Posts
2007 Have a fun and a great New Year.
Subscribe to my Email updates
Saturday, December 30, 2006
New MODL for Remote IT Training
Hands-on distance learning sounds like an oxymoron, yet that’s exactly what Microsoft Official Distance Learning (MODL) is: a blended learning programme that provides technical training to IT professionals and developers who want hands-on technical training and need the convenience of learning when they want, wherever they are.
Read more...
Source: CHECKpoint eLearning
Read more...
Source: CHECKpoint eLearning
New MODL for Remote IT Training
Hands-on distance learning sounds like an oxymoron, yet that’s exactly what Microsoft Official Distance Learning (MODL) is: a blended learning programme that provides technical training to IT professionals and developers who want hands-on technical training and need the convenience of learning when they want, wherever they are.
Read more...
Source: CHECKpoint eLearning
Read more...
Source: CHECKpoint eLearning
Active Learning For The College Classroom
Just look at this article, by Donald R. Paulson and Jennifer L. Faust.
The past decade has seen an explosion of interest among college faculty in the teaching methods variously grouped under the terms 'active learning' and 'cooperative learning'. However, even with this interest, there remains much misunderstanding of and mistrust of the pedagogical "movement" behind the words. The majority of all college faculty still teach their classes in the traditional lecture mode. Some of the criticism and hesitation seems to originate in the idea that techniques of active and cooperative learning are genuine alternatives to, rather than enhancements of, professors' lectures.
Source: Online Education Database
Active Learning For The College Classroom
Just look at this article, by Donald R. Paulson and Jennifer L. Faust.
The past decade has seen an explosion of interest among college faculty in the teaching methods variously grouped under the terms 'active learning' and 'cooperative learning'. However, even with this interest, there remains much misunderstanding of and mistrust of the pedagogical "movement" behind the words. The majority of all college faculty still teach their classes in the traditional lecture mode. Some of the criticism and hesitation seems to originate in the idea that techniques of active and cooperative learning are genuine alternatives to, rather than enhancements of, professors' lectures.
Source: Online Education Database
Friday, December 29, 2006
Absalon - KU’s nye fælles Learning Management System - it's learning
En dommerkomité - med Lykke Friis i spidsen - har på et møde den 8. december 2006 besluttet sig for hvilket navn det nye e-læringsmiljø ved Københavns Universitet skulle gives. Valget faldt på navnet Absalon - et forslag indsendt af lektor ved teologi Carsten Selch Jensen.Som flere vil vide fik den historiske person Absalon i gave af Kong Valdemar et lille fiskerleje ved navn Havn (det senere København) og Absalon må betegnes som den drivende kraft i udviklingen af byen til et vigtigt handelsmæssigt knudepunkt. Absalon, der selv var belæst, studerede i udlandet og trak senere lærdom og nye impulser til Danmark. Udover et vigtigt handelsmæssigt knudepunkt blev København siden hen også et spirende, internationalt orienteret lærdomscenter i og med at Københavns Universitet blev grundlagt i 1479.
Dommerkomitéen har derfor fundet det naturligt at navngive det nye fælles e-læringsmiljø ved Københavns Universitet efter Absalon, udvikleren af byen og dermed fundamentet for universitetet og læring.
Læs mere...
Kilde: www.cwbl.ku.dk
Absalon - KU’s nye fælles Learning Management System - it's learning
En dommerkomité - med Lykke Friis i spidsen - har på et møde den 8. december 2006 besluttet sig for hvilket navn det nye e-læringsmiljø ved Københavns Universitet skulle gives. Valget faldt på navnet Absalon - et forslag indsendt af lektor ved teologi Carsten Selch Jensen.Som flere vil vide fik den historiske person Absalon i gave af Kong Valdemar et lille fiskerleje ved navn Havn (det senere København) og Absalon må betegnes som den drivende kraft i udviklingen af byen til et vigtigt handelsmæssigt knudepunkt. Absalon, der selv var belæst, studerede i udlandet og trak senere lærdom og nye impulser til Danmark. Udover et vigtigt handelsmæssigt knudepunkt blev København siden hen også et spirende, internationalt orienteret lærdomscenter i og med at Københavns Universitet blev grundlagt i 1479.
Dommerkomitéen har derfor fundet det naturligt at navngive det nye fælles e-læringsmiljø ved Københavns Universitet efter Absalon, udvikleren af byen og dermed fundamentet for universitetet og læring.
Læs mere...
Kilde: www.cwbl.ku.dk
US Real-time Collaboration-based Learning Market Reaches $2.6 Billion in 2006
Ambient Insight report on the 2006-2011 Real-time Collaboration-based Learning market. The analysis provides revenue forecasts in eight buyer segments for three types of products: content events, content and technology services, and installed technology.
Source: Ambient Insight
Other Products Research from Ambient Insight:
US Real-time Collaboration-based Learning Market Reaches $2.6 Billion in 2006
Ambient Insight report on the 2006-2011 Real-time Collaboration-based Learning market. The analysis provides revenue forecasts in eight buyer segments for three types of products: content events, content and technology services, and installed technology.
