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Monday, July 23, 2007

The Sites Teachers Choose: A Gauge of Classroom Web Use

Check out this article appears in Volume 7, Issue 2, 2007 edition of The CITE Journal.

The Sites Teachers Choose: A Gauge of Classroom Web Use
By Archambault, L., and Crippen, K.

The pervasive nature of the Internet, both in society and in America's schools, leads teacher educators to wonder how this dynamic tool is being utilized in the classroom and, especially, if it is benefiting students' understanding. This study analyzed 127 Web sites self-reported by in-service teachers as excellent for teaching. From these data, a majority of K-12 educators view the Web either as a lesson planning tool or as a place to turn for additional information to teach a particular lesson. The majority of sites designed for use with students were passive in nature. This paper offers a qualitative data analysis of the attributes of the sites, as well as implications of the selected sites on K-12 teacher beliefs regarding student learning.

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Sunday, July 22, 2007

Look at the new eLearning video today at the top of my weblog

About Helge Scherlund's eLearning Video Today

E-Learning and Basil Bernstein's Pedagogic Device

This presentation explores the usefulness of applying Basil Bernstein's pedagogic device to an analysis of the dynamics that shape teacher's practice when they integrate online technology.

Related links
E-Learning and Activity Theory by Ian Robertson

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Friday, July 20, 2007

What Do Online MBA Professors Have to Say About Online Teaching

Read this article I thought you may find interesting, appears in Volume 10 Issue 2 , Summer 2007 edition of The Online Journal of Distance Learning Administration .

Online MBA programs have grown exponentially in recent years. Yet, the prevailing literature indicates that research on online MBA education remains extremely limited. This article summarizes 28 instructor interviews from those teaching online courses in an online MBA program at a Midwestern public university.
Instructors were interviewed regarding their perceptions of the benefits and barriers of teaching online, as well as their suggestions for improvement of the online courses and the overall MBA program. The results are expected to help better understand issues related to online teaching and learning, and provide implications for designing and delivering online MBA courses.

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Thursday, July 19, 2007

The Boat Is About to Rock (Again) in Internet Video

Dmitry Shapiro brings an unlikely gadget into meetings these days: a TV remote control, the New York Times reports. As chief executive of Veoh Networks, an internet video company based in San Diego, Shapiro uses the remote to navigate the company's new software program, VeohTV, on his laptop.
The software acts like a web browser but displays only internet video, presenting full-length television shows and popular clips from the web's largest video sites, like and YouTube.

Related link

Source: eSchool News

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Wednesday, July 18, 2007

Critical success factors for e-learning and institutional change – some organisational perspectives on campus-wide e-learning

Just look at this paper briefly reviews the progress of educational technology, then identifies critical success factors for e-learning through an organisational perspective derived from studies of six UK higher education institutions.

Computer technology has been harnessed for education in UK universities ever since the first computers for research were installed at ten selected sites in 1957.
Subsequently real costs have fallen dramatically. Processing power has increased; network and communications infrastructure has proliferated; and information has become unimaginably accessible through the Internet and the World Wide Web. However, perhaps because higher education institutions are resistant to change, educational technology in universities has not managed to match the ubiquity of technology in everyday life.
The reasons for differences between everyday experiences and those higher education and may lie in higher education practice. Higher education practice reflects the wider agendas of institutions manifested through their organisation, structure, culture and climate.
These factors may particularly impact upon the potential for higher education to embrace and manage change in its educational activities; especially technology enhanced learning such as blended learning and e-learning.

About Dr. Su White

Su White is a Senior Lecturer in The ECS Learning Societies Lab. Her primary administrative duty is Learning and Teaching Co-ordinator in Electronics and Computer Science at the University of Southampton. She is based in the Learning Societies Lab and teaches across the school and on the Computer Science Degree. She is also a senior tutor to the University’s Foundation Year in Engineering and Physics.

Source: ECS

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Tuesday, July 17, 2007

Paul Avery describe in this paper the creation and operation of the Open Science Grid, a distributed shared cyberinfrastructure driven by the milestones of a diverse group of research communities.

