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Friday, June 29, 2007

Technology articles by Linda L Briggs


Web-Based Learning at Dalhousie U Connects Canadian Students
Software tools that allow colleges and universities to deliver classes over the Internet, either standalone or as a component of a traditional face to face class, are nothing new. But personalizing the online experience beyond slides can be a challenge.
At a leading institution in Canada, Dalhousie University in Halifax, Nova Scotia, students can attend interactive classes online that are complete with slides, voice, white board capabilities, polling, chatting, application sharing, and, soon, live video as well.
Live Classroom, from Wimba, formerly Horizon Wimba, is a Web-based learning environment that enables students and faculty in online courses to participate in highly interactive online sessions. Dalhousie University, with 15,500 students, has been using Live Classroom since 2002. Live Classroom is tightly integrated with WebCT, so students and faculty can log onto the Wimba product without any special password or access codes. (The product can integrate with content management systems from Angel, Blackboard, and Moodle.)

Related links

Open Source Connects Courseware at Rice University
As the Internet rapidly reshapes how scholarly information is disseminated at colleges and universities, an open-source, open-community initiative at Rice University in Houston may portend the future.
Called Connexions, it's an online environment that encourages the creation and sharing of content on virtually any topic in higher education, organized into modules that can easily be incorporated into a course or used for research or study on a particular topic.
The eclectic mix of participating instructors from universities around the world includes universities within the United States, as well as China, Norway, Italy, and Vietnam.
A non-profit project, Connexions' goals include making high-quality educational content available online to all at no cost through the Internet. The project invites authors and educators worldwide to help create textbooks, courses, and learning materials from its global open-access repository.
Connexions was created in 1999 by Rice University Electrical and Computer Engineering Professor Richard Baraniuk, who said he always imagined the program eventually reaching across universities, cultures, and languages around the world.


Related link

Posted by at

Technology articles by Linda L Briggs


Web-Based Learning at Dalhousie U Connects Canadian Students
Software tools that allow colleges and universities to deliver classes over the Internet, either standalone or as a component of a traditional face to face class, are nothing new. But personalizing the online experience beyond slides can be a challenge.
At a leading institution in Canada, Dalhousie University in Halifax, Nova Scotia, students can attend interactive classes online that are complete with slides, voice, white board capabilities, polling, chatting, application sharing, and, soon, live video as well.
Live Classroom, from Wimba, formerly Horizon Wimba, is a Web-based learning environment that enables students and faculty in online courses to participate in highly interactive online sessions. Dalhousie University, with 15,500 students, has been using Live Classroom since 2002. Live Classroom is tightly integrated with WebCT, so students and faculty can log onto the Wimba product without any special password or access codes. (The product can integrate with content management systems from Angel, Blackboard, and Moodle.)

Related links

Open Source Connects Courseware at Rice University
As the Internet rapidly reshapes how scholarly information is disseminated at colleges and universities, an open-source, open-community initiative at Rice University in Houston may portend the future.
Called Connexions, it's an online environment that encourages the creation and sharing of content on virtually any topic in higher education, organized into modules that can easily be incorporated into a course or used for research or study on a particular topic.
The eclectic mix of participating instructors from universities around the world includes universities within the United States, as well as China, Norway, Italy, and Vietnam.
A non-profit project, Connexions' goals include making high-quality educational content available online to all at no cost through the Internet. The project invites authors and educators worldwide to help create textbooks, courses, and learning materials from its global open-access repository.
Connexions was created in 1999 by Rice University Electrical and Computer Engineering Professor Richard Baraniuk, who said he always imagined the program eventually reaching across universities, cultures, and languages around the world.


Related link

Posted by at

Thursday, June 28, 2007

elearningeuropa.info - Newsletter



OPEN EDUCATIONAL RESOURCES

Here is a study entitled “Giving Knowledge for Free: The emergence of open educational resources”, published by the OECD (Organisation for Economic Co-operation and Development), and appears in elearningeuropa.info - Newsletter June 2007.

More and more institutions and individuals are sharing digital learning resources over the Internet openly and without cost as open educational resources. The study asks why this is happening, who is involved and what the most important implications are.