Source: Ambient Insight
Other Products Research from Ambient Insight:
New e-Learning service launched
The Oxford Total Learning Group announces the launch of the Oxford Coach Mentoring Channel, its new service that uses the web-based technology to deliver coach mentoring excellence in a variety of easy-to-use audio-visual formats.
Read more...
Source: Learningbusiness.fi
Read more...
Source: Learningbusiness.fi
New e-Learning service launched
The Oxford Total Learning Group announces the launch of the Oxford Coach Mentoring Channel, its new service that uses the web-based technology to deliver coach mentoring excellence in a variety of easy-to-use audio-visual formats.
Read more...
Source: Learningbusiness.fi
Read more...
Source: Learningbusiness.fi
Wednesday, December 27, 2006
Kineo discusses global e-learning culture with Martyn Sloman of CIPD
Martyn Sloman Interview:
One of the most reliable speakers on learning and technology in the UK is Martyn Sloman, Adviser in Learning, Training and Development at CIPD. He spoke to Kineo, the leading e-learning consultancy, on the changes in the global economy and their impact on trainers and learners, and the role of technology in supporting the individual learner.
Read more...
Martyn's new book, The Changing World of the Trainer, will be published in April 2007.
You can hear the full conversation at http://www.kineo.co.uk/audio-downloads/martyn-sloman-interview.html
Source: Onrec.com
One of the most reliable speakers on learning and technology in the UK is Martyn Sloman, Adviser in Learning, Training and Development at CIPD. He spoke to Kineo, the leading e-learning consultancy, on the changes in the global economy and their impact on trainers and learners, and the role of technology in supporting the individual learner.
Read more...
Martyn's new book, The Changing World of the Trainer, will be published in April 2007.
You can hear the full conversation at http://www.kineo.co.uk/audio-downloads/martyn-sloman-interview.html
Source: Onrec.com
Kineo discusses global e-learning culture with Martyn Sloman of CIPD
Martyn Sloman Interview:
One of the most reliable speakers on learning and technology in the UK is Martyn Sloman, Adviser in Learning, Training and Development at CIPD. He spoke to Kineo, the leading e-learning consultancy, on the changes in the global economy and their impact on trainers and learners, and the role of technology in supporting the individual learner.
Read more...
Martyn's new book, The Changing World of the Trainer, will be published in April 2007.
You can hear the full conversation at http://www.kineo.co.uk/audio-downloads/martyn-sloman-interview.html
Source: Onrec.com
One of the most reliable speakers on learning and technology in the UK is Martyn Sloman, Adviser in Learning, Training and Development at CIPD. He spoke to Kineo, the leading e-learning consultancy, on the changes in the global economy and their impact on trainers and learners, and the role of technology in supporting the individual learner.
Read more...
Martyn's new book, The Changing World of the Trainer, will be published in April 2007.
You can hear the full conversation at http://www.kineo.co.uk/audio-downloads/martyn-sloman-interview.html
Source: Onrec.com
Learners' Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry Framework
Article by Emma J. Stodel, Terrie Lynn Thompson and Colla J. MacDonald, appears in Vol 7, No 3 (2006) edition of The International Review of Research in Open and Distance Learning: Despite the success that instructors and learners often enjoy with online university courses, learners have also reported that they miss face-to-face contact when learning online. The purpose of this inquiry was to identify learners’ perceptions of what is missing from online learning and provide recommendations for how we can continue to innovate and improve the online learning experience.
Source: Via Distance-Educator.com
Learners' Perspectives on what is Missing from Online Learning: Interpretations through the Community of Inquiry Framework
Article by Emma J. Stodel, Terrie Lynn Thompson and Colla J. MacDonald, appears in Vol 7, No 3 (2006) edition of The International Review of Research in Open and Distance Learning: Despite the success that instructors and learners often enjoy with online university courses, learners have also reported that they miss face-to-face contact when learning online. The purpose of this inquiry was to identify learners’ perceptions of what is missing from online learning and provide recommendations for how we can continue to innovate and improve the online learning experience.
Source: Via Distance-Educator.com
7 things you should know about... E-books
E-books offer new ways for readers to interact with content.
Seven basic facts about e-books in The "7 Things You Should Know About..." series from the EDUCAUSE Learning Initiative (ELI).
Read more...
Source: EDUCAUSE
Seven basic facts about e-books in The "7 Things You Should Know About..." series from the EDUCAUSE Learning Initiative (ELI).
Read more...
Source: EDUCAUSE
7 things you should know about... E-books
E-books offer new ways for readers to interact with content.
Seven basic facts about e-books in The "7 Things You Should Know About..." series from the EDUCAUSE Learning Initiative (ELI).
Read more...
Source: EDUCAUSE
Seven basic facts about e-books in The "7 Things You Should Know About..." series from the EDUCAUSE Learning Initiative (ELI).
Read more...
Source: EDUCAUSE
E-Learning: The Key Concepts
E-Learning has long been touted as the brave new frontier of education, offering fresh challenges to teachers, students and, indeed, the whole of the education system.
