How to choose the best Ed-Tech tools for Online Instruction How many ‘ed-tech’ tools are out there that can enhance online learning? I’d guess hundreds if not more. It’s almost on a daily basis that I come across a new educational technology tool. Before we move on – what is educational technology or ed-tech??? Ed-tech is a term for technological applications or tools that can be used in an educational environment to enhance instruction.That’s the theoretical definition (though there are others) but .. what ed-tech can do when used effectively is to create meaningful, engaging instruction that motivates learners and supports learning objectives of a lesson or course. In this post I’ll share how educators can use educational technology effectively with the aid of a five-step strategy. For course instructors and designers it’s not so much of should I use one of these applications or tools in my course, but which one? Why use an Ed Tech tool if the first place? Integration Strategy How do you integrate a new ed-tech tool into a course? Like this:
Using Self-Determination Theory to Improve Online Learner Motivation Written by: Rob KellyPublished On: April 12, 2014 According to self-determination theory, a theory developed by Deci and Ryan, three basic psychological needs affect motivation: autonomy, competence, and relatedness. Susan Epps, associate professor of Allied Health Sciences, and Alison Barton, associate professor of Teaching and Learning, both at East Tennessee State University, have used this theory to develop ways to improve online learner motivation. Autonomy In this context, autonomy does not refer to independence but to the desire to have control over one’s own life and to make choices based on personal preferences. Creating a sense of autonomy helps students make choices that emphasize what they value, which can increase the subjective value of the learning—the sense that the learning is relevant to one’s life, Barton says. Here are some ways to offer students choices: Competence Feeling competent and having a sense of self-efficacy can be highly motivating. Relatedness Reference
Questions to Consider As You Prepare to Teach Your First Hybrid Course | TeachOnline A hybrid course is much more than just an online course with a face-to-face class session thrown in for good measure. It involves asking, “What is the best way for students to interact with course content, construct knowledge, engage in critical thinking and problem solving?” Purposeful decisions are made by the instructor as to what activities are best included in face-to-face class sessions, and which activities would work well in a virtual environment. The term hybrid, or blended course, signifies a new way of thinking about how to harness the power of technology to promote learning and identify the best strategies to help students master important course concepts. However, it is about more than just teaching an existing course in a new format. “Blended [hybrid] learning inherently is about rethinking and redesigning the teaching and learning relationship. Blended or hybrid learning capitalizes on an important paradigm shift in instructional pedagogy. Additional Resources References
Using Rubrics to Grade Online Discussions - ELC Support A rubric is a scoring scale used to evaluate a student's work. Rubrics spell out to students exactly what is expected of them, and they list the criteria instructors use to assess students' work. Rubrics also help instructors by providing guidelines for more objective grading. The Value of Rubrics Rubrics are useful for assessing work in any classroom setting, but they are especially helpful in online courses, where all information must be clearly stated in course documents. In some courses, instructors use rubrics for each assignment. Examples Here are some examples of rubrics used to assess online discussions and journal assignments. Rubric for Instructor-Facilitated Online Discussions This example lists expectations for student participation and includes a grading rubric for evaluating the quality of a student's participation in a discussion. Example 2: Student-led Online Discussion Participation Rubric This example assumes that students will lead and guide their own discussion.
Using Biggs' Model of Constructive Alignment in Curriculum Design/Introduction - UCD - CTAG The main theoretical underpinning of the outcomes-based curriculum is provided by Biggs (2003). He calls the model constructive alignment which he defines as: …coherence between assessment, teaching strategies and intended learning outcomes in an educational programme. (McMahon & Thakore 2006) As currently articulated, the model is attributed to Biggs (2003, 1999) but the essentials were formulated by Tyler (1949) some 50 years earlier - and elaborated in the 1980s by Shuell (1986). At its most basic, the model requires alignment between the three key areas of the curriculum, namely, the intended learning outcomes, what the student does in order to learn, how the student is assessed. Figure 1: A Basic Model of an Aligned Curriculum. Figure 2: An Example of Constructive Alignment in a Curriculum (Further examples are given in Appendix 1) Biggs actually suggests that teaching and learning activities are designed second and the assessment regime third (page 30).
