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 The following table provides examples of the tools you may be interested in using and looks at the types of activities and learning outcomes that are likely to be relevant. See also on this section of the website:
The Teacher's Quick Guide To Digital Scavenger Hunts If you’ve got a smartphone or a tablet in your classroom, you’re ready for the adventure to begin! By adventure I mean, of course, the world of active learning through digital scavenger hunts. In this hunt, students are tasked with finding a particular physical object, person, or place and have to use technology to track it down. Note: an ‘online scavenger hunt’ usually implies that you’re hunting around online and not physically with classmates. The Simple Goal So now that you’re all ready to start your very first scavenger hunt, let’s figure out what the goals are. Finding The Technology Like the movie National Treasure, students will need a lot of ingenuity and tools to help them uncover the mysteries you’ve laid out before them. In an effort to get your scavenger hunt jump-started, here are a few useful tech tools that might be of use. SCVNGR – A useful free app that lets you create your very own digital scavenger hunts, start to finish. Finding An Objective A Quick Note
can-we-teach-digital-natives-digital-literacy.pdf 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
The Use of Web Instructional Tools By Online Instructors (Study) Note: This article was originally published in The Technology Source ( as: Lucio Teles "The Use of Web Instructional Tools By Online Instructors" The Technology Source, May/June 2002. Available online at The article is reprinted here with permission of the publisher. In studies comparing instructional tools and how they support online teaching, educators have stressed the importance of tools that support specific tasks, and thus allow more flexible teaching, facilitate access to resources and peers, and promote collaborative learning (Britain & Liber, 1999; Harasim, 1999; Bonk, 2001). To investigate how online instructors use instructional tools designed for the Web, we conducted a study with a group of 32 online instructors to address the following questions: (1) What tools are most commonly used by online instructors? Questionnaire respondents Each of the 32 respondents teaches one online course. Results References
4 Steps to Constructively Align your Course Step 1: Define the intended outcomes (The Objectives) The first step of constructive alignment is to define what the students must learn and the depth of understanding required for each topic. It is important that the student does not only acquire knowledge of the subject, but can also put this knowledge to use. Biggs claims that in order to really understand something, a student must begin to see the world differently and, in turn, behave differently towards the world (Biggs, 2002). When setting the objectives for a course it is important to think in terms of what we want the students to do. In order to articulate what we require the students to do; Biggs suggests that the objectives of the course be expressed in the form of verbs (Biggs, 1999). It is important at this stage in the alignment process that the right verbs are chosen for the objectives of the course as they form the basis for the teaching and learning activities and the assessment that follow.
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. 2) Be clearly expressed so that their meanings are explicit 3) Place academic skills or personal learning in the context of the particular subject discipline Different disciplines have different understandings of common academic terms such as "critical thinking", "analysis", "communication skills". 4) Include a description of the kind of performances by which achievement will be judged (either within the outcome or in an associated set of assessment criteria) Susan Toohey suggests setting out the assessment tasks and the criteria by which these will be marked. 6) Be memorable and limited in number Further information
How To Use Social Media In Education (Part 2 of 2) (this is a continuation from yesterday’s article about barriers to using social media in education) The first step towards applying social media into education starts with empowering teachers by giving them freedom to use social media to engage with students and giving them the freedom to come-up with innovative ways of teaching using technology. On the contrary, let’s talk about few practical ways on how many educators apply social media to flip the conventional teaching model and make classroom & home work experience meaningful to for the students. YouTube The average teacher impacts about 3,000 students in his or her lifetime. Ask your students what they would prefer – Lectures of their teachers teaching them in the real classroom, or Videos of the same lectures on their computers, Macs, iPads or Smartphone devices. While watching a teacher give lecture in a video on the other hand, student wouldn’t need to pretend that they have understood. Facebook Twitter Twitter Tips Instagram
Welcome to the Rubric for Online Instruction (ROI) - Rubric for Online Instruction California State University, Chico's first strategic priority is "...to develop high-quality learning environments both inside and outside the classroom." The Rubric for Online Instruction (ROI) is a tool that can be used to create or evaluate the design of a fully online or blended course. The rubric is designed to answer the question, "What does high-quality online instruction look like?" The ROI can be applied to any course with online elements. The ROI was developed by a consortium of CSU, Chico educators who wished to build and share a tool to assist in the design and evaluation of online or blended courses. This site showcases examples of high-quality courses, each of which have received the exemplary online instruction award based on the ROI and given by the CSU, Chico Center for Excellence in Learning and Teaching (CELT). The Rubric for Online InstructionExemplary Online Instruction (EOI)History
Education 3.0 and the Pedagogy (Andragogy, Heutagogy) of Mobile Learning The evolution of the web from Web 1.0 to Web 2.0 and now to Web 3.0 can be used a metaphor of how education should also be evolving, as a movement based on the evolution from Education 1.0 to Education 3.0. I discussed this in Schools are doing Education 1.0; talking about doing Education 2.0; when they should be planning and implementing Education 3.0. Many educators are doing Education 1.0; talking about doing Education 2.0; when they should be planning and implementing Education 3.0. This post compares the developments of the Internet-Web to those of education. The Internet has become an integral thread of the tapestries of most societies throughout the globe. Source: Taking this one step further or from another angle, moving from Education 1.0 to Education 3.0 can be compared to moving from Pedagogy/Essentialism/Instructivism to Heutagogy/Constructivism/Connectivism. Like this:
Top 5 Tips To Effectively Use Humor in eLearning In this article, I will give you the insight and advice you need to effectively use humor in your eLearning deliverables. This article offers a variety of tips on how to use humor in your eLearning courses or online training events, without stepping on any toes or compromising your learning goals. As any experienced eLearning professional will surely attest, when using humor in eLearning there are certain unspoken rules that one must follow. After all, what one learner may find hilarious, another might find offensive. Research your audience to assess culture, experience, and personality. These tips can help you to add humor to any eLearning deliverable. Integrating cartoons is one of the most effective ways to add humor to your eLearning course.