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Thursday, January 31, 2008

eSchool News Online

Report looks at schools' success with Moodle Educators share their experience implementing this free, open-source course management program
By Laura Devaney

A new report from the Consortium for School Networking (CoSN) aims to introduce educators to Moodle, an open-source software program for managing courses online...
Moodle enables teachers to develop online curricula and lesson plans, administer assignments and quizzes, and participate in professional development activities from home. It also allows students to engage in lessons off-site if they have internet access, providing a valuable school-to-home connection that can maximize learning.

Related links


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The EdITLib Digital Library


The Digital Library is a valuable online resource of peer-reviewed and published international journal articles and proceedings papers on the latest research, developments, and applications related to all aspects of Educational Technology and E-Learning.

At no cost, you can:

- Search 20,000+ articles and access abstracts.
- Read most viewed abstracts in Library community.
- Store collections of articles in personal binders.
- Email abstracts to colleagues.
- Export citations.
and more


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Atomic Learning Blogging Workshop – free of charge (for February 2008 only!)


I wanted to let you know that Atomic Learning is now offering a Blogging Workshop – free of charge.

A blog is a Web site that functions as a journal, or a diary, or a place to post your thoughts and opinions pertaining to a particular subject matter. In addition to text entries, a blog may contain pictures, video, and/or audio clips. This workshop will explain the difference between various kinds of blogs, introduce you to some hosting solutions, and show you how to setup your own blog using Blogger™.

The workshop can be accessed at www.AtomicLearning.com/blogging so check it out today.


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Tuesday, January 29, 2008

Can Distance and Classroom Learning Be Increased? by Richard Hake

Don’t miss this pertinent article, appears in International Journal for the Scholarship of Teaching and Learning, Vol. 2, No. 1 (January 2008).

Can Distance and Classroom Learning Be Increased?
Richard Hake
Indiana University


Abstract

Professor Scott Overmyer of Baker College, in a discussion list post, raised four points bearing on a question of interest to those involved in the Scholarship of Teaching and Learning (SoTL): Can Distance and Classroom Learning Be Increased? My answer: “YES” - judging from the fact that pre/post testing in courses in Newtonian mechanics has demonstrated an approximately two-standard-deviation superiority in average normalized gains for classroom “interactive engagement” methods over “traditional” classroom methods. Similarly, pre/post testing might demonstrate a substantive superiority over traditional classroom teaching for both classroom and distance education that recognize recent advances in cognitive science and emphasize learning rather than teaching. But such demonstration probably cannot be achieved if scholars of teaching and learning continue to rely on low-resolution gauges of students' learning.
Read more...


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Sunday, January 27, 2008

New Articles from The CITE Journal.

Check out this articles appears in Volume 7, Issue 4, 2007 edition of The CITE Journal.

Toward Technology Integration in Mathematics Education: A Technology-Integration Course Planning Assignment
By Gladis Kersaint
University of South Florida

Abstract
This article describes a technology integration course planning assignment that was developed to enhance preservice teachers’ technological pedagogical content knowledge (TPCK). This assignment required preservice teachers work with peers to integrate various technological tools (e.g., graphing calculators, web-based mathematics applets, etc) in a secondary level mathematics course (e.g., Algebra 2). A description of the context and the course in which this assignment is given is provided and lessons learned from several years of implementation are discussed.
Read more...

Face-to-Face versus Online Coursework: A Comparison of Costs and Learning Outcomes
By Terry Herman and Savilla Banister
Bowling Green State University

Abstract
This study documents the transformation of a graduate-level course for teachers that had traditionally been taught in a face-to-face (f2f) model, in multiple sections, at a large university. By designing the course for online delivery and developing various interactive multimedia modules, the university was able to offer the course at a considerable savings while maintaining quality. The faculty worked in close collaboration, strategizing creative solutions to maintain the academic rigor and integrity of the course. Student papers and projects were analyzed and compared from both the f2f and online versions of the course to determine academic quality and learning outcomes.
Read more...

Source: The CITE Journal


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Computer-supported Collaborative Learning: Best Practices and Principles for Instructors

Below are some new interesting book, I thought you may find be very helpful.

