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8 Things You Can Do To Improve Your Next eLearning Course. Effective eLearning courses don't happen by magic. They come out of purposeful, thoughtful and learner-focused design. You can create those kinds of courses by following these eight simple and effective rules to instantly improve your eLearning courses. 1) Set a Learning Target Learning targets explicitly state what a learner should know or be able to do by the end of a course and how learners can demonstrate their learning. Setting a target and a goal achieves two critical goals. First, learners will know why the course is important and how it will help them in the future.

Secondly, targets help keep course content focused. 2) One Screen, One Concept Some eLearning course screens look like a jumble of ideas and concepts because the course designer mistakenly presumes fancy design leads to more effective eLearning. 3) Set Time Limits, Not Slide Limits Or in other words, quality over quantity. 4) Use Visuals Instead of Text 5) Check your charts 6) Rethink Bullet Points 8) Involve the Learner. What Teachers Need to Know about BYOD ( Bring Your Own Device ) Trend in Education. BYOD is the catch phrase in the 2012 educational technology spheres. This acronym stands for " Bring Your Own Device ", I am pretty sure you might have heard of this new trend because wherever you turn you hear people talking about embracing it. I actually have been reading a lot about it to the point that I deem it important that I share with you some of what I understood from BYOD . Bring Your Own Device or BYOT ( Bring Your Own Technology ) has started in the business world with corporations encouraging their employees to bring their own technology devices such as laptops to use in the work place.

This was a strategy to cut down on technology costs and spendings because of the financial crisis the world has witnessed in the recent couple of years. The strategy worked quite well and without even knowing it, it moved to education and so many school districts are embracing it. Advantages of BYOD in education Todays students are digital natives. Myths about BYOD debunked. Digital technology | Toolkit. What is it? The use of digital technologies to support learning. Approaches in this area are very varied, but a simple split can be made between 1) Programmes for students, where learners use technology in problem solving or more open-ended learning and 2) Technology for teachers such as interactive whiteboards or learning platforms.

How effective is it? Overall, studies consistently find that digital technology is associated with moderate learning gains (on average an additional four months); however, there is considerable variation in impact. Evidence suggests that technology should be used to supplement other teaching, rather than replace more traditional approaches. There is some evidence that it is more effective with younger learners and studies suggest that individualising learning with technology (one-to-one laptop provision, or individual use of drill and practice) may not be as helpful as small group learning or collaborative use of technology. How secure is the evidence? The Future of Learning: Preparing for change. Create a course. Peter Norvig: The 100,000-student classroom. The future of online learning. In the first of an occasional series featuring two experts debating a hot topic for students, Anant Agarwal and Chip Paucek, chief executives of online learning providers edX and 2U respectively, share their predictions for business education in 2020 On Friday, 16th January 2015, readers will have the opportunity to ask both experts their questions in a live Q&A between 2pm and 3pm GMT.

Register now to our MBA blog, where the Q&A will be held, and send questions to ask@ft.com. Anant Agarwal, chief executive of edX As 2015 brings us to the middle of the decade, we are encouraged to evaluate the gains of the last five years and speculate on the five to come. For providers of Moocs (massive open online courses), I am enthusiastic about what the next five years will hold. . • Students worldwide will have access to virtually any course subject in just about any language - tens of thousands of free Moocs offering everything from fine arts to engineering. . • Moocs will get personal. Assessing Student Learning Outcomes in an Online Environment | Student Learning Outcomes Assessment Office | RIT. ALIGNMENT: Use assessments that align to learning outcomes and work well in an online environment. Aligning the learning outcomes from your course with assessment strategies will give you the opportunity to check that your students are accomplishing the learning outcomes.

Using a variety of assessment techniques throughout the course provides instructors with the best picture of their students' learning. While there is no rule about what works best, and different subject matters call for different types of assessments, the following are some generalized methods that work well in an online environment (adapted from Palloff and Pratt, 2009). CLARITY: Write clear assignment instructions, use grading rubrics, and share them with students. In an online environment, the potential for students to become confused by coursework expectations may be higher than in a traditional class setting. Guidelines for written assignment instructions Good feedback skills guidelines Administering Exams Online: The Ten eLearning Commandments [Infographic] Malcolm Gladwell, author of ‘Outliers’ says that to truly master something takes 10,000 hours of practice. That’s a long time.

But while Gladwell is probably not too far off the mark, we’d add one small caveat: 10,000 hours of practicing the right way, with the right foundations. So we’ve put together the 10 commandments eLearning professionals must follow to see their courses be a success. Take these rules, incorporate them into your eLearning, and get busy mastering your craft. Commandment #1: Thou Shalt Put the Learner On a Pedestal Now, that doesn’t just mean fancy graphics and cool technology; it’s about making the eLearning experience bespoke, unique, and focused for the learner. Ensure that your learner feels in control and well-oriented. While UX has been around for a while now, the advent of responsive eLearning has brought it back into the public eye. This means communicability, aesthetics, and navigability are the primary concern (after of course, the learning material). Ms. Ten Best Practices for Teaching Online. J. V. Boettcher, Ph.D.

Designing for Learning 2006 - 2013 Minor revisions May 2011 Our knowledge about what works well in online teaching and learning is growing rapidly and that is very good news. Yet it also means that it is easy to feel overwhelmed. Here are ten best practices for anyone just getting started in the online environment.

Best Practice 1: Be Present at the Course Site Liberal use of a faculty's use of communication tools such as announcements, discussion board postings, and forums communicate to the students that the faculty member cares about who they are, cares about their questions and concerns, and is generally "present" to do the mentoring and challenging that teaching is all about. When faculty actively interact and engage students in a face-to-face classroom, the class develops as a learning community, developing intellectual and personal bonds.

We have learned to quantify what it means to "be present. " Best Practice 2: Create a supportive online course community. Five Pedagogical Practices to Improve Your Online Course. Written by: Rob KellyPublished On: February 8, 2014 Because online courses have fewer opportunities for the spontaneous, real-time exchanges of the face-to-face classroom, online instruction requires a deliberate approach to design and facilitation. As Bethany Simunich says, “Online, learning doesn’t happen by chance.” In an interview with Online Classroom, Simunich, associate director of online learning at Kent State University, offered the following techniques to improve an online course: 1. Vary the learning experiences. Using a backward design approach, Simunich has instructors consider what types of activities will enable students to demonstrate that they have achieved the course’s learning outcomes. Depending on those outcomes, the best approach might be an individual assignment or one that involves collaboration in small or large groups. 2.

The instructor needs to design the discussion to give students a way to enter the conversation. What is the purpose of this discussion? 3. 4.