Source:elearningeuropa.info - Newsletter June 2007
Posted by at

elearningeuropa.info - Newsletter



OPEN EDUCATIONAL RESOURCES

Here is a study entitled “Giving Knowledge for Free: The emergence of open educational resources”, published by the OECD (Organisation for Economic Co-operation and Development), and appears in elearningeuropa.info - Newsletter June 2007.

More and more institutions and individuals are sharing digital learning resources over the Internet openly and without cost as open educational resources. The study asks why this is happening, who is involved and what the most important implications are.


Source:elearningeuropa.info - Newsletter June 2007
Posted by at

Computer Supported Collaborative Learning Conference 2007

The theme of the conference, Of Mice, Minds, and Society, explores interrelations among technology, individual cognition, and social cognition. The goal of the conference is to sharpen the community’s perspectives on how these threads of CSCL are interwoven and how they interactively contribute to an understanding of the nature of learning in technology-supported environments.
The community must engage in collaborative knowledge building to help understand the dialectical relationships among technology, collaboration, and learning. The theme denotes the relationship between the technological interface (of mice) that supports individual or group cognition (of minds). It also reflects the larger societal context in which collaborative activity is valued, promoted, and encouraged (of society).
Collaborative activity that is supported by computing resources can achieve its potential to foster creative problem solving, build and extend community, and amplify the resources available to individuals or groups. The theme of the conference reflects our goal to explore how this potential can be achieved .
Posted by at

Computer Supported Collaborative Learning Conference 2007

The theme of the conference, Of Mice, Minds, and Society, explores interrelations among technology, individual cognition, and social cognition. The goal of the conference is to sharpen the community’s perspectives on how these threads of CSCL are interwoven and how they interactively contribute to an understanding of the nature of learning in technology-supported environments.
The community must engage in collaborative knowledge building to help understand the dialectical relationships among technology, collaboration, and learning. The theme denotes the relationship between the technological interface (of mice) that supports individual or group cognition (of minds). It also reflects the larger societal context in which collaborative activity is valued, promoted, and encouraged (of society).
Collaborative activity that is supported by computing resources can achieve its potential to foster creative problem solving, build and extend community, and amplify the resources available to individuals or groups. The theme of the conference reflects our goal to explore how this potential can be achieved .
Posted by at

Sloan-C Now


The Sloan-C Online Teaching Certificate Program
Anyone who teaches online needs first-hand experience as an online learner to better understand the online learning environment. The Sloan-C Online Teaching Certificate series proves unique in that faculty can take key learnings from the Getting Started and Quality Matters workshops, immediately apply these learnings in a laboratory environment, and receive feedback from both the faculty mentors and faculty peers.

Blended Learning: Driving Forward Without a Definition
Take a look at this 2004 paper, appears in Keith Bourne's blog, May 8, 2007.
Stephen Laster of Babson College (now at Harvard Business School) shares thoughts on defining blended learning.

Posted by at

Sloan-C Now


The Sloan-C Online Teaching Certificate Program
Anyone who teaches online needs first-hand experience as an online learner to better understand the online learning environment. The Sloan-C Online Teaching Certificate series proves unique in that faculty can take key learnings from the Getting Started and Quality Matters workshops, immediately apply these learnings in a laboratory environment, and receive feedback from both the faculty mentors and faculty peers.

Blended Learning: Driving Forward Without a Definition
Take a look at this 2004 paper, appears in Keith Bourne's blog, May 8, 2007.
Stephen Laster of Babson College (now at Harvard Business School) shares thoughts on defining blended learning.

Posted by at

Wednesday, June 27, 2007

Editor's Hand Picked Headline News


Does the Web make students smarter, or smarty-pants? by SIRI AGRELL
From Friday's Globe and Mail
As Leslie Chan delivered a lecture about the history of the United Nations to his students at the University of Toronto earlier this year, some pupils took notes on laptops, others dozed and one was busy reading the UN website to verify the dates and figures being presented by his teacher. "After a couple of minutes, he pointed out to me that one of the things I said was outdated," Mr. Chan said. "It was a good example of fact checking, and I welcomed it. But he was so caught up with proving me wrong that he missed the point of the lecture."
Like Mr. Chan, more teachers are having to prepare themselves for confrontations with students who can find a second opinion or contradictory fact at the click of a mouse.
This generation of high-school and university students have been weaned on Google, Wikipedia and a sort of Web 2.0 approach to learning, where information is easily accessible, interactive and up for debate.