This book is a useful reference for those seeking to navigate the myriad of names, concepts and applications associated with this era of teaching, training and learning.
E-Learning: The Key Concepts
E-Learning has long been touted as the brave new frontier of education, offering fresh challenges to teachers, students and, indeed, the whole of the education system.
This book is a useful reference for those seeking to navigate the myriad of names, concepts and applications associated with this era of teaching, training and learning.
User-defined content in a constructivist learning environment
This article is originally published in the conference book of the m-ICTE 2005: “Recent Research Developments in Learning Technologies” (2005) Editors: A. Méndez-Vilas, B. González-Pereira, J. Mesa González, J.A. Mesa González. ISBN Vol. II (pp. 448-893): 609-5996-1.
New pedagogies are developing with the digital age which reflect collaboration, internalised thinking, reflection and iteration rather than the concept of the taught lesson; however, the Internet is still regarded by many as a convenient mechanism for delivering traditional materials online.
Source: eLearning Papers
User-defined content in a constructivist learning environment
This article is originally published in the conference book of the m-ICTE 2005: “Recent Research Developments in Learning Technologies” (2005) Editors: A. Méndez-Vilas, B. González-Pereira, J. Mesa González, J.A. Mesa González. ISBN Vol. II (pp. 448-893): 609-5996-1.
New pedagogies are developing with the digital age which reflect collaboration, internalised thinking, reflection and iteration rather than the concept of the taught lesson; however, the Internet is still regarded by many as a convenient mechanism for delivering traditional materials online.
Source: eLearning Papers
Tuesday, December 26, 2006
E-tivities: The Key to Active Online Learning
Here is a book I thought you may find interesting.
Following "E-Moderating", which looked at the role of the online teacher, this book addresses readers in both higher education and corporate training who are seeking to develop interactive and online programmes that truly engage learners.; In education and training, the focus of those teaching with online technology is now on the actual content of programmes.
Written by Gilly Salmon, an e-learning expert, this book shows the central role of activities in online learning and the importance of engaging learners. The book shows how to: develop low-cost and worthwhile e-activities; create fuller participation in online learning; and retain and satisfy learners.;Based on Gilly Salmon's own research and worldwide experience working with students and in commercial training, this book is intended for professionals involved in online learning.
E-tivities: The Key to Active Online Learning
Here is a book I thought you may find interesting.
Following "E-Moderating", which looked at the role of the online teacher, this book addresses readers in both higher education and corporate training who are seeking to develop interactive and online programmes that truly engage learners.; In education and training, the focus of those teaching with online technology is now on the actual content of programmes.
Written by Gilly Salmon, an e-learning expert, this book shows the central role of activities in online learning and the importance of engaging learners. The book shows how to: develop low-cost and worthwhile e-activities; create fuller participation in online learning; and retain and satisfy learners.;Based on Gilly Salmon's own research and worldwide experience working with students and in commercial training, this book is intended for professionals involved in online learning.
Hypermedia Applications in Web-based Teaching and Learning Environments: The Role of Databases as Intermediaries
Article by Richard Hartshorne and Richard E. Ferdig, appears in the Volume 5, 2006 edition of Electronic Journal for the Integration of Technology in Education:
There are numerous benefits associated with integrating hypermedia applications into teaching and learning environments. However, simply adding a hypertextual component does not ensure increased success in teaching or learning. Various issues can transform hypermedia into a constraint rather than an enabler of learning.
Source: Via Online Learning Update
Hypermedia Applications in Web-based Teaching and Learning Environments: The Role of Databases as Intermediaries
Article by Richard Hartshorne and Richard E. Ferdig, appears in the Volume 5, 2006 edition of Electronic Journal for the Integration of Technology in Education:
There are numerous benefits associated with integrating hypermedia applications into teaching and learning environments. However, simply adding a hypertextual component does not ensure increased success in teaching or learning. Various issues can transform hypermedia into a constraint rather than an enabler of learning.
Source: Via Online Learning Update
Should Tutoring Services Be Added To Our High-Enrolling Distance Education Courses?
Just look at this article, by Peter B. Williams, Scott L. Howell, R. Dwight Laws and Emily Metheny, appears in the Winter 2006 edition of The Online Journal of Distance Learning Administration:
Distance learning administrators are always looking for ways to balance increasing demands on instructor time, rising expectations from students and faculty for support services, mounting competition, and escalating costs with quality instruction and interaction. Increasingly, programs are responding to these competing interests by appending ancillary resources to course materials and textbooks and by using computer-mediated communication (CMC) tools, e.g., e-mail, online bulletin and discussion boards, blogs, interactive television, and computer conferencing.
Source: Via Distance-Educator.com
Should Tutoring Services Be Added To Our High-Enrolling Distance Education Courses?
Just look at this article, by Peter B. Williams, Scott L. Howell, R. Dwight Laws and Emily Metheny, appears in the Winter 2006 edition of The Online Journal of Distance Learning Administration:
Distance learning administrators are always looking for ways to balance increasing demands on instructor time, rising expectations from students and faculty for support services, mounting competition, and escalating costs with quality instruction and interaction. Increasingly, programs are responding to these competing interests by appending ancillary resources to course materials and textbooks and by using computer-mediated communication (CMC) tools, e.g., e-mail, online bulletin and discussion boards, blogs, interactive television, and computer conferencing.
