andon participati
  • Students may choose to participate in online group activities instead of completing individual, written assignments. If they choose online activity, their participation is marked. Besides engaging in asynchronous discussions, these students are required to evaluate and critique a submission from one peer. Students can self-register in the discussions.
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      choice of particiption in group activities
  •  About 40% of students choose the online discussion option in the current version of the course, compared to about 5% in the prior version, when facilitators were not used.
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      more participation when moderator / instructor
  • The respondents in general were experienced online and distance learners. The average number of online courses completed by each student was 2.1 with a range from 0 to 19. The number of courses that were based on self-study (that included older print-based correspondence model courses) was only slightly lower (m=1.9 range from 0-29).
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      variable how seasoned as online distance learners , or online courses in general
  • 24% reported working with friends, family, or co-workers. The majority of student respondents (71%) chose not to participate in the interactive components of their courses, which consisted mostly of online discussion groups. Of the respondents who did participate in asynchronous conferences, 24% read or posted responses daily, 53% participated once or twice per week; and the rest only a few times during the course. Most respondents (79%) contributed 4-5 postings in each course.
    • Joh Fra03
      Joh Fra03 on 17 Oct 09
       
      results
  • Eighteen percent felt that participation would take too much time. A further 17% were not aware that discussion forums were available, 14% thought that participation would not significantly increase their learning, and 10% indicated that they felt they had nothing to contribute. About 10% of respondents cited a lack of recent posti
  • 78% of respondents either agreed or strongly agreed that they would interact with other students as long as they were able to proceed through the course at their own pace. When queried how they would like to interact, 70% preferred asynchronous media like email and computer conferencing, 27% preferred a combination of synchronous and asynchronous technologies, and only 3% preferred synchronous interaction alone (for example, audio conferences or face-to-face interaction).
  • 95% of student respondents reported a desire to access the work of students either currently or previously enrolled in the courses. About 77% of respondents indicated an interest in accessing animated student-content interaction devices such as a “ChatBot.” Only 25% of students felt that participation should be graded.
  • 49% indicated they would not; 29% indicated they would; and 22% were unsure. When queried for the reasons that they did not wish to engage in collaborative activities, 58% said they preferred to learn on their own. About 25% indicated that they have a strong support group at work or at home, and 17% provided a variety of other reasons.
  • student survey results indicate that peer collaboration in general, at least in the form of asynchronous discussion groups, is not perceived as an important part of the learning experience within Athabasca University undergraduate individualized study courses
  • significantly increase faculty and administrative costs to the institution
  • The ability of students in each course to “see” when other students are online, and engage each other in online chats
  • student assessment incentives
  • communicate with other students in their courses at learner-determined times, and with a degree of social presence that meets their individual needs
  • designed to allow students to work with other students enrolled in the course as well as other non-registered members within and outside of the learning community. Where required, systems should be designed to permit spontaneous formation of groups of 4-5 students at a particular point in a course to perform a specified group task, after which the group would dissolve. 
  • Students can locate learning partners and participate in a variety of informal discussion groups. Some of these may be directly related to course content, others to more general socializing, informal learning, employment and family concerns
  • “Study Buddy”
  • Anderson, T. (2003a). Getting the mix right again: An updated and theoretical rationale for interaction. International Review of Research on Open and Distance Learning 4 (2). Retrieved September 2004 from: http://www.irrodl.org/content/v4.2/anderson.html
  • Hislop, G. (2000.) Working professionals as part-time online learners. Journal of Asynchronous Learning Networks 4 (2). Retrieved April 2003 from: http://www.aln.org/publications/jaln/v4n2/pdf/v4n2_hislop.pdf
  • Joh Fra03 on 17 Oct 09
     
    Good research on self-paced constructivism courses. Primary research
Joh Fra03

eLearning Technology - 0 views

elearningtech.blogspot.com

elearning education elearning2.0 technology blog web2.0

shared by Joh Fra03 on 08 Dec 08 - Cached
  • Joh Fra03 on 08 Dec 08
     
    eLearning Technology Tony Karrer's eLearning Blog on e-Learning Trends eLearning 2.0 LMS Web 2.0 Enterprise 2.0 Personal Learning Informal Learning Corporate eLearning eLearning Design Authoring Tools Rapid e-Learning Tools eLearning (e-Learning) e-Learning Software Blended e-Learning e-Learning Tools Open Source eLearning e-Learning ROI and Metrics eLearning Technology Guide
Tesseract Learning

[FREE eBOOK] How to Create an Impactful Adaptive Learning Program - Tesseract Learning - 0 views

tesseractlearning.com/...tful-adaptive-learning-program

adaptive learning elearning how to program learning corporate learning

shared by Tesseract Learning on 14 Sep 20 - No Cached
  • Tesseract Learning on 14 Sep 20
     