The effort is fundamentally collaborative, with domain scientists, computer scientists and technology specialists and providers from more than 70 U.S. universities, national laboratories and organizations providing resources, tools and expertise. The evolving OSG facility provides computing and storage resources for particle and nuclear physics, gravitational wave experiments, digital astronomy, molecular genomics, nanoscience and applied mathematics.
The OSG consortium also partners with campus and regional grids, large projects such as TeraGrid, Earth System Grid, Enabling Grids for E–sciencE in Europe and related efforts in South America and Asia to facilitate interoperability across national and international boundaries.
OSG’s experience broadly illustrates the breadth and scale of effort that a diverse, evolving collaboration must undertake in building and sustaining large–scale cyberinfrastructure serving multiple communities.
Scalability — in resource size, number of member organizations and application diversity — remains a central concern. As a result, many interesting challenges continue to emerge and their resolution requires engaged partners and creative adjustments.

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Monday, July 16, 2007

See this recent post about Consensus: Podcasting Has No 'Inherent' Pedagogic Value by Paul McCloskey

A bevy of recent studies on students' experience listening to recorded lectures via podcasts confirms what many lecturers already know: that the pedagogical value of podcasts depends almost entirely on student motivation and the learning "context" of the application.
In a comprehensive survey of the latest academic studies on the impact of podcasting on learning and teaching, Ashley Deal, a researcher in the Office of Technology for Education & the Eberly Center for Teaching Excellence at Carnegie Mellon University, found that podcasting follows the pattern of many campus technology innovations.

Related link

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Saturday, July 14, 2007

Viasofia hjælper dig med online Flash præsentationer

Flash forfatter værktøj til internet

Viasofia, der ejes af konsulentvirksomheden "Via Media", udbyder Viewletbuilder og Viewletcam og andre produkter fra Qarbon.
ViewletBuilder er Qarbons hovedprodukt og benyttes til at oprette overbevisende animerede online præsentationer.
Viewlets er Flash præsentationer, som kan laves af alle og kan bruges til online markedsføring, medarbejdertræning, kundesupport, e-learning systemer osv. Viewlets fylder ikke ret meget og kan nemt publiceres via Internettet.

Carsten Dybkjær fra Via Media oplyser, at produktet har følgende fordele:
  • Skab og publicer Flash instruktion og animation på få minutter
  • Ekspander din online marketing med interaktive slideshows and præsentationer
  • Producer og uddel stærkt dynamisk kursusmaterialer uden programmering
  • Opfang detaljeret bruger response med quizzes, tests, afstemning og polls
  • Del projekter imellem forfattere gnidningsløst
Læs mere...

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Friday, July 13, 2007

Editor's Hand Picked Headline News

Here are some interesting eLearning headline news around the Web.

SETDA, Cable in the Classroom call attention to the importance of media literacy in preparing students for an increasingly digital world

Nearly three out of five states say they have defined what it means for students to be "media literate" and have implemented media-literacy standards, according to a recent survey - a result suggesting that states are beginning to address the importance of preparing students for an information-rich society, but they still have more work to do.
Called "The Changing Media Landscape: Ensuring Students' Safety and Success in School and in the Future Workplace," the survey was developed "to get a snapshot of how states are assisting schools to prepare today's students to be ready for life, work, and citizenship in our increasingly digital world," said Mary Ann Wolf, executive director of the State Educational Technology Directors Association (SETDA).
SETDA developed and administered the survey in partnership with Cable in the Classroom (CIC), the cable industry's education foundation. The two groups issued the results, along with a media-literacy toolkit that SETDA created to help promote "a systemic approach for [teaching] information and media literacy within our schools."

Pageflakes is an easy way for educators and students to create and share web content

Pageflakes, a community-driven personalized home page founded last year, is using Web 2.0 technology to revolutionize how schools and others use the internet through a process known as "pagecasting."
Teachers and students have found it a fast and easy way to set up an online learning environment without any programming skills and at no cost. Using Pageflakes, educators arrange "Flakes" - small, movable versions of popular web sites, interactive research tools, and education-specific applications--on a customized web page.


Source: eSchool News

Do whiteboards have a future in the UK classroom?

See this short report outlining these argument below.
The Royal Institute of Chartered Surveyors was the setting, on 24 May, for a lively discussion on the educational merits of interactive whiteboards.
Interactive whiteboards – large, touch-sensitive computer screens that replace a traditional blackboard or whiteboard – have been adopted in British classrooms at a dizzying pace. Actively promoted by the DfES and Ofsted, they are now used in both secondary and primary schools throughout the UK.
But has all this happened too soon? Do interactive whiteboards enable teachers to transform learning, through engaging and motivating learners, as their proponents argue? Or are they just a technological fad, an expensive and glossy veneer on old-fashioned chalk 'n' talk? If, as the government plans, we are to move towards a more personalised approach to learning, where learners have greater influence over their lessons, a discussion about the role technology can play in bringing about change is crucial.

