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Choosing the Best Technology

Choosing the Best Technology
UAF eLearning Instructor Training Online Grow Skills Share your resources or thoughts with us. Use #iTeach as your tag! Choosing the Best Technology Print Friendly eLearning Compass (PDF) Original source: Jennifer choosing technology, learning outcomes Last modified: November 27, 2013 Resources UAF eLearning Contact InformationUAF eLearning Design TeamTeaching TipsBookstore InformationResources for Students Get Involved Attend iTeach Training Follow iTeachAK on Twitter Contact Us UAF eLearning & Distance Education 2175 University Ave. This page was last updated on : Apr 21, 2014 iTeachU by iTeachU - UAF eLearning & Distance Education is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. The University of Alaska Fairbanks is an affirmative action/equal opportunity employer and educational institution and is a part of the University of Alaska system. Feedback ShareThis Copy and Paste

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Planning for Online Learning - Centre for Teaching and Learning Teaching Methods > Online/Blended Key Shifts in Thinking for Online Learning When planning for teaching online there are several key shifts in thinking to transform a traditional classroom based course for online delivery. The need to design and develop a course that is “learning-centered”, where the focus is on the learning that needs to take place, is paramount. ELTchat Summary Ist May 2013 Criteria for Evaluating Web-based tools May 1st ELTChat Summary: What are your criteria for evaluating web based tools? The moderators of #ELTchat are still working their way through the wealth of material available from the video sessions of IATEFLonline. This week was no exception and the discussion centred on Nik Peachey’s session on the criteria needed to decide which web-based tools to use for the classroom. Teacherphili thought the list was thorough and covered all the bases. Marisa_C pointed out that the criteria would depend on the school or teacher making decisions about what was workable in their situation.

JOLT - Journal of Online Learning and Teaching Natalia V. Smirnova Instructor of English as a Second Language Department of Foreign Languages National Research University Higher School of Economics Saint Petersburg RUSSIA smirnovan@hse.ru Irina V. Nuzha Associate Professor of Teaching English as a Second Language Department of Foreign Languages National Research University Higher School of Economics Saint Petersburg RUSSIA inuzha@hse.ru Constructing Learning Outcomes Learning outcomes explicitly state what we want students to know, understand, or be able to do as a result of completing their chosen course. Learning Outcomes Should : 1) Represent real goals Paul Ramsden suggests that, rather than describing facts or procedures, we should describe concepts that students need to understand as well as relations between those concepts.

Select teaching technology with SECTIONS As the demand for eLearning grows, we see more teachers turning to technologies to support or deliver their teaching. Good guidance in the selection of the appropriate technologies is often missing. All too often, we see teachers falling for the glossy technologies and spending time and money pursuing them at the expense of the learning of their students. On the other hand, whilst learning is the primary goal, other considerations are also important: most obviously, cost in time and money. In fact, the selection of appropriate teaching and learning technologies is not necessarily straightforward because those decisions have many impacts. Tony Bates and Gary Poole (2003) examined using technology in teaching prior to the iPhone (and other smartphones), iPad, Facebook and Twitter!

Design Quality OnlineCourse Designing for a Quality Online Course In this framework/guide, the model used for course development is a project team-based structure. The framewok still can be used by those who have a "lone ranger" approach to the course development process. All of the resources can be used as they are, and are in development based on feedback received and ongoing research in the field. Please provide your comments and feedback to Afsaneh Sharif at afsaneh.sharif@ubc.ca. PDPIE Framework: Online Course Development Quality Cycle

Favourite infographic for April: Tips for Becoming a Digital Teacher It was round about this time last month that I reflected on how much time I spend these days digesting information through infographics. I’m a firm believer in their value: while they should not be seen as a replacement for reading, they are a very useful tool when it comes to getting key ideas across quickly and in a visually stimulating way. With this in mind, I decided, starting last month to post an ‘infographic of the month’. Firstly, this will mean a blog post requiring very little work from me! Secondly, it would be nice to give further exposure both to infographics with succinct yet useful information, as well as those that I find to be eloquently or innovatively designed.

Studies of e-portfolio implementation (videos and toolkit) Two online resources providing guidance on large-scale implementation of e-portfolio tools in UK further and higher education are available to supplement the 2008 JISC publication, Effective Practice with e-Portfolios The online resources, five video case-studies and an online toolkit for managers and practitioners, explore the issues, challenges and benefits of scaling up e-portfolio use across a university or college, and offer opportunities to explore the pros and cons of different approaches and methodologies. The e-Portfolio Implementation Toolkit The e-Portfolio Implementation Toolkit1 is the output from the JISC-funded e-Portfolio Implementation (ePI) study2 led by the University of Nottingham. Video case studies Five institutional case studies providing insights into the decision making around procuring, embedding and integrating e-portfolios across the curriculum are available to view below.

Selecting Technologies This page helps you choose among various technologies (not just LMSs) using two approaches: examples of learning outcomes, the kinds of learning activities that could achieve those outcomes, and how those activities could be supported by various learning technologies examples of the tools you may be interested in using and the types of activities and learning outcomes that are likely to be relevant. Table 1: Sample learning outcomes, rationales and activities The following table provides examples of learning outcomes, the kinds of learning activities that promote those outcomes, and how the activities could be supported by learning technologies. Table 2: Tools related to activities, and their contribution to learning outcomes Blended learning solution in practice Blended learning is not only the buzz word. It is actually working. Why? Because we all realized that no single teaching approach is good enough to work for all learners. Since time immemorial we’ve been blending different instructional methods in our training initiatives.

Using Teaching Models for Tech Lessons Posted by Shelly Terrell on Tuesday, May 26th 2009 Photo adapted from Flickr by Katiebate licensed under Creative Commons ShareAlike 2.0. This item should be on the top of the list. Technology provides educators with the tools to educate their English Language Learners and mainstream students at the same time. Often, time constraints prevent teachers from integrating technology effectively into the classroom.

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