Introductiononlinepedagogy / Orienting Your Students. Contacting Students Early Even before the semester begins, you will need to communicate with your students and begin the process of orienting them to your course.
An effective practice for online instructors is to provide your students with information about the tools and navigation of your CMS, as well as significant elements of the course. Build into your website easy-to-find links to technical support and other academic support programs for your school. Additionally, include an explanation of strategies for their success in the course. Recommended Practices Send a welcome message to your students at least two weeks prior to the start of the semester. The takeaway message Students can sometimes have a hard time identifying "real people" when they first get into an online course. Text only translation of the comic strip on this page Image on this page: Creative Commons licensed image via Flickr, Communication by DailyPic. Training cataloguing students using a mix of media and technologies. Gagne's and Laurillard's Models of Instruction Applied to Distance Education: A theoretically driven evaluation of an online curriculum in public health.
Peggy A.
HannonUniversity of Washington Karl E. Umble, Lorraine Alexander, Don Francisco Allan Steckler, Gail Tudor, and Vaughn Upshaw University of North Carolina - Chapel Hill Abstract This article presents an overview of the instructional models of Gagne, Briggs, and Wager (1992) and Laurillard (1993; 2002), followed by student evaluations from the first year of an online public health core curriculum. One of the most widely used sets of guidelines for instructional designers stems from the instructional theory of Robert Gagne. Laurillard (1993, 2002) offers a somewhat different perspective on instructional design in technologically mediated instruction. Many studies have compared some form of computer-based learning with traditional classroom settings, and findings have generally supported that computer formats can be as effective, or in some cases more effective, than traditional classroom presentations (Kulik and Kulik, 1986; Russell, 1999). 1. 2. 3. 4.
Methods. Mapping pedagogy & tools for effective learning design.
The Robots Among Us. I’ve always wanted a robot.
I often fantasized as a child about my own personal robot that could carry my backpack to school for me or stay up late and help me with my homework. Robots haven’t advanced that far — yet. But they still can do amazing things. Below, you can see a selection of robots currently “in the wild” or in research labs. There’s everything from the Okonomiyaki robot, which makes pancakes, to everyday robots that build cars or help the military on the battlefield. Yuriko Nakao/ReutersA robot named Robovie-II moves around a grocery store during an assisted shopping experiment.
Daniel Mihailescu/AFP/Getty ImagesSoccer-playing robots put on a demonstration at the CeBIT technology fair. Joao Silva/The New York TimesIn Afghanistan, an explosive ordinance disposal technician wearing a protective suit pulls a robot away from the location of an improvised explosive device. Kim Kyung-Hoon/ReutersThe Okonomiyaki robot demonstrates its ability to cook Japanese traditional food.
Robots among us-George Siemens comments. The idealistic (or terror-filled) views of robots as portrayed in media is on an entirely different trajectory than the practical roles that robots are capable of fulfilling: cooking, shopping, and medical training.
The use of robots in education seems a bit odd, however. Medical uses as humanoid patients makes sense – the tactile feedback of a robot can provide a valuable simulation for students. But, the article has an image of a robot teaching students. Students are in chairs and rows as would be expected in a typical classroom. How can that possibly be an improvement to the learning experience of children?
Pedagogical challenges to collaborative technologies (Laur) Computer Supported Collaborative Lng in Higher Edn. Collaboration in the semantic grid. Collaborative online problem solving. Pedagogical forms for mobile learning. A Theory of lng for the mobile age. Peer Conversations for Lng in the Grid.