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Joh Fra03

TheRecord.com - Life - Teachers use Facebook to reach students - 0 views

news.therecord.com/...404479

facebook

shared by Joh Fra03 on 31 Jan 09 - Cached
  • MacNeil was already using his own website to post assignments, useful links and samples of work in his communications-technology class, so Facebook seemed a logical next step.
  • Looking through Vaughan's class Facebook page, there are several discussion topics being debated daily and students -- old and new -- posting messages by the hour.
  • "It wasn't that it was any better than sending an e-mail or anything like that, it was that they seemed more willing to accept that media over the other ones,'' says MacNeil.
  • ...2 more annotations...
  • Vaughan says it was his students' idea to use Facebook and he has introduced it for the past three semesters with growing success."The students wanted to use it because it's a tool they already use and they (student teachers) also wanted to see if it was a tool they could use with their students in the future.''
  • eachers "are able to leverage a tool students already use instead of asking them to learn how to use a separate application,'' she says.
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.
Christopher Pappas

Free Testing and Quizzing Tools for Online Education - 0 views

elearningindustry.com/...ing-tools-for-online-education

free testing online online education tools facebook elearning resources OTL 03 Education design

shared by Christopher Pappas on 07 Nov 12 - No Cached
  • Christopher Pappas on 07 Nov 12
     
    Would you be interested in for list of 15 Free Testing and Quizzing Tools that you can use in your Online Classroom? At the following list of Free Testing Quizzing Tools for Online Education you will find 15 Free Online Tools that you can use for Testing and Quizzing at your traditional or online classroom! I have used the most of them but I am not going to tell you which is my favorite! You have to try them your self and share with me your thoughts! We do not have all the same educational needs! If you know a Free Testing and Quizzing Tool that is not included in the list please share it with me!
Joh Fra03

3 scenarios for using Twitter with your students at teaching.mrbelshaw.co.uk - 0 views

teaching.mrbelshaw.co.uk/...ing-twitter-with-your-students

twitter

shared by Joh Fra03 on 17 Oct 09 - Cached
  • Joh Fra03 on 17 Oct 09
     
    4. Belshaw, D. (2007, September). 3 scenarios for using Twitter with your students [Teaching Blog]. [Online]. Available: teaching.mrbelshaw.co.uk/index.php/2007/09/27/3-scenarios-for-using-twitter-with-your-students/.
Joh Fra03

On Privacy and web presence | Virtual Canuck - 0 views

terrya.edublogs.org/...on-privacy-and-web-presence

anderson privacy network

shared by Joh Fra03 on 17 Oct 09 - Cached
  • In my own class, I am encouraging students to venture out beyond the protected walls of the institutional LMS and use blog posting and discussions to create “transactional presence” and sustain cooperative and collaborative learning. However, I note that most students confine reading permissions to others associated with the University or even exclusively to class mates, thereby eliminating exposure to search engines and external readers and communities. A safer, choice, but one that serves to minimize spontaneous and emergent connections and relationships with people outside of the institution
  • he first  use verbal and non verbal behaviours by which we invite others to enter or to leave our individual spaces. The second is built upon on environmental constraints and opportunities we build and inhabit such as doors, fences, passwords and speaking platforms. Finally, Altman notes cultural constraints such as  the type of questions that are appropriately asked, the loudness of voice and the amount of touching that we use to build and reinforce interpersonal boundaries that culturally define privacy spaces and practices.
  • hus, it  should come as no surprise that privacy issues are a major concern of all who use the net and perhaps especially so for those using social software tools for both formal and informal learning. No easy asnwers, but I don’t see any compelling reasons to attemopt to totally lockdown our or our students capacity to explore and gain control over their own emerging sense of privacy and security.
Joh Fra03

Kapp Notes: Teens, Tweens and Social Networking - 0 views

karlkapp.blogspot.com/...ens-and-social-networking.html

facebook socialnetworking

shared by Joh Fra03 on 28 Jan 09 - Cached
  • Online social networking is now so deeply embedded in the lifestyles of tweens and teens that it rivals television for their attention...Nine- to 17-year-olds report spending almost as much time using social networking services and Web sites as they spend watching television. Among teens, that amounts to about 9 hours a week on social networking activities,compared to about 10 hours a week watching TV.
  • any students engage in highly creative activities on social networking sites...Overall, an astonishing 96 percent of students with online access report that they have ever used any social networking technologies, such as chatting, text messaging, blogging and visiting online communities
  • Eighty-one percent say they have visited a social networking Web site within the past three months and 71 percent say they use social networking tools at least weekly.
  • ...1 more annotation...
  • Students report that one of the most common topics of conversation on the social networking scene is education. Almost 60 percent of students who use social networking talk about education topics online and, surprisingly, more than 50 percent talk specifically about schoolwork.
Tesseract Learning

Creating a Great and Engaging Course using Gamification Strategy - 0 views

tesseractlearning.com/...ing-gamification-strategy.html

Gamification gamification strategy gamification strategies Custom eLearning Course

shared by Tesseract Learning on 22 Jun 19 - No Cached
  • Tesseract Learning on 22 Jun 19
     
