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Everything elearning.

Everything elearning.
Instructional Design in Elearning George Siemens September 30, 2002 Introduction Elearning is the marriage of technology and education, and most often, the instructional designer's greatest role is that of "bridging" concepts between the two worlds. This vital role ensures that a subject matter expert's (SME) concepts are properly developed by graphic designers and programmers. The need for instructional design is being noticed in elearning - both in corporate training departments and education institutions. This article explores ID in terms of: definitions, models, and usage. What is Instructional Design? Instructional Design is the systematic process of translating general principles of learning and instruction into plans for instructional materials and learning. Instructional Design Models Instructional design, very loosely defined, is a system or process of organizing learning resources to ensure learners achieve established learning outcomes. Why Use Instructional Design?

Fun with learning taxonomies | gram consulting Dave Ferguson’s recent post on Bloom’s learning taxonomy (see Lovin’ Bloom) got me thinking about the value of learning taxonomies in learning and information design. Learning taxonomies attempt to break down and categorize types of learning to help designers (of instruction, information, education, performance) develop objectives and learning strategies best matched to the specific type of learning targeted. They are at the core of most approaches to instructional design. A taxonomy of learning taxonomies A few well known and less well known learning taxonomies… Benjamin Bloom’s taxonomy is probably the best known and breaks learning into the three commonly used categories of cognitive, psychomotor and affective learning. Bloom's Learning Taxonomy Robert Gagne had significant influence with his taxonomy which he labeled “learned capabilities”. Gagne's Learned Capabilities I always found David Merrill’s Content/Performance matrix helpful. A.J. Romiszowski's Knowledge Schema

Nuevas tendencias de e-learning y actividades didácticas innovadoras | Nuevas tendencias de e-learning La presentación de un libro exige, como premisas iniciales, tres consideraciones insoslayables. En primer término, su contenido, en segundo lugar, la finalidad que persigue y, finalmente, su autoría. Por lo que se refiere a esto último, supone para mí un profundo orgullo, como rector de la UDIMA, la calurosa acogida que las más prestigiosas instituciones educativas de formación superior de todo el mundo mostraron a la invitación cursada en su día para compartir con ellos las experiencias pedagógicas a distancia más novedosas. Las dificultades inherentes a todo proyecto formativo se ven sin, duda alguna, aumentadas bajo la potente lupa de la soledad que comporta la distancia entre el discente y el docente. Para la UDIMA y el CEF esta publicación no es sólo el fruto del aliento de su profesorado en el quehacer cotidiano del aula virtual, sino también una sentida necesidad derivada de la responsabiliad que nos correspondía acometer como instituciones pioneras en la formación a distancia.

Innovating Education with an Educational Modeling Language: Two Case Studies Sloep, Peter B.; van Bruggen, Jan; Tattersall, Colin; Vogten, Hubert; Koper, Rob; Brouns, Francis; van Rosmalen, Peter Innovations in Education and Teaching International, v43 n3 p291-301 Aug 2006 The intent of this study was to investigate how to maximize the chances of success of an educational innovation--specifically one based on the implementation of the educational modeling language called EML. Descriptors: Educational Innovation, Case Studies, Investigations, On Campus Students, Distance Education, Extension Education, Demonstration Programs, Programming Languages, Formative Evaluation, Enrichment Activities, Research Problems, Foreign Countries, Open Universities Routledge.

Salasaga - Introduction | educación líquida Instructional Design Models Martin Ryder University of Colorado at Denver School of Education Instructional Design Models Models, like myths and metaphors, help us to make sense of our world. Whether it is derived from whim or from serious research, a model offers its user a means of comprehending an otherwise incomprehensible problem. An instructional design model gives structure and meaning to an I.D. problem, enabling the would-be designer to negotiate her design task with a semblance of conscious understanding. Models help us to visualize the problem, to break it down into discrete, manageable units. The value of a specific model is determined within the context of use. Models, like other tools, shape the consciousness of those who use them. -Martin Ryder Some Basics What is design? Corollary Sites See also... The Models: Comparitive Models see also... Main Index

Checklist: transforming corporate learning If you don’t get this, it will get you. Experience has taught us that making over a training department into a business learning function requires these activities: Sell the vision of learning as a value-creating component of social business Build the framework for integrating learning and business provide case studies and examples to help people become self-sufficient “pull” learners recommend software for social networking, content management, video production, and multivariate search as well as fexible, simple systems to administer mandated training establish guidelines and taxonomies for curating content equip the learning & development staff with skills of performance consulting, business analysis, community- building, collaboration, and social media Make the vision a reality Share responsibility for the process with business units Optimize performance of the learning network Internet Time Alliance helps HR and L&D departments become active drivers of business improvement. Like this:

