Articles Appears in The Online Journal of Distance Learning Administration.

Read these articles I thought you may find interesting, appears in Volume 14 Issue 3 , Fall 2011 edition of The Online Journal of Distance Learning Administration.

Rapid Development of Hybrid Courses for Distance Education: A Midwestern University's Pilot Project
ByJodi Rust 

Abstract

Photo: Dr. Jodi Rust

A descriptive case study was used to explore how repurposing and a pedagogical-based instructional design model, the multimodal model (Picciano, 2009), were used to create quality distance education courses in a rapid development setting at a Midwestern land grant university. Data triangulation was used to secure data from faculty member interviews, course syllabi, and Desire to Learn (D2L) tours of the hybrid courses. From the research findings, the technique of repurposing did help faculty members develop hybrid courses in a rapid development setting. However, the multimodal model’s (Picciano, 2009) implementation was less successful. Faculty members found this pedagogical-based model easy to use; but it was not used to its fullest potential. The hybrid courses developed in this case study exhibited faculty-driven content. These faculty-driven courses led to implementation problems and quality issues.
Read more...

Information Found and Not Found: What University Websites Tell Students 
By Katrina Meyer and Stephanie Jones

Abstract

Photo: Stephanie Jones

Photo: Katrina A. Meyer

This study investigates how graduate students experience their university websites, or the institutional “virtual face.” The sample included graduate students admitted to online and blended higher education programs at Texas Tech University and the University of Memphis. A total of 42 students provided open-ended answers to questions about information they needed, could not find, or found with much effort. Their responses paint a picture of adult students who often struggle to find basic information or services (e.g., email login, registration) on institutional websites that are important functions for graduate students. They were also asked what messages the websites produced and should produce and who the intended audience was. The students perceive the audience to be students, but still find the messages mostly to be about marketing the institution rather than addressing their functional needs.
Read more... 

Maximizing Learning Using Online Student Assessment 
By Patrice Boyles

Abstract

Photo:
Patrice C. Boyles, Ed.D.

As the technological age reaches its peak, so does the need to improve assessment for online instruction. Assessment includes all activities that teachers and students undertake to get information that can be used to improve teaching and learning (Black and William,1998b). Assessment is a critical factor of the learning environment. The popularity of distance education and online assessment has forced educational institutions to revise delivery methods, reshape teaching methods and reevaluate learning environments. The transformation in delivery of instruction has consequently brought on the need to reassess how educational institutions are implementing online assessment. According to Allen and Seaman (2008), over 20% of all students took at least one online course in 2006; consequently this has brought more attention to the quality of online instruction. Today, educators are wavering in new territory and educational institutions are forced to adapt to an online environment and change curriculum to meet the needs of learners. The purpose of the study is to investigate pre-service teachers’ perceptions of online assessment and its impact on student learning.

Online assessment has many benefits. Like ice-cream, it comes in a wide array and can be encrusted in several arrangements. Instructors have the capability to create test-banks that include multiple-choice, true/false, completion, essay writing or matching. Reports are easily generated to allow instructors to preview grades, participation, and assessment results for the entire class or individual students at any time. Since many distance education courses are either asynchronous or synchronous, students benefit by having more flexibility.

At this juncture, the effects of attitudes for online assessment vary. The complexity of teaching or taking online courses can be overwhelming for some and impossible for others. Successful online instructors incorporate a variety of instructional strategies and implement a variety of formative assessments to maximize learning benefits. Online assessments are relatively new because they have been emphasized in predominately face-to-face environments.

Read more...

Source: The Online Journal of Distance Learning Administration 

Articles Appears in The Online Journal of Distance Learning Administration.

Read these articles I thought you may find interesting, appears in Volume 14 Issue 3 , Fall 2011 edition of The Online Journal of Distance Learning Administration.

Rapid Development of Hybrid Courses for Distance Education: A Midwestern University's Pilot Project
ByJodi Rust 

Abstract

Photo: Dr. Jodi Rust

A descriptive case study was used to explore how repurposing and a pedagogical-based instructional design model, the multimodal model (Picciano, 2009), were used to create quality distance education courses in a rapid development setting at a Midwestern land grant university. Data triangulation was used to secure data from faculty member interviews, course syllabi, and Desire to Learn (D2L) tours of the hybrid courses. From the research findings, the technique of repurposing did help faculty members develop hybrid courses in a rapid development setting. However, the multimodal model’s (Picciano, 2009) implementation was less successful. Faculty members found this pedagogical-based model easy to use; but it was not used to its fullest potential. The hybrid courses developed in this case study exhibited faculty-driven content. These faculty-driven courses led to implementation problems and quality issues.
Read more...