Computer-supported Collaborative Learning: Best Practices and Principles for Instructors
By Kara L. Orvis, Andrea L.R. Lassiter

Synopsis

Discusses research on the role of the instructor in computer-supported collaborative learning, real-world perspectives on virtual learning group collaboration, and supporting learning group motivation.
Published on: 2008-01-15

Table of Contents
Section I
Chapter I: Designing Web-Based Training

Courses to Maximize Learning
Traci Sitzmann, Advanced Distributed
Learning Co-Laboratory, USA
Katherine Ely, George Mason University,
USA
Robert Wisher, Department of Defense,
USA
Chapter II: Collaborative vs. Cooperative
Learning: The Instructor’s Role in Computer
Supported Collaborative Learning
Orlando J. Olivares, Bridgewater State
College, USA
Section II
Chapter III: Developing a Community of
Practice in an Online Research Lab
Stephanie W. Cawthon, The University of
Texas at Austin, USA
Alycia L. Harris, Walden University, USA
Chapter IV: The Case Method and Collaborative
Learning

Stephanie L. Brooke, University of
Phoenix, USA
Chapter V: Preparing Online Instructors:
Beyond Using the Technology
Evelyn S. Johnson, Boise State University,
USA
Jane Pitcock, Walden University, USA
Chapter VI: Collaborative Work in Online
Learning Environments: Critical Issues,
Dynamics, and Challenges

Erman Yukselturk, Middle East Technical
University, Turkey
Kursat Cagiltay, Middle East Technical
University, Turkey
Chapter VII: The Social Psychology of
Online Collaborative Learning: The Good,
the Bad, and the Awkward

Donna Ashcraft, Clarion University of
Pennsylvania, USA
Thomas Treadwell, West Chester
University, USA
Section III
Chapter VIII: Collaborative Learning
among Faculty: Using Course Management
Systems to Support Faculty Development

Ellen L. Nuffer, Keene State College, USA
Chapter IX: Development of Online
Distributed Training: Practical Considerations
and Lessons Learned

Eileen B. Entin, Aptima, Inc, USA
Jason Sidman, Aptima, Inc, USA
Lisa Neal, eLearn Magazine
Section IV
Chapter X: Gender and Diversity in
Collaborative Virtual Teams

Anna Michailidou, University of
Macedonia, Greece
Anastasios Economides, University of
Macedonia, Greece
Chapter XI: Student Motivation in International
Collaboration: To Participate or Not
to Participate?

Janice Whatley, University of Salford, UK
Elena Zaitseva, Liverpool John Moores
University, UK
Danuta Zakrzewska, Technical University
of Lodz, Poland
Chapter XII: Help Me, Help You: A Triple
Track Approach to Maximizing Collaborative
Learning in Complex, Cross-National
Virtual Teams

Derrick L. Cogburn, Syracuse University,
USA
Nanette S. Levinson, American University,
USA
Section V
Chapter XIII: Developing Shared Mental
Models in Computer-Supported
Collaborative Learning

Marissa L. Shuffler, University of North
Carolina at Charlotte, USA
Gerald F. Goodwin, U.S. Army Research
Institute, USA
Chapter XIV: Practical Strategies for
Assessing the Quality of Collaborative
Learner Engagement

John LeBaron, Western Carolina
University, USA
Carol Bennett, WRESA Elementry &
Middle Grades Curriculum Coordinator,
USA

Enjoy your reading!


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Look at the New eLearning Video Today at the Top of My Weblog

About Helge Scherlund's eLearning Video Today



University of Leicester - Designing in Second Life

Second Life looks like a multimedia game that is increasingly sophisticated. However, it's not a game but rather a way of creating a second environment. The learning design is up to the educator, who designs for learning and evaluates the student's learning experience.
Think about the ancient Scandinavian society. They had a special tent set up called the Sir Army Tent where went to worship. Where a person could go and whom they could talk to within the tent depended on their status. Second Life would build that tent to allow students to see for themselves these restrictions based on their status.

Second Life Media Zoo

Twofour Communication's Learning division is working closely with The Beyond Distance Research Alliance based at The University of Leicester in the UK in the creation of an immersive teaching and research environment in Second Life (SL).The SL Media Zoo, which already exists online as a virtual showcase for Leicester's e-learning research initiatives, will enable users to visit, explore and collaborate with others in SL's virtual 3-D environment...
Gilly Salmon, Professor of E-learning & E-learning Technologies at Leicester commented: 'The collaboration between E-learning researchers and Twofour Learning has enabled us to create an environment to explore the myriad of questions that SL raises for learning and teaching in the future. And has provided an examples of a productive collaboration and partnership of two different kinds of organisations working together to create new kinds of student experiences'.

