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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.
Joh Fra03

WhatIsConnectivism - 0 views

elearnspace.org/...player.html

6772 learning styles Siemens connectivism 101course presentation cck08

shared by Joh Fra03 on 17 Oct 09 - Cached
  • Joh Fra03 on 17 Oct 09
     
    I can tie this back into my course, as a means of orienting the student and critically looking at it.
Tesseract Learning

Using Design Thinking To Create Better Custom eLearning Solutions - 0 views

tesseractlearning.com/...gn-thinking-create-better.html

Custom eLearning Better learning solutions

shared by Tesseract Learning on 19 Sep 18 - No Cached
  • Tesseract Learning on 19 Sep 18
     
    Design thinking is a recent phenomenon in the world of eLearning and it is a method that combines empathy, ideation, and problem-solving of complex and undefined problems. In this article, I will discuss how design thinking can be applied to create better eLearning courses.
Tesseract Learning

Custom eLearning: Q&A Model Combined With Scenarios - 0 views

tesseractlearning.com/...l-combined-with-scenarios.html

custom elearning course custom elearning Q&A model tesseract learning engaging custom elearning course

shared by Tesseract Learning on 17 Sep 19 - No Cached
  • Tesseract Learning on 17 Sep 19
     
    In this blog, I will discuss the merits of the technique of using rhetorical questions under the purview of the Q&A model in combination with scenarios for an effective and engaging Custom eLearning experience.
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.
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.
Joh Fra03

Social Software for Learner-paced courses - CIDER - 0 views

cider.athabascau.ca/...socialsoftware

self-pacedactivities learnerpaced model

shared by Joh Fra03 on 08 Dec 08 - Cached
  • Joh Fra03 on 08 Dec 08
     
    social activities
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
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

OnLine Education Notebook - 0 views

people.uis.edu/sources.htm

courses online

shared by Joh Fra03 on 17 Oct 09 - Cached
  • Joh Fra03 on 17 Oct 09
     
    a compilation of online resources such as online schools programs etc.
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