    Gamification has become an important strategy to take learning design and thus learning itself to the next level. In my experience, using the right gamification strategy has helped organizations to engage their audience better and reap better results on their training investments. I will be sharing some gamification strategies in this blog.
Pinhopes Job Site

Climb up the career ladder faster | Few useful tips for Interview | Pinhopes - 0 views

blog.pinhopes.com/...-ladder-faster-few-useful-tips

Climb up the career ladder faster Few useful tips for Interview

shared by Pinhopes Job Site on 17 Jun 14 - No Cached
  • Pinhopes Job Site on 17 Jun 14
     
    Reaching your work goals may look like a daunting task at first. With careful planning and implementation of right strategies, you can step up the career ladder quicker than you thought of. Here are few tips on how to get promoted at work quickly:



    Continue learning

    Learning is a lifelong process. To grow in your career, it is imperative that you keep accumulating knowledge across industries' trends, challenges and insights. Staying updated about your domain knowledge enables you to tackle challenges at work more efficiently and higher your chances of getting noticed by employers.

    Lead when required

    To take charge in a work environment doesn't always require you to be in a top position. You can assume a leadership role when circumstances demands at workplace. Exhibit your leadership skills while solving a critical problem at work by effectively communicating, motivating and working in coordination with other team members. Also start taking responsibilities a level in advance to show that you are ready for the next role.

    Give your best

    When you give your best in your work, you stay visible for your passion and performance. If you want to add more value to your work, then go t
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
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

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

Using Online Collaborative Document Editors to Enhance Student Satisfaction and Cogniti... - 0 views

www.aln.org/1243

scholarly collaboration satisfaction cognition

shared by Joh Fra03 on 17 Oct 09 - Cached
  • Joh Fra03 on 17 Oct 09
     
    Using Online Collaborative Document Editors to Enhance Student Satisfaction and Cognitive Presence Outcomes
Tesseract Learning

70-20-10 Model of Performance And Training Revisited - 0 views

tesseractlearning.com/...ce-and-training-revisited.html

Custom eLearning Microlearning Gamification 70-20-10 model Tesseract Learning

shared by Tesseract Learning on 11 Mar 19 - No Cached
  • Tesseract Learning on 11 Mar 19
     
    The 70-20-10 model is widely used in organizations across the world for implementing learning programs. In this blog, I will cover the model briefly and provide some thoughts on implementing it better for successful skilling of workforce.
  • Tesseract Learning on 11 Mar 19
     
    The 70-20-10 model is widely used in organizations across the world for implementing learning programs. In this blog, I will cover the model briefly and provide some thoughts on implementing it better for successful skilling of workforce.
Erik Keith

Salute to Teachers - 1 views

www.youtube.com/watch

Education Viral Video Inspirational Video Teachers Thank you teachers GLOBE Program Learning

shared by Erik Keith on 10 Sep 12 - No Cached
  • Erik Keith on 10 Sep 12
     
    The GLOBE Program (http://www.globe.gov) is taking this opportunity to salute teachers everywhere----for all of the things you do----for inspiring your students and cultivating the love of learning. Teachers are the backbone of our educational system. They encourage, inspire and challenge us to reach new heights and dream without boundaries. The GLOBE Program Office in Boulder, Colorado produced this video for teachers everywhere. We encourage you to watch it, send it to your fellow (or favorite) teachers, school administrators, friends and family members. Encourage them to share it with their network as well so that everyone may pause for a moment and truly appreciate the teachers who made a difference in their lives.
  • Erik Keith on 10 Sep 12
     
    Salute to Teachers Video
LuAnne Holder

Creating the Walled Garden: Setting up Web 2.0 Apps on School District Servers - 0 views

mguhlin.wikispaces.com/walledgarden

teaching resources web2.0 technology links tools

shared by LuAnne Holder on 02 Nov 10 - No Cached
  • LuAnne Holder on 02 Nov 10
     
    List of web apps that could be useful for educatores
Joh Fra03

Facebook 2.0 | EDUCAUSE CONNECT - 0 views

connect.educause.edu/...46324

facebook

shared by Joh Fra03 on 31 Jan 09 - Cached
  • If nothing else, these reactions by users should end the notions, first, that there is no privacy on the Internet and, second, that youth have no interest in it. What remains fascinating is our ability to observe the re-creation of cultural norms whose existence in the physical world is largely assumed, repressed, or forgotten.
  • et’s “face” it: Facebook has built the site, and students use it; we in higher education should come to recognize that this universal commercial site is here to stay.
  • those of us in higher education should be thoughtful about the degree to which outsourcing restricts our control over our products and services in higher education. IT professionals—vice presidents and chief information officers especially—have a responsibility to raise critical questions and perhaps even to teach or coach their administrations about the long-term, and possibly unintended, deleterious consequences of decisions that seem so obvious from a business and financial perspective today. Surrounded by commercialism and its almost irresistible temptations, we must be careful not to sell our souls.
Joh Fra03

Connectivism Outline - LTCWiki - 0 views

ltc.umanitoba.ca/...Connectivism_Outline

connectivism course open do-this

shared by Joh Fra03 on 01 Feb 09 - Cached
  • Joh Fra03 on 01 Feb 09
     
    You must use this!!! take this course by your self.
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