International Online Learning
Children and their teachers are already benefiting from online learning communities such as the Oracle Education Foundation's Think.com, but there is a real opportunity for richer learning with such systems that is yet to be tapped.
Elizabeth Hartnell-Young of the Learning Sciences Research Institute at the University of Nottingham and freelance statistician Karen Corneille of Victoria, Australia, writing in the International Journal of Web Based Communities, describe how they have taken Think.com as a case study and investigated how a free, password-protected online community can support children's learning.
"We found that many children engaged readily with the site," says Hartnell-Young. Even those children with less developed ICT skills benefited from interacting with others. She adds that, "educators played a powerful role in mediating learning, managing the communities, setting guidelines for participation, and linking students with outside experts." Such online communities are not yet mature enough to provide a fully rich learning experience, however, the researchers add.



OpenLearn: Mathematics and Statistics
The Open University had long been dedicated to the proposition of providing high-quality educational materials for persons all over Britain and the world. They were one of the first universities to place such materials online, and their OpenLearn website has received high marks from many quarters. This particular section of materials on their site is devoted to providing instructional units in both math and science. Currently, the site contains about 30 different units, and visitors can stroll through these units and take in their materials at their leisure. The units include such titles as “Modeling pollution in the Great Lakes”, “Exploring data: graphs and numerical summaries”, and “Using vectors to model”.

Gizmo: Developmental Math
Students may not always learn in the same way, so teachers can help them by drawing on a diverse set of educational materials and techniques. Math teachers will appreciate learning about this set of developmental math “gizmos” offered on this site. Visitors can select interactive features that cover fractions, linear equations, roots, and geometry. Clicking on each topic will bring up a list of additional “gizmos”, and visitors can look over each one to see which is most appropriate for their students. Each small interactive feature is easy to use, and with the help of the explanatory text, they are all accessible for both teachers and students alike.

Posted by at

Editor's Hand Picked Headline News


Does the Web make students smarter, or smarty-pants? by SIRI AGRELL
From Friday's Globe and Mail
As Leslie Chan delivered a lecture about the history of the United Nations to his students at the University of Toronto earlier this year, some pupils took notes on laptops, others dozed and one was busy reading the UN website to verify the dates and figures being presented by his teacher. "After a couple of minutes, he pointed out to me that one of the things I said was outdated," Mr. Chan said. "It was a good example of fact checking, and I welcomed it. But he was so caught up with proving me wrong that he missed the point of the lecture."
Like Mr. Chan, more teachers are having to prepare themselves for confrontations with students who can find a second opinion or contradictory fact at the click of a mouse.
This generation of high-school and university students have been weaned on Google, Wikipedia and a sort of Web 2.0 approach to learning, where information is easily accessible, interactive and up for debate.

International Online Learning
Children and their teachers are already benefiting from online learning communities such as the Oracle Education Foundation's Think.com, but there is a real opportunity for richer learning with such systems that is yet to be tapped.
Elizabeth Hartnell-Young of the Learning Sciences Research Institute at the University of Nottingham and freelance statistician Karen Corneille of Victoria, Australia, writing in the International Journal of Web Based Communities, describe how they have taken Think.com as a case study and investigated how a free, password-protected online community can support children's learning.
"We found that many children engaged readily with the site," says Hartnell-Young. Even those children with less developed ICT skills benefited from interacting with others. She adds that, "educators played a powerful role in mediating learning, managing the communities, setting guidelines for participation, and linking students with outside experts." Such online communities are not yet mature enough to provide a fully rich learning experience, however, the researchers add.



OpenLearn: Mathematics and Statistics
The Open University had long been dedicated to the proposition of providing high-quality educational materials for persons all over Britain and the world. They were one of the first universities to place such materials online, and their OpenLearn website has received high marks from many quarters. This particular section of materials on their site is devoted to providing instructional units in both math and science. Currently, the site contains about 30 different units, and visitors can stroll through these units and take in their materials at their leisure. The units include such titles as “Modeling pollution in the Great Lakes”, “Exploring data: graphs and numerical summaries”, and “Using vectors to model”.