Related links
www.twofour.co.uk/learning
www.le.ac.uk/beyonddistance
www.le.ac.uk/seal
www.le.ac.uk/beyonddistance/mediazoo

University of Leicester- Designing E-Learning

Facilitating an online environment has its own set of characteristics and challenges.
When designing online learning, it's more important to drive it from the learning challenge rather than the technology perspective. You also need to design for student activity rather than delivery of content. Unlike a classroom setting, all the materials need to be prepared and structured in advance.

About Dr Gilly Salmon
Current Position (since October 2004):
Professor of E-learning & Learning Technologies,
*Head of Beyond Distance Research Alliance, University of Leicester, UK
National Teaching Fellow 2006
Role includes:
Development and implementation of e-learning strategy for the University of Leicester, including advice to senior teams and all departments.
Development of sound forward looking student centred pedagogical development for distance and campus based learning.
Establishment and development of the *Beyond Distance Research Alliance including establishing a national and international network of researchers and teachers , securing external research funding, building a research profile.
Establishment of the **’Media Zoo’ – a physical and virtual space for promotion and dissemination of learning technologies across the university and the wider network including Leicester 20 FE partners.

Related links
Gilly Salmon (from Wikipedia, the free encyclopedia)
All Things in Moderation


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Saturday, January 26, 2008

First-of-Its-Kind Elementary School Math Curriculum Meets the iPod Generation on Its Turf

I'd like to let you know about Pearson's launch of enVisionMATH.



Scott Foresman-Addison Wesley enVisionMATH
enVisionMATH Combines Digital Animations, Visual Learning to Build Innovative Program for 21st Century Learners

America's students are growing up in a digital world of iPods, the Internet, instant messaging and computer games, but, until now, they have all been "powering down" when they enter the classroom.
Today, with Pearson's launch of enVisionMATH, schools can offer elementary students a program that meets them on their own turf, with a curriculum that combines visual animation and next-generation technologies to engage and entertain students while providing a comprehensive foundation in math skills that will prepare them for success in the 21st century economy.
Debuting at the Florida Educational Technology Conference (FETC) in Orlando this week, enVisionMATH was developed by Scott Foresman and the nation's top math experts in conceptual development, problem-solving and visual learning instructional strategies in collaboration with classroom teachers.

Related links


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CLO Issue January 2008

Below are some articles I just read in Chief Learning Officer Magazine (CLO).

E-Learning Is Dead. Long Live E-Learning!
By Sushant Buttan

E-learning has meant many things to many people over the past 15 years. There have been many versions, translations and interpretations, but has it really made an impact on learning effectiveness? From the “shovelware” days of the 1990s, when content was simply shoveled onto the Web and passed off as e-learning, to the current day, when there is an overdose of technology-laden course content, the e-learning industry has left many promises unfulfilled...
The sheer excitement of all the new technology could make one shiver. Catch-phrase abbreviations became the language of communications. If you were a training professional and wanted to be perceived as competent, you needed to know what LMS, LCMS, CMS, WBT, CBT, TBT, VCT, ILT and KMS meant.
Read more...

On Demand: The Googlization of Learning
By John Ambrose

Just a decade or two ago, people thought of learning as a one-way communication, typically held in a classroom setting. Employees would leave their jobs for a while to attend training. Today, of course, most learning organizations realize that instructor-led training is no longer enough. Numerous studies have pointed to the shortcomings of traditional classroom settings for gaining and retaining knowledge.

According to a report by the Research Institute of America, 33 minutes after completion of a live course, students retain only 58 percent of covered information. By the second day, only 33 percent is retained, and by day 30, all but 13 percent of the information covered in the course is lost.
Read more...


Source: Chief Learning Officer


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Friday, January 25, 2008

T.H.E. Journal Online!

Adaptive Curriculum Launches Math and Science Activities
By Dave Nagel

Sebit this week launched a new online educational resource focused on math and science.
Adaptive Curriculum is targeted toward students in middle school and provides more than 200 STEM-oriented activities called Math and Science Activity Objects.