Source: Via Distance-Educator.com
Monday, December 25, 2006
Staffing and Supporting a New Online Initiative
Don't miss this article about online learning from INNOVATE:
Staffing and Supporting a New Online Initiative
Don't miss this article about online learning from INNOVATE:
Encouraging Ownership of Online Spaces: Support for Preservice English Teachers Through Computer-Mediated Communication
Here is another interesting article, by Lisa Scherff, Trena Paulus, appears in Volume 6, Issue 4 (2006 ) of Contemporary Issues in Technology and Teacher Education:
High attrition rates among new teachers are of concern to teacher educators. Support mechanisms may help teachers feel less isolated in their new profession. Computer-mediated communication (CMC) technologies can connect novice teachers in ways that are both time and place independent. Most research on asynchronous online discussions has focused on achieving formal learning goals through highly structured scaffolds for reflective thinking and cognitive presence. Less attention is being paid to how novice teachers who are already accustomed to participating in online communities turn to these online spaces for the support they need. This case study examined whether and how eight preservice teachers completing English education internships at professional development schools chose to use an asynchronous discussion forum in the absence of a tightly structured or controlled communication task.
The interns chose to use the online space for just-in-time informal learning and for psychological support on complex issues that were not easy to discuss face to face. The interns regularly responded to each others’ requests, thoughts, and concerns. The authors propose that highly structured online forums are not the only way CMC can be used for teacher support, particularly now that CMC is no longer a novelty, nor should formal learning be the only purpose for providing such online spaces to novice teachers.
Read more...
High attrition rates among new teachers are of concern to teacher educators. Support mechanisms may help teachers feel less isolated in their new profession. Computer-mediated communication (CMC) technologies can connect novice teachers in ways that are both time and place independent. Most research on asynchronous online discussions has focused on achieving formal learning goals through highly structured scaffolds for reflective thinking and cognitive presence. Less attention is being paid to how novice teachers who are already accustomed to participating in online communities turn to these online spaces for the support they need. This case study examined whether and how eight preservice teachers completing English education internships at professional development schools chose to use an asynchronous discussion forum in the absence of a tightly structured or controlled communication task.
The interns chose to use the online space for just-in-time informal learning and for psychological support on complex issues that were not easy to discuss face to face. The interns regularly responded to each others’ requests, thoughts, and concerns. The authors propose that highly structured online forums are not the only way CMC can be used for teacher support, particularly now that CMC is no longer a novelty, nor should formal learning be the only purpose for providing such online spaces to novice teachers.
Read more...
Source: Via Online Learning Update
Encouraging Ownership of Online Spaces: Support for Preservice English Teachers Through Computer-Mediated Communication
Here is another interesting article, by Lisa Scherff, Trena Paulus, appears in Volume 6, Issue 4 (2006 ) of Contemporary Issues in Technology and Teacher Education:
High attrition rates among new teachers are of concern to teacher educators. Support mechanisms may help teachers feel less isolated in their new profession. Computer-mediated communication (CMC) technologies can connect novice teachers in ways that are both time and place independent. Most research on asynchronous online discussions has focused on achieving formal learning goals through highly structured scaffolds for reflective thinking and cognitive presence. Less attention is being paid to how novice teachers who are already accustomed to participating in online communities turn to these online spaces for the support they need. This case study examined whether and how eight preservice teachers completing English education internships at professional development schools chose to use an asynchronous discussion forum in the absence of a tightly structured or controlled communication task.
The interns chose to use the online space for just-in-time informal learning and for psychological support on complex issues that were not easy to discuss face to face. The interns regularly responded to each others’ requests, thoughts, and concerns. The authors propose that highly structured online forums are not the only way CMC can be used for teacher support, particularly now that CMC is no longer a novelty, nor should formal learning be the only purpose for providing such online spaces to novice teachers.
Read more...
High attrition rates among new teachers are of concern to teacher educators. Support mechanisms may help teachers feel less isolated in their new profession. Computer-mediated communication (CMC) technologies can connect novice teachers in ways that are both time and place independent. Most research on asynchronous online discussions has focused on achieving formal learning goals through highly structured scaffolds for reflective thinking and cognitive presence. Less attention is being paid to how novice teachers who are already accustomed to participating in online communities turn to these online spaces for the support they need. This case study examined whether and how eight preservice teachers completing English education internships at professional development schools chose to use an asynchronous discussion forum in the absence of a tightly structured or controlled communication task.
The interns chose to use the online space for just-in-time informal learning and for psychological support on complex issues that were not easy to discuss face to face. The interns regularly responded to each others’ requests, thoughts, and concerns. The authors propose that highly structured online forums are not the only way CMC can be used for teacher support, particularly now that CMC is no longer a novelty, nor should formal learning be the only purpose for providing such online spaces to novice teachers.
Read more...
