UD-WFI

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.

aMap is short for 'argument map'. The idea's very simple - to promote the art of arguing by mapping out complex debates in a simple visual format.

Today I was talking some collaborators on LLL3D about how to visualise concepts in Second Life. I remembered I had seen some twitterers mentioning that the University of Iowa had a visualisation of Bloom's taxonomy, I did a search and found that they had interactive models of both Bloom's taxononmy and Wenger's Communities of Practice.

A Hashtag is simply any word, phrase or abbreviation preceded by a pound sign (#). It's a way to show you're talking about a specific topic without using up too many of Twitter's precious 140 characters.

Twitter is not a tool for people who are new to social media and the use of social media for personal learning and work.

So, repeat after me: LinkedIn is not a destination site. We thought the Valley intelligentsia long ago proclaimed the end of destination sites. The desire to "get people to spend more time on LinkedIn" is linked to a failed business model around advertising.

James A. Rudd, II, one of the survey's authors and a chemistry professor at Cal State Los Angeles, said that most science education research and development is traditionally conducted by faculty from education schools. Though these individuals understand the pedagogy of instruction, he said they sometimes do not understand the content of the sciences well enough to make their work beneficial. He said it is imperative for science faculty to bridge the gap between the study of education and that of science.

I have never been happy with the standard Qualitative Data Analysis (QDA) software options that have been available (or the prices!), so for the next 2 weeks I will be on a quest for the perfect fieldnotes management system that will be used by my incoming class of 15 students for our ethnographic project exploring anonymity on the web.

This group is for students of the University of Albany ETAP687 course, Introduction to Online Teaching.

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.

The physics department has replaced the traditional large introductory lecture with smaller classes that emphasize hands-on, interactive, collaborative learning. Last fall, after years of experimentation and debate and resistance from students, who initially petitioned against it, the department made the change permanent. Already, attendance is up and the failure rate has dropped by more than 50 percent.

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.

It then follows that as faculty we would seek to create such communities for our students, to foster their own rigor and creativity of thought and communication--to develop their own expertise.

Here, excerpting from the conclusion to this volume, we consider how electronic portfolios provide a vehicle for a transition into the future of higher education.

Educators have been searching for ways to modularize and share educational content since the inception of online learning. However, for reasons both cultural and technological, the academic community has been slow to accept past attempts to support learning through the use of reusable, stand-alone, digital assets. With the advent of Web 2.0 technologies, widgets, along with a new generation of web-based and mobile content aggregators, provide the key to successfully packaging and delivering web-based educational content. In this Webinar, Marino will share how the production of portable course content in widgets has opened his writing course, and Metros will discuss ways to work with information technology leaders and university administration to deploy and promote widgets as an innovative and supportable learning technology.

Instead I'd like to address those readers who aren't on Facebook, especially those of you who've consciously decided to stay away.

I know I would have a really hard time going back to paying for simple things like word processing and note taking applications - especially ones without the advanced syncing I've come to expect.

Beyond Sakai 2.6, a vision of the future of the Sakai LMS. Slides presented to the LMS Committee at the University of Delaware. January 21, 2009.

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.