Information Found and Not Found: What University Websites Tell Students 
By Katrina Meyer and Stephanie Jones

Abstract

Photo: Stephanie Jones

Photo: Katrina A. Meyer

This study investigates how graduate students experience their university websites, or the institutional “virtual face.” The sample included graduate students admitted to online and blended higher education programs at Texas Tech University and the University of Memphis. A total of 42 students provided open-ended answers to questions about information they needed, could not find, or found with much effort. Their responses paint a picture of adult students who often struggle to find basic information or services (e.g., email login, registration) on institutional websites that are important functions for graduate students. They were also asked what messages the websites produced and should produce and who the intended audience was. The students perceive the audience to be students, but still find the messages mostly to be about marketing the institution rather than addressing their functional needs.
Read more... 

Maximizing Learning Using Online Student Assessment 
By Patrice Boyles

Abstract

Photo:
Patrice C. Boyles, Ed.D.

As the technological age reaches its peak, so does the need to improve assessment for online instruction. Assessment includes all activities that teachers and students undertake to get information that can be used to improve teaching and learning (Black and William,1998b). Assessment is a critical factor of the learning environment. The popularity of distance education and online assessment has forced educational institutions to revise delivery methods, reshape teaching methods and reevaluate learning environments. The transformation in delivery of instruction has consequently brought on the need to reassess how educational institutions are implementing online assessment. According to Allen and Seaman (2008), over 20% of all students took at least one online course in 2006; consequently this has brought more attention to the quality of online instruction. Today, educators are wavering in new territory and educational institutions are forced to adapt to an online environment and change curriculum to meet the needs of learners. The purpose of the study is to investigate pre-service teachers’ perceptions of online assessment and its impact on student learning.

Online assessment has many benefits. Like ice-cream, it comes in a wide array and can be encrusted in several arrangements. Instructors have the capability to create test-banks that include multiple-choice, true/false, completion, essay writing or matching. Reports are easily generated to allow instructors to preview grades, participation, and assessment results for the entire class or individual students at any time. Since many distance education courses are either asynchronous or synchronous, students benefit by having more flexibility.

At this juncture, the effects of attitudes for online assessment vary. The complexity of teaching or taking online courses can be overwhelming for some and impossible for others. Successful online instructors incorporate a variety of instructional strategies and implement a variety of formative assessments to maximize learning benefits. Online assessments are relatively new because they have been emphasized in predominately face-to-face environments.

Read more...

Source: The Online Journal of Distance Learning Administration 

International Journal of Interactive Mobile Technologies Vol 5, No 3 (2011)

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

 

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

Table of Contents
Papers
A Short Review on the Trend of Mobile Marketing Studies
By Mohammad Ismail and Razli Che Razak

Abstract
The purpose of this paper is to elucidate the major classification of the research in mobile marketing. It provides the trend and common approach in mobile marketing research. The paper aims to highlight the significant area in mobile marketing research and the needs for further understanding of the mobile marketing definition and its phenomenon. This paper has significant implications in terms of understanding the classification and the mobile marketing focusing area. This is a general review based on selected approximately forty-six journal publications which are published between year 2005 until 2010 from selected journals. Based on the selected reviewed literatures, the consumers’ adoption research only focuses on a few common areas. There is no agreement among the researchers on definition of mobile marketing and the conceptualization and phenomenon of mobile marketing remain unexplained. The value of this paper is that, it provides the fundamental guidelines for researchers on significant area to focus in the mobile marketing field and it also assists practitioners in identifying the research trend and major classifications which will assist them in designing the product and services to the right target market.
Read more...

Learning Mobile App Design from User Review Analysis 
By Elisabeth Platzer and Otto Petrovic

Abstract

This paper presents a new learning environment for developers of mobile apps that merges two quite different views of the same topic. Creative design and system engineering are core issues in the development process that are based on diverging principles. This new learning environment aims to address both points of view by not suppressing one of them but trying to benefit from both. User review content analysis is introduced as a tool to generate information that is useful for both aspects.

Read more...

Source: International Journal of Interactive Mobile Technologies

International Journal of Interactive Mobile Technologies Vol 5, No 3 (2011)

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

 

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

Table of Contents
Papers
A Short Review on the Trend of Mobile Marketing Studies
By Mohammad Ismail and Razli Che Razak

Abstract
The purpose of this paper is to elucidate the major classification of the research in mobile marketing. It provides the trend and common approach in mobile marketing research. The paper aims to highlight the significant area in mobile marketing research and the needs for further understanding of the mobile marketing definition and its phenomenon. This paper has significant implications in terms of understanding the classification and the mobile marketing focusing area. This is a general review based on selected approximately forty-six journal publications which are published between year 2005 until 2010 from selected journals. Based on the selected reviewed literatures, the consumers’ adoption research only focuses on a few common areas. There is no agreement among the researchers on definition of mobile marketing and the conceptualization and phenomenon of mobile marketing remain unexplained. The value of this paper is that, it provides the fundamental guidelines for researchers on significant area to focus in the mobile marketing field and it also assists practitioners in identifying the research trend and major classifications which will assist them in designing the product and services to the right target market.
Read more...