Source: Futurelab

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Thursday, July 12, 2007

New Articles from The CITE Journal.

Check out this articles appears in Volume 7, Issue 2, 2007 edition of The CITE Journal.

Using technology tools to engage students with multiple learning styles in a constructivist learning environment.
By Solvie, P. and Kloek, M.

This research study investigated the use of technology tools to support constructivist learning experiences in a preservice teacher education reading methods course. Learning opportunities based on Kolb’s learning styles model were used to support understanding of course content in the constructivist environment.
Technology tools were used during class presentations to communicate, scaffold, and clarify course concepts and content while engaging students with information. Technology was used outside of class as a collaboration tool in mediating and negotiating learning between the instructor and students as well as between students and students.
In addition to demonstration and application of reading methods, students’ perceptions of their learning experience and understanding of course content were considered in analyzing the effectiveness of technology used to address multiple learning styles in a constructivist environment.

Digital video in the classroom: Integrating theory and practice
By Sweeder, J.

This article is intended to help teacher educators, classroom teachers, and administrators interested in educational technology acquire a firm theoretical as well as practical foundation upon which to introduce nonlinear digital video into their undergraduate or graduate instruction; discover a time-tested, step-by-step process for introducing creative hands-on videography projects into their respective teacher preparation programs or classrooms; and recognize why it is critically important for preservice and in-service teachers to establish a personal underlying pedagogical philosophy for infusing video technology into classroom instruction.

Using supported video exemplars for the professional development of preservice elementary school teachers.
By Bulgar, S.

The use of videotaped episodes of elementary mathematics classrooms for professional development is not new. However, without appropriate support, preservice teachers may find it difficult to hone in on the underlying features of the targeted practices displayed in the swift-moving action of the classroom being observed.
The focus in this study is to investigate the benefits of including scaffolding supports directly into the software that facilitates the viewing of the videotape episodes to enhance preservice teachers' understanding of the teaching of mathematics.
The data indicate that the preservice teachers who used the software product, MathStore, were able to develop significant insight into specific aspects of the teaching and learning process.

Source: The CITE Journal

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Wednesday, July 11, 2007

Podcasts: Improving Quality and Accessibility by Patricia Deubel, Ph.D.

Podcasts are increasingly being used in K-12 and in higher education.
I discussed their nature, demonstrated their potential for learning, and pointed out that in developing podcasts, students become involved with the project method, which is a real-world experience.
I also voiced my concern that many podcasts I've heard suffer from poor quality of the audio, content, and speaker presentation. Accessibility is also a major issue that is being overlooked in their development.
Let's now look at what you might do to improve the quality and accessibility of your podcasts, so that all learners can benefit, including those with disabilities.

Related links

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Tuesday, July 10, 2007

Articles appears in 2007 edition of Journal of Information Technology Education (JITE).

Just to let you know that this articles appears in Volume 6, 2007 edition of Journal of Information Technology Education (JITE).

Web-Based Learning Environment: A Theory-Based Design Process for Development and Evaluation
By Chang S. Nam and Tonya L. Smith-Jackson

Executive Summary
Web-based courses and programs have increasingly been developed by many academic institutions, organizations, and companies worldwide due to their benefits for both learners and educators.
However, many of the developmental approaches lack two important considerations needed
for implementing Web-based learning applications: (1) integration of the user interface design
with instructional design and (2) development of the evaluation framework to improve the overall quality of Web-based learning support environments.

Knowledge Structures of Entering Computer Networking Students and Their Instructors
By Kristen E. DiCerbo

Executive Summary
Students bring prior knowledge to their learning experiences. This prior knowledge is known to
affect how students encode and later retrieve new information learned. Teachers and content developers can use information about students’ prior knowledge to create more effective lessons and materials.
In many content areas, particularly the sciences, there is extensive research about the conceptions and misconceptions students bring to the learning environment.
This research has used tools ranging from instructor and student interviews to written assessments to identify these ideas.

Related link
The Informing Science Institute

Source: Journal of Information Technology Education (JITE)

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Monday, July 09, 2007

News from eLearn magazine

Of Hot Tubs and Beowulf: E-learning for Seniors
By Mark Notess, Indiana University
I recently sat with a nonagenarian relative, trying to teach him how to use a program for designing and printing greeting cards. He spent all afternoon rehearsing the steps I'd shown him, hoping he would remember.
I could tell this experience was difficult for him. His mind is still sharp and his memory good. But he had trouble remembering and executing all the mouse movements and keystrokes.
Also, some of the interface concepts were incomprehensible to him: Why did he have to scroll through a list, select something, and then click a button?

