The Difference Between Emergency Remote Teaching and Online Learning Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Colleges and universities working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating this emergency remote teaching. Due to the threat of COVID-19, colleges and universities are facing decisions about how to continue teaching and learning while keeping their faculty, staff, and students safe from a public health emergency that is moving fast and not well understood. Many institutions have opted to cancel all face-to-face classes, including labs and other learning experiences, and have mandated that faculty move their courses online to help prevent the spread of the virus that causes COVID-19. The list of institutions of higher education making this decision has been growing each day. The temptation to compare online learning to face-to-face instruction in these circumstances will be great. Table 1. M.
Cognitive Apprenticeship: Making Thinking Visible 1. Domain knowledge includes the concepts, facts, and procedures explicitly identified with a particular subject matter; these are generally explicated in school textbooks, class lectures, and demonstrations. This kind of knowledge, although certainly important, provides insufficient clues for many students about how to solve problems and accomplish tasks in a domain. Moreover, when it is learned in isolation from realistic problems contexts and expert problem-solving practices, domain knowledge tends to remain inert in situations for which it is appropriate, even for successful students. And finally, although at least some concepts can be formally described, many of the crucial subtleties of their meaning are best acquired through applying them in a variety of problem situations. 2. 3. 4.
30+ Ideas for eLearning Portfolio Samples - Experiencing eLearning Whether you’re working independently or looking for a full-time job, you need a portfolio. What if you can’t use any samples of your existing work due to confidentiality or security requirements? Revise Existing Work In some cases, it’s enough to remove logos and a few identifying details. In other cases, you can redo an existing activity with brand new content. For example, the Instructional Designer or eLearning Developer demo in my portfolio is based on an activity I originally created for a health care client. Use Short Samples For many people, the best solution is creating new content from scratch. Focus on Your Intended Audience Target your desired audience. I sometimes see overly simply topics like “make a sandwich” for elearning samples. Ideas for Samples If you need to create samples, use the list below to jump start your brainstorming. Soft Skills & Business Training Software Training Other Sources of Ideas More Resources Originally published 7/14/16. eLearning Freelancer Bootcamp
Quick Start: Screen Recording With Open Broadcaster Software 1,200+ courses and ebooks Design, code, video editing, business, and much more. Adobe Photoshop, Illustrator and InDesignGraphic, Logo and Print DesignSketch, Adobe XD & FigmaWordPressJavascript, PHP & PythonAdobe After Effects & Premiere ProMuch More Millions of creative assets Design templates, stock videos, photos & audio, and much more. Graphic TemplatesStock PhotosMusic TracksVideo TemplatesWeb TemplatesDesign AssetsWordpress Themes & PluginsMuch More 1,200+ courses and ebooks Design, code, video editing, business, and much more. Adobe Photoshop, Illustrator and InDesignGraphic, Logo and Print DesignSketch, Adobe XD & FigmaWordPressJavascript, PHP & PythonAdobe After Effects & Premiere ProMuch More Millions of creative assets Design templates, stock videos, photos & audio, and much more. Graphic TemplatesStock PhotosMusic TracksVideo TemplatesWeb TemplatesDesign AssetsWordpress Themes & PluginsMuch More
Cognitive Apprenticeship: Making Thinking Visible This article has exercised a great influence on the 21st Century Learning Initiative’s thinking. It originally appeared in the Winter, 1991 issue of American Educator, the journal of The American Federation of Teachers, and is reprinted here with permission. In ancient times, teaching and learning were accomplished through apprenticeship: We taught our children how to speak, grow crops, craft cabinets, or tailor clothes by showing them how and by helping them do it. Apprenticeship was the vehicle for transmitting the knowledge required for expert practice in fields from painting and sculpting to medicine and law. It was the natural way to learn. While there are many differences between schooling and apprenticeship methods, we will focus on one. In this article, we will present some of the features of traditional apprenticeship and discuss the ways it can be adapted to the teaching and learning of cognitive skills. Toward a Synthesis of Schooling and Apprenticeship
Building Your Elearning Portfolio: It’s Easier Than You Think! Originally presented at ATD TechKnowledge 2015 | Las Vegas, NV January 2015 Standard resumes and cover letters are no longer sufficient if you want to stand out from the crowd. Having a good portfolio has always been important for freelancers, but it’s quickly becoming a must-have for anyone in e-learning who hopes to snag the best opportunities that come along, inside your organization or out. Having a portfolio is a great way to showcase your accomplishments, skills, experiences, and personality. Creating a great looking e-learning portfolio is easier than you think. Be sure to check out the curated collection of portfolio links and resources referenced in this session here. What the audience had to say about it: Extremely helpful.Awesome presenter!! Like this: Like Loading...