Gizmo: Developmental Math
Students may not always learn in the same way, so teachers can help them by drawing on a diverse set of educational materials and techniques. Math teachers will appreciate learning about this set of developmental math “gizmos” offered on this site. Visitors can select interactive features that cover fractions, linear equations, roots, and geometry. Clicking on each topic will bring up a list of additional “gizmos”, and visitors can look over each one to see which is most appropriate for their students. Each small interactive feature is easy to use, and with the help of the explanatory text, they are all accessible for both teachers and students alike.

Posted by at

Tuesday, June 26, 2007

Learning for free on the internet by Rob Humphreys, Western Mail


THE Open University holds a particular place in British and higher education history by virtue of its special mission – to be open to people, places, methods and ideas.
Open, in particular, to people who do not have the traditional entry qualifications to university.
The OU does not have a monopoly in Welsh higher education in being accessible to “non-traditional” students (itself a rather anachronistic term, I would contend).
But it is unique in having courses and curricula which are designed exclusively around part- time patterns of study, and, of course, offering maximum flexibility, via distance learning.
Recently almost half-a-million learners worldwide have experienced free learning materials from the OU, via the new OpenLearn website. If you haven’t yet, you should take a look.

Source: icWales
Posted by at

Learning for free on the internet by Rob Humphreys, Western Mail


THE Open University holds a particular place in British and higher education history by virtue of its special mission – to be open to people, places, methods and ideas.
Open, in particular, to people who do not have the traditional entry qualifications to university.
The OU does not have a monopoly in Welsh higher education in being accessible to “non-traditional” students (itself a rather anachronistic term, I would contend).
But it is unique in having courses and curricula which are designed exclusively around part- time patterns of study, and, of course, offering maximum flexibility, via distance learning.
Recently almost half-a-million learners worldwide have experienced free learning materials from the OU, via the new OpenLearn website. If you haven’t yet, you should take a look.

Source: icWales
Posted by at

Mobile Learning


Take a look at these papers, appears in Vol 8, No 2 (2007), edition of The International Review of Research in Open and Distance Learning.
This special theme issue examining mobile learning will help educators and trainers to be better prepared for the use of mobile technology in education and training. The papers in this special issue also help to clarify what is meant by mobile learning, discuss what has been achieved so far in the use of mobile technology in learning, and describe the use of different mobile technologies in education and mobile learning applications around the world.

Mobile Usability in Educational Contexts: What have we learnt?
By Agnes Kukulska-Hulme
The Open University, UK

Abstract
The successful development of mobile learning is dependent on human factors in the use of new mobile and wireless technologies. The majority of mobile learning activity continues to take place on devices that were not designed with educational applications in mind, and usability issues are often reported. The paper reflects on progress in approaches to usability and on recent developments, with particular reference to usability findings reported in studies of mobile learning. The requirements of education are considered as well as the needs of students participating in distance education; discipline-specific perspectives and accessibility issues are also addressed. Usability findings from empirical studies of mobile learning published in the literature are drawn together in the paper, along with an account of issues that emerged in two mobile learning projects based at The Open University, UK, in 2001 and 2005.
Read more...

m-Learning: Positioning educators for a mobile, connected future
By Kristine Peters
Flinders University
Australia

Abstract
Mobile learning is variously viewed as a fad, a threat, and an answer to the learning needs of time-poor mobile workers, so does it have a place in delivering mainstream learning? Based on a 2005 comparative research project, commissioned by the Australian Flexible Learning Framework, the paper reports on research into Web-based information about the use of mobile technologies for commerce and learning, which was then tested through 29 interviews with manufacturers of mobile devices, businesses and education providers. The research found that mobile technologies were in common use in some commercial sectors, but their use purely for learning was rare. m-Learning lends itself to new methods of delivery, however, that are highly suited to the ‘just enough, just in time, and just for me’ demands of 21st Century learners.
Read more...