Source: Via Online Learning Update
Effects of Concreteness and Contiguity on Learning from Computer-based Reference Maps
Just look at this interesting article, by Sribhagyam Srinivasan, Daphne D. Lewis, Steven M. Crooks, appears in the Winter edition of Journal of Interactive Online Learning:
Today’s technology has reached new heights that have not been fully implemented. One of the areas where technology has not yet reached its full potential is in education. This study examined the effects of concreteness of location names and contiguity of location names with textual information on learning from computer-based reference maps. The research was designed to be a 3 concreteness (concrete vs. abstract vs. non-familiar) X 2 contiguity (non-contiguous vs. contiguous) with six treatment levels. One hundred and sixty-seven college students studied a digital reference map presented to them.
The results indicate that participants in the contiguous condition recalled significantly more feature-related facts than those in the non-contiguous condition. The results also indicate that the participants’ performance in recall, matching feature-fact pairs, as well as in the inference was significantly more for concrete features names and abstract feature names than the non-familiar feature names. A significant interaction effect was also observed for the matching of fact-feature pairs. The findings are not thoroughly consistent with the concreteness and conceptual peg effects associated with Paivio’s dual coding theory (DCT).
More research needs to be done to continue investigating this phenomenon. However, this study will assist teachers and designers better understand how to design cognitive maps and spatial displays that facilitate learning.
Read more...
Source: Via Online Learning Update
Today’s technology has reached new heights that have not been fully implemented. One of the areas where technology has not yet reached its full potential is in education. This study examined the effects of concreteness of location names and contiguity of location names with textual information on learning from computer-based reference maps. The research was designed to be a 3 concreteness (concrete vs. abstract vs. non-familiar) X 2 contiguity (non-contiguous vs. contiguous) with six treatment levels. One hundred and sixty-seven college students studied a digital reference map presented to them.
The results indicate that participants in the contiguous condition recalled significantly more feature-related facts than those in the non-contiguous condition. The results also indicate that the participants’ performance in recall, matching feature-fact pairs, as well as in the inference was significantly more for concrete features names and abstract feature names than the non-familiar feature names. A significant interaction effect was also observed for the matching of fact-feature pairs. The findings are not thoroughly consistent with the concreteness and conceptual peg effects associated with Paivio’s dual coding theory (DCT).
More research needs to be done to continue investigating this phenomenon. However, this study will assist teachers and designers better understand how to design cognitive maps and spatial displays that facilitate learning.
Read more...
Source: Via Online Learning Update
Effects of Concreteness and Contiguity on Learning from Computer-based Reference Maps
Just look at this interesting article, by Sribhagyam Srinivasan, Daphne D. Lewis, Steven M. Crooks, appears in the Winter edition of Journal of Interactive Online Learning:
Today’s technology has reached new heights that have not been fully implemented. One of the areas where technology has not yet reached its full potential is in education. This study examined the effects of concreteness of location names and contiguity of location names with textual information on learning from computer-based reference maps. The research was designed to be a 3 concreteness (concrete vs. abstract vs. non-familiar) X 2 contiguity (non-contiguous vs. contiguous) with six treatment levels. One hundred and sixty-seven college students studied a digital reference map presented to them.
The results indicate that participants in the contiguous condition recalled significantly more feature-related facts than those in the non-contiguous condition. The results also indicate that the participants’ performance in recall, matching feature-fact pairs, as well as in the inference was significantly more for concrete features names and abstract feature names than the non-familiar feature names. A significant interaction effect was also observed for the matching of fact-feature pairs. The findings are not thoroughly consistent with the concreteness and conceptual peg effects associated with Paivio’s dual coding theory (DCT).
More research needs to be done to continue investigating this phenomenon. However, this study will assist teachers and designers better understand how to design cognitive maps and spatial displays that facilitate learning.
Read more...
Source: Via Online Learning Update
Today’s technology has reached new heights that have not been fully implemented. One of the areas where technology has not yet reached its full potential is in education. This study examined the effects of concreteness of location names and contiguity of location names with textual information on learning from computer-based reference maps. The research was designed to be a 3 concreteness (concrete vs. abstract vs. non-familiar) X 2 contiguity (non-contiguous vs. contiguous) with six treatment levels. One hundred and sixty-seven college students studied a digital reference map presented to them.
The results indicate that participants in the contiguous condition recalled significantly more feature-related facts than those in the non-contiguous condition. The results also indicate that the participants’ performance in recall, matching feature-fact pairs, as well as in the inference was significantly more for concrete features names and abstract feature names than the non-familiar feature names. A significant interaction effect was also observed for the matching of fact-feature pairs. The findings are not thoroughly consistent with the concreteness and conceptual peg effects associated with Paivio’s dual coding theory (DCT).
More research needs to be done to continue investigating this phenomenon. However, this study will assist teachers and designers better understand how to design cognitive maps and spatial displays that facilitate learning.
Read more...
