Tagxedo - Word Cloud with Styles Busting Myths About Online Learning About ETR Community EdTechReview (ETR) is a community of and for everyone involved in education technology to connect and collaborate both online and offline to discover, learn, utilize and share about the best ways technology can improve learning, teaching, and leading in the 21st century. EdTechReview spreads awareness on education technology and its role in 21st century education through best research and practices of using technology in education, and by facilitating events, training, professional development, and consultation in its adoption and implementation. Elearning in education vs corporate sector Elearning allows both students and business executives to learn anywhere and at any time. You can learn from virtually any place with a computer or mobile device and internet connection, meaning you can study from home, on vacation or in your break. But elearning is more than about convenience and there are fundamental differences between elearning in the corporate sector and in education. Corporate training The role of corporate training is to ensure an employee has the knowledge and skills to undertake a specific operation to enable an organization to continue to operate. Fundamentally, corporate training is centered on knowledge transfer. Corporate education however adds another dimension and depth to training by involving learners as participants in generating new knowledge that assists an organization to develop and evolve. The main characteristics of corporate learning are: Fast-paced: Enterprise learning is mostly “fast paced” because “time is money” in the corporate world.
Group Work Strategies to Ensure Students Pull Their Weight The idea for sharing this post came from a session I recently conducted at the annual teaching conference organized by my university. A pedagogical conundrum was raised by a colleague whose enthusiasm and question stayed with me and inspired me to write this post. The question posed by this colleague is relevant to all instructors who have ever used group work to assess their students: How should one deal with the issues that arise when members of a group are not picking up their share of the responsibilities during a group work project? The benefits of group work are well recognized (e.g., as are the reasons students don’t like working in groups (Taylor, 2011). We have all had groups that operated magically, when group members brought out each other’s strengths and helped each member shine; but we have also had groups that failed miserably when members did not get along or did not pull equal weight in completing a group project. 1. 2. 3. 4. 5. Huang, L. Huang, L.
Bloomin' Apps This page gathers all of the Bloomin' Apps projects in one place.Each image has clickable hotspots and includes suggestions for iPad, Android, Google and online tools and applications to support each of the levels of Bloom's Revised Taxonomy.I have created a page to allow you to share your favorite online tool, iOS, or Android app with others. Cogs of the Cognitive Processes I began to think about the triangular shape of Bloom's Taxonomy and realized I thought of it a bit differently.Since the cognitive processes are meant to be used when necessary, and any learner goes in and out of the each level as they acquire new content and turn it into knowledge, I created a different type of image that showcased my thoughts about Bloom's more meaningfully.Here is my visual which showcases the interlocking nature of the cognitive processes or, simply, the "Cogs of the Cognitive Processes". IPAD APPS TO SUPPORT BLOOM'S REVISED TAXONOMYassembled by Kathy Schrock Bloom's and SAMR: My thoughts
How Holly Mortimer Took Her Teaching Career Online Holly: The objectives for this lesson are to understand the concepts of water scarcity and water shortages. I'm Holly Mortimer. I live in Boise, Idaho, and I teach high school online for three different schools, and I work from home. I get up about 6:45, 7:00, and I make coffee and get my son up and get him going, get him ready and then start working. Hey, Beckett, you need to go play somewhere else right now. I usually start with a school and I respond to all my e-mail, grade, prep for a lesson, and the other thing that I kind of struggle with is the days when you're all of a sudden like, "It's five to three and I'm still in my pajamas and I haven't brushed my teeth." So we start Module 8 this week. So I have a broad range of students. And I want you to draw a line to how much water you think it takes to produce that item. Jessie, it looks like you're typing. The way that you engage the kids is by prompt feedback. As an online teacher, your level of accountability is much higher. Good.