About Adaptive Curriculum
Adaptive Curriculum is an online learning solution provided by Sebit LLC, based in Tempe, Arizona. Adaptive Curriculum is Sebit's newest state-of-the-art e-learning solution consisting of a rich library of science and math Activity Objects designed to help students develop skills aligned to national and state standards.
Sebit is an education technology innovation company focusing on empowerment of learners and educators at the K-12 level. The Sebit team has worldwide experience of more than a decade in developing e-learning solutions by combining research-based pedagogy with state-of-the-art visualization and interaction.
Collaboration
Sebit is working in collaboration with Technology Based Learning and Research (TBLR) at Arizona State University for further research on curriculum alignment and classroom implementation. Also, the professional development for teachers is provided in collaboration with TBLR.

Related links

Newfoundland Adopts Sweeping LMS Change in All Public Education
By Dave Nagel



The province of Newfoundland and Labrador in Canada has announced a new initiative that will impact all public education within its borders, from kindergarten to higher ed.
It's adopted a single LMS solution for al of its schools, colleges, and universities--the Desire2Learn Learning Environment--in an effort to unify and enhance collaborative learning.
Read more...

Related links
Desire2Learn
College of the North Atlantic
Memorial University
Centre for Distance Learning and Innovation
Newfoundland and Labrador Public Education Partners with Desire2Learn to Provide Province-Wide Learning Management System

Source:
T.H.E. Journal


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Thursday, January 24, 2008

Student Shortcomings - Anything but Masters of Technology

Editor Tom Hanson, OpenEducation.net has published an excellent post about Student Shortcomings - Anything but Masters of Technology.
When it comes to today’s kids and their use of technology, a new report (see the actual report below) sponsored by the British Library and the Joint Information Systems Committee reveals some very interesting results and I want you to click thru and read it.
Read more...

About Thomas J. Hanson

After 31 years in education, Tom retired after six years as a school superintendent in June of 2007 to spend more time with his family. A parent, grandparent, teacher, coach and administrator, Tom stipulates that he truly “relishes the opportunity to share his thoughts on the challenges facing educators and families in today’s complex world.
Tom’s belief has always been that teaching is the second most difficult and the second most important job in the world, second only to the challenge and importance of being a parent. He publicly acknowledges his frustration regarding the lack of respect now accorded public school educators, noting that the expectations placed upon schools today are greater now than at any time in history yet the challenges facing children have never been more significant.

The actual report

This study was commissioned by the British Library and Joint Information Systems Committee to identify how the specialist researchers of the future, currently in their school or pre-school years, are likely to access and interact with digital resources in five to ten years’ time. This is to help library and information services to anticipate and react to any new or emerging behaviours in the most effective way. In this report, we define the `Google generation’ as those born after 1993 and explore the world of a cohort of young people with little or no recollection of life before the web.
Read more...

Related link


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eSchool Top News and Site of the Week

Please be sure to check out the news below.


New project gives educators a forum to communicate and collaborate with their peers worldwide.
By Laura Devaney, Associate Editor.

Teachers across the United States will have an opportunity to communicate and collaborate with top-notch educators from all over the world through Microsoft Corp.'s Innovative Teachers Network (ITN), a new online forum that promotes the exchange of ideas and methods on how best to incorporate technology into the classroom effectively.
The ITN is part of Microsoft's Partners in Learning (PiL) initiative, a program that gives educators the resources, training, and content they need to complement classroom technology and allow students to reach their full potential.

Related links



New federal web site aims to link research with practice
The U.S. Department of Education has launched a new website aimed at giving educators advice about effective teaching practices and examples of ways to implement these practices to improve student achievement.
Called "Doing What Works," the new site offers a user-friendly interface to help users quickly locate teaching practices that have been found effective by the department's research arm, the Institute of Education Sciences, and similar organizations.

Related link

Source: eSchool News


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Wednesday, January 23, 2008

OEDb's Online College Rankings 2008

OEDb, the Online Education Database has just published their second Annual Online College Rankings.

For each college, we gathered data for eight different metrics —
acceptance rate, financial aid, graduation rate, peer Web citations, retention rate, scholarly citations, student-faculty ratio, and years accredited. The overall ranking ranks each college by its average ranking for each metric for which data was available.
Read more...

About OEDb
OEDb, the Online Education Database offers comprehensive reviews of online colleges and degree programs. Unlike other online education directories, our database only lists accredited online colleges so you can be sure that these degrees will be respected by potential employers. OEDb allows you to browse by
colleges, degrees, or programs. We also have a library of articles that covers the basic topics of attending an online university.
Read more...

Nursing Schools

Due to the rise in popularity of online nursing degree programs, the team at OEDb has created a new site dedicated solely to nursing education at NOEDb.