Documentation:Design Principles for Multimedia - UBC Wiki “It's not the specific media that creates learning, it's the educational design that creates learning.” Richard Mayer, Professor of Psychology – University of California – Santa Barbara. Overview While it is true that anyone with a smartphone can make a video, making a video or screencast for learning requires thoughtful planning and an understanding of how learning is supported using multimedia resources. In the table below, we have attempted to capture some of the practical and evidence based design principles that can serve as a guide in developing your learning resources. The practical design goals are fairly standard and widely accepted and have been nicely articulated in a pedagogical framework for screencasting shared by Robert Talbert – Associate Professor in Mathematics at Grand Valley State University in the U.S. The research informed principles are largely based on the work of Dr. Cognitive Load Theory Principles How Can I Use This? Feedback References & Resources Video Resources
What is PSI-PMI? | New Jersey Center for Teaching and Learning The Progressive Science Initiative® (PSI®) and Progressive Mathematics Initiative® (PMI®) empower educators to increase student engagement in K-12 science and mathematics, boost achievement and transform schools. PSI and PMI shake up traditional education with a powerful and fully integrated approach that includes not only course materials, but also innovative and effective recommendations for curriculum, teacher methods, environment, scheduling, policies and practices. PSI and PMI create an engaging environment for students. Also, by offering complete sets of free editable course materials for all K-12 math and science, PSI and PMI reduce the stress of daily lesson planning for teachers, eliminate the expense of textbooks and allow for real-time continuous improvement. Read more about the PSI-PMI paradigm. Requirements & Recommendations as follows below Curriculum NJCTL programs replace textbooks with free digital content aligned to new standards in science and mathematics. Environment Labs
The Future of Instructional Design: Experience Design For decades, neuroscience, learning science, experience design and even cybernetics have provided a steady drumbeat of insights for us in the field of learning and development to apply. We’ve taken these lessons as they’ve come, implementing them individually and, often, imperfectly. This has led to a wide segmentation of learning approaches – a massive (and ever-growing) pallet of options we sometimes present to our stakeholders as equally effective, from “bite-sized,” passive “learning nuggets” to fully immersive virtual reality simulations. The problem is, of course, that this approach is completely wrong – learning strategies are not equally effective. We are in the midst of a significant learning junction. Half of the industry is driven by research into how people currently use the web. The other half of the industry is following the explosion of new technologies with rapt attention. The real problem is that we’re not anchoring our approaches to sound learning science.
Online learning for beginners: 7. Why not just record my lectures? This is the seventh in a series of a dozen blog posts aimed at those new to online learning or thinking of possibly doing it. The other six are: I gave a short answer to ‘Why not just record my lectures?’ in the fourth post in this series, but it deserves a fuller answer. It is natural that faculty and instructors want to use an approach to teaching that is not only familiar and comfortable, but has been used for hundreds of years, so has passed the test of time. Start with the students When designing online courses, you need to start by thinking about the context of the online learner. In a classroom context there are many interactive cues or contexts – such as the response of other students, the look on students faces – that result in slight but important adjustments on the instructor’s part, and which help maintain student concentration and interest. The changing nature of learning in a digital age Video as a teaching medium Asking ‘Why can’t I move my lectures online?’ Implications
Anne Murphy Paul: Why Floundering Makes Learning Better Call it the “learning paradox”: the more you struggle and even fail while you’re trying to master new information, the better you’re likely to recall and apply that information later. The learning paradox is at the heart of “productive failure,” a phenomenon identified by Manu Kapur, a researcher at the Learning Sciences Lab at the National Institute of Education of Singapore. Kapur points out that while the model adopted by many teachers and employers when introducing others to new knowledge — providing lots of structure and guidance early on, until the students or workers show that they can do it on their own — makes intuitive sense, it may not be the best way to promote learning. Rather, it’s better to let the neophytes wrestle with the material on their own for a while, refraining from giving them any assistance at the start. (MORE: Paul: The Secret to Grace Under Pressure) With one group of students, the teacher provided strong “scaffolding” — instructional support — and feedback.
10 Tips To Help You Build Your eLearning Portfolio As an eLearning developer, having a public portfolio is a necessity. A portfolio can change your life. It can land you the job of your dreams, empower you to develop your skills, and it will inspire others. Creating a great portfolio doesn’t need to be a lot "work" or cost tons of money. Here are a few ways to get started in creating an amazing eLearning portfolio: 1. An eLearning developer’s portfolio should focus on more than "traditional" eLearning. 2. Not every example in your portfolio needs to be a client based or real-world examples. A good example of a snippet is these eLearning Heroes Challenge entries on radial navigation menus in eLearning. 3. When working on a project for your portfolio, choose a topic that really interests you. 4. Focus on developing projects that interest you. 5. Your portfolio is your portfolio, it gives you a chance to stand out and shine. 6. If you’re stuck on ideas for projects or need inspiration, look around the web for similar projects. 7. 8. 9. 10.
Online learning for beginners: 1. What is online learning? | Tony Bates Getting started in online learning? Every day, someone new either thinks about doing an online course, or is pressured into doing one. You may have quite a lot of prior knowledge about online learning (or think you do), or may have no knowledge at all. The most important thing to know though is that you probably don’t know enough about online learning, especially if you are just starting out (which defines you as wise, according to Socrates). I have been teaching and researching online learning for nearly 30 years (yes, online learning started that long ago). Over that time, a great deal of research and evaluation of online learning has been done. I have written a 500 page, free online open textbook on Teaching in a Digital Age, which draws extensively on the latest research into online learning, and is meant as a guide for practitioners. Online learning: a definition Online learning is any form of learning conducted partly or wholly over the Internet. The continuum of online learning
Six Quick Tips If You're Suddenly Teaching STEM Fall has arrived, school doors have reopened for many students across the USA, and quite a few educators face a fresh and potentially daunting assignment: Teach STEM. STEM, it seems, has finally reached Education Buzzword of the Year status. Novice teachers, experienced teachers, and even administrators are being asked to create STEM classes, often with inadequate know-how or support. My name is Jane and I was a kindergarten teacher. Can you hear a touch of panic in some of these voices? 6 basic ideas for STEM teachers under the gun There is obviously no one-size-fits-all answer for all the dilemmas that first-time STEM educators are facing this fall. 1. 2. The EDP gives students a way to think systematically about solving problems, and it carries over into other areas as well. 3. 4. 5. A good STEM lesson — You might also want to take a look at three posts here at MiddleWeb: 6. Study, learn, persist, and try to have fun! I hope those ideas will be of some help.