5 Ways to Reduce Cognitive Load in eLearning The information processing capacity of learners is limited, so it's important that designers take this into account when creating eLearning courses. This article briefly discusses cognitive load theory and provides 5 ways to help reduce cognitive load that will help learners process information more effectively. In our brains, we have two types of memory. One is our working memory, which we use to process new information. The capacity of our working memory is quite limited so it can only handle so much before it becomes overloaded. Cognitive Load Theory (CLT) proposes that there are three types of cognitive load: IntrinsicThis is the level of complexity inherent in the material being studied. The three types of cognitive load are additive so according to the theory, for instruction to be effective: Intrinsic load + Extraneous load + Germane load < Working memory capacity 5 ways to reduce cognitive load in eLearning based on the findings of Mayer and Moreno References: Get 2 Free eBooks
edutopia Math hooks changed the feel in class right away. There was confusion, conversation, wonder mixed with frustration, some magical revelations, and lots and lots of rigorous thinking. This was all exactly what I was looking for. Inquiry Before Instruction Ideally, I wanted every hook to look like this: A simple visual accompanied by a short, succinct prompt. The idea of the hook is to allow students to investigate the concepts within the daily lesson in a straightforward manner through a low-floor, high-ceiling problem that generates conversation. Sometimes there is no visual component. This hook invites students to investigate properties of powers. In the example above, you could ask students to write a fourth example of the rule, write the rule in their own words, create an algebraic rule for the property, or define negative exponents. To Struggle Is Good When a hook hits the right level of challenge for your students, it lands with a thud. And sometimes that’s it. Becoming Mathematicians
18 Free Mind Mapping Tools for Teachers and Students 1- SpiderScribe This is a great mind mapping tool that allows users to easily visualize their ideas by connecting various pieces of information together and create free style maps. It also combines elements like text, images, files, calendar events and geographic locations. 2- EdistormEdistorm is a great web2.0 tool for educators. 4- Bubbl.usBubbl.us allows its users to create concept maps in such an easy way with the minimum tools possible .You can create your project and invite your colleagues to join you in editing its content and when done you can share it with others via a generated link . 5- Wise Mapping Wise Mapping is a free online mind maps editor that allows you to create and share your mind maps with others. 6- Lucid ChartLucid Chart is a flowcharts and mind map making tool . 7- Text 2 Mind MapText 2 Mind Map is a cool website . 8-Spicynodes It allows its users to create a visually attractive nodes for their blogs, websites or wikis .
Raising, Communicating, and Enforcing Expectations in Online Courses As an instructor new to the online environment, I carefully reviewed the syllabus and the requirements for the course discussions and assignments and incorporated the following ideas from Myers-Wylie, Mangieri & Hardy: a “what you need to know” document that includes policies about late work, formatting, source citations, grading and feedback, and the dangers of plagiarism; a separate “assignments at a glance” calendar that details due dates and submission instructions; a “frequently asked questions” thread in the discussion forum; detailed scoring rubrics for each assignment, and example assignments. As is typical in the online environment, my course was equipped with areas for announcements and discussions and a grade book with a place to post comments for individual students. I used all these formats to communicate with students about course requirements and provide detailed feedback. Set a tone of “no excuses.” Introduce another voice. Students listen to other students. Marie A.
The Reed Diaries: My Take on The Learning Technologist #LTHE The question, 'What is a Learning Technologist?' has been a bone of contention for quite a while now. I remember talking about it with Lindsey Martin and David Callaghan during my time at Edge Hill about 5 years ago, and David Hopkins has long been blogging about 'it' whilst reflecting on his own role. I've been meaning to add to the discussion for a while, but it was the LTOTY Sheila MacNeill's post on 'What is a Learning Technologist' that finally kicked me into gear (her post links through to some of David's too [to save me from linking to loads]). I've held various positions across HEIs in the north west, moving from non-academic to academic takes on 'The Learning Technologist'. Now this isn't meant to be a CV-like post, but I wanted to emphasise that despite my career-progression, I still very much think of myself as a Learning Technologist. Well, I think it does, and for quite some time, I've wondered about the Learning Technologist role.