About NOEDb
NOEDb: Nursing Online Education Database offers comprehensive reviews of online nursing schools and degree programs. All of the schools listed in our database are fully accredited. You can browse our database by
nursing schools, degrees, or programs. Also, be sure to check out our library section, which contains feature stories on the nursing profession and career profiles of different nursing specialties.
Read more...

Source: OEDb, the Online Education Database


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International Journal of Interactive Mobile Technologies (iJIM) Vol 2, No 1 (2008)


International Journal of Interactive Mobile Technologies (iJIM) has just published its latest issue.

Review the Table of Contents below and then visit the website to review articles and items of interest.


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NEW REPORT: Computer-Based Collaborative Learning for Training and Development


I'd like to let you know about this report below. The report provides a summary of the existing research about collaboration in learning.

Written by Dr. Gary Woodill, Director of Research and Analysis for Brandon Hall Research.

A thorough review of the literature on using computers to support collaborative learning shows that reality is more complicated. Facilitating successful computer supported collaborative learning (CSCL) is neither easy nor simple. It can be full of pitfalls, and, to succeed, CSCL requires careful design and structure. Successfully implementing CSCL requires careful planning, preparation, and effort on the part of both students and teachers.
Included in this report are more than 125 hyperlinks to online resources about collaborative learning.
Published January 2008

Related link


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Innovation 2008: The Real and The Ideal

This unique conference brings together world-class scholars and educators along with business and governmental leaders to formulate a vision for the future of education and the role of technology in that future.

Previous attempts to integrate technology into education have met with difficulties because solutions have not taken into account the total social system around teaching and learning. With that in mind, this conference will look at what's next not just in technology, but also in the social, cultural, and pedagogical dimensions of education to shape a realistic appraisal of the present and a forecast for the future.

Please review the conference program at http://www.education-2008.org/ and join this unique conference coming April!


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2008 Innovations in Learning Conference Announced

The 2008 Brandon Hall Research Innovations in Learning Conference will take place September 25 and 26, 2008, at the Fairmont San Jose, in San Jose, California, with a pre-conference day of workshops planned for Wednesday, September 24.

The theme of this year's conference is "Get your head in the clouds."

The 2008 conference will build on the success of last year's event, which was Brandon Hall Research's first conference. More than 400 people attended that event in Santa Clara. (See what attendees thought of last year's conference.)

Conference sessions will focus on new trends in learning, including podcasting, social networking, games and play, blogs and wikis, new collaboration technologies, video, innovative hardware, mobile learning, and generational differences of learners, to name just a few.
We've already lined up three exciting keynote speakers.

MARK YOUR CALENDAR: September 24-26, San Jose, California.


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Tuesday, January 22, 2008

FREE eBooks from The eLearning Guild!

Here are some free eBooks I thought you may find interesting.
eBooks from The eLearning Guild are guaranteed to put a wealth of information at your fingertips!


162 Tips and Tricks for Working with e-Learning Tools

In October and November 2007, The eLearning Guild conducted a survey of its members, asking for their favorite tips for using software to create e-Learning. Members could submit tips in any or all of these five categories: Courseware authoring and e-Learning development tools, rapid e-Learning tools, simulation tools, media tools, and combining and deploying authoring tools.
Published 12-18-2007.
Read more...


The Insider’s Guide to Becoming a Rapid E-Learning Pro

One of the great benefits of rapid e-learning is the ability to create e-learning courses much faster and easier than ever before. However, going faster and making your job easier are not the only considerations. That’s where this free 46-page ebook by Tom Kuhlmann comes in.
Read more...

Guild Research offers research reports of the highest quality, consistency, and utility.
Guild Research reports are designed to give you a complete 360-degree view of each subject. That's why they call them Guild Research 360° Reports. Here is what you'll find in each 360° Report.

  • Survey results from thousands of e-Learning professionals
  • Essays from leading industry experts
  • Interviews with e-Learning professionals working in corporate, academic, and government settings
  • Comprehensive Case Studies and Examples
  • A comprehensive Resource Directory to lead you to other valuable information
  • A Glossary of Terms
  • A complete Index so you can use the report as a reference
  • Guild Members Choice Awards...

Read more...

This 291 page Guild Research 360° Report includes over 100 pages of survey results that represent the single most comprehensive analysis of how e-Learning professionals use authoring and development tools ever undertaken.
Read more...

