Group items tagged

May use as a guideline in the web2.0 classroom

This paper presents evidence that collaborative learning strategies, which require relatively small classes or groups actively mentored by an instructor, are necessary in order for World Wide Web-based courses to be as effective as traditional classroom courses.

The tools we discuss below can be embedded into any open source LMS and down the road we plan to revisit other platforms.

Are we seeing a shift from text to video as a primary form of expression? Perhaps in pop culture this has already happened with television, movies, youtube, and the web-but what if it stretches into academia? In fact, we're already seeing this with math.

As its name suggests, flipping describes the inversion of expectations in the traditional college lecture. It takes many forms, including interactive engagement, just-in-time teaching (in which students respond to Web-based questions before class, and the professor uses this feedback to inform his or her teaching), and peer instruction. But the techniques all share the same underlying imperative: Students cannot passively receive material in class, which is one reason some students dislike flipping. Instead they gather the information largely outside of class, by reading, watching recorded lectures, or listening to podcasts.

Although there has been a long history of distance education, the creation of online education occurred just over a decade and a half ago-a relatively short time in academic terms. Early course delivery via the web had started by 1994, soon followed by a more structured approach using the new category of course management systems.1 Since that time, online education has slowly but steadily grown in popularity, to the point that in the fall of 2010, almost one-third of U.S. postsecondary students were taking at least one course online.2 Fast forward to 2012: a new concept called Massive Open Online Courses (MOOCs) is generating widespread interest in higher education circles. Most significantly, it has opened up strategic discussions in higher education cabinets and boardrooms about online education. Stanford, MIT, Harvard, the University of California-Berkeley, and others have thrown their support-in terms of investment, resources, and presidential backing-behind the transformative power of MOOCs and online education. National media outlets such as the Wall Street Journal, the New York Times, and The Atlantic are touting what David Brooks has called "the campus tsunami" of online education.

A list of great websites with free music for instructional videos, etc.

Personal learning networks are a great way for educators to get connected with learning opportunities, access professional development resources, and to build camaraderie with other education professionals. Although PLNs have been around for years, in recent years social media has made it possible for these networks to grow exponentially. Now, it's possible to expand and connect your network around the world anytime, anywhere.

We always lived in a connected world, except we were not so much aware of it. We were aware of it down the line, that we're not independent from our environment, that we're not independent of the people around us. We are not independent of the many economic and other forces. But for decades we never perceived connectedness as being quantifiable, as being something that we can describe, that we can measure, that we have ways of quantifying the process. That has changed drastically in the last decade, at many, many different levels.

Med kharbach

A collection of tech resources, tutorials, and guides, especially for teaching English. You can download all of these documents free of charge or read them online.

Dropbox has 50 million users worldwide and, because of such immense popularity, an entire ecosystem of apps has been created around Dropbox that add new functionality and extend the service beyond the realms of online storage. Here are some of the best apps that you should try with your Dropbox account.

The Stanford University professor who taught an online artificial intelligence course to more than 160,000 students has abandoned his tenured position to aim for an even bigger audience.

Some interesting ways to engage students in the content through twitter.

An interesting way to use Twitter in an English class...

Using forms in Google docs lets anyone create forms quickly and share those forms via email, embed them into a webpage or blog. If you are a teacher, you can create formulas that allow you to have these forms graded in minutes.

A video that answers the question: Is Social Media a Fad?