Posted by at

Mobile Learning


Take a look at these papers, appears in Vol 8, No 2 (2007), edition of The International Review of Research in Open and Distance Learning.
This special theme issue examining mobile learning will help educators and trainers to be better prepared for the use of mobile technology in education and training. The papers in this special issue also help to clarify what is meant by mobile learning, discuss what has been achieved so far in the use of mobile technology in learning, and describe the use of different mobile technologies in education and mobile learning applications around the world.

Mobile Usability in Educational Contexts: What have we learnt?
By Agnes Kukulska-Hulme
The Open University, UK

Abstract
The successful development of mobile learning is dependent on human factors in the use of new mobile and wireless technologies. The majority of mobile learning activity continues to take place on devices that were not designed with educational applications in mind, and usability issues are often reported. The paper reflects on progress in approaches to usability and on recent developments, with particular reference to usability findings reported in studies of mobile learning. The requirements of education are considered as well as the needs of students participating in distance education; discipline-specific perspectives and accessibility issues are also addressed. Usability findings from empirical studies of mobile learning published in the literature are drawn together in the paper, along with an account of issues that emerged in two mobile learning projects based at The Open University, UK, in 2001 and 2005.
Read more...

m-Learning: Positioning educators for a mobile, connected future
By Kristine Peters
Flinders University
Australia

Abstract
Mobile learning is variously viewed as a fad, a threat, and an answer to the learning needs of time-poor mobile workers, so does it have a place in delivering mainstream learning? Based on a 2005 comparative research project, commissioned by the Australian Flexible Learning Framework, the paper reports on research into Web-based information about the use of mobile technologies for commerce and learning, which was then tested through 29 interviews with manufacturers of mobile devices, businesses and education providers. The research found that mobile technologies were in common use in some commercial sectors, but their use purely for learning was rare. m-Learning lends itself to new methods of delivery, however, that are highly suited to the ‘just enough, just in time, and just for me’ demands of 21st Century learners.
Read more...

Posted by at

Friday, June 22, 2007

Videnskabsministeren lancerer national strategi for e-læring


I går offentliggjorde regeringen en national strategi for e-læring med den klare ambition: At Danmark bliver blandt de førende lande i verden inden for e-læring.
Regeringen afsætter mere end 135 mio. kroner over tre år til at skabe en endnu større anvendelse og en højere kvalitet af e-læring. Det skal bidrage til at højne kompetenceudviklingen i hele samfundet.

National strategi for IKT-støttet læring

Indholdsfortegnelse

Forord
E-læring, kompetenceudvikling og resultater - Vi har potentialet – nu realiserer vi det
Børn og unge skal motiveres til at anvende e-læring tidligt i livet
De videregående uddannelser skal udnytte e-læring til at nå pædagogiske og strategiske mål
Offentlige arbejdspladser skal være i front, når det gælder anvendelsen af e-læring
E-læring skal være et naturligt tilbud til private virksomheder og deres medarbejdere
Borgerne kan blive dygtigere via e-læring
De gode erfaringer skal dokumenteres, formidles og udnyttes på tværs af sektorer

Posted by at

Videnskabsministeren lancerer national strategi for e-læring


I går offentliggjorde regeringen en national strategi for e-læring med den klare ambition: At Danmark bliver blandt de førende lande i verden inden for e-læring.
Regeringen afsætter mere end 135 mio. kroner over tre år til at skabe en endnu større anvendelse og en højere kvalitet af e-læring. Det skal bidrage til at højne kompetenceudviklingen i hele samfundet.

National strategi for IKT-støttet læring

Indholdsfortegnelse

Forord
E-læring, kompetenceudvikling og resultater - Vi har potentialet – nu realiserer vi det
Børn og unge skal motiveres til at anvende e-læring tidligt i livet
De videregående uddannelser skal udnytte e-læring til at nå pædagogiske og strategiske mål
Offentlige arbejdspladser skal være i front, når det gælder anvendelsen af e-læring
E-læring skal være et naturligt tilbud til private virksomheder og deres medarbejdere
Borgerne kan blive dygtigere via e-læring
De gode erfaringer skal dokumenteres, formidles og udnyttes på tværs af sektorer

Posted by at

Thursday, June 21, 2007

Editor's Hand Picked Headline News


Discovery Educator Network

The Discovery Educator Network web site is a place for educators to share ideas, as they connect with other educators from all over the world. The website also offers a variety of resources that are available at varying levels of access.