Source: The eLearning Guild


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Monday, January 14, 2008

UIC College of Nursing in Peoria Now Accepting Applications for New Doctorate of Nursing Practice

http://www.uic.edu/nursing/index.shtml

When it comes to graduate nursing programs, the University of Illinois (UIC) Chicago - College of Nursing in Peoria sets the pace for others in the nation.
Not only the very first College of Nursing to offer a Doctorate of Nursing Practice (DNP) Program in downstate Illinois, the UIC College of Nursing also offers the only joint degree -- Master's in Nursing and Master's in Public Health in Illinois (MS-MPH). Created for those seeking an advanced nursing degree, the DNP Program is the final practice degree for the nursing profession and is expected to produce leaders who will affect the future of our nation's healthcare and nursing. The College of Nursing is accepting applications for the next DNP Program until February 1st.
In keeping with the most recent position statements of the American Association of Colleges of Nursing, the UIC nursing practice doctorate will prepare individuals to be nurse leaders at the highest level of practice. This degree advances both practice and leadership skills in nursing. Slated to begin in August 2008, the DNP Program will be primarily web-based and is ideal for distance learning. The program is especially designed to accommodate students who wish to continue in the workplace while achieving an advanced degree.

Related link


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Sunday, January 13, 2008

Digication Adds e-Textbooks to e-Portfolios to Improve Teaching Process







Digication(TM) Inc., a leading provider of e-Portfolios, announced that it has partnered with Davis Publications, the leader in art education textbooks, to combine the power of e-Portfolios and Web 2.0 technologies with the content found in traditional textbooks.
Teachers will now be equipped with an easy-to-use tool to enhance their own teaching and planning, while also showcasing their students' accomplishments and enhancing their development of 21st century skills.
Davis is the first textbook publisher to offer its art textbooks online through Digication in the integrated e-Textbook format. Educators who choose a combined e-Portfolio and e-Textbook solution will experience a powerful new way of teaching. Teachers can use the Digication platform to access the Davis e-Textbooks, and create and customize their lesson plans and course curriculum based on the material.

For more information about the Digication e-Textbook solution and a sample/demo of the Davis digital textbook and information about the benefits of this solution, please visit: www.digication.com/about/etextbook.

About Davis Publications
Since 1901, Davis has held fast to its commitment to art education. The company's philosophy is simple: Davis believes in the abiding social value of art and art education and the company advocates the role of the visual arts in a well-rounded education.
Other publishers offer programs for art education, but Davis is the only educational publisher solely dedicated to visual art in all its forms. The company publishes superior and innovative art education programs, studio activities, and a wealth of fine art resources, images, and multimedia support.

About Digication, Inc.
Designed by educators, for educators, Digication is a leading provider of easy-to-use e-Portfolio solutions for teachers and students at all levels, from K-12 to higher education. Students at more than 1,500 schools use Digication's e-Portfolios to easily, flexibly and professionally showcase their work and achievements across schools and districts.
e-Portfolios create new opportunities for learning, reflection, communication, assessment and career advancement. Digication is headquartered in Providence, Rhode Island.

Source: Reuters


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Last updated 12 Jan 2008: Links to E-learning, Teaching and Learning Activity

Here are some list of forthcoming conferences:

Upcoming events in internet-based education, educational technology and related fields.
E-learning Conferences Worldwide

Upcoming events in Teaching and Learning, including primary and secondary education.
Teaching and Learning Conferences Worldwide

Upcoming events in mathematics and related fields.

Upcoming events in statistics and related fields.

Enjoy your conference with your coffee breaks and networking!




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Wednesday, January 09, 2008

The good, the bad, and the unknown about telecommuting: Meta-analysis of psychological mediators and individual consequences.

Whatever you do, avoid taking the time to read this article below:

The good, the bad, and the unknown about telecommuting: Meta-analysis of psychological mediators and individual consequences.
By Gajendran, Ravi S. and Harrison, David A.
Pennsylvania State University

Abstract
What are the positive and negative consequences of telecommuting? How do these consequences come about? When are these consequences more or less potent? The authors answer these questions through construction of a theoretical framework and meta-analysis of 46 studies in natural settings involving 12,883 employees. Telecommuting had small but mainly beneficial effects on proximal outcomes, such as perceived autonomy and (lower) work-family conflict. Importantly, telecommuting had no generally detrimental effects on the quality of workplace relationships. Telecommuting also had beneficial effects on more distal outcomes, such as job satisfaction, performance, turnover intent, and role stress. These beneficial consequences appeared to be at least partially mediated by perceived autonomy. Also, high-intensity telecommuting (more than 2.5 days a week) accentuated telecommuting's beneficial effects on work-family conflict but harmed relationships with coworkers. Results provide building blocks for a more complete theoretical and practical treatment of telecommuting.