Source: Via Online Learning Update
Sunday, December 24, 2006
Creating Successful E-Learning: A Rapid System for Getting It Right First Time, Every Time
The ADDIE (analysis, design, development, implementation, and evaluation) process remains the dominant instructional model. Yet, it is not the optimal process for the design of e-learning. It neither takes advantage of the technology underlying e-learning nor produces the kind of creative and effective learning experiences we need. What is the alternative? Rapid Prototyping: the method now employed by most experienced designers. In this book, one of six in Michael Allen's Online Learning Library, Allen shows how rapid prototyping methodology--using successive cycles of analysis/evaluation, design, and development--can bring tremendous cost, efficiency and creative benefits to e-learning.
Michael W. Allen pioneered multimedia learning technologies, interactive instructional paradigms, and rapid-prototyping processes, bringing each forward into leading corporate enterprises. He is the chairman and CEO of Allen Interactions Inc. that builds universally acclaimed custom e-learning, provides strategic learning consulting, and trains e-learning professionals in collaboration with ASTD.
Creating Successful E-Learning: A Rapid System for Getting It Right First Time, Every Time
The ADDIE (analysis, design, development, implementation, and evaluation) process remains the dominant instructional model. Yet, it is not the optimal process for the design of e-learning. It neither takes advantage of the technology underlying e-learning nor produces the kind of creative and effective learning experiences we need. What is the alternative? Rapid Prototyping: the method now employed by most experienced designers. In this book, one of six in Michael Allen's Online Learning Library, Allen shows how rapid prototyping methodology--using successive cycles of analysis/evaluation, design, and development--can bring tremendous cost, efficiency and creative benefits to e-learning.
Michael W. Allen pioneered multimedia learning technologies, interactive instructional paradigms, and rapid-prototyping processes, bringing each forward into leading corporate enterprises. He is the chairman and CEO of Allen Interactions Inc. that builds universally acclaimed custom e-learning, provides strategic learning consulting, and trains e-learning professionals in collaboration with ASTD.
Saturday, December 23, 2006
The Psychology of Learning Environments
EDUCAUSE Review, vol. 41, no. 6 (November/December 2006): 60–75 by Ken A. Graetz.Ken A. Graetz is the director of e-learning at Winona State University, where he is engaged in the development of learning opportunities for WSU faculty and staff members, e-learning project management and support, and numerous research and development projects.
Source: EDUCAUSE
The Psychology of Learning Environments
EDUCAUSE Review, vol. 41, no. 6 (November/December 2006): 60–75 by Ken A. Graetz.Ken A. Graetz is the director of e-learning at Winona State University, where he is engaged in the development of learning opportunities for WSU faculty and staff members, e-learning project management and support, and numerous research and development projects.
Source: EDUCAUSE
Elearning and Digital Publishing (Computer Supported Cooperative Work)
For those interested in eLearning from a university or academic perspective. "ELearning and Digital Publishing" will occupy a unique niche in the literature accessed by library and publishing specialists, and by university teachers and planners. It examines the interfaces between the work done by four groups of university staff who have been in the past quite separate from, or only marginally related to, each other - library staff, university teachers, university policy makers, and staff who work in university publishing presses. All four groups are directly and intimately connected with the main functions of universities - the creation, management and dissemination of knowledge in a scholarly and reflective manner.
This book provides a framework, which clearly portrays the relationships between information literacy, eLearning and digital publishing. The structure of the book has three main sections: the first has primarily an educational focus, the second a focus on digital publishing, and the third builds on the first two sections to examine overall implications for the growth of knowledge and scholarly communication.
Elearning and Digital Publishing (Computer Supported Cooperative Work)
For those interested in eLearning from a university or academic perspective. "ELearning and Digital Publishing" will occupy a unique niche in the literature accessed by library and publishing specialists, and by university teachers and planners. It examines the interfaces between the work done by four groups of university staff who have been in the past quite separate from, or only marginally related to, each other - library staff, university teachers, university policy makers, and staff who work in university publishing presses. All four groups are directly and intimately connected with the main functions of universities - the creation, management and dissemination of knowledge in a scholarly and reflective manner.
This book provides a framework, which clearly portrays the relationships between information literacy, eLearning and digital publishing. The structure of the book has three main sections: the first has primarily an educational focus, the second a focus on digital publishing, and the third builds on the first two sections to examine overall implications for the growth of knowledge and scholarly communication.
E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning
In e-Learning and the Science of Instruction authors Ruth Colvin Clark and Richard E. Mayer - internationally recognized experts in the field of e-learning - offer essential information and guidelines for selecting, designing, and developing e-learning courses that build knowledge and skills for workers learning in corporate, government, and academic settings.
E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning
In e-Learning and the Science of Instruction authors Ruth Colvin Clark and Richard E. Mayer - internationally recognized experts in the field of e-learning - offer essential information and guidelines for selecting, designing, and developing e-learning courses that build knowledge and skills for workers learning in corporate, government, and academic settings.
Friday, December 22, 2006
Beyond E-Learning: Approaches and Technologies to Enhance Organizational Knowledge, Learning, and Performance
This book takes a deep look at the entire eLearning landscape and beyond.
Rosenberg provides insights into the best practices in the areas of knowledge management, online collaboration and other essential learning elements within an organization.
It is a valuable tool in any training professional’s toolkit.
