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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.

Abstract
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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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.

Abstract
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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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


If you enjoyed this post, make sure you subscribe to my Email Updates!

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 .

Abstract
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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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 .

Abstract
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 NBC.com and YouTube.

Related link
















Source: eSchool News


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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 NBC.com 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.


Abstract
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.
Read more...

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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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.


Abstract
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.
Read more...

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

www.firstmonday.org


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.
Read more...


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www.firstmonday.org


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.
Read more...


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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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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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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.

Link:

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


If you enjoyed this post, make sure you subscribe to my Email Updates!

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.

Link:

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.

Abstract
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.

Abstract
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.

Abstract
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


If you enjoyed this post, make sure you subscribe to my Email Updates!

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.

Abstract
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.

Abstract
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.

Abstract
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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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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