About the author

Mark Notess is a development manager and usability specialist in Indiana University's Digital Library Program. He was a director of user experience at a higher education startup and before that worked at Agilent Technologies and Hewlett-Packard on e-learning portals, user interface tools, and user-centered design. Mark speaks and consults on e-learning and user experience topics.

Confessions of a Neophyte Distance Learner and Full-Time Procrastinator
By Clare Gill
Why do distance-learning students procrastinate? It's obvious that doing so makes a class harder for both student and instructor. It is also widely reported that poor time-management skills, most notably the tendency to procrastinate, are major contributors to high online course attrition rates. From the instructor's point of view, a clearer understanding of the source of this peculiar behavior, and of how to minimize it, would be very valuable. Unfortunately, such understanding is hard to come by. Procrastinators are, by their very nature, elusive characters. By the time the identity of the worst offenders has been confirmed, they've probably dropped the course. Even if they haven't, have you ever tried to get a survey back from a procrastinator?

About the Author
Clare Gill has a BA in Religious Studies from McGill University, a MEd from Tufts University, and a CSS in Management from Harvard Extension. She has served as the director of religious education at two Boston-area Catholic parishes, a graphic designer at Inc. Magazine, and as a professional computer trainer. She is currently pursuing her EdS degree in Instructional Technology at the University of South Florida, in Tampa. She anticipates continuing her research into procrastination behavior at some point in the future.

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Sunday, July 08, 2007

A Degree in Internet TV

Ravensbourne College of Design and Communication has selected Narrowstep Inc. to provide the Internet TV component of its curriculum.

The college will integrate training on telvOS (Narrowstep's Television Operating System) as a key component of several undergraduate and postgraduate degree courses. Meanwhile, two new Internet TV channels will be run by Ravensbourne broadcast students. The new channels will allow Ravensbourne students to make video content produced at the college available for public viewing through their Ravensbourne TV channel, while content only available to students would be accessed through the student channel, RaveOnAir...
This is among the first time anywhere in the world that Internet TV management and production has been added to formal academic courses. Course graduates are already being offered employment opportunities with Narrowstep and the company's clients, demonstrating the dynamic growth in the IPTV industry.
"The world of broadcasting is changing and the traditional model of delivery through transmission is rapidly expanding out into the Internet," said Dr. Freddie Gaffney, Broadcast Technology Course Leader of Ravensbourne College. "As a forward thinking establishment, we must prepare our students for the future, whatever shape it may take. This alliance with Narrowstep is the first step in bringing Ravensbourne to the next generation of content delivery."

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Friday, July 06, 2007

Sensor networks link students, researchers with real-world data
Wireless sensor networking is quickly catching on as a way for researchers to monitor and control aspects on the physical world. The technology also allows students to learn alongside researchers as they study real-world scientific data. But as the technology improves and the sensors and cameras become more widespread, wireless sensor networking also is raising some privacy and security concerns.

The Center for Embedded Networked Sensing (CENS), a UCLA-based consortium of six schools, is testing and perfecting wireless sensing technology to connect major chunks of the physical world to the internet--and the technology also is being used to give students a glimpse of science in the real world.
CENS currently supports graduate student research, offers a summer undergraduate internship, and has a program for high school students. This summer, 11 high school students and 14 undergraduates are interning with the consortium.
Once the stuff of science fiction, wireless sensor networking is quickly catching on, attracting the attention of academics, the military, and corporations. Just as the internet virtually connected people with personal computers, the prospect of millions of tiny wireless sensors and cameras sprinkled in buildings, farmland, forests, and hospitals promises to create unprecedented links between people and physical locations.

New professional learning sites aim to meet the need for 'just-in-time' training and support
More than 400 companies exhibited at NECC this year. Several companies focused on creating online social environments for professional development and networking. Here is a round-up of new products and announcements from some of the companies.

The use of Web 2.0 technologies to create interactive, online social environments for networking and professional development was on full display in the exhibit hall at this year's National Educational Computing Conference (NECC) in Atlanta.
Recognizing the importance of professional development in successfully integrating technology into instruction, as well as the need for "just-in-time" resources that educators can call upon at their own convenience, several companies--including Autodesk, Inspiration Software, NetSupport, Promethean, and SchoolNet--demonstrated brand-new web sites for educators (and, in some cases, students) to network with their peers, share ideas and lesson plans, and otherwise advance their understanding of these companies' products and services.

