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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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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


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

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


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

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.


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

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.


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

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...


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

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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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


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

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!


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

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!


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

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


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

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


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

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


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

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


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

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


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

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


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

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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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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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


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

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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