Developing Scale for Assimilate the Integration between Learning Theories and E-learning.
As e-learning tend to get more and more significant for all kind of universities, researchers and consultants are becoming aware of the fact that a high technology approach and Blackboard do not guarantee successful teaching and learning. Thus, a move to pedagogy-based theories can be observed within the field of e-learning. This study describes the procedure of the development of an empirically-based psychometrically-sound instrument to measure instructional model for e-learning system at Middle East universities. In order to accelerate the acceptance of e-learning and implementation of institution-wide adoption of e-learning, it is important to understand students' perceptions with instructional model for e- learning. The 19-item scale developed shows a high probability of differentiating between positive and negative perceptions and the methods which can be used for embedding the traditional learning theories into e-learning.
This article concerns the Participatory Web and the impact it has on academic researchers’ perceptions of digital scholarship practices. The Participatory Web, as a space of active involvement, presence and socialisation of knowledge, has the potential to introduce significant changes to scholarly practice and to diversify it. This article draws on the findings of a narrative inquiry study that investigated the habitus of 10 digital scholars.
danah boyd (she doesn’t capitalize her name) is a Principal Researcher at Microsoft Research and a Fellow at Harvard’s Berkman Center, where she looks at how young people use social media as part of their everyday lives. She has a new book out called It’s Complicated: The Social Lives of Networked Teens, and she’s made it available as a free PDF. On her website she writes, “I didn’t write this book to make money. I wrote this book to reach as wide of an audience as I possibly could.
At a small media event in Mountain View today, Google announced the launch of Chromebox for Meetings, a $999 Core i7-based ASUS Chromebox setup with a remote, camera and microphone for conference rooms.
We've been in BYOD mode for half a year, and I've already shared some best practices for the classroom with you. Putting on my IT hat, here are some of the things I've learned that you should consider as you work through your own BYOD plans and implementation.
Concevoir un dispositif de e-formation est un module interactif (en libre accès) pour apprendre à réaliser un projet de formation en ligne. Produit par le pôle Images Numériques du CRDP de l’Académie de Versailles, le module présente 26 vidéos courtes ainsi que des conseils et éclairages pour se lancer dans ce type de projets avec une approche méthodologique formalisée en 10 points
Hashtags and retweets: using Twitter to aid Community, Communication and Casual (informal) learning
ince the evolution of Web 2.0, or the Social Web, the way in which users interact with/on the Internet has seen a massive paradigm shift. Web 2.0 tools and technologies have completely changed the dynamics of the Internet, enabling users to create content; be it text, photographs or video; and furthermore share and collaborate across massive geographic boundaries. As part of this revolution, arguably the most significant tools have been those employing social media. This research project set out to investigate student’s attitudes, perceptions and activity toward the use of Twitter in supporting learning and teaching. In so doing, this paper touches on a number of current debates in higher education, such as the role (and perceived rise) of informal learning; and debates around Digital Natives/Immigrants vs. Digital Residents/Visitors. In presenting early research findings, the author considers the 3Cs of Twitter (T3c): Community, Communication and Casual (informal) learning. Data suggests that students cannot be classed as Digital Natives purely on age and suggests a rethinking of categorisations is necessary. Furthermore, the data suggests students are developing their own personal learning environments (PLEs) based on user choice. Those students who voluntarily engaged with Twitter during this study positively evaluated the tool for use within learning and teaching.
Profesorado. Revista de currículum y formación del profesorado
En este artículo hemos analizado las competencias que el tutor online requiere en la actualidad para el ejercicio de la función tutorial, así como las tareas que desempeñan. Para dar respuesta al objetivo planteado, hemos diseñado un inventario que han respondido 101 tutores y hemos entrevistado a 46 profesionales del e-learning. Los resultados derivados del análisis estadístico de los datos recopilados por el inventario y del análisis del contenido de las entrevistas, muestran la amplia variedad de competencias que debe poseer el tutor online y revelan como insuficiente el dominio de la materia.
Invasion of the MOOCs: The Promise and Perils of Massive Open Online Courses es una colección de ensayos escritos por los profesores y estudiantes que tienen experiencia de primera mano con MOOCs en formato PDF.
Asynchronous eLearning is different from traditional classroom studying and requires strong motivation and self-discipline from learners. As there is no person-to-person contact and immediate reaction to problems emerging in the process of learning, eLearning professionals should pay special attention to eLearning course navigation and usability. To help you remove all the barriers to effective eLearning course design the article provides an idea of what eLearning usability is and how to improve it by applying common usability heuristics.
A teacher should create a profile that is herself or himself as a teacher, on Facebook or wherever your cohort of kids are. Never go and friend a student on your own, but if a student friends you, accept. And if a student reaches out to you online, respond. If you see something concerning about a student on a social media account, approach him or her in school. Give your password to the principal, so it’s all transparent, and then be present.
EDUTEC2013-69 Francisco Lirola Sabater, Adolfina Pérez Garcías Estudio de aplicaciones complementarias para la creación de contenidos en Moodle 2.3 Universitat de les Illes Balears, España
RESUMEN Se presenta un análisis de herramientas de creación de contenidos para integrar en la plataforma Moodle 2.3.3 que permitan optimizar el diseño de ambientes de aprendizaje en red. El desarrollo del estudio se ha realizado siguiendo una metodología basada en el Rapid-Prototyping (Kruser, 2002; Boulet, 2007) para la selección de las herramientas, el análisis, la implementación y valoración. El formato cíclico del modelo nos permite resolver los posibles contratiempos que pueden aparecer a lo largo del estudio. El análisis de las herramientas se ha realizado a partir de la interconexión entre las dimensiones pedagógica, tecnológica y de contenidos representados en el modelo TPACK (Mishra y Koehler, 2006) en el diseño de contenidos para entornos virtuales.
Developing a Framework for Creating Effective Instructional Video Podcasts
The purpose of the following study was to develop a comprehensive, theory-based framework for creating instructional video podcasts designed to present worked examples. Sixteen design characteristics, organized according to four categories (establishing context, providing effective explanations, minimizing cognitive load, and engaging students), were used to develop 59 pre-calculus videos for 856 first-year university students. Overall, the vast majority of students noted that the video podcasts were useful and helped them understand mathematics better. With respect to establishing context, the evidence suggested that problem selection was appropriate and video podcasts were clear, straightforward, and detailed. Regarding the quality of explanations, a number of students commented on the effectiveness of the step-by-step presentation of solutions and the use of visuals to support learning. Students agreed that video podcasts were easy to read, but did not directly mention other issues involving cognitive load. Students also noted that video podcasts were engaging and better than using textbooks. They also enjoyed working on the interactive student-problems. Finally, significant gains were observed in all five pre-calculus knowledge categories evaluated. It is concluded that the framework proposed in this study is a reasonable starting point for creating effective worked-example video podcasts.
It's no secret that the best and the most productive artists engage in rituals before they work. It doesn't matter how simple or strange these rituals are. What matters is that these pre-work rituals are significant part of the process.
The same logic applies when you're developing an eLearning course. Before you dive into it, there things that needs to be accomplished first. You have to have a clear understanding of the project, for instance. This ritual of building a solid foundation will help you keep organized and on track.
These are six critical things you should get straightened out before starting your next (or your first) eLearning project:
We invite you to read our latest SVC2UK White Paper, “The Future of E-ducation“, written in collaboration with Gold Mercury International, the Corporate Vision® Strategy Think Tank. The Paper draws on many of the case studies from SVC2UK 2013 and explores what the future is likely to look like for teachers and students.