  • EVERYONE who visits the Discovery Educator Network web site may read the blogs, discussion boards, calendar of events and the Discovery Education Classroom Resource Guide
  • DISCOVERY EDUCATORS have the ability to comment on the blogs, post to the discussion boards, and register for Discovery Educator Network events on the Calendar.
  • STAR DISCOVERY EDUCATORS have access to all of the online tools. They may upload and download activities and materials from the resource library, create their own blogs, publish in the Discovery Education Classroom Resource Guide and have access to exclusive STAR Discovery Educator events. In addition, STAR Discovery Educators receive a Welcome Kit, enjoy regular communication from a Discovery Education Field Manager, have exclusive access to training materials and are eligible to participate in STAR only promotions and contests.
Read more...

Source: DiscoveryEducatorNetwork.com

Take Any College Class for Free: 236 Open Courseware Collections, Podcasts, and Videos

If you're interested in specific open courses, you can find a variety on the Web (or through this list below). Usually, those single courses will contain all the materials you need to learn one subject for free.
Read more...

Related link
List of 100 courses
MIT's OpenCourseWare

Source: The Online Education Database
Posted by at

Editor's Hand Picked Headline News


Discovery Educator Network

The Discovery Educator Network web site is a place for educators to share ideas, as they connect with other educators from all over the world. The website also offers a variety of resources that are available at varying levels of access.




  • EVERYONE who visits the Discovery Educator Network web site may read the blogs, discussion boards, calendar of events and the Discovery Education Classroom Resource Guide
  • DISCOVERY EDUCATORS have the ability to comment on the blogs, post to the discussion boards, and register for Discovery Educator Network events on the Calendar.
  • STAR DISCOVERY EDUCATORS have access to all of the online tools. They may upload and download activities and materials from the resource library, create their own blogs, publish in the Discovery Education Classroom Resource Guide and have access to exclusive STAR Discovery Educator events. In addition, STAR Discovery Educators receive a Welcome Kit, enjoy regular communication from a Discovery Education Field Manager, have exclusive access to training materials and are eligible to participate in STAR only promotions and contests.
Read more...

Source: DiscoveryEducatorNetwork.com

Take Any College Class for Free: 236 Open Courseware Collections, Podcasts, and Videos

If you're interested in specific open courses, you can find a variety on the Web (or through this list below). Usually, those single courses will contain all the materials you need to learn one subject for free.
Read more...

Related link
List of 100 courses
MIT's OpenCourseWare

Source: The Online Education Database
Posted by at

Wednesday, June 20, 2007

International Conference on e-Learning UiCEL 2007.


Universiti Teknologi MARA Malaysia and the i-Learn Centre (i-LeC) have the pleasure to host the first International Conference on e-Learning UiCEL 2007.

They invite researchers, academics and practitioners to present their research findings and works in progress within the field of e-Learning. They aim at creating a conference that has high quality discussion that emphasizes quality assurance in content development.

Topics for this conference include, but are not limited to:

  • Multimedia based e-Learning System
  • Multimedia based Instructional Design
  • E-Learning Content Evaluation
  • Content-based and Context-based Learning
  • Content Implementation and Maintenance
  • E-Learning Content Standardization
  • Need Analyisis for Content Development
  • Emerging and Best Practices in Content Development
  • Security and Confidentiallity Course Content

Read more...

Posted by at

International Conference on e-Learning UiCEL 2007.


Universiti Teknologi MARA Malaysia and the i-Learn Centre (i-LeC) have the pleasure to host the first International Conference on e-Learning UiCEL 2007.

They invite researchers, academics and practitioners to present their research findings and works in progress within the field of e-Learning. They aim at creating a conference that has high quality discussion that emphasizes quality assurance in content development.

