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
4 New Zoom Features Educators Can Use to Enhance Virtual Teaching & Learning - Zoom Blog Hey, teachers! Zoom has a bunch of features you can use to better manage the online teaching experience, and we just rolled out four brand-new ones! Here’s how our features will help you teach — and students learn — over Zoom. Create a virtual seating chart What it is: Video reordering About the feature: Zoom’s industry-leading Gallery View allows you to see the video of up to 49 participants at a time. How it helps: You can drag and drop students for a virtual seating chart – and choose to have students follow your view for a custom seating arrangement that everybody sees. Better support deaf & hard-of-hearing students What it is: Multi-pinning About the feature: Our Pin Video feature allows you to disable the active speaker view and view only the pinned videos in your individual view. How it helps: Teachers and students using sign language won’t necessarily appear as the active speaker in the Zoom classroom. Enhance select presenters and group work What it is: Multi-spotlight
Boundless and the open educational resources movement are threatening publishers. Photograph courtesy Harvard University Department of Economics. N. Gregory Mankiw is one of the most well-known economists in American politics. A Harvard professor, he chaired George W. But for hundreds of thousands of undergraduates, Mankiw is better known as the author of Principles of Economics, one of the best-selling college textbooks in America. The Internet has made access to many kinds of information more flexible and less expensive. Yet the college textbook industry has not only managed to insulate itself from this trend—it has moved in the opposite direction, using digital content as a way to charge more money. Now a startup called Boundless.com is trying to change that with a service it calls “textbook replacement.” In fact, there’s so much open content out there now that sorting through it all can be daunting. Naturally, the small group of major publishers that controls the lion’s share of the $7 billion textbook market is now trying sue Boundless out of existence.
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...
Hypothesis annotation notification – a feature request – EdTech Factotum I’ve been a long time user & adopter of Hypothesis, the web annotation tool that has made steady inroads into the education space for the past few years. There are numerous ways that you can enable Hypothesis annotations, including a WordPress plugin that can add the annotation feature you your WordPress blog, enabling visitors to your blog to annotate your content. I have it enabled on this blog and (if you are reading this post in a browser) you should see the pop-up toolbar in the top right hand corner of your screen. I’ve used this plugin for (wow has it really been 5 years????!!?!?!). The one thing that I’ve always found lacking was the ability to get notified when someone adds an annotation to my site. It would be a great feature if I could get an email sent to me as a notification when someone annotates content on my site, as an annotation can often be a gateway into a conversations, like blog comments are. Which brought a response from Hypothesis Hi Clint! Better.
What You Don't Know About Copyright, but Should - Technology By Jennifer Howard If Nancy Sims had to pick one word to describe how researchers, students, and librarians feel about copyright, it would probably be "confused." A lawyer and a librarian, Ms. "I'm not sure anybody has a very good knowledge" of copyright, she says. For instance, in a recent informal survey she conducted at the university, only 30 percent or so of the faculty respondents knew the answers to basic questions such as how one gets a copyright and how long it lasts. For the multitudes out there who are copyright-confused, here are some pointers Ms. If you think you don't own any copyrights, think again. At the rights sessions she holds for small groups of faculty members, she asks them if they own any copyrights. Copyright automatically applies to book manuscripts, articles, blog posts, artwork—almost any copyrightable object that people create. Know your rights when you sign contracts with publishers or others to distribute your work. Don't be ruled by fear. Ask for help.
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.
A hack for using Hypothes.is to annotate on mobile | Chris Aldrich I do a fair amount of reading on my mobile phone and my addiction to Hypothes.is for annotating and highlighting what I read has finally driven me to the brink. I have typically added via.hypothes.is to the URLs of articles manually so I can use Hypothes.is on my phone. I’ve finally had enough of the manual timesuck that I’ve gone in search of an answer since there is not yet a mobile app solution. I’ve long been an Android user, so I broke out the URL Forwarder app which uses the ubiquitous share functionality of most phone platforms and adds a thin layer of program-ability. In short I created a new filter and cleverly named it “Hypothesize”. Now I can take an article from almost anywhere on my phone (reading services like Pocket, my feed readers, or even articles within the browser themselves), click share, choose “URL Forwarder” from the top of the list, select “Hypothesize” and the piece I want to annotate magically opens up with Hypothes.is ready to go in my default browser.