It is a valuable tool in any training professional’s toolkit.
Beyond E-Learning: Approaches and Technologies to Enhance Organizational Knowledge, Learning, and Performance
This book takes a deep look at the entire eLearning landscape and beyond.
Rosenberg provides insights into the best practices in the areas of knowledge management, online collaboration and other essential learning elements within an organization.
It is a valuable tool in any training professional’s toolkit.
It is a valuable tool in any training professional’s toolkit.
Thursday, December 21, 2006
Emerging e-Learning Content: New Approaches to Delivering Engaging Online Training
What’s new and cutting edge in e-learning? Who’s creating new forums for sharing knowledge, who’s offering up innovative ideas, and what are those ideas? What content development approaches and innovations are the most promising from a long-term perspective?
To answer these questions – and many others – Gary Woodill has compiled a 236-page report that tackles 50 of the most promising ideas, innovations, and content formats in the field of e-learning.
To answer these questions – and many others – Gary Woodill has compiled a 236-page report that tackles 50 of the most promising ideas, innovations, and content formats in the field of e-learning.
Emerging e-Learning Content: New Approaches to Delivering Engaging Online Training
What’s new and cutting edge in e-learning? Who’s creating new forums for sharing knowledge, who’s offering up innovative ideas, and what are those ideas? What content development approaches and innovations are the most promising from a long-term perspective?
To answer these questions – and many others – Gary Woodill has compiled a 236-page report that tackles 50 of the most promising ideas, innovations, and content formats in the field of e-learning.
To answer these questions – and many others – Gary Woodill has compiled a 236-page report that tackles 50 of the most promising ideas, innovations, and content formats in the field of e-learning.
Emerging E-Learning Technologies: Tools for Developing Innovative Online Training
Change is inevitable, and trends in e-learning are no exception. Mobile devices, multi-channel learning, and "mashups" of many technologies make the future of e-learning, in a word, exciting. Yet, these technological advances are difficult—if not impossible—to keep up with.
In what new and uncharted directions are online learning technologies heading, and how do learning professionals keep from falling behind?
In what new and uncharted directions are online learning technologies heading, and how do learning professionals keep from falling behind?
Source: Brandon Hall Research
Emerging E-Learning Technologies: Tools for Developing Innovative Online Training
Change is inevitable, and trends in e-learning are no exception. Mobile devices, multi-channel learning, and "mashups" of many technologies make the future of e-learning, in a word, exciting. Yet, these technological advances are difficult—if not impossible—to keep up with.
In what new and uncharted directions are online learning technologies heading, and how do learning professionals keep from falling behind?
In what new and uncharted directions are online learning technologies heading, and how do learning professionals keep from falling behind?
Source: Brandon Hall Research
Thursday, December 14, 2006
Region's Continuing Ed Sees Boom In Online Learning
More students than ever are taking courses online, according to a national report, and area institutions are increasing their efforts to attract students who are short on time. The Sloan Consortium, an organization dedicated to educating institutions about online learning, estimates that 40 percent more students nationwide took online courses in the Fall of 2005 over the previous year.
Read more...
Read more...
Source: Via Distance-Educator.com
Region's Continuing Ed Sees Boom In Online Learning
More students than ever are taking courses online, according to a national report, and area institutions are increasing their efforts to attract students who are short on time. The Sloan Consortium, an organization dedicated to educating institutions about online learning, estimates that 40 percent more students nationwide took online courses in the Fall of 2005 over the previous year.
Read more...
Read more...
Source: Via Distance-Educator.com
Learner voice
Here is another Futurelab handbook aims is to better understand the role that emerging digital technologies might play in education.
This handbook draws on examples, case studies and research to provide learners and educators with information and ideas for promoting the voices of learners by Tim Rudd, Fiona Colligan and Rajay Naik.
Source: Futurelab
Learner voice
Here is another Futurelab handbook aims is to better understand the role that emerging digital technologies might play in education.
This handbook draws on examples, case studies and research to provide learners and educators with information and ideas for promoting the voices of learners by Tim Rudd, Fiona Colligan and Rajay Naik.
Source: Futurelab
Wednesday, December 13, 2006
Learning with handheld technologies
This handbook offers a guide and resource for those considering exploring handheld technologies for teaching and learning purposes by Fern Faux, Angela McFarlane, Nel Roche and Keri Facer.
Source: Futurelab
Learning with handheld technologies
This handbook offers a guide and resource for those considering exploring handheld technologies for teaching and learning purposes by Fern Faux, Angela McFarlane, Nel Roche and Keri Facer.
Source: Futurelab
Tuesday, December 12, 2006
A Training Proposal for e-Learning Teachers
This article, by Florentino Blázquez Entonado and Laura Alonso, appears in the November edition of EURODL:
Abstract
In an attempt to improve the training of e-learning teachers, we have carried out research into tasks, exercises and mechanisms that have proved to be effective in online training. Five aspects of the teaching / learning process (theoretical content; activities; mechanisms of interaction; communication tools; and design) were analysed. A training course was assessed at two different times using two cohorts of students, which in total comprised 342 participants. The second delivery of the course was modified following feedback on the first course. In order to further increase our understanding of the effectiveness and value of the course changes, 12 teachers were also questioned throughout the development of the course. The overall aim of the study was to determine what training methods were most effective in the delivery of an online teaching training course.
