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One of the most common scenarios for rapid elearning developers is to take an existing PowerPoint presentation and convert it to an "elearning course." Sometimes you get the luxury of meeting with the subject matter expert and then reworking the content to transform it from a presentation to an elearning course. However, there are many times when you have to take the content "as is" and then put it online. The subject matter expert's not too interested in reworking the content much.

It was to some extent humiliating for students to realize that they had bought into a system which doesn't work. In which they can be convinced that they've learned something even though they haven't understood it. It was a bit of a shock to them, but that shock is essential. You have to be willing to accept that you don't really understand something if you're going to be a researcher who makes great discoveries of how nature functions and so on.

As the phrase suggests, it is the telling of stories using Web 2.0 tools, technologies, and strategies. Since the name is fairly recent (and not yet widely used), it may not bear out as the best term for this trend. Another name may emerge, one better suited to describing this narrative domain. However, the term seems to have met with quiet acknowledgment to date, so it may serve as a useful one going forward.

Institutions need assessment management using portfolio data but students need personal portfolios to learn. Within one technology, portfolios, IT must show both the liberating and controlling faces.

In the era of technology students do not pass notes or try and whisper quietly to one another, they send text messages from their cell phones or Facebook messages to one another if on a computer during class. These actions are done silently and do not cause a disruption in the classroom. But is it distracting? Maybe. Is it beneficial? I think so.

Here's an undergraduate student at UBC articulating a vision for the future that I so thoroughly agree with that it is fills me with a sense of unbounded hope and encouragement.

I'm going to show you how I built it (all inside PowerPoint) and then I'll show you some tricks that will make it easier for you to build your own elearning courses.

Since SDSU's clicker standardization, clicker course enrollment has grown from under 3,000 in fall 2006 to over 12,500 in fall 2008. Learn about SDSU's collaborative approach to standardization and its innovative faculty support program, which combines a faculty community of practice developed through online and in-person peer interactions with hands-on workshops and one-on-one support. With its focus on improving student engagement and learning through effective practices with clickers, the impacts of this effort will be demonstrated through analysis of feedback data gathered each semester from thousands of students.

"You can teach in order to have it be effective years later," Ms. Metcalfe says, "or you can teach so that they get their A on the final exam and then they forget it all."

RIScienceTeachers is a free resource aimed at strengthening science education in Rhode Island schools. Because its focus is local, we hope that it becomes a valuable resource for teachers statewide. If you are a science teacher who shares a concern for what (and how) students learned science, we invite you to join the site and add your contribution.

We are using the word "story" in a general sense; it may be a deeply personal one of the digital storytelling variety, or it may be a tale of a travel trip, or a simple multimedia presentation.

Have you ever wanted to change your life? Make it easier or, at least, get rid of the tough stuff? Have you ever simply asked yourself, "What if?" Anyone who wants a void filled, a problem solved, or a question answered, can learn to innovate. And it doesn't matter how much education you have or how high you sit on the corporate ladder. If you think that learning innovation means reading boring instructional manuals and paying a fortune for classes, you're wrong.

This ECAR research bulletin focuses on institutional intellectual property (IP) policy related to instructional products and systems generally and to e-learning specifically. It contrasts IP policies that apply in face-to-face instructional settings with those in e-learning environments, and it highlights the role that Web 2.0 applications play in those policies.

Yes, if you're not concerned about editing your work, but just getting it out there, then that's right. YouTube is wonderfully simple and I have pined for a decent audio podcasting site, one that will store your media rather than just allow you to link to it (like Blogger).

Google's investment is part of a broad movement toward "cloud computing," a literally hazy term for a concept that takes outsourcing, software as a service, and similar rent-don't-own trends to their logical conclusion. Think of it as a ubiquitous Wi-Fi hotspot that can satisfy all of a company's computing needs, from software applications to data to communications and collaboration. No more data centers; everything you need is "out there" in the cloud, accessible for a fee. Or fees.

Today we officially launched PIVOTE as an open source project. PIVOTE is an outcome of the JISC funded PREVIEW project we've been involved with looking at learning in virtual worlds. PIVOTE allows you to author a learning exercise on the web, and then play it on the web, in a virtual world (or worlds), and even on your phone.

The Provost's Office will make the scholarly article available to the public in an open- access repository. The Office of the Provost, in consultation with the Faculty Committee on the Library System will be responsible for interpreting this policy, resolving disputes concerning its interpretation and application, and recommending changes to the Faculty.

Most people dabble in many social networks but eventually settle into only one or two that they keep up with on anything resembling a long-term basis. To narrow it down, though, I'd find out which social networks your friends frequent and sign up for them.

Twitter may not function as a broadcast medium as much as it serves as a quick relay service for sharing ideas, thoughts and concerns with others who have similar interests, both locally and at great distances. These practices typically follow the formula, articulated by Barbara Ganley, that we "blog to reflect, Tweet to connect."

Baylor University welcomed to its campus yesterday the CogDog himself, Alan Levine, for conversation, tours, and an afternoon presentation titled "NMC 101, An Introduction to the New Media Consortium."