    Adaptive learning is an innovative personalized learning methodology that uses algorithms, confidence-based assessments, and competency mapping in training and learning. Confidence-based assessments have become popular because they quickly assess the learner's understanding and provide the required remediation immediately. In an adaptive learning course, learners receive the same content, but with a different approach. Content is provided to them based on their confidence level for a topic. The ultimate goal is to help learners achieve mastery over the subject and to save their learning time.
Tesseract Learning

Effective Use Of Collaboration And Social Learning At Workplace To Improve Learning And... - 0 views

tesseractlearning.com/...rove-learning-performance.html

Social Learning Collaboration Collaborative

shared by Tesseract Learning on 01 Oct 18 - No Cached
  • Tesseract Learning on 01 Oct 18
     
    Collaboration is the key to being a successful learning organization. Social learning in the workplace plays a big part in a collaborative learning environment. In this article, I will share my thoughts on how collaborative tools can help employees learn better and improve their work performance.
Tesseract Learning

6 Benefits You Should Know About Adaptive Learning In Corporate Training - 0 views

tesseractlearning.com/...ing-in-corporate-training.html

Adaptive learning Corporate eLearning Corporate Training Tesseract Learning

shared by Tesseract Learning on 18 Jan 19 - No Cached
  • Tesseract Learning on 18 Jan 19
     
    The power of adaptive learning is endless as it allows custom-tailored learning experience for learners. In this article, I will be talking about the benefits of adaptive learning in corporate training.
  • Tesseract Learning on 18 Jan 19
     
    The power of adaptive learning is endless as it allows custom-tailored learning experience for learners. In this article, I will be talking about the benefits of adaptive learning in corporate training.
Christopher Pappas

Free Webinar Camtasia Studio 8 for e-Learning Case Studies - 0 views

elearningindustry.com/...-8-for-e-learning-case-studies

tools for Elearning Free Webinar Camtasia Studio 8 Camtasia Studio 8 Free Webinar Camtasia Studio for ELearning free webinar for elearning industry members free webinars for elearning industry members free webinar for elearning professionals free webinars

shared by Christopher Pappas on 21 Sep 12 - No Cached
  • Christopher Pappas on 21 Sep 12
     
    FREE Webinar "Camtasia Studio 8 for e-Learning Case Studies" Exclusive Offer for http://elearningindustry.com Members Tuesday, September 25th - 4 PM Eastern Forever it seems that Articulate and Captivate have been known as the first choice tools for E-learning. When Instructional Designers thought of Camtasia Studio they would most likely thing of linear software demos but not any more. With the arrival of Camtasia Studio 8 the is now a third option that is not only much less expensive than the competitors but also allow for a rich media experience along with a crystal clear screen capture engine and a vast array of outputs. This is content you don't want to miss! "Camtasia Studio for E-Learning- 4 Case Studies" Next Tuesday, Sept. 25th--> 4:00 p.m EST/1:00 p.m PST REGISTER FOR THE LIVE WEBINAR: http://learncamtasia.com/eLearningIndustry
  • Christopher Pappas on 21 Sep 12
     
    FREE Webinar "Camtasia Studio 8 for e-Learning Case Studies" Exclusive Offer for http://elearningindustry.com Members Tuesday, September 25th - 4 PM Eastern Forever it seems that Articulate and Captivate have been known as the first choice tools for E-learning. When Instructional Designers thought of Camtasia Studio they would most likely thing of linear software demos but not any more. With the arrival of Camtasia Studio 8 the is now a third option that is not only much less expensive than the competitors but also allow for a rich media experience along with a crystal clear screen capture engine and a vast array of outputs. This is content you don't want to miss! "Camtasia Studio for E-Learning- 4 Case Studies" Next Tuesday, Sept. 25th--> 4:00 p.m EST/1:00 p.m PST REGISTER FOR THE LIVE WEBINAR: http://learncamtasia.com/eLearningIndustry
Joh Fra03

Creating Personal Networks as Learning Outcome | Virtual Canuck - 0 views

terrya.edublogs.org/...l-networks-as-learning-outcome

anderson PLE

shared by Joh Fra03 on 10 Dec 08 - Cached
  • The background to the paper overviews the importance of the creation of an adaptable context that the learner creates to support and retain their own learning. They note ” It is not about learning design it is all about learning environment design”. By letting learning emerge from rich inquiry, collaboration and publication tools, learners are able to play active roles in the creation and sustenance of their own learning contexts. These skills, the contexts and the products of course do not end when the course LMS site is closed, but rather become life long learning attributes and capacity. Thus the creation of a rich learning environment that the student creates, owns and continuous to build with is the major learning outcome, the specific knowledge domain outcomes are useful but less important outcomes in a life long learning context.
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)
Joh Fra03

