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Sunday, September 23, 2007

Learning from the Learning 2.0 Conference


Wesley Fryer returned last week from the Learning 2.0 Conference, held in Shanghai, China, September 14-16. The opportunity to join 400 educators from around east Asia, primarily teachers and technology directors from International schools across the region, was a fantastic learning opportunity.



I’m scheduled to share a keynote address at the November TechForum in Austin, Texas, titled “So the World is Flat. Now What?” I’m continuing to compose my thoughts following my experiences in Shanghai this past week, but one of the clear takeaways is that in our flat world, educators need to directly connect more frequently with each other as well as empower students to safely and appropriately connect with each other. The Learning 2.0 conference was a catalyst for educational connections on many levels, and as such exemplified educational conference “best practices” in many ways.

Related link

Source: TechLEARNING
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Learning from the Learning 2.0 Conference


Wesley Fryer returned last week from the Learning 2.0 Conference, held in Shanghai, China, September 14-16. The opportunity to join 400 educators from around east Asia, primarily teachers and technology directors from International schools across the region, was a fantastic learning opportunity.



I’m scheduled to share a keynote address at the November TechForum in Austin, Texas, titled “So the World is Flat. Now What?” I’m continuing to compose my thoughts following my experiences in Shanghai this past week, but one of the clear takeaways is that in our flat world, educators need to directly connect more frequently with each other as well as empower students to safely and appropriately connect with each other. The Learning 2.0 conference was a catalyst for educational connections on many levels, and as such exemplified educational conference “best practices” in many ways.

Related link

Source: TechLEARNING
Posted by at

Saturday, September 22, 2007

Recommended books


Below are some excellent books, I thought you may find be very helpful.

Online Social Support: The Interplay of Social Networks and Computer-mediated Communication
By Antonina D. Bambina

Synopsis
Dr. Peter Messeri, Columbia University Online support groups have become a familiar feature of the Internet's landscape. The ease of access to online groups allow physically debilitated and geographically disperse individuals to seek social support without limitations of material resources, proximity, and temporality. The ability of computer-mediated communication to provide support effectively remains an open question, and this book brings us much closer to the answer. This groundbreaking book provides a much needed understanding of the kinds of social support in an online support group. It also illuminates the practices that enable users to acquire the support they desire. Online Social Support is an invaluable resource for those studying the Internet in sociology, communications, psychology, and social work.

Preparing for Blended E-Learning: Understanding Blended and Online Learning (Connecting with E-learning)
By Allison Littlejohn and Chris Pegler

Synopsis
Blended and online learning skills are rapidly becoming essential for effective teaching and learning in universities and colleges. Covering theory where useful but maintaining an emphasis on practice, this book provides teachers and lecturers with an accessible introduction to e-learning. Beginning by exploring the meaning of 'e-learning', it supports tutors in identifying how they plan to use technology to support courses that blend online and face-to-face interactions. Illustrated by a range of case of studies, the book covers: designing quality, appropriate effective and online learning efficient and sustainable e-learning activity providing appropriate feedback to learners devising student activities and sourcing learning resources managing online and offline interactions.

Enjoy your reading!
Posted by at

Recommended books


Below are some excellent books, I thought you may find be very helpful.

Online Social Support: The Interplay of Social Networks and Computer-mediated Communication
By Antonina D. Bambina

Synopsis
Dr. Peter Messeri, Columbia University Online support groups have become a familiar feature of the Internet's landscape. The ease of access to online groups allow physically debilitated and geographically disperse individuals to seek social support without limitations of material resources, proximity, and temporality. The ability of computer-mediated communication to provide support effectively remains an open question, and this book brings us much closer to the answer. This groundbreaking book provides a much needed understanding of the kinds of social support in an online support group. It also illuminates the practices that enable users to acquire the support they desire. Online Social Support is an invaluable resource for those studying the Internet in sociology, communications, psychology, and social work.

