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Why Aren't More Schools Using Free, Open Tools? - 0 views

    One school in Pennsylvania is using open-source tools wherever possible to keep students close to the code behind the machines they use. This stance is opposite to the very restrictive policies of many schools, but could allow students more freedom to explore what makes devices work.

Virtual World Lesson Plans & Resources for Second Life - 2 views

    A database of virtual world lesson plans created by USF students (including me!) A good resource if you are interested in exploring and/or using virtual worlds like Second Life in education.
Laura Sederberg

"Got Skills?" Why Online Competency-Based Education Is the Distruptive Innovation for H... - 0 views

    "A true workforce solution, competency-based education has the potential to bridge the widening gap between traditional post-secondary education and the workforce."

Turn your PowerPoint into an interactive online exercise! Mix For Microsoft Office 2013 - - 1 views

    Add video, create and embed quizzes, and track which slides students view and for how long, all for Free! This fun and pretty powerful plug-in for Microsoft PowerPoint (only works on Office 2013) may be your next best friend! It may also be a fun tool for your students to express learning outcomes by creating their very own presentation! Give it a try!
Laura Sederberg

Enhance Students Productivity with These Web Tools ~ Educational Technology and Mobile ... - 2 views

    August 26, 2014 There is a growing number of tools for students offering benefits from organizing assignments to creating study groups to taking notes. Here are some notable options for your students to consider. ClassOwl was founded by a group of Stanford sophomores wanting to improve the hectic academic experience.
Jim Aird

Nurse Program Reimagines Diagnostic Training for Online Students - Wired Campus - Blogs... - 0 views

  • “I would like to see this move out of just nursing and be utilized in any discipline where you want to show a student how to do something,”
Jim Aird

College papers: Students hate writing them. Professors hate grading them. Let's stop as... - 1 views

  • fter reading your article, I feel sorry for the author.  I do not know the identity of the alleged plagiarizing, font-adjusting, slackers are, but they certainly did not attend any four-year university I, or my family has attended.  I agree with Hannah Dodd that you show nothing but "complete contempt and loathing for" your students as well as for her career.  This author's experience sounds like high school, but the truth is that universities require most papers be submitted through programs that scan essays and compare the writing with hundreds of thousands of sources to expose plagiarism.  This article is extremely insulting to every student, including me, who ever wrote a college essay.   Essays written for the history department of CSU Long Beach had to pass the plagiarism test, as well show that the student can think critically and relate that critical thinking to a PhD-holding professor.   Those few who do not pass muster will eventually find themselves outside the halls of the college, as California universities do not tolerate plagiarism or patterns of poor grades.  How dare this woman belittle the hard work of tens of thousands of hard-working, INTELLIGENT students and professors.
Jim Aird

New Council to Develop Standards, Best Practices for Online Learning - Wired Campus - T... - 0 views

  • “The missing piece is how much are students learning amid all this technology? The other piece is what are the metrics, best practices, and eventually standards, if you will, that are collectively developed and acceptable for those who engage?”
Jim Aird

Digital Literacy: Why adaptability is key - Chimera EDUCATION - 0 views

    "Give students a chunk of time without instruction to explore a new tech program before using it.
    Encourage students to use online resources to figure the program out.
    Create a backchannel discussion or an online forum where students can post links to helpful resources or ask questions.  Encourage your tech savvy students who get it faster than the others to monitor the boards and answer questions electronically.  Using an electronic forum with delayed responses instead of face-to-face assistance will encourage adaptability and eliminate the possibility that a tech-light student will sit back and let the tech-savvy student fix the problem or do the work.
    To avoid frustration, stop after 15 minutes and distribute a self-assessment rubric on adaptability (see my example below).  Debrief with students about their experiences.  For those who fall in the flexible and adaptable category, what strategies did they use to navigate through unfamiliar interfaces?  For those who didn't, how can they improve their experience for the next time?"
Jim Aird

An absolutely riveting online course: Nine principles for excellence in web-based teach... - 0 views

