Skip to main content

Home/ Technology Enabled Learning & Teaching @ UNSW/ Group items tagged center

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Karsten Sommer

WebEx / Intercall - Meeting Center resources - 0 views

www.intercallapac.com/...meeting-centre-resources.php

Webex meeting center L&Tunsw unsw education L&T software elearning conferencing conference call

shared by Karsten Sommer on 21 Jul 10 - Cached
  • Karsten Sommer on 21 Jul 10
     
    "library of user guides and support materials include details on everything you need to know about Cisco WebEx Meeting Center"
Karsten Sommer

Adobe Acrobat Connect Pro Resource Center - 1 views

www.adobe.com/...acrobatconnect

adobe Adobe Acrobat Connect Pro Adobe Connect Pro unsw L&Tunsw meeting connection edtech TELT bb elearning L&T acrobat Conferencing pro tutorials

shared by Karsten Sommer on 15 Mar 10 - Cached
  • Karsten Sommer on 15 Mar 10
     
    "Acrobat Connect Pro Resource Center"
Robyn Jay

A critical examination of Blackboard's e-learning environment - Coopman - 3 views

firstmonday.org/...2202

coopman blackboard review critique

shared by Robyn Jay on 30 Sep 09 - Cached
  • teaching/learning as performance and teaching/learning as text
  • 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.
  • students in the traditional classes interacted with each other far less than those in the hybrid (Web–enhanced) classes
  • ...6 more annotations...
  • quality of interaction in online discussions, rather than quantity, may be the better predictor of student achievement
  • Interrogating the structure of learning management systems such as Blackboard brings to light the unnoticed ways in which the software frames online classroom interaction
  • Rose (2004) argued in her critique of learning management systems that the mediated tools instructors use to teach their classes are not value–free. The author lamented that “there is no acknowledgment of the fundamental transformations that must be wreaked upon content imported into platforms such as WebCT and Blackboard, nor of the fact that the very structure of these systems constrains instructional possibilities and decision–making.” [4] Like a highly bureaucratic organization, once a structure is built into a learning management system, changing the structure becomes unimaginable (Sandvig, 2006).
  • Online class discussions typically involve more student–student interaction and less instructor–student interaction. Lobel, et al. (2005) found that instructors were the center of the interaction network during in person discussions whereas the group was the center during online discussions. Blackboard’s discussion feature allows students to interact directly with each other, bypassing the instructor. However, the degree of structural flexibility in a Blackboard discussion board resides to a large extent in the decisions the instructor makes. May students attach files? May students start new discussion threads? May students post anonymously? Do they rate each other’s messages? What is the rating system?
  • What has changed is the instructor’s increased ability to track students’ use of the class Web site: number of messages posted, number of messages read, and how many times various pages or sections are accessed. Mullen (2002) argued that this type of information seems to provide an objective measure of student engagement, but in fact creates a dangerously decontextualized, essentialized image of a class in which levels of “participation” stand in for evidence of learning having taken place. Students are treated not as learners, as partners in an educational enterprise, but as users
  • “The brave new world of digital education promises greater access, increased democratic participation, and the transcendence of discrimination through pure minds. We must interrogate the actuality of these hypes: who has access, is participation online transformative, and is transcendence of difference a goal of progressive pedagogies?” [8]
Karsten Sommer

WebEx / Intercall - Training Center resources - 0 views

www.intercallapac.com/...training-centre-resources.php

trainingcenter training center L&Tunsw unsw education L&T software elearning conferencing conference call webex

shared by Karsten Sommer on 21 Jul 10 - Cached
  • Karsten Sommer on 21 Jul 10
     
    "complete library of user guides and support materials include details on everything you need to know about TrainingCentre"
Stephan Ridgway

Literacy For the 21 Century: An Overview & Orientation Guide To Media Literacy Education - 3 views

www.medialit.org/lit2105.pdf

socialnetworking digitalliteracies genc siwd

shared by Stephan Ridgway on 04 Oct 09 - No Cached
  • Stephan Ridgway on 04 Oct 09
     
    Center for Media Literacy 2003
Lyn Collins

Dan Pink: How Teachers Can Sell Love of Learning to Students | MindShift - 0 views

blogs.kqed.org/...l-love-of-learning-to-students

learning teachers motivation students edchat

shared by Lyn Collins on 25 Jan 13 - No Cached
  • Guided by findings in educational research and neuroscience, the emphasis on cognitive skills like computation and memorization is evolving to include less tangible, non-cognitive skills, like collaboration and improvisation.
  • are all about moving other people, changing their behavior, like getting kids to pay attention in class; getting teens to understand they need to look at their future and to therefore study harder. At the center of all this persuasion is selling: educators are sellers of ideas.
  • Pink said school superintendents rated problem-solving as the top capability they wanted to instill.
  • ...4 more annotations...
  • Corporate executives, however, rated problem-solving as seventh on their list of attributes in employees, but rated problem identification as the single most important skill. That is, the ability to suss out issues and challenges that aren’t necessarily obvious. And this is where students could benefit from educators — learning the process of identifying a problem.
  • There’s something to be said for connecting particular lessons to something in the real world.”
  • . Games have the potential to make math more relevant or engaging, Pink said, but if they lead to standardized thinking about getting to the one right answer, that can be problematic.
  • To get to that engagement, people have to unlearn these deeply rooted habits. I defy you to find a two year old who is not engaged. That’s how we are out of the box.”
  • Lyn Collins on 25 Jan 13
     