Learning Mobile App Design from User Review Analysis 
By Elisabeth Platzer and Otto Petrovic

Abstract

This paper presents a new learning environment for developers of mobile apps that merges two quite different views of the same topic. Creative design and system engineering are core issues in the development process that are based on diverging principles. This new learning environment aims to address both points of view by not suppressing one of them but trying to benefit from both. User review content analysis is introduced as a tool to generate information that is useful for both aspects.

Read more...

Source: International Journal of Interactive Mobile Technologies

10 Ways Kids Survived Without Cell Phones in the 80’s

Lindsay Willison has been in touch to remind us about this published article below.

Photo: Landline Phone Service 

Sometimes, it appears that cell phones have become a required accessory attached to every kid and teenager that you see in public. You see them being used for calls, text messaging, music listening, and game playing, virtually everywhere that kids are found. So, how did kids survive without cell phones in the 80′s?
Read more... 

Thanks to Lindsay!

Source: Landline Phone Service

10 Ways Kids Survived Without Cell Phones in the 80’s

Lindsay Willison has been in touch to remind us about this published article below.

Photo: Landline Phone Service 

Sometimes, it appears that cell phones have become a required accessory attached to every kid and teenager that you see in public. You see them being used for calls, text messaging, music listening, and game playing, virtually everywhere that kids are found. So, how did kids survive without cell phones in the 80′s?
Read more... 

Thanks to Lindsay!

Source: Landline Phone Service

Will Technology Make the Physical College Campus Obsolete? by Marina Salsbury

Today I have Marina Salsbury as guest blogger. Please be sure to check out her unique guest post. Guest posts are always welcome, please contact me.

For hundreds of years, the school as a central physical location has been firmly cemented in the hearts of educators and students everywhere, and today millions of citizens young and old all over the country flock to college campuses every year to obtain education that will help them in turn find careers and ways to make their own living.

However, with advances in technology and the incredible range of information at everyone’s fingertips through connection to the worldwide Web, the actual college campus is starting to be seen as a thing of the past. What’s more, it has begun to be viewed as a pain.

The trend started a few years ago when schools began offering online college classes. Instead of sitting in class, course material is sent directly to your computer, enabling you to listen to lectures, review readings, and take notes on your own schedule. If you work eight hours a day for five days a week, you don't have to worry about finding time for classes during the workday. Best of all, these online course offerings made it possible for people to travel while taking college classes. All students need is internet access, and of course to turn in their homework on time.

The opportunity to attend school through your computer comes with a number of incidental bonuses as well. Students can receive high quality education at a lower price, and they don’t have to spend a fortune on gas driving to and from campus. There's no pressure to move away from home, which is a godsend during an economic crisis like the present one, and students can hold down jobs and adapt their college schedules to their personal lives. It's flexible, practical, and perfect for those looking to save money on college education.

What can’t students get from a college experience facilitated by technology? The biggest downside tends to be that they don’t have the face to face interaction with classmates or teachers. Everything is done through a server, a discussion board, e-mail, and sometimes live chats. While students do communicate with other people, they don't have direct personal interaction, echoing a common gripe about online social networking in general. Depending on students' personal character, this could significantly help or hinder the learning process.

How do technology facilitated colleges better suit students’ needs? The biggest factor is students can arrange their college schedules around their personal lives. Instead of homework and classes dominating the way they live, web-based college allows them to choose when and how much time they spend on education. In the end, it doesn’t matter how they decide to arrange their personal lives as long as they get the work done by the time the deadline rolls around. This flexibility allows students to work, travel, and most importantly spend time with family and friends, something students often hardly get to do if they attend a physical college campus hundreds or thousands of miles away from home.

The bottom line is a technology-facilitated, web-based college education has its pros and cons, just like conventional on-campus study. The pros, however, seem to outweigh the cons in many respects. Because of the ongoing advances in technology, it's safe to assume online colleges will continue to flourish and become a popular alternative to campus life, possibly even making physical campuses obsolete over time.

Questions and comments can be sent to: Marina Salsbury

Many thanks to Marina.
Enjoy your reading!

Will Technology Make the Physical College Campus Obsolete? by Marina Salsbury

Today I have Marina Salsbury as guest blogger. Please be sure to check out her unique guest post. Guest posts are always welcome, please contact me.

