tivity: 20 minutes: Course Map As part of our Learning Design/Course Business Models work we have been developing a number of views of a course. One is a Course Map (or at a glance) view, which represents the course in terms of four categories: Content and ActivitiesCommunication and CollaborationGuidance and SupportReflection and Demonstration This essentially is a refinement of an earlier view which was based on five categories. Task Using the Course map guide, fill in each of the 6 boxes to provide an ‘at a glance’ representation of your module or course (10mins). What you need Course Map guide. Respond Consider the following questions: Who might be interested in seeing this view? This activity format is based on the e-tivity format developed by the Adelie Project Team working on the Carpe Diem project.
Designing for Participant Engagement with Blackboard Collaborate The JISC e-Learning Programme together with JISC Advance makes use of Blackboard Collaborate (previously named Elluminate Live) for project support online events, meetings and also as part of our annual online conference, Innovating e-Learning1. The e-Learning Programme worked with Peter Chatterton to produce a good practice guide on the use of Elluminate Live, Designing for Participant Engagement with Elluminate Live2: A good practice guide to using Elluminate Live to support teaching, learning and assessment, co-operative working and conferences (April 2011) Peter Chatterton has updated and revised this guide to reflect the changes to Blackboard Collaborate and produced a set of guidance materials: Designing for Participant Engagement with Blackboard Collaborate: A good practice guide to using Blackboard Collaborate to support teaching, learning & assessment, co-operative working and conferences (May 2012). This Guide therefore has the following objectives:
(11) Using e-Learning To Facilitate 21st Century Learning Moodle design The 10 Biggest Myths About Synchronous Online Teaching (EDUCAUSE Quarterly Key Takeaways Reaching agreement on the convenience of online classes is easy, but arguing in favor of a synchronous learning experience in a virtual classroom is harder. Debunking the top 10 myths about synchronous online teaching helps refute the arguments against it, while the transformational nature of online teaching can convert skeptics into supporters. With adequate support for their online efforts, would-be online educators can embark on their own synchronous online teaching adventures — and fly! Come to the edge. We might fall. Roseanna DeMaria: Despite the obvious convenience of synchronous online courses, why take the live, on-site, face-to-face experience online? Ted Bongiovanni: We view our work at the NYU SCPS Office of Distance Learning as a collaboration with faculty to transform courses for online teaching. Introduction Podcast: Introduction and Background for Roseanna DeMaria's Move to Online Teaching Myth 1: Online learning delivers an impersonal learning experience.
5 pasos para implementar un sistema de e-learning en las aulas Aunque los alumnos tienen asumidas las nuevas tecnologías al cien por cien en su vida cotidiana, el e-learning es todavía algo a lo que no se le ha sacado el partido que merece. Las nuevas tecnologías son muy atractivas para el aprendizaje, pero si no establecemos unos objetivos y una planificación a la hora de implementar un plan de e-learning no conseguiremos que nuestros alumnos aprovechen esta tecnología. Mientras el profesorado está cada vez más al día de las oportunidades que ofrece el e-learning, es necesario motivar a los alumnos y mostrarles todo lo que la formación online les puede ofrecer. A continuación te exponemos 5 pasos para implementar con éxito un método de enseñanza e-learning: Utiliza recursos atractivos Lo bueno de las nuevas tecnologías es que tienen tal multitud de soportes y tipos de contenidos que es casi imposible que resulten aburridos. Motiva al Alumno. Es importante crear necesidades a la hora de enseñar. Dosifica la información y valora su utilidad
Applying Constructivist and Objectivist Learning Theories in the Design of A Web-Based Course: Implications for Practice Applying Constructivist and Objectivist Learning Theories in the Design of A Web-Based Course: Implications for Practice Mahnaz Moallem, Ph.D. Associate Professor of Instructional Technology University of North Caroloina at Wilmington Watson School of Education, Dept. of Specialty Studies 601 S. College Rd. , Wilmington, NC 28411 USA Tel: +1 910 962 4183 Fax: +1 910 962 3609 firstname.lastname@example.org Introduction Today, with new technologies coming online, there is a great deal to learn when one begins to develop Web-Based Instruction (WBI). However, throughout the brief history of the WBI, the overriding educational principle has been access to information, and not the knowledge that guides it and results from it (Salomon, 2000). This paper provides an overview of the process of designing and developing a Web-based course using instructional design principles and models. Instructional Design Principles and Models Table 1. Table 2. Figure 1. Course description Course design specifications
Rules of Engagement; or, How to Build Better Online Discussion | Online Learning All participation is not equal. Digital media prompt us for comments, but in an academic setting we should harness this cultural habit to teach the difference between expressing opinion and authentic engagement. Professors often feel unfulfilled by poorly designed peer review exercises with their students. They complain: “The students don’t offer anything helpful. They just write things like ‘I like this part,’ or ‘this doesn’t make any sense,’ or ‘good paper!’” In an Intro to Psychology course, you might build an online discussion prompt that asks students to compare or contrast the differences between two competing theories. Let’s take a step back to lively class discussion that happens in a brick-and-mortar class. Divide students into staged groups that rotate with different assignments. Sometimes I see that students who excel at face-to-face get affirmation from other students, and then they begin to do better online. [Photo by Joost J.
27 Moodle Tutorials on Youtube Welcome to Moodlenews.com A resource site for all Moodle-related news, tutorials, video, course content information and original resources. If you're new here, you may want to subscribe: RSS feed| Weekly Email Newsletter | Moodle News Twitter Thanks for visiting! Here are 27 new Moodle tutorials created by EducationPublic on Youtube Each of the 27 tutorials covers a different aspect of Moodle editing or configuration from the teacher perspective. Check out the whole channel at the link above or view the “Add Label Resource” video below. Accessibility principles - Inclusive Learning Design Handbook What Makes Content Accessible? The Floe approach to inclusive learning emphasizes a "one size fits one" approach. Instead of having a single resource that tries to be accessible to every possible need and preference (i.e., "one size fits all"), Floe encourages a diversity of individualized resources that meet the diverse needs and preferences of leaners through transformation, supplementation, and remixing of existing resources. Understanding Accessibility and Inclusivity Floe defines Inclusive Design as design that is inclusive of the full range of human diversity with respect to ability, language, culture, gender, age and other forms of human difference. Disability is the mismatch between the needs and preferences of the user and the system or environment. Where to Begin? If we knew how to, and if we had easy-to-use tools, we'd all make our content more accessible, more inclusive, more adaptable, and more configurable to individual learner needs. Accessibility Principles Authoring Standards
Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning | McBrien J. Lynn McBrien and Phyllis Jones University of South Florida, USA Rui Cheng Nazareth College, USA Abstract This research study is a collaborative project between faculty in social foundations, special education, and instructional technology in which we analyze student data from six undergraduate and graduate courses related to the use of a virtual classroom space. Keywords: Distance learning; synchronous online learning; transactional distance theory; virtual classroom Introduction Rapidly developing technology has facilitated distance education in all disciplines, and it has proven to be popular among students for various reasons, such as convenience and equal opportunity. The use of synchronous conferencing techniques can offer opportunities for social interaction in a virtual classroom space. One study by Ng (2007) reported the use of a synchronous e-learning system (Interwise) for online tutoring offered by Open University of Hong Kong. Theoretical Framework E! Research Design Results