Special Report: Converged Wireless
Two technology trends that have been taking place separately in K-12 and higher-education institutions across the country are now beginning to come together: (1) the proliferation of wireless networks, and (2) the convergence of voice, video, and data on a single network infrastructure.

Two technology trends that have been taking place separately in K-12 and higher-education institutions across the country are now beginning to come together: (1) the proliferation of wireless networks, and (2) the convergence of voice, video, and data on a single network infrastructure.

When considered on its own, each trend makes sense in terms of cost and convenience; now, as new technologies continue to improve, some schools are combining the two efforts.
Driving the trend toward wireless is the desire for always-on access. As students make technology an integral part of their lives, they want access to a network wherever they are on a campus--whether they're in class, in a cafeteria, in an auditorium, or outside on the green.
"There's the whole notion of wireless on campus, with people saying, ‘Gee, I've got it at home, why not on the third floor at the library?'" says Casey Green, founding director of the Campus Computing Project. "Schools are hearing it from both teachers and students."

Source: eSchool News

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Thursday, July 05, 2007

Online Learning – The Latest Trend and Future of Education

Technology combined with excellent teachers and best training has led to success of this online tutoring revolution. Working on its predecessor model of distance learning, this model is drastic improvement.
Mr. Durrell Jones is the managing director of a highly successful online tutoring company based at Chicago, United States of America. His company has done exceedingly well in the past months, the reason for the same has been outsourcing his work to Asian countries like India. In his words, he has retained his profits but outsourced the hassles! And his company is not the only one doing this “education outsourcing”; there are many more companies who are already reaping the benefits of outsourcing online education products and technologies.

Source: NewswireToday

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Snaring cheaters long distance by JUSTIN POPE, Associated Press

The number of college students taking courses online is surging, creating a tough dilemma for educators who want to prevent cheating.
Do you trust students to take an exam on their own computer at home or work, even though it may be easy to sneak a peek at the textbook?
Or do you force them to trek to a proctored test center, detracting from the convenience that drew them to online classes in the first place?


Source: Houston Chronicle

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Wednesday, July 04, 2007

Innovation a key theme at NECC 2007 by Dennis Pierce, Managing Editor, eSchool News

Futurist Andrew Zolli challenges educators to help students find their ‘creative center’

The need to produce a generation of students who are creative thinkers and innovators was a key theme at this year’s National Educational Computing Conference (NECC) in Atlanta.
More than 18,500 educators and exhibitors gathered at the Georgia World Congress Center June 24 through 27 for the nation’s premier educational technology conference, hosted by the International Society for Technology in Education (ISTE).
Conference-goers heard from keynote speaker Andrew Zolli, a futurist and author who urged those in attendance to cultivate students’ creativity to maintain America’s position as a global leader in innovation. Later in the conference, Zolli moderated a roundtable discussion on what it takes to unlock the creative potential in all of us.

Source: eSchool News

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Continuing Mobile Learning

Continuing further on my earlier publishing, below are some excellent paper, I thought you may find be very interesting.
This paper, appears in Vol 8, No 2 (2007), edition of The International Review of Research in Open and Distance Learning.

Setting the New Standard with Mobile Computing in Online Learning
By Yuhsun Edward Shih and Dennis Mills
Capella University, USA


Mobile learning represents exciting new frontiers in education and pedagogy. With its "wearable" computing feature and multimedia content delivery, mobile learning offers new benefits to instructors and learners. How do mobile technologies impact our teaching and learning in traditional education? What are the possibilities for m-learning in the various disciplines such as history or English studies?
To illustrate these possibilities, this paper presents an application that combines the innovative learning model for mobile learning with an established literature class. This ongoing study focuses on student learning outcomes relative to the benefits and challenges of using mobile learning in the traditional classroom and online learning settings.

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Tuesday, July 03, 2007

Resources for Teaching Math

Take a closer look at this resources for teaching math below.

The Mathematical Association of America: Innovative Teaching Exchange
The Mathematical Association of America has developed the Innovative Teaching Exchange in order to facilitate the exchange of interesting and compelling teaching resources from a wide range of educators.
Currently, there are about a dozen articles available for consideration here, and they include titles such as “Flowcharting Proofs”, “Engaging Students via In-Class Worksheets”, and “In Search of the Elusive Matrix”. Each article contains information on how to use each exercise in the classroom, and these materials will hopefully inspire readers to submit their own classroom-tested modules or activities.