  • Simply taking material that was developed for classroom delivery and directly porting it into course management programs such as WebCT or Blackboard tends neither to be effective nor recommended (Ellis & Hafner, 2003)
  • The retooling and redesigning of course materials often takes significant time
  • The online world is a medium unto itself and if instruction is to be effective, material for online courses needs to be developed with the unique strengths and dynamics of the web in mind
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  • one of those changes is that the instructor role is moving from provider of content to designer of student learning experiences
  • As with teaching in a face-to-face environment, we need to constantly gauge our audience and discern what tools and strategies are going to be effective at the time.
  • Specific aspects of online teaching that are reported to contribute to enhanced learning and student satisfaction also include: quick turnaround time by instructor on email and assignments (Hopper and Harmon; 2000); frequent and engaged contact and individual feedback (Anderson, 2006); having goals and objectives that are clearly stated (Carr-Chellman & Duchastel, 2000; King, 1998; Orde, et al., 2001; Sieber, 2005) and detailed enough to clarify “what the student should be able to do, the conditions under which the student should produce the desired behaviour and how well the student must be able to perform it” (Ellis & Hafner, 2003, p. 643); great communication skills (Hopper and Harmon, 2000; White, 2000); regular use of student names (Aragon, 2003) and the capacity to be real and genuine (Aragon, 2003; Beaudin & Henry, 2007).
  • Regardless of how stellar the content or how wondrous the technology, if they are to be excellent, online courses must also involve excellent online teaching.
  • Social presence and a sense of community are influenced by many things, including collaborative learning activities (Aragon, 2003), enhanced communication (Steinweg, et al., 2006), use of humour (Aragon, 2003), small group activities (Rovai, 2002) and it is an essential part of online learning.
  • The expertise involved in developing excellent online courses is not optional; it is essential. And we either gain those areas of expertise ourselves or we look for help and support. Otherwise, significant aspects of the courses we develop will be weak, and possibly even mediocre.
  • in post-secondary education instructors tend to be subject matter experts and not necessarily experts in learning theory and educational processes (Ellis & Hafner, 2003; Oblinger & Hawkins, 2006). As such, a team approach is often encouraged.
  • Excellence in online education requires multiple areas of expertise. A content expert is necessary but not even close to sufficient.
  • It is not enough to simply inform students of these areas, the instructor must request that students respond once they have found the required information or activity in question.
  • There are a few things that some online instructors/developers provide that can go a long way with students. One is to provide exemplars of the course assignments.
  • Perhaps the most common of these provide direction on being effective self-guided learners. Unless the students in an online course can manage their time and provide some degree of self-motivation, they tend not to do well in a virtual course environment.
  • Brief personal email messages are also appreciated by students
  • Another little extra is the inclusion of brief audio clips
  • The integration of related video material also provides another little extra, especially for those students who tend to be auditory or visual in nature.
  • Knowledge and understanding of such principles can help us find success in the exciting world of online education, and can help us move from the mere uploading of content to creating absolutely riveting online courses.
    Great article about online course design.
Ann Steckel

How NOT to Teach Online: A Story in Two Parts | Online Learning | HYBRID PEDAGOGY - 1 views

  • The funny thing about teaching with technologies, online or even in a face-to-face context, is that if you focus primarily on the technologies themselves the important things can fade from view too easily.
  • they focus on the technology and the how first and foremost, to the point where the purpose for the learning gets lost.  
  • a key role of any facilitator is to make those norms and expectations explicit, so learners can begin to take ownership of their own participation on shared, sanctioned terms
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  • Online is different, in the sense that bringing people fully into an experience requires some explicit scaffolding that face-to-face tends not to
  • And yet online is no different at all, in the sense that it is teaching and learning for all the same reasons as any other teaching and learning experience, and we need to approach it with our whole selves, not just as mediators of technology
Jim Aird

Teaching Online & Face-to-Face Classes Require Different Skills - 1 views

  • teachers must encourage students to express themselves in writing as much as possible so teachers can sense whether everyone is on the same page.
  • Students can create screencasts, record their voices, and share the videos with the teacher and the other students.
  • Teachers, who used technology, claimed  that it facilitated the teaching and learning process for their students, but it was time consuming.
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  • I have created many online courses for teachers to engage them, firstly, as learners and secondly, as teachers, so they can practice both roles.
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