A critical examination of Blackboard's e-learning environment - Coopman - 3 views
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teaching/learning as performance and teaching/learning as text
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perceived institutional presence — the degree to which online learners felt connected to the university — was positively related to learning outcomes, satisfaction with the course, and intent to stay in the program.
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students in the traditional classes interacted with each other far less than those in the hybrid (Web–enhanced) classes
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Augmented reality platforms and mlearning | Instructional Design Fusions - 0 views
Top 5 free video editing software programs - 7 views
The Right Organisational Culture: A Requirement? - 2 views
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How? Small steps, most of them logical and obvious, such as: change performance appraisal guidelines so that knowledge sharing is taken into consideration find out about someone’s knowledge sharing habits not by checking the amount of posts on the intranet but by asking their peers (check for quality of contributions and willingness to help, for example) use knowledge audit questionnaires and interviews to gather data (obviously!) and to, simultaneously, emphasise the behaviours expected from staff have idea banks but make the idea cycle completely open and transparent so that ideas are owned and worked on by all those interested review the way the organisation rewards and recognises new ideas, new business, good results, etc..
CEGSA - Web 2.0 world reviews - 3 views
Universal instructional design principles for Moodle | Elias | The International Review... - 5 views
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The paper identifies a set of universal instructional design (UID) principles appropriate to distance education (DE) and tailored to the needs of instructional designers and instructors teaching online. These principles are then used to assess the accessibility level of a sample online course and the availability of options in its LMS platform (Moodle) to increase course accessibility.
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