More than likely, you will find that you will decide on two tools, perhaps even three, to fit all your instructional design needs. However, you will use one of those tools as your mainstay, while you will adopt the others only when you need their strengths. In the same way that you might use Microsoft Word to write a report but incorporate spreadsheets you create in Excel, you may find that using Adobe Presenter works for you while incorporating Raptivity interactions, or that you will use Adobe Captivate and incorporate videos that you created in TechSmith Camtasia.
From its inception, the web has always had appeal as an educational resource. Recognising the potential for remote learning, in 2002, the launch of OpenCourseWare at MIT helped propel the initiative into the spotlight, with many universities following suit and providing quality educational material available through the web. No longer is there an excuse for anyone with access to the web to say that education is outside of their reach.
This collection of links and applications highlights just the tip of the iceberg of educational resources that are available on the web. If you are interested in teaching yourself a new skill or learning a new topic indepth in your spare time, hopefully some of these will be of use.
Recently I’ve had some inquiries about the best tool to use for a group to collaborate and share articles, videos, images, documents, etc. My initial thought was a wiki, but now that I’ve fully investigated the features of Diigo (dee’go), that is the tool I would recommend. Diigo, an online curation tool, is another one of my top 10 tools that I use every day.
I use Diigo to curate content, share it, and to find content. In Google Reader, as I read articles from the blogs to which I’ve subscribed, I will tag articles, sites, videos of interest, etc. using Diigo. These saved resources are available online and accessible from any Internet connected device. I can easily share specific resources.....
This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation (information before vs. information during the learning task clusters) in interactive digital learning materials (IDLMs) and type of collaboration (personal discussion vs. online discussion) in computer-supported collaborative learning (CSCL) on student knowledge construction. Students (N = 87) were first randomly assigned to the two information presentation conditions to work individually on a case-based assignment in IDLM. Students who received information during learning task clusters tended to show better results on knowledge construction than those who received information only before each cluster. The students within the two separate information presentation conditions were then randomly assigned to pairs to discuss the outcomes of their assignments under either the personal discussion or online discussion condition in CSCL. When supportive information had been presented before each learning task cluster, online discussion led to better results than personal discussion. When supportive information had been presented during the learning task clusters, however, the online and personal discussion conditions had no differential effect on knowledge construction. Online discussion in CSCL appeared to compensate for suboptimal timing of presentation of supportive information before the learning task clusters in IDLM.
This Wiki contains pointers to and information about various Web 2.0 tools and PC applications, many of which have been tested in my ICT classes. A special "thank you" to the good people at Wikispaces for making these pages available in an advertising-free format.
As Associate Professor in Learning Technology at the University of Plymouth (UK), Steve Wheeler convenes the University's e-learning research network and co-ordinates technology mediated learning for the Faculty of Education. He serves on the editorial boards of ten international journals, writes his own blog and tweets regularly. We talked with him about what the future will bring for learning.
In 2005, Professors Anderson and McCormick wrote A Common Framework for E-learning Quality and Ten Pedagogic Principles of E-Learning, describing an approach to the development of effective e-learning programs.According to Professors Anderson and McCormick, the Ten