Preparing for Blended E-Learning: Understanding Blended and Online Learning (Connecting with E-learning)
By Allison Littlejohn and Chris Pegler

Synopsis
Blended and online learning skills are rapidly becoming essential for effective teaching and learning in universities and colleges. Covering theory where useful but maintaining an emphasis on practice, this book provides teachers and lecturers with an accessible introduction to e-learning. Beginning by exploring the meaning of 'e-learning', it supports tutors in identifying how they plan to use technology to support courses that blend online and face-to-face interactions. Illustrated by a range of case of studies, the book covers: designing quality, appropriate effective and online learning efficient and sustainable e-learning activity providing appropriate feedback to learners devising student activities and sourcing learning resources managing online and offline interactions.

Enjoy your reading!
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Latest Issue of The Journal of Learning Design


Check out these articles in the latest issue of The Journal of Learning Design


Delivering on the e-learning promise: A case for a learning environment that enables collaborative online problem solving (COPS)
By Sylvia Lauretta Edwards, Jason Watson, Ann Farrell and Robyn Nash, from Queensland University of Technology, Australia
Journal of Learning Design, Vol. 2, No. 1, Page 25-36.

Abstract
Research spanning the last thirty years confirms that people learn better by active enquiry, collaboration and experimental problem solving than by passive reception and acceptance of information. Empirical evidence, as well as the pressing demands of pervasive social and technological change, requires learning and teaching approaches that combine problem-centred learning and collaborative learning, and open up possibilities for equitable participation in real-world learning. This paper mounts a theoretical and pedagogical case for such an approach by examining the developmental work being conducted in this area at Queensland University of Technology (QUT)....

Designed and user-generated activity in the mobile age
By Agnes Kukulska-Hulme, The Open University, UK; John Traxler, University of Wolverhampton, UK; John Pettit, The Open University, UK
Journal of Learning Design, Vol. 2, No. 1, Page 52-65.

Abstract
The paper addresses the question of how to design for learning taking place on mobile and wireless devices. The authors argue that learning activity designers need to consider the characteristics of mobile learning; at the same time, it is vital to realise that learners are already creating mobile learning experiences for themselves. Profound changes in computer usage brought about by social networking and user-generated content are challenging the idea that educators are in charge of designing learning. The authors make a distinction between designed activity, carefully crafted in advance, and user-generated activity arising from learners’ own spontaneous requirements. The paper illustrates what each approach has to offer and it draws out what they have in common, the opportunities and constraints they represent. The paper concludes that user-generated mobile activity will not replace designed activity but it will influence the ways in which designed activity develops.

Source: Journal of Learning Design

Posted by at

Latest Issue of The Journal of Learning Design


Check out these articles in the latest issue of The Journal of Learning Design


Delivering on the e-learning promise: A case for a learning environment that enables collaborative online problem solving (COPS)
By Sylvia Lauretta Edwards, Jason Watson, Ann Farrell and Robyn Nash, from Queensland University of Technology, Australia
Journal of Learning Design, Vol. 2, No. 1, Page 25-36.

Abstract
Research spanning the last thirty years confirms that people learn better by active enquiry, collaboration and experimental problem solving than by passive reception and acceptance of information. Empirical evidence, as well as the pressing demands of pervasive social and technological change, requires learning and teaching approaches that combine problem-centred learning and collaborative learning, and open up possibilities for equitable participation in real-world learning. This paper mounts a theoretical and pedagogical case for such an approach by examining the developmental work being conducted in this area at Queensland University of Technology (QUT)....

Designed and user-generated activity in the mobile age
By Agnes Kukulska-Hulme, The Open University, UK; John Traxler, University of Wolverhampton, UK; John Pettit, The Open University, UK
Journal of Learning Design, Vol. 2, No. 1, Page 52-65.

