e-learning : mobilité et simplicité pour 2012
ID and Other Reflections: From Instructional Design to Enterprise Community Facilitation | Technologie Éducative
The UIS publishes a broad range of publications, including analytical reports, technical papers and statistical frameworks. The aim is to disseminate timely and internationally comparable data relevant to evidence-based policymaking at the national, regional and international levels. The majority of publications focus on education issues, reflecting the breadth of related statistics and indicators in the UIS database. There is also a growing number of titles featuring UIS data and analysis in the fields of science and technology, culture as well as communication. In addition, the UIS regularly contributes data to publications produced by other UN organizations. Publications Publications
Historique La mission première de la cellule TICE de TELECOM & Management Sudparis -ex INT- étant d'accompagner les enseignants dans leur apprentissage et leur usage des TICE, nous avons conçu la version 1 de ce guide en 2001 en nous basant sur les technologies du web. Celles-ci ayant évolué depuis et notre expérience aussi, une nouvelle version (V2) nous est apparue opportune. Ces 2 versions sont le fruit de la réflexion et du travail d'enseignants assistés de jeunes diplômés du master Ingénierie Pédagogique Multimédia de L'université de Lille I. Choix de réalisation Dans les 2 versions, le choix le plus simple et le plus utile de présentation nous a amené à la mise en place d'une FAQ - Foire Aux Questions - où les Questions et leurs Réponses sont rangées dans des rubriques thématiques. Guide de conception - FAQ pour enseigner par les TICE - Nouvelle version

Guide de conception - FAQ pour enseigner par les TICE - Nouvelle version

Guides - TÉLUQ – Programmes en technologie éducative Guides - TÉLUQ – Programmes en technologie éducative Audet, L. (2006). Pour franchir la distance: Guide de formation et de soutien aux enseignants et formateurs en formation à distance. Montréal, Canada : Réseau d’enseignement francophone à distance du Canada (REFAD). http://www.refad.ca/nouveau/guide_formateurs_FAD/guide_formateurs_FAD.html Cellule TICE (non daté). Le guide de conception d’un produit pédagogique basé sur l’utilisation des TICE. Évry, France : TELECOM & Management Sudparis.http://www.it-sudparis.eu/tice/guide/
Book Review: 100 Things Every Online Student Ought to Know by Bill Brandon The sections on online learning and study skills and strategies, and on how to benefit from online student support, might well be of some value for students with weaker abilities in those specific areas. The concept might also be adaptable for use with training programs in business and government. If you are an online educator, [this book] is at least worth looking at as a possible resource for your adult learners. Some books are so simple, and so useful in concept, that we really have to wonder why nobody wrote them sooner, and wonder how they escaped notice for so long. 100 Things Every Online Student Ought to Know is one of those books. The methods for delivery of instruction and education have changed, and so have learners. Not only are there more educational opportunities online, in ever increasing numbers, but learners themselves are often older than students were ten, twenty, or thirty years ago. Book Review: 100 Things Every Online Student Ought to Know by Bill Brandon
E-Learning-Storyboarding-and-Design-Tips.pdf (Objet application/pdf)
Sharebar When I started counting the types of writing that are potentially required to produce an online course, I was stunned. I realized that one instructional designer can potentially provide the skills of an entire writing department. Not only do we need skills for expository, creative, persuasive and technical writing, but we often write about topics for which we know very little at first.