For hundreds of years, the school as a central physical location has been firmly cemented in the hearts of educators and students everywhere, and today millions of citizens young and old all over the country flock to college campuses every year to obtain education that will help them in turn find careers and ways to make their own living.

However, with advances in technology and the incredible range of information at everyone’s fingertips through connection to the worldwide Web, the actual college campus is starting to be seen as a thing of the past. What’s more, it has begun to be viewed as a pain.

The trend started a few years ago when schools began offering online college classes. Instead of sitting in class, course material is sent directly to your computer, enabling you to listen to lectures, review readings, and take notes on your own schedule. If you work eight hours a day for five days a week, you don't have to worry about finding time for classes during the workday. Best of all, these online course offerings made it possible for people to travel while taking college classes. All students need is internet access, and of course to turn in their homework on time.

The opportunity to attend school through your computer comes with a number of incidental bonuses as well. Students can receive high quality education at a lower price, and they don’t have to spend a fortune on gas driving to and from campus. There's no pressure to move away from home, which is a godsend during an economic crisis like the present one, and students can hold down jobs and adapt their college schedules to their personal lives. It's flexible, practical, and perfect for those looking to save money on college education.

What can’t students get from a college experience facilitated by technology? The biggest downside tends to be that they don’t have the face to face interaction with classmates or teachers. Everything is done through a server, a discussion board, e-mail, and sometimes live chats. While students do communicate with other people, they don't have direct personal interaction, echoing a common gripe about online social networking in general. Depending on students' personal character, this could significantly help or hinder the learning process.

How do technology facilitated colleges better suit students’ needs? The biggest factor is students can arrange their college schedules around their personal lives. Instead of homework and classes dominating the way they live, web-based college allows them to choose when and how much time they spend on education. In the end, it doesn’t matter how they decide to arrange their personal lives as long as they get the work done by the time the deadline rolls around. This flexibility allows students to work, travel, and most importantly spend time with family and friends, something students often hardly get to do if they attend a physical college campus hundreds or thousands of miles away from home.

The bottom line is a technology-facilitated, web-based college education has its pros and cons, just like conventional on-campus study. The pros, however, seem to outweigh the cons in many respects. Because of the ongoing advances in technology, it's safe to assume online colleges will continue to flourish and become a popular alternative to campus life, possibly even making physical campuses obsolete over time.

Questions and comments can be sent to: Marina Salsbury

Many thanks to Marina.
Enjoy your reading!

Stimulate learning with interactive iLearn Alphabets and Numbers app

Schogini Systems, an innovative mobile app developer has released iLearn Alphabets and Numbers, an interactive learning app for preschoolers and toddlers with Augmented Reality that's built to develop imagination and stimulate learning.

Kids learn with an adorable companion puppy, Toby. The app automatically saves learning information for parents to track and review their child's progress. Fun and stimulating activities include matching shapes, sequencing and popping balloons of corresponding alphabet and numbers.

iLearn Alphabet and Numbers teaches numbers and counting in a fun and engaging way. It develops skills including early Learning, letters, pre-Reading, comparison, shapes, matching, sequencing, counting and numbers. Parents can easily track and review kids' progress based on reward stickers earned for each module. Popping matching balloon games offer fun and exciting learning for preschoolers and toddlers in the classroom or on the go. The app offers vivid illustrations and enhanced graphics. Augmented Reality feature adds to the excitement and develops imagination. In a nutshell, iLearn Alphabet and Number is a fun and stimulating learning app for the young ones.
Read more...

Related link
Visit iTunes to buy and download apps

Source: prMac

Stimulate learning with interactive iLearn Alphabets and Numbers app

Schogini Systems, an innovative mobile app developer has released iLearn Alphabets and Numbers, an interactive learning app for preschoolers and toddlers with Augmented Reality that's built to develop imagination and stimulate learning.

Kids learn with an adorable companion puppy, Toby. The app automatically saves learning information for parents to track and review their child's progress. Fun and stimulating activities include matching shapes, sequencing and popping balloons of corresponding alphabet and numbers.

iLearn Alphabet and Numbers teaches numbers and counting in a fun and engaging way. It develops skills including early Learning, letters, pre-Reading, comparison, shapes, matching, sequencing, counting and numbers. Parents can easily track and review kids' progress based on reward stickers earned for each module. Popping matching balloon games offer fun and exciting learning for preschoolers and toddlers in the classroom or on the go. The app offers vivid illustrations and enhanced graphics. Augmented Reality feature adds to the excitement and develops imagination. In a nutshell, iLearn Alphabet and Number is a fun and stimulating learning app for the young ones.
Read more...

Related link
Visit iTunes to buy and download apps

Source: prMac