K-5 iPad Apps According to Bloom's Taxonomy An elementary library media specialist reviews iPad apps as they map to an updated version of Bloom's Taxonomy in this six-part series. Diane Darrow is an artist, Reading Recovery teacher, and library media specialist at Bel Aire Elementary in Tiburon, CA. You can follow her on Twitter at @dianedarrow. In this six-part series, I will highlight apps useful for developing higher order thinking skills in grades K-5 classrooms. Part One: K-5 iPad Apps for Remembering Part Two: K-5 iPad Apps for Understanding Part Three: K-5 iPad Apps for Applying Part Four: K-5 iPad Apps for Analyzing Part Five: K-5 iPad Apps for Evaluating Part Six: K-5 iPad Apps for Creating

30 COMPETENCES Jean-Pierre Astolfi s’inscrit dans le courant de la professionnalisation du métier d’enseignant. Pour montrer les évolutions en cours, il analyse les mots employés dans la profession. Or, on n’arrive pas à stabiliser un vocabulaire spécialisé autour des enseignants. Certes, en créant un vocabulaire spécialisé, on risque de créer un jargon et, en conséquence, de faire de la rétention d'informations, mais il est nécessaire d'employer des mots dont le sens est stabilisé car le vocabulaire courant n'est pas assez précis et oblige à recourir constamment aux périphrases. JP Astolfi a proposé deux séries de 10 mots, d’un côté les mots courants pour définir les apprentissages, de l’autre, les mots du jargon des sciences de l'éducation. 1- Transmission/Construction La transmission Ce mot renvoie à un modèle rustique de la communication où les élèves sont dans l'écoute, l'accueil, l'effectuation docile, même si l'enseignant leur demande de "participer". La construction 2- Instruction/Formation

K-5 iPad Apps for Analyzing (Bloom's Revised Taxonomy, Part 4) We are all born with a natural curiosity that relies on our ability to analyze. It is how we initially learn to understand and make sense of our world. When Benjamin Bloom writes about the fourth learning stage, analysis, he primarily refers to our ability to analyze written content. But his statements have far greater implications. Every day, a barrage of information enters into the lives of our students through the Internet. Assisting our youth with critical thinking skills has never been more important. Analysis of the Elements: Differentiating This component requires the ability to dissect content, identify its parts, and differentiate between them. Analysis of Relationships: Attributing The relationship between the parts is what forms content. Analysis of Organizational Principles: Organizing All content has structure and organization. Analyzing Criteria When locating these "analyzing" apps, consider the following questions. Does the app help the user... 1. Reviews

Pédagogie universitaire - USJ 2013 L’Université Saint Joseph se doit de répondre aux nombreux défis qu’affronte l’enseignement supérieur. Elle se doit également de traduire la vision pédagogique du Processus de Bologne auquel elle adhère. Cela exige de revisiter les façons de concevoir un programme de formation, d’enseigner et d’évaluer les acquis des étudiants. Ce Manuel est le fruit d'un travail collectif, piloté par la Mission de pédagogie universitaire et soutenu par l’Agence universitaire de la francophonie et par l’Institut français au Liban. Il vise à assurer un outillage méthodologique relatif à des pratiques pédagogiques et académiques. Il est conçu sous forme de fiches. Ce Manuel sera révisé annuellement. Le Sommaire Préambule Planification de la formation et des enseignements A.1. Méthodes et techniques d’enseignement B.1. Dispositifs d’accompagnement des étudiants C.1. Dispositifs d’évaluation des acquis D.1. Glossaire - Rima Mawad Vidéothèque de films pédagogiques de l’USJ

Taxonomies of Learning Technologies Grouping learning technologies into categories is a useful way to make sense out of the many tools available. This page suggests several taxonomies for categorizing learning technologies. In just about any taxonomy for instructional technology, tools may likely show up under multiple categories depending on how they are used. For example, a tool such as an iPhone can be used to view static learning content or can be used to collaborate with other learners. Classification by Interaction Classification by interaction is a taxonomy for grouping learning technologies based on the type of interaction that they afford. Learner >< Expert Technologies when they are used to connect learners to experts (web conferencing, discussion forums). Classification Based on Similar Functionality Classification of learning technologies by similar function by Richard Culatta and Matt Leavitt Classification by Technical Affordances Classification by Educational Function Kemmis' 4 Paradigms

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