Virtual Canuck - Part 2 - 0 views

terrya.edublogs.org/2

shared by Joh Fra03 on 17 Oct 09 - Cached
  • The background to the paper overviews the importance of the creation of an adaptable context that the learner creates to support and retain their own learning. They note ” It is not about learning design it is all about learning environment design”. By letting learning emerge from rich inquiry, collaboration and publication tools, learners are able to play active roles in the creation and sustenance of their own learning contexts. These skills, the contexts and the products of course do not end when the course LMS site is closed, but rather become life long learning attributes and capacity. Thus the creation of a rich learning environment that the student creates, owns and continuous to build with is the major learning outcome, the specific knowledge domain outcomes are useful but less important outcomes in a life long learning context.
Tesseract Learning

Blended Learning Model as an Effective Training Solution - Examples - 0 views

tesseractlearning.com/...raining-solution-examples.html

Blended Training Custom eLearning Corporate eLearning Corporate Training Tesseract Learning

shared by Tesseract Learning on 27 Mar 19 - No Cached
  • Tesseract Learning on 27 Mar 19
     
    Blended learning is an important model of learning where large amount of knowledge and skill-based content needs to be imparted in phases and redundancies need to be avoided. I will share few examples of blended learning in this write-up.
Tesseract Learning

Implementing Video-Based Learning Strategy Effectively In Corporate Learning - 0 views

tesseractlearning.com/...egy-in-corporate-learning.html

video based learning video based learning strategy video based learning strategy in corporate training corporate training

shared by Tesseract Learning on 18 Oct 19 - No Cached
  • Tesseract Learning on 18 Oct 19
     
    With the rising popularity of videos, even corporates are leveraging on using them for educating their employees. Videos can be human based or animated. How exactly video-based learning should be implemented is the focus of this article.
Tesseract Learning

The ARCS Model of Motivational Design - Tesseract Learning - 0 views

tesseractlearning.com/...s-model-of-motivational-design

learning design custom elearning instructional design motivational design arcs model learning design motivational

shared by Tesseract Learning on 17 Sep 20 - No Cached
  • Tesseract Learning on 17 Sep 20
     
    When it comes to the efficacy of learning, other than course content and instructional design elements, what matters a lot is learner motivation. Well, you cannot control the learners' motivation but you can influence their levels of motivation for sure. You can either motivate the learners to learn or entirely kill their interest. As a learning experience designer, your influence is unlikely to be neutral. In this article, we will look at motivational design and specifically the ARCS model of motivational design.
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
dominknow

5 Tips for Maximizing Your Learning Content Investment - 0 views

www.dominknow.com/...ur-learning-content-investment

learning content elearning courses tips to maximize learning content investment

shared by dominknow on 17 Sep 19 - No Cached
  • dominknow on 17 Sep 19
     
    Stuck in inflexible pages, much of today's learning material remains trapped in traditional formal vehicles like eLearning courses or presentations. As a result, learning content - and the time and effort that goes into it -is often poorly leveraged. But it doesn't have to be that way.
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.
Tesseract Learning

Striking a Nerve: The Benefits and Neurobiology of Story-Based Learning - 0 views

tesseractlearning.com/...y-of-story-based-learning.html

story based elearning storytelling in elearning Corporate eLearning Corporate Training Tesseract Learning

shared by Tesseract Learning on 29 Jan 19 - No Cached
  • Tesseract Learning on 29 Jan 19
     
    Wanted to know what are the benefits of story-based-learning? Check the Striking a Nerve: The Benefits and Neurobiology of Story-Based Learning and be fully prepared for the year to come.
Christopher Pappas

6 Myths of Online Colleges Infographic | e-Learning Infographics - 0 views

elearninginfographics.com/of-online-colleges-infographic

myths online colleges infographic infographics elearning resources

shared by Christopher Pappas on 06 Nov 13 - No Cached
  • Christopher Pappas on 06 Nov 13
     
    6 Myths of Online Colleges Infographic From 2002 to 2008, the percentage of students taking distance learning courses, which include online courses increased form 8 to 20% 6.7 million (32%) of the approximately 21 million college students in the U.S. were taking one online course. Myth 1: Online course credits are not accepted or respected by employees. Myth 2: Good professors don't want to teach online. Myth 3: Online classes are easier than in-person courses. Myth 4: Respected schools don't offer online courses. Myth 5: Online students aren't smart enough for traditional colleges. Myth 6: Online courses are for anti-social people. Do you agree or disagree? http://elearninginfographics.com/6-myths-of-online-colleges-infographic/ #distance #online #learning #education #college #professor #student
Tesseract Learning

Neuroplasticity And Its Role In Learning And Memory - 0 views

tesseractlearning.com/...le-in-learning-and-memory.html

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.
dominknow

Benefits of a Learning Content Management System (LCMS) - 0 views

www.dominknow.com/...content-management-system-lcms

lcms learning content management system benefits of lcms

shared by dominknow on 03 Sep 19 - No Cached
  • dominknow on 03 Sep 19
     
    This article will assist learning leaders in understanding the many benefits of investing in an LCMS. First, we will explore the component functionality of a robust LCMS in today's marketplace. Then, more importantly, we will provide a clear overview of how the different technical features help.
Tesseract Learning

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

tesseractlearning.com/...ng-content-vs-curating-content

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.
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