10 Types Of Writing For eLearning

10 Types Of Writing For eLearning
The New Learning Architect: A Book Review Sharebar Clive Shepherd’s latest book, The New Learning Architect, starts out where many books for training professionals end. It responds to the learning dilemma of the 21st century, “There is more to know than can possibly be taught.” He builds his thesis around the idea that instructional designers and training professionals will need to become learning architects, people who design environments for learning—similar to the way architects design environments for living and working. In addition to the more traditional skills of understanding requirements, audience characteristics, content and learning constraints, it is crucial for the learning architect to stay current with instructional research and the latest technologies. It is this type of critical knowledge that can turn an order taker into an innovator who can fulfill any learning requirement. The New Learning Architect: A Book Review
11 Ways to Learn in 2011 Sharebar Because last year’s list of 10 Ways To Learn In 2010 was widely read, I knew I had no choice but to create an even longer list for 2011. The opportunities for online learning have grown tremendously this past year. Interestingly, there seem to be more ways to participate in active learning. So with no further introduction, here is the official list of eleven exciting ways you can learn online in the coming year. 11 Ways to Learn in 2011
What Instructional Designers Do-Updated What Instructional Designers Do-Updated Sharebar What is instructional design? Instructional design involves the process of identifying the skills, knowledge, information and attitude gaps of a targeted audience and creating, selecting or suggesting learning experiences that close this gap, based on instructional theory and best practices from the field. Ideally, workplace learning improves employee productivity and value and enhances self-directed learning. As social media technologies for learning become increasingly important to organizations and to individuals, instructional designers will need to focus on broad learning events and strategies that incorporate many approaches rather than on individual courses. See A Look into the Future below for more on this.
curriculumdeliveryfinalreport.pdf (application/pdf Object)
Reality eLearning Sharebar Although we’re overflowing with reality TV, do we have sufficient doses of realism in eLearning? The purpose of eLearning in the workplace is to improve and enhance job performance. So workplace learning should include the type of real-world content that prepares an audience for the varied situations that arise during work. Reality eLearning
http://staff.science.uva.nl/~maarten/Think-aloud-method.pdf
http://fon.fon.rs/~devedzic/IC2007.pdf
http://www.wallacehannum.com/ISD%20Retrospective.pdf
This website has been designed to serve as a companion piece to Thomas L. Russell's book, "The No Significant Difference Phenomenon" (2001, IDECC, fifth edition). Mr. No Significant Difference - Presented by WCET No Significant Difference - Presented by WCET
apprentissage_et_sciences_cognitives
A Cognitive Theory of Multimedia Learning: Implications for Design Principles
JEE: Journal of Engineering Education Welcome to the Journal of Engineering Education (JEE), the research journal for engineering education. JEE is a peer-reviewed international journal published quarterly by the American Society for Engineering Education (ASEE) in partnership with a global community of engineering education societies and associations. JEE is the journal of choice for over 8,500 subscribers in nearly 80 countries. Articles published in JEE are now available at Wiley Online Library.
T1 complet Rocheleau pdf free ebook download from www.uquebec.ca
Instructional matérials and activities should
Le concept de média d'apprentissage Johanne Rocheleau VOL. 10, No. 2, 1-16 La sélection des médias pour la conception des systèmes d'apprentissage et de télé-apprentissage est de plus en plus complexe compte tenu de l'évolution rapide des technologies de l'information et de la communication. Le présent article propose une définition générique du concept de média d'apprentissage qui repose sur une observation des composantes technologiques des médias : les infrastructures, les véhicules, les supports et les messages. Cette définition est utile pour faciliter la sélection des médias et la formulation des messages pédagogiques selon les différentes situations d'apprentissage dans lesquelles les systèmes d'apprentissage s'inscrivent, les types de systèmes d'apprentissage (plurimédias et multimédias interactifs) et le type d'activités d'apprentissage (activités de consultation, de production ou de gestion de l'apprentissage).
2011_Rocheleau
Research Library Guild Research delivers four specific types of research reports whose single goal is helping you make sense of the depth of our field. We work with great thinkers to analyze existing and new sources of knowledge and bring you concise reports that you can use to make important decisions, inform practice, and keep up-to-date. This is where you will find out about research in the field, new technologies, and what your peers are doing and thinking, in practical language. More Info > What Guild Research Has to Say about e-Learning Trends : Online Forums Archive
Richard F. Kenny Zuochen Zhang Richard A. A Review of What Instructional Designers Do: Questions Answered and Questions Not Asked | Kenny
XEnvoyer cet article par e-mail e-learning – Le temps du 3.0 Nouveau ! Pas le temps de lire cet article ? e-learning – Le temps du 3.0
Précis de recherche en EIAH
How Interactive are YOUR Distance Courses
On Design » Sustainability Research by Designers: An Anthology