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Interactive Storytelling: Opportunities for Online Course Design. 276,512 free vector icons. Georgia Southern University. 8 Ways to Design Sticky MOOCs. This is a guest post from Donald Clark.

8 Ways to Design Sticky MOOCs

It was originally published here. Increasing persistence Many of the arguments around course completion in MOOCs are, I have argued, category mistakes. Those mistakes are based on a false comparison with traditional higher education, semester-long, courses. We should not, of course, allow these arguments to distract us from making MOOCs better, in the sense of having more sticking power for participants. 1. MOOC learners are not undergraduates who expect a diet of lectures delivered synchronously over a semester. 2. To be sensitive to a variety of learners (see why course completion is a wrong-headed measure), the solution is to provide flexible approaches to learning within a MOOC, so that different learners can take different routes and approaches. 3.

The idea of a strictly linear diet of lectures and learning should also be eschewed, because different learners want different portions of the learning, and they want it at different times. 4. 5. Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study. Volume 17, Number 2 February - 2016.

Learners’ Interpersonal Beliefs and Generated Feedback in an Online Role-Playing Peer- Feedback Activity: An Exploratory Study

Visual Thinking In eLearning: What eLearning Professionals Should Know. How can eLearning professionals create eLearning courses that appeal to our visual nature while still including all of the key subject matter?

Visual Thinking In eLearning: What eLearning Professionals Should Know

In this article, I’ll explore the basics, benefits, and uses of visual thinking in eLearning. Visual thinking refers to a learning approach that links complex ideas or concepts to visual elements, such as images, word maps, or infographics. Visual thinking can be used by eLearning professionals to create meaningful eLearning content, as well as by online learners to visually represent their ideas and thoughts during the eLearning process. A Peek Inside Summit’s Personalized Learning Software. Over the last three years, Summit Public Schools, a network of charter public high schools in northern California, has made a radical shift from a traditional high school model to an innovative, competency-based learning model.

A Peek Inside Summit’s Personalized Learning Software

In this new model, students are responsible for independently mastering basic content, freeing up teachers to spend class time on projects and other tasks that promote deeper learning. Summit’s push to reimagine its programs was based on four core ideas: To succeed in college and in life, students must be self-directed learners. In addition to basic content knowledge, students need to develop high-level cognitive skills like Inquiry, Listening and Analysis. Student should have personalized learning paths so they can learn content at their own pace and in ways that work best for them. These ideas are no longer aspirational. In this article, we will do a guided tour of the PLP software to describe the student experience and explain how the school model works.

Open Online Education. A step-by-step guide for making online classes accessible. Montana State University professors discuss a 10-step plan to applying Universal Design for Learning in online courses.

A step-by-step guide for making online classes accessible

According to professors at Montana State University (MSU), incorporating Universal Design for Learning (UDL) in online courses not only benefits students with disabilities, but can have significant benefits for all students, ultimately increasing retention and improving learning outcomes—but how to implement? The implementation guidelines are part of a recent report written by Dr. PBL & Tech ISTE 2015. JOLT - Journal of Online Learning and Teaching. Getting Online - Introduction. eLearn Magazine. Revisiting Multiliteracies in Collaborative Learning Environments: Impact on Teacher Professional Development. September 2006 — Volume 10, Number 2 * On the Internet * By Vance Stevens Petroleum Institute, Abu Dhabi, UAE Editor’s foreword: At this time last year I wrote an article for the On the Internet column, “Multiliteracies for Collaborative Learning Environments”.

Revisiting Multiliteracies in Collaborative Learning Environments: Impact on Teacher Professional Development

(Stevens 2005; As indicated in the editor’s note at the foot of that article, it was prepared partly as a rough guide for the participants in my TESOL, Inc. Certificate Program course of the same name [ which completes its third rendition this October. This article derives from a presentation given virtually via recorded video at the 12th International CALL Research Conference How are we doing? Basic concepts This article revisits applying multiliteracies in collaborative learning environments, and particularly the impact of this on teacher professional development.

My course on multiliteracies is run from Venny Su’s OpenSource for Educators server (see Su, 2005). Web 2.0 vs. What is Web 2.0 exactly? National College: External resource. Face-to-face or Online? November 14, 2011 by Brian Chanen · 1 Comment · Brian Chanen, Online/Blended Learning, Others When, like Jason, I think of the most meaningful educational experiences I have had, I remember a number of moments from working through a difficult novel to the time I finally realized that if you throw a Rubik’s cube really hard against a wall it will break into colorful mini-cubes.

Face-to-face or Online?

If I’m serious about trying to envision important moments of learning, though, I also tend to remember people—the teachers who helped me or the friends who took classes with me. Facilitating learning and change in groups and group sessions. Facilitating learning and change in groups and group sessions.

facilitating learning and change in groups and group sessions

Just what is facilitation, and what does it involve? We explore the theory and practice of facilitation, and some key issues around facilitating group sessions. Contents: introduction · what is group facilitation? · core conditions and the facilitator · the facilitator’s role · core values · facilitating sessions – having a plan · facilitating sessions – thinking of beginnings, middles and ends · facilitating – responding to the moment · dealing with difficult behaviour · conclusion · further reading and references · acknowledgements · how to cite this piece The idea that helpers and educators are facilitators of learning and change has been around at least since the 1960s. In this piece we will look at the nature of group facilitation, the values involved and the role of facilitators. What is group facilitation? At heart facilitation is about the process of helping people to explore, learn and change.

Empathic understanding.