Abstract
The paper addresses the question of how to design for learning taking place on mobile and wireless devices. The authors argue that learning activity designers need to consider the characteristics of mobile learning; at the same time, it is vital to realise that learners are already creating mobile learning experiences for themselves. Profound changes in computer usage brought about by social networking and user-generated content are challenging the idea that educators are in charge of designing learning. The authors make a distinction between designed activity, carefully crafted in advance, and user-generated activity arising from learners’ own spontaneous requirements. The paper illustrates what each approach has to offer and it draws out what they have in common, the opportunities and constraints they represent. The paper concludes that user-generated mobile activity will not replace designed activity but it will influence the ways in which designed activity develops.

Source: Journal of Learning Design

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Editor's Hand Picked Headline News


Report reveals a disconnect between what policy makers believe is important for students--and what parents and kids think they need for themselves
By Meris Stansbury.
With lawmakers and school leaders alike stressing the importance of math, science, and technology (MST) education in preparing students for 21st-century jobs and careers, one might assume that parents and students would agree these subjects are crucial to their future success.

But a new report challenges this assumption.
According to the report, titled "Important, But Not for Me: Parents and Students in Kansas and Missouri Talk About Math, Science, and Technology Education," parents and students say they understand the importance of MST skills in general--but they don't see these as important for themselves.
Read more...

Related link
Public Agenda's report

Source: eSchool News

New Hampshire's first virtual high school to open in January
By Faith Swymer.


New Hampshire teenagers have already been hanging out online for years, but starting in January they have the opportunity to attend the state's first virtual high school.
Starting Jan. 22, 2008, Virtual Learning Academy will launch live and e-mail based classes for students looking to accelerate their traditional coursework, take Advanced Placement courses not available at their school or even study for their SATs.


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.

Related link

Posted by at

Editor's Hand Picked Headline News


Report reveals a disconnect between what policy makers believe is important for students--and what parents and kids think they need for themselves
By Meris Stansbury.
With lawmakers and school leaders alike stressing the importance of math, science, and technology (MST) education in preparing students for 21st-century jobs and careers, one might assume that parents and students would agree these subjects are crucial to their future success.

But a new report challenges this assumption.
According to the report, titled "Important, But Not for Me: Parents and Students in Kansas and Missouri Talk About Math, Science, and Technology Education," parents and students say they understand the importance of MST skills in general--but they don't see these as important for themselves.
Read more...

Related link
Public Agenda's report

Source: eSchool News

New Hampshire's first virtual high school to open in January
By Faith Swymer.


New Hampshire teenagers have already been hanging out online for years, but starting in January they have the opportunity to attend the state's first virtual high school.
Starting Jan. 22, 2008, Virtual Learning Academy will launch live and e-mail based classes for students looking to accelerate their traditional coursework, take Advanced Placement courses not available at their school or even study for their SATs.


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.

Related link

Posted by at

Friday, September 21, 2007

Stanford expands distance learning across the globe by Lisa Trei


Researchers at Stanford and at universities in Africa and Latin America are pushing the boundaries of distance learning to develop new collaborative models that will prepare students to work in an increasingly borderless world.

Under the recently launched International Outreach Program (IOP), headed by Reinhold Steinbeck, Stanford faculty are helping to redefine the way students learn whether they are in high-tech classrooms on campus, in remote wildlife parks in Tanzania, in teacher-training colleges in Chile, or at a university in Cali, Colombia.
Posted by at

Stanford expands distance learning across the globe by Lisa Trei


Researchers at Stanford and at universities in Africa and Latin America are pushing the boundaries of distance learning to develop new collaborative models that will prepare students to work in an increasingly borderless world.

Under the recently launched International Outreach Program (IOP), headed by Reinhold Steinbeck, Stanford faculty are helping to redefine the way students learn whether they are in high-tech classrooms on campus, in remote wildlife parks in Tanzania, in teacher-training colleges in Chile, or at a university in Cali, Colombia.
Posted by at
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