Related link
Du arbejder mest effektivt derhjemme af Michael Rothenborg
Hjemmearbejde forøger ikke kun produktiviteten, men også livskvaliteten, viser den hidtil største undersøgelse af fænomenet.


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Growing Pains: The Emergence of E-Learning by Annie Hayes






E-learning has enjoyed a love-hate relationship with most learning and development departments since its advent, and has experienced a fair few teething problems along the way; yet more and more are falling under its spell.
If you are reading this you may already have a burgeoning interest in e-learning or at least a growing level of curiosity. You may also have an idea of what you think it is, but as the concept gets ever more complex the definition becomes as changeable as it does. One accepted definition is any type of learning that is delivered, enabled or mediated using electronic technology. Today that may even mean via a blackberry or Facebook profile.
Read more...

For and against e-learning

Pros:

  • Available 'just in time' ad can be used continuously for learning and reference.
  • Flexibility of access from anywhere at anytime.
  • Ability to simultaneously reach an unlimited number of employees.
  • Uniformity of delivery of training.
  • Potential cost reductions.
  • Reduction in the time it takes to deliver training.
  • Ability to log or track learning activities.
  • Possibilities of global connectivity and collaboration opportunities.
  • Ability to personalise the training for each learner.

Cons:

  • Limits of current technology infrastructure.
  • Ensuring learners have time and space to participate.
  • Providing appropriate support for learners.
  • Finding attractive, relevant and high-quality content.
  • Gaining line manager support and commitment.
  • Employee hostility towards e-learning.
  • Motivating learners to complete courses.
  • Lack of basic IT skills in the workforce.

Source: CIPD and TrainingZONE


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Tuesday, January 08, 2008

eSchool Top News

For early recipients of the One Laptop Per Child foundation's XO computers, life is profoundly different.

Since its announcement nearly three years ago, former MIT Media Lab director Nicholas Negroponte’s One Laptop Per Child (OLPC) initiative has generated plenty of controversy. But if the experience of children in Arahuay, Peru, is any indication, skepticism of the program could be short-lived.
Read more...

Related link


Intel quits One Laptop Per Child program.

It was like one of those ill-fated relationships you suspect won’t last, and on Jan. 3, it finally ended: Citing disagreements with the organization, Intel Corp. said it has abandoned the One Laptop Per Child (OLPC) initiative, dealing a blow to the ambitious project that seeks to bring millions of low-cost laptops to children in developing countries.
The fallout ends a long-simmering spat that began even before the Santa Clara, Calif.-based chipmaker joined OLPC’s board in July, agreeing to contribute money and technical expertise. It also came only a few days before the Consumer Electronics Show in Las Vegas, where a prototype of an OLPC-designed laptop using an Intel chip was slated to debut.

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Source: eSchool News


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Monday, January 07, 2008

Winds of Change: Charting the Course for IT in the Twenty-First Century


This paper appears in EDUCAUSE Review, vol. 42, no. 6 (November/December 2007): 54–71.

Winds of Change: Charting the Course for IT in the Twenty-First Century
By Brian L. Hawkins

In the spring of 2005, I was asked to keynote the EDUCAUSE Western Regional Conference. The conference theme was "Winds of Change: Charting the Course for Technology in Challenging Times." What that brought to my mind was the era of the great sailing ships of the eighteenth and nineteenth centuries, a topic that has always held great interest for me. So as I sail into the sunset, I'd like to update that presentation and offer ten nautical maxims for charting the course of higher education IT in the twenty-first century.


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E-Research and Technology-Enhanced Learning


Doctoral Programme
In January 2008, the Centre for Studies in Advanced Learning Technology, Department of Educational Research, Lancaster University, UK, launches a new structured, part-time Doctoral Programme in E-Research and Technology- Enhanced Learning. This innovative programme combines a limited number of face-to-face residential meetings with considerable online learning and will be available to anyone in the world wishing to develop eLearning research and practice.