Read more...
Source: The European Journal of Open and Distance Learning
Abstract
In an attempt to improve the training of e-learning teachers, we have carried out research into tasks, exercises and mechanisms that have proved to be effective in online training. Five aspects of the teaching / learning process (theoretical content; activities; mechanisms of interaction; communication tools; and design) were analysed. A training course was assessed at two different times using two cohorts of students, which in total comprised 342 participants. The second delivery of the course was modified following feedback on the first course. In order to further increase our understanding of the effectiveness and value of the course changes, 12 teachers were also questioned throughout the development of the course. The overall aim of the study was to determine what training methods were most effective in the delivery of an online teaching training course.
Read more...
Source: The European Journal of Open and Distance Learning
A Training Proposal for e-Learning Teachers
This article, by Florentino Blázquez Entonado and Laura Alonso, appears in the November edition of EURODL:
Abstract
In an attempt to improve the training of e-learning teachers, we have carried out research into tasks, exercises and mechanisms that have proved to be effective in online training. Five aspects of the teaching / learning process (theoretical content; activities; mechanisms of interaction; communication tools; and design) were analysed. A training course was assessed at two different times using two cohorts of students, which in total comprised 342 participants. The second delivery of the course was modified following feedback on the first course. In order to further increase our understanding of the effectiveness and value of the course changes, 12 teachers were also questioned throughout the development of the course. The overall aim of the study was to determine what training methods were most effective in the delivery of an online teaching training course.
Read more...
Source: The European Journal of Open and Distance Learning
Abstract
In an attempt to improve the training of e-learning teachers, we have carried out research into tasks, exercises and mechanisms that have proved to be effective in online training. Five aspects of the teaching / learning process (theoretical content; activities; mechanisms of interaction; communication tools; and design) were analysed. A training course was assessed at two different times using two cohorts of students, which in total comprised 342 participants. The second delivery of the course was modified following feedback on the first course. In order to further increase our understanding of the effectiveness and value of the course changes, 12 teachers were also questioned throughout the development of the course. The overall aim of the study was to determine what training methods were most effective in the delivery of an online teaching training course.
Read more...
Source: The European Journal of Open and Distance Learning
Monday, December 11, 2006
An Announcement from The Scout Report
I came across this new project recently. Users can find a wide assortment of materials at AMSER, from large web sites focusing on an individual applied science or math topic to Flash animations that demonstrate specific science or math principles in action.
An Announcement from The Scout Report
I came across this new project recently. Users can find a wide assortment of materials at AMSER, from large web sites focusing on an individual applied science or math topic to Flash animations that demonstrate specific science or math principles in action.
Sunday, December 10, 2006
The Journal of Computer-Mediated Communication has announced the publication of its October 2006 issue
Just look at this interesting line-up in this quarter's issue:
- Pauses and Response Latencies: A Chronemic Analysis of Asynchronous CMC
- Moderation Response Rate, and Message Interactivity: Features of Online Communities and Their Effects on Intent to Participate
- Email Copies in Workplace Interaction
- Do You Know What I Know? A Shared Understandings Perspective on Text-based Communication
- Cultural Differences in Collaborative Authoring of Wikipedia
The Journal of Computer-Mediated Communication has announced the publication of its October 2006 issue
Just look at this interesting line-up in this quarter's issue:
- Pauses and Response Latencies: A Chronemic Analysis of Asynchronous CMC
- Moderation Response Rate, and Message Interactivity: Features of Online Communities and Their Effects on Intent to Participate
- Email Copies in Workplace Interaction
- Do You Know What I Know? A Shared Understandings Perspective on Text-based Communication
- Cultural Differences in Collaborative Authoring of Wikipedia
Friday, December 08, 2006
Next episode in e-Learning Podcast Series from SyberWorks
SyberWorks announces the next episode in their e-Learning Podcast Series, "e-Learning Accessibility For Training Managers and Human Resource Professionals, Part 1."
Source: SyberWorks
Next episode in e-Learning Podcast Series from SyberWorks
SyberWorks announces the next episode in their e-Learning Podcast Series, "e-Learning Accessibility For Training Managers and Human Resource Professionals, Part 1."
Source: SyberWorks
Newer classrooms go interactive by Dave Gershman
Professor Timothy McKay moved quickly through his lessons on the physics of motion. It's classic, time-honored science, but McKay is teaching it in distinctly modern fashion in one of the University of Michigan's newest facilities, the $61 million Undergraduate Science Building.
Source: Ann Arbor News
Newer classrooms go interactive by Dave Gershman
Professor Timothy McKay moved quickly through his lessons on the physics of motion. It's classic, time-honored science, but McKay is teaching it in distinctly modern fashion in one of the University of Michigan's newest facilities, the $61 million Undergraduate Science Building.
Source: Ann Arbor News
Subscribe to:
Posts (Atom)