Topics for this conference include, but are not limited to:

  • Multimedia based e-Learning System
  • Multimedia based Instructional Design
  • E-Learning Content Evaluation
  • Content-based and Context-based Learning
  • Content Implementation and Maintenance
  • E-Learning Content Standardization
  • Need Analyisis for Content Development
  • Emerging and Best Practices in Content Development
  • Security and Confidentiallity Course Content

Read more...

Posted by at

Preliminary Conference Program Now Available!


On September 24-26, 2007, Brandon Hall Research will be hosting the “Innovations in Learning Conference” at the Marriott Hotel in Santa Clara, California.

This new event is designed to showcase the emerging technologies that are being adopted today to create the next generation of learning.
Don't miss this conference program that describes the innovative sessions they have planned for this conference:
Create and publish your own podcast. Experience the latest in educational games. See how social networking sites are being used for learning. Find out how blogs and wikis can create a culture of learning within your organization. And much more!
This event will maximize the participants experience with innovative tools and technologies and provide them with a glimpse into the future of learning.

Related link
Posted by at

Preliminary Conference Program Now Available!


On September 24-26, 2007, Brandon Hall Research will be hosting the “Innovations in Learning Conference” at the Marriott Hotel in Santa Clara, California.

This new event is designed to showcase the emerging technologies that are being adopted today to create the next generation of learning.
Don't miss this conference program that describes the innovative sessions they have planned for this conference:
Create and publish your own podcast. Experience the latest in educational games. See how social networking sites are being used for learning. Find out how blogs and wikis can create a culture of learning within your organization. And much more!
This event will maximize the participants experience with innovative tools and technologies and provide them with a glimpse into the future of learning.

Related link
Posted by at

Saturday, June 16, 2007

Look at the new eLearning video today at the top of my weblog

About Helge Scherlund's eLearning Video Today



This presentation looks at the potential of Activity Theory as a theoretical framework for exploring the changes that occur when e-learning is integrated into teachers practice.

Related links
Posted by at

Look at the new eLearning video today at the top of my weblog

About Helge Scherlund's eLearning Video Today



This presentation looks at the potential of Activity Theory as a theoretical framework for exploring the changes that occur when e-learning is integrated into teachers practice.

Related links
Posted by at

Recommended books

Designing Successful E-Learning: Forget What You Know About Instructional Design and Do Something Interesting - Michael Allen's Online Learning Library (Michael Allen's E-Learning Library).

Below is a new interesting book by Dr. Michael Allen.

This is the second volume of six in Michael Allen's e Learning Library a comprehensive collection of proven techniques for creating e learning applications that achieve targeted behavioral outcomes through meaningful, memorable, and motivational learning experiences.
This book examines common instructional design practices with a critical eye and recommends substituting success rather than tradition as a guide. Drawing from theory, research, and experience in learning and behavioral change, the author provides a framework for addressing a broader range of learner needs and achieving superior performance outcomes.
Buy this book

About the Author
Dr. Michael Allen has been named among the 20 most influential training professionals by Training Industry, Inc. for 2007.
Allen has 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., which builds universally acclaimed custom e-learning, provides strategic learning consulting, and trains e-learning professionals in collaboration with ASTD. Allen holds a Ph.D. in educational psychology from The Ohio State University, is a popular conference speaker and a prolific writer.
“Dr. Allen has been both an inspiration and the guiding light for all of us here at Allen Interactions,” said R. John Welsh, vice president at Allen Interactions. “His creative, innovative and performance-driven instructional methods have helped us change many top organizations’ learning paradigms.”
The award recipients were selected and voted for by over 12,000 of their peers on the TrainingIndustry.com website and include CEOs, Presidents, Senior Vice Presidents, Chief Learning Officers, Authors, Consultants, and Senior Executives of training companies from a variety of industries, government agencies, and academia.

Related links
Creating Successful E-Learning: A Rapid System for Getting It Right First Time, Every Time
Recommended Books by Dr. Michael W. Allen

Learning and Teaching with Virtual Learning Environments.
By Helena Gillespie, Helen Boulton, Alison Hramiak and Richard Williamson.