20+ UK Twitter Users Educators Should Follow Curating your Twitter feed is an interesting task. Sometimes you know exactly what you want to get out of the people whose Tweets you’re spending your time reading. Finding new people to follow on Twitter can range from being fun to being a total pain in the neck. 20 UK Twitter Users Educators Should Follow BBC Education: Set up by @mario, supported by SchoolDuggery: Keeping an independent and occasionally caustic eye on schools and education. DfE: The official Twitter account for the Department for Education and its executive agencies – STA, EFA and National College for Teaching and Leadership. Laura McInerney: Taught in London. Ann Mroz: Editor and Digital Publishing Director, TES, and former editor of Times Higher Education Watchsted: Current Inspection Intelligence & Database of Ofsted Inspection Reports Greg Hurst: Education Editor at The Times Helen Warrell: FT public policy correspondent. Jonathan Simons: Personal feed. Toby Young: Classical Liberal
How Google Glass Is Being Used In Classrooms Around The World I’ve been lucky to be a member of the Google Glass Explorer Program for the past year. I was excited to learn about how this technology could be advanced in terms of education and everyday activities… however it never dawned on me how much potential it truly had until I began the Explorer Program. Over the past year using Glass in class I have began to see the potential not only in education, but also for the everyday consumer. Right now Google glass is expensive and limited among education and consumers…but it is a technology that is moving towards being more cost efficient for all users. (Cost to Build Google Glass) This is why, as educators, we need to take a more in depth look at how this technology will reform education as a whole. Introspection So how does Glass fit into the education technology conversation? Glass in Action Soon after I was received my Glass, I was bringing it on a regular basis to my classroom. Glass in Other Classrooms
Project Blog National VET E-learning Strategy Learning management systems (LMS) Integrated course management tool for training organisations to deliver content, conduct collaborative activities and track learner progress Samples Stonemasonry case study An e-learning implementation model (More details…) Basic/Advanced Training “Moodling Around: A Virtual Tour (Basic)” A two-part presentation on Moodle™ (More details…) Why use learning management systems? An LMS is a high-level, strategic solution for planning, delivering, and managing most learning events within an organisation, and the selection and deployment of an LMS learning solution needs to be carefully considered. When considering the use of an LMS: What learner information do you want the LMS to track? Features The characteristics shared by most LMSs include: Almost all systems now support IMS or SCORM content packaging and SCORM runtime. There are many LMS systems but some common ones in use in Australia include: Teaching and learning opportunities Design steps Assessment Generic skills
About eTRaXC® eTRaXC® is an online service for recording and tracking distance training for high school, college, and club cross-country and track and field participants. It was developed by a current high school cross-country coach in Minnesota (USA) to help motivate his student-athletes to record their mileage over the summer months. He felt that students who record their training are more likely to do the training. Features of eTRaXC® Access is secured by a user name and PIN numbers The ability to enter running training by the minute, the mile, or the kilometer The ability to enter cross-training in 12 categories The ability for participants to email their coach and vice-versa The ability for the coach and participants to send a group email to any or all of their team members The ability to view individual and team training summaries The ability to print reports of training summaries The ability to enter or view training anywhere you find internet connectivity. The eTRaXC® Mission
Preface | Teaching in a Digital Age Overheard in a coffee shop near campus: ‘Hey, Frank, you don’t look too happy’ ‘Yeah, I’m mad as hell. Our Dean called a meeting yesterday of all faculty to discuss the university’s new academic plan, and what it means for all the academic departments in the Faculty. But as soon as the dean started yesterday, I sensed trouble. But then the real kicker, when I knew things were going to be difficult. But when I really started to panic is when he said we would all have to start taking courses on how to teach. If any of that rings a bell, this is the book for you. Why this book? In the book, I identify: the external developments that are putting pressure on university and college teaching,the day to day implications for instructors, teaching assistants, and students themselvessome of the ways that instructors and institutions are successfully responding to such pressures,a set of strategies for redesigning your teaching that will help handle these pressures in a positive way. To come:
Web Tool Wednesdays - Education Technology Professional Development Academy Web Tool Wednesdays Each Wednesday, staff from the San Diego County Office of Education's Integrated Technology Services division will provide concise, one-hour webinars for all educators on various web-based tools. All you need is a computer and an Internet connection. No travel. No fees. Wednesdays from 3:30 p.m. to 4:30 p.m (Pacific) I hope you are having a restful summer. new webinars. During this time we have had a chance to reflect on your feedback from the past year. At the end of the survey we are requesting participants for a online focus group. 2014 K-12 Edition Login or Create New Account Member Spotlights RIT Launches Nation’s First Minor in Free and Open Source Software and Free Culture NMC News The NMC Announces Partnership with Autodesk iTUNES U Ideas that Matter and More High Quality, Free EdTech Content Sparking innovation, learning and creativity. > Publications > NMC on iTunes U > Creative Commons NMC Horizon Report > 2014 K-12 Edition The internationally recognized NMC Horizon Report series and regional NMC Technology Outlooks are part of the NMC Horizon Project, a comprehensive research venture established in 2002 that identifies and describes key trends, significant challenges, and emerging technologies likely to have a large impact over the coming five years in education around the globe. > Download the NMC Horizon Report > 2014 K-12 Edition (PDF) > Download the Preview (PDF) Tags: 2014 9804 reads Sparking innovation, learning and creativity. Identifying the impact of emerging technologies. News Events Members Projects Connections Publications About
General Contemporary Issues in Technology & Teacher Education has a whole new look, and article URLs have changed. We have found 2 articles that may match the URL you entered or followed: by Matthew J. Koehler, Michigan State University; & Punya Mishra, Michigan State University This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulman’s construct of pedagogical content knowledge (PCK) to include technology knowledge. by Leanna Archambault, Arizona State University; & Kent Crippen, University of Nevada Las Vegas