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Please contact Alice Jesmont for an application form or for further details


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Sunday, January 06, 2008

A Student's Guide to the Medical Literature


As any new medical student knows, exploring the existing medical literature can be a real challenge.
Fortunately, this site offered by the University of Colorado’s Health Sciences Center provides a nice guide to navigating these potentially treacherous waters. Created by a fourth year medical student, Katherine McLucas, the guide begins with a short tutorial that outlines a simple four-step approach to reading medical literature. Additionally, the site also includes a section on search strategies, an interactive glossary with hyperlinked terms, and version of the guide that can be used on a PDA. Overall, the site is well-thought out and executed, and is something that medical students will want to revisit when they are in need of some assistance.

Source:
Internet Scout Project


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Teaching Mathematical Thinking Through Origami



This particular website offers up some ways to use origami to teach mathematical thinking.
Many people find doing origami relaxing, and others find it can be even a fine group activity to while away many pleasant hours. Created by Daniel Meyer, Jeanine Meyer, and Aviva Meyer, this site includes a background essay on this art, a set of teaching strategies for incorporating origami into the classroom, and some sample models. The “Teaching Strategies” area is a good place to look after reading the background essay, and users should also make use of the "Origami Sources" area, as it features external links to other origami sites.


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A model for permeable classrooms by Wesley Fryer


I like the concept of a classroom being on a continuum as a learning community: from opaque, to semi-permeable, to permeable.
This conception of a classroom and a learning community is immediately challenging to a "traditional" paradigm of School, since it acknowledges that members of the learning community can and SHOULD include people who are not physically present during the regular class meeting time.
These members can include:
  • Students in other classes.
  • Teachers in other classes.Parents accessing student and classroom websites from home and/or work.
  • Guest speakers and content 'experts' invited into the learning environment via live audio or videoconferences, asynchronously recorded and shared audio or video podcasts, digital photos, or digital texts.
  • School administrators and board members invited to participate in classroom conversations.
  • Other community members, or interested parties participating in classroom conversations via blog, podcast, or digital story comments shared in textual, audio or video formats.

Read more...

Source: Techlearning blog

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Wesley Fryer


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Articles appears in 2007 edition of Journal of Interactive Online Learning (JIOL)

Take a look at these articles appears in Volume 6, Number 3, Winter 2007 edition of Journal of Interactive Online Learning (JIOL).


Studying the Effectiveness of the Discussion Forum in Online Professional Development Courses
By Susan Lowes and Peiyi LinYan Wang
Teachers College/Columbia University

Abstract
As online professional development courses for teachers have grown, the discussion forum has become a locus of considerable research. This study analyzes the discussion forums in four different sessions of a short (4-week) online course for teachers from six schools in three states. This study also compares four methodologies, all of which have a visualization component: an analysis of data from the CMS; network analysis; content analysis; and sequential analysis. In addition, this study describes the insights into the effectiveness of the course design and facilitation that each approach provides, correlates these with participant satisfaction, and argues for using a combination of methods when studying discussion forums in online courses.

Synchronous Learning Experiences: Distance and Residential Learners’ Perspectives in a Blended Graduate Course
Yun Jeong Park and Curtis J. Bonk
Indiana University

Abstract
Synchronous communication has a great potential to increase individual participation and group collaboration. Despite increasing use, scant research has been conducted on variables impacting successful synchronous learning. This study focuses on learner experiences in a real-time communication mediated by the Breeze web-based collaboration system. It also combined conference mediums. Eight students, 4 residential and 4 learning at a distance, were interviewed to examine the perceived benefits and challenges of synchronous interaction. Study findings showed that learners valued spontaneous feedback, meaningful interactions, multiple perspectives, and instructors’ supports. On the other hand, time constraints, lack of reflection, language barriers, tool-related problems, and peers’ network connection problems were viewed as challenges. Due to pervasive time pressures, the synchronous interactions mainly focused on task-related issues. Nevertheless, students felt a need for connecting to others in the course and a sense of social presence. Interestingly, no differences were found between the distance and residential students in terms of learning strategies for synchronous discussions.

Communication Channels and the Adoption of Web-based Courses by University Professors
Scott Reid
University of Ottawa

Abstract
This qualitative study examines the structure and importance of communication channels in the adoption of Web-based courses by university professors. This study provides insight into the importance of informal communication among peers, the changing nature of communication networks, factors that impede communication, the role of change agents in facilitating communication channels, and the changing concept of “proximity” which is being developed in the context of increased use of information and communication technology. By offering insight into the communication channels of these adopters, valuable information is gained into possible strategies for encouraging adoption of Web-based courses.


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