Ubiquitous Video not in size or stature, but the complete process of video from capture (capability built into phones, pocket cameras, Flip devices) to easy to use editing tools (some web-based, but full featured ones come with modern operating systems), to ease of distribution via video sharing sites YouTube, vimeo, etc all point to video being a common form of communication (and in terms of response via video), so that "writing" is now multimodal. See also the interesting work done with EDUPOV "point of view video" http://www.aupov.com/ http://www.edupov.com --Alan 22:02, 12 May 2009 (PDT)[very very exciting--porophil 18:17, 27 May 2009 (PDT)--CarolineS 23:20, 27 May 2009 (PDT)Again, I believe that the potential here is huge - --Ashfordrowe 20:52, 28 May 2009 (PDT)
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Condition: Critical | Feature - 0 views
eLearn: Feature Article - 2 views
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"Handbook of Emerging Technologies for Learning"
YouTube - Wimba Classroom Quick Start - 3 views
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Wimba Classroom Quick Start
YouTube - Wimba Basics - 1 views
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Wimba classroom basics
Wimba Community - 3 views
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Features forums, blogs and resources
Course formats - MoodleDocs - 2 views
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This page lists describes the moodle formats feature and lists the third-party format plugins that extend the course layout in different ways.
What folks included in their training Moodle best practices course - 1 views
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It is possible to see what exactly was included in this course if you watch it in full screen mode. Unfortunately, there is no guest access to this course (I tried)
YouTube - SharePoint in Plain English - 0 views
Never too old for Facebook - at 104! - 0 views
Seth Godin & Tom Peters on blogging. - 0 views
Research Question One - Horizon.au - 0 views
Insidious pedagogy: how course management systems impact teaching - 2 views
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The buttons link to pages that simply provide a place to upload a document, which is exactly what most instructors do: upload word–processed files of their classroom materials. They are encouraged to “plug in” their content under the appropriate category instead of envisioning a translation of their individual pedagogical style into an online environment. Blackboard “tends to encourage a linear pathway through the content” [3], and its default is to support easy uploading and text entry to achieve that goal.
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Even after several years of working with the CMS, faculty requests for help focus on what the technology can do, rather than how their pedagogical goals can be achieved.
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Morgan notes such improvement as a “side effect of the use of the software rather than a direct result of its use” [5] — those willing to play around with the features tend to discover new directions for their teaching.
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