Virtual Learning Environments (VLEs) are becoming increasingly common in schools, and it is important for trainees to be equipped with the necessary skills and understanding to use them effectively to enhance learning. This book takes a thematic approach, examining all the key issues from designing and creating a VLE to using one to organise, moderate and assess pupil learning and even to develop resources for learning.
Buy this book

About the Authors
Helena Gillespie has worked in teacher education for 4 years. She has published in journals and books, and has recently completed a book for David Fulton Publishers on ICT in schools. She has a Masters in Education.
Helen Boulton has worked in teacher education for 5 years; prior to this she was an ICT Co-ordinator. She has a Masters in Educational management and is currently working towards her PhD.
Alison Hramiak has worked for 9 years teaching and managing e-learning. She has worked in all three education sectors, schools, further and higher, and has published in journals and at conferences. She has a doctorate in Education.
Richard Williamson has been involved in teaching ICT for 10 years and has pioneered the introduction of VLEs in primary and secondary schools across Nottinghamshire. He has been involved in teacher education for 5 years and is working towards his Masters degree in Educational Leadership and Management.

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Recommended books about Virtual Learning Environments
Virtual learning environment (VLE) by ex-teacher Phil Thane
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Recommended books

Designing Successful E-Learning: Forget What You Know About Instructional Design and Do Something Interesting - Michael Allen's Online Learning Library (Michael Allen's E-Learning Library).

Below is a new interesting book by Dr. Michael Allen.

This is the second volume of six in Michael Allen's e Learning Library a comprehensive collection of proven techniques for creating e learning applications that achieve targeted behavioral outcomes through meaningful, memorable, and motivational learning experiences.
This book examines common instructional design practices with a critical eye and recommends substituting success rather than tradition as a guide. Drawing from theory, research, and experience in learning and behavioral change, the author provides a framework for addressing a broader range of learner needs and achieving superior performance outcomes.
Buy this book

About the Author
Dr. Michael Allen has been named among the 20 most influential training professionals by Training Industry, Inc. for 2007.
Allen has 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., which builds universally acclaimed custom e-learning, provides strategic learning consulting, and trains e-learning professionals in collaboration with ASTD. Allen holds a Ph.D. in educational psychology from The Ohio State University, is a popular conference speaker and a prolific writer.
“Dr. Allen has been both an inspiration and the guiding light for all of us here at Allen Interactions,” said R. John Welsh, vice president at Allen Interactions. “His creative, innovative and performance-driven instructional methods have helped us change many top organizations’ learning paradigms.”
The award recipients were selected and voted for by over 12,000 of their peers on the TrainingIndustry.com website and include CEOs, Presidents, Senior Vice Presidents, Chief Learning Officers, Authors, Consultants, and Senior Executives of training companies from a variety of industries, government agencies, and academia.

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Creating Successful E-Learning: A Rapid System for Getting It Right First Time, Every Time
Recommended Books by Dr. Michael W. Allen

Learning and Teaching with Virtual Learning Environments.
By Helena Gillespie, Helen Boulton, Alison Hramiak and Richard Williamson.

Virtual Learning Environments (VLEs) are becoming increasingly common in schools, and it is important for trainees to be equipped with the necessary skills and understanding to use them effectively to enhance learning. This book takes a thematic approach, examining all the key issues from designing and creating a VLE to using one to organise, moderate and assess pupil learning and even to develop resources for learning.
Buy this book

About the Authors
Helena Gillespie has worked in teacher education for 4 years. She has published in journals and books, and has recently completed a book for David Fulton Publishers on ICT in schools. She has a Masters in Education.
Helen Boulton has worked in teacher education for 5 years; prior to this she was an ICT Co-ordinator. She has a Masters in Educational management and is currently working towards her PhD.
Alison Hramiak has worked for 9 years teaching and managing e-learning. She has worked in all three education sectors, schools, further and higher, and has published in journals and at conferences. She has a doctorate in Education.
Richard Williamson has been involved in teaching ICT for 10 years and has pioneered the introduction of VLEs in primary and secondary schools across Nottinghamshire. He has been involved in teacher education for 5 years and is working towards his Masters degree in Educational Leadership and Management.

Related links
Recommended books about Virtual Learning Environments
Virtual learning environment (VLE) by ex-teacher Phil Thane
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