About Bonnie Gold
Editor of the Innovative Teaching Exchange.
She was editor of that same exchange in its earlier incarnation in UME Trends. She teaches at Monmouth University, a "teaching university" on the New Jersey shore. Her A.B. is from the University of Rochester, M.A. from Princeton University, and Ph.D. in mathematical logic from Cornell University.
Soon after completing her thesis, her interests turned to philosophy of mathematics, in which she continues to work when she can find the time. However, in recent years she has been very involved undergraduate mathematics education, having served on the MAA's Committee on the Teaching of Undergraduate Mathematics (of which she is now chair) and the Professional Development Committee (and is chairing its subcommittee on Developmental Mathematics), and is working, with several others, on a book on assessment in undergraduate mathematics.

Source: The Scout Report

Short Courses for Mathematics Teachers

Math Teacher Link is a web-based professional development program for mathematics teachers. It provides short courses on the use of technology in teaching mathematics.
All of the courses can be taken for Continuing Education Units. Some of the course modules can be taken for graduate credit from the University of Illinois. Several of the courses can be applied to an online
Master's Degree in Educational Technology.

Teacher Resources/Mathematics

A video library for high school math teachers; 20 video programs (from 10 to 30 minutes in length) and guide.
See how high school teachers use the National Council of Teachers of Mathematics standards and group learning to reach a broad range of students. In this library, teachers demonstrate the fine art of guiding students through reasoning and problem solving. Students comment on the new way of learning, often expressing frustration as well as the sense of accomplishment they feel when working through problems with peers.
Free sign up is required for first-time users.

Related links
Select other mathematics program

Source: Annenberg Media

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Monday, July 02, 2007

Launch of edu 2.0, a next-generation education web site

I came across this website which I find to be very interesting. edu 2.0 is a next-generation web site that makes teaching and learning more efficient and enjoyable. edu 2.0 is free, web hosted and available from any device that supports a web browser.

Its features can be categorized into four main areas:

  • Teach: teach a traditional private class or an open public class using our free, web-hosted learning management system.
  • Learn: learn in an instructor-led class or at your own pace using our personalized study system.
  • Resources: benefit from 10,000+ community-contributed resources including quizzes, experiments, web quests, projects, and self-paced courses.
  • Community: network and collaborate with members that share your educational interests in our secure online communities.


About Graham Glass

The founder of edu 2.0. In a previous lifetime, I was the founder and chief architect of The Mind Electric, a web services company that was bought by webMethods in 2003. I served as the webMethods CTO after the acquisition before starting edu 2.0. In addition, I used to teach computer science at the University of Texas at Dallas, made a living as a professional instructor teaching advanced software, and wrote several textbooks published by Prentice Hall.

Related links

3 minute video introduction to edu 2.0
Here's a short description of the site from its founder

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Sunday, July 01, 2007

Look at the new eLearning video clip today at the top of my weblog

About Helge Scherlund's eLearning Video Today

This presentation, inspired by Terence Armentano, looks at a place where we're all connected. Where remote villages are included. And your PDA is a stadium seat. Where home videos are experienced everywhere at once. And web applications mash together to create new experiences. On the human network, wonderful things are happening everywhere. And anything is possible. Because when we're together, we're more powerful than we ever could be apart. Welcome to the human network.

About Terence Armentano

He is an Instructional Designer and Multimedia Specialist for IDEAL (Interactive Distance Education for All Learners) at Bowling Green State University (BGSU). This blog entails his weekly elearning spotlights as well as feeds from many of his favorite resources. Mr. Armentano is also the founder of Discoverly, an online training company devoted to sound pedagogy and effective use of technology in virtual learning environments.
TerenceOnline: An eLearning Resource Center

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Online Courses by Jerome Martin

In Jerome Martin's blog entry Online Courses, he always felt that all Universities should be offering online courses and that they should also encourage students to consider taking distance courses from other institutions.
He mention this excellent article entitled University 2.0 – Online Courses Enhance Unities by Terence Armentano.
Online information and communication is changing the way the world interacts and learns. We are part of a global human network in which we can now harness the collective intelligence of people from all walks of life to come up with solutions to problems that could have never been possible in the past. Look at the video clip today at the top of my weblog, inspired by Terence Armentano, it does an excellent job demonstrating the "human network" that the world is embarking upon.

Source: Cappuccino U

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