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Ten Commandments of eLearning Frequently when I talk to colleagues about eLearning they say something like 'I set up a bulletin board/blog/wiki etc but the students didn't use it'. My response to them is always the same: that the problem is more likely to be with their design rather than with their students. Over the years I've learned a lot of things about what good design really means and I've grouped them all together into a Ten Commandents of eLearning. 1 Put the pedagogy (not the technology) firstThink about what students need to learn then think about how it is best for them to learn it. 2 Be aware of workloads and work patterns (yours and theirs)Replace (don’t augment) other teaching and learning activities with eLearningConsider how much reading and writing they are required to do each week. 3 Balance risks with safetyWe want students to take intellectual risks but they need to feel safe in order to do so. 5 Make ethics a priorityDon’t give anyone access to the site who doesn’t have to be there.

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E-Learning - Theorien, Gestaltungsempfehlungen und Forschung - Einleitung Are the Basics of Instructional Design Changing? ~ Stephen's Web ~ by Stephen Downes Joseph Beckmann wrote: Philosophy is a much larger, much deeper and much more complex activity than "constructivism" could ever encompass. It involves a worldview that is so much more a challenge than neurology's current state that Paul Allen's billion dollar investment in pure research on brain activity suggests we hold off on any of these labels for, oh, a century or so. This comment is well taken, in my opinion. And a few words in this regard would be appropriate at this juncture. Philosophy - and in particular the philosophy of mind - has had a great deal to say about the issues currently under debate here. Let me begin, for example, with behaviourism. - methodological behaviourism - this approach allows that there are mental events, such as beliefs, but that since they are inaccessible to observers, we must treat them as though they were physical (and hence observable) events Probably the most important work in this latter school was Gilbert Ryle's 1949 'The Concept of Mind'.

Safe Exam Browser Safe Exam Browser (SEB) ist eine abgesicherte Browser-Applikation, um Online-Prüfungen auf Learning Management Systemen (LMS) zuverlässig durchführen zu können. Durch den Start der SEB-Applikation wird ein herkömmlicher Windows- oder Mac OS X Computer in einen sogenannten Kioskmodus versetzt und somit zu einer temporär abgesicherten Arbeitsstation. SEB regelt den Zugriff auf Hilfsmittel wie Systemfunktionen, andere Websites und Programme und unterbindet die Verwendung von unerlaubten Ressourcen während einer Prüfung. Demo Download News Support Konzept von SEB Generelles Konzept SEB läuft lokal auf einem Computer und ist über das Internet mit einem Learning Management System verbunden. Systemarchitektur von SEB SEB besteht aus einer Kiosk-Applikation und einer Browser-Komponente, die auf einem Prüfungs-Rechner ausgeführt werden. Schematische Darstellung einer Online-Prüfung mit Safe Exam Browser und einem LMS, beispielsweise ILIAS oder Moodle. Komponenten der Systemarchitektur Funktionen

use scenarios in your elearning Hello Cathy, I thoroughly enjoyed the slides you shared from your presentation, and appreciate the suggestions you provided. Approaching instructional design from an “its our job to help people solve problems in the real world” way is a unique perspective that I think is probably the best point of view. I understand that scenario-based problem-solving in eLearning, and other methods of teaching, is an important approach, but I am faced with the question of “why does it work so well”. Its seems to all tie directly back to fundamental memory and information-processing theories. Considering your coffee pot example, just having students read the words on the screen about where to best place a heavy pot on a serving tray is not enough. Simply seeing and reading the words is one of the lowest and least meaningful ways of encoding information (Ormrod, Schunk, & Gredler, 2009), and all students are likely to do is route rehearse the data so they can recite the facts back in a text-only quiz.

viewtitle.aspx (application/pdf-Objekt) Abstract The trend with organisational adoption of virtual learning environments (VLE) seems to be cyclical. Initially, a decentralised approach was adopted, wherein each department implemented different learning environments or mixtures of technology, often developed in-house. The last five years have seen an increased centralisation of learning environment implementation, with most universities adopting a single VLE. However, in more recent times the proliferation of free, easy-to-use third party tools that fulfil a range of functions has seen a desire amongst some educators to return to a more decentralised model of technology provision, by supporting Personal Learning Environments (PLE). Article Preview Introduction And similarly Leslie (2005), argues for the use of social media back in 2005 (para 2): Centralisation And Vles VLEs can be interpreted as an attempt to bring order to a previously chaotic situation with regards to educational technology. 1.

Translating Constructivism into Instructional Design: Potential and Limitations OpenCourse 2011 | Zukunft des Lernens Der OpenCourse richtet sich an alle, die an der Zukunft des Lernens in der Mediengesellschaft, an der Zukunft des mediengestützten Lernens und an der Zukunft des Lernens allgemein interessiert sind. Inhalte des Kurses sind aktuelle und zukünftige Trends im Bildungsbereich, die durch den Einsatz neuer Medien ermöglicht, unterstützt und vorangetrieben werden wie auch die Herausforderungen, die sich durch die Mediennutzung in unserer Gesellschaft ergeben. Der Kurs lädt zum aktiven, diskursiven Miteinander im Netz ein! Eine Agenda mit wöchentlich neuen Themen setzt den Rahmen, der durch die Beiträge und den Austausch von Experten, Teilnehmern und Interessierten gefüllt wird! Ein OpenCourse ist vernetztes Lernen. Der OpenCourse ist offen!

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