    A great post!
Lyn Collins

Seven Principles for Good Practice in Undergraduate Education | The Center for Teaching... - 2 views

teaching.uncc.edu/...seven-principles

principles practice undergraduate education teaching learning

shared by Lyn Collins on 03 Mar 14 - No Cached
  • we offer seven principles based on research on good teaching and learning in colleges and universities. Good practice in undergraduate education: encourages contact between students and faculty, develops reciprocity and cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and ways of learning.
  • They rest on 50 years of research on the way teachers teach and students learn how students work and play with one another, and how students and faculty talk to each other.
  • While each practice can stand alone on its own, when all are present their effects multiply. Together they employ six powerful forces in education: activity, expectations, cooperation, interaction, diversity, and Responsibility.
  • Lyn Collins on 03 Mar 14
     
    we offer seven principles based on research on good teaching and learning in colleges and universities. Good practice in undergraduate education: encourages contact between students and faculty, develops reciprocity and cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and ways of learning.
Lyn Collins

Lessons Learned from Vanderbilt's First MOOCs | Center for Teaching | Vanderbilt Univer... - 1 views

cft.vanderbilt.edu/...d-from-vanderbilts-first-moocs

MOOC principles learning

shared by Lyn Collins on 21 Aug 13 - No Cached
  • Lyn Collins on 21 Aug 13
     
    The lessons learned at Vanderbilt are consistent with lessons learned in other MOOCs offered elsewhere. The lessons include, briefly: Teaching online is a team effort. There's more to MOOCs than lecture videos. Open content is our friend The cognitive diversity seen in MOOCs is far greater than in closed courses MOOC students are well-motivated students Cognitive Diversity + Intrinsic Motivations = Crowdsourcing Success MOOC students can be producers as well as consumers of information Accommodating students on different time tables can be challenging Instructor presence is important, even in a MOOC Good stuff; good article.
Karsten Sommer

Free WebEx Player to View Recorded Online Meetings - 2 views

www.webex.com/downloadplayer.html

webex support elearning L&Tunsw TELT unsw highereducation L&T software education guides download the trainingcenter training center conferencing conference call

shared by Karsten Sommer on 01 Jul 10 - Cached
  • Karsten Sommer on 01 Jul 10
     
    Download the WebEx Player to View Recorded Online Meetings and Webinars
Karsten Sommer

InterCall University Training Videos - 0 views

www.intercallapac.com/...training.php

webex education L&T unsw application conferencing audio intercall

shared by Karsten Sommer on 29 Jul 10 - Cached
  • Karsten Sommer on 29 Jul 10
     
    "comprehensive collection of training videos in the InterCall University will take you through everything you need to learn "
Karsten Sommer

WebEx: Join Test Meeting - 1 views

www.webex.com/jointest

trainingcenter training center L&Tunsw unsw education L&T software elearning conferencing conference call webex meeting test join highereducation TELT edtech

shared by Karsten Sommer on 23 Jul 10 - Cached
  • Karsten Sommer on 23 Jul 10
     
    "Test your browser by joining a meeting."
Robyn Jay

New iStanford Release with Library App | Information Center - 0 views

www.stanford.edu/...1068

istanford

shared by Robyn Jay on 18 Oct 10 - No Cached
  • Robyn Jay on 18 Oct 10
     
    "iTunesU, 5-SURE and Emergency Tiles), but of special note are two major, Libraries-specific enhancements: 1. A Library "tile", which allows you to search library holdings via SearchWorks from your iPhone. 2. A Library "Places" overlay in the Maps tile. The iStanford interface looks like this (note the library tile in the bottom left corner): The Library tile takes you straight to a search box, powered by SearchWorks' index and relevancy ranking. Search results show book covers, author, title and availability. iStanford screenshot of SearchWorks search result Individual item records provide additional information, including item location and availability status, as well as links to any online versions. iStanford screenshot of map with There is also an Advanced Search option, and an "Ask A Librarian" page, with integrated email and phone numbers for Campus libraries. The new Maps tile now has a "Places" button in the bottom right corner of the screen, which provides a link to Libraries or Residential and Dining. The Libraries "place" provides a list (or map) of campus libraries. Individual library links include contact information, a link to hours, and a link to the library's web site."
1 - 20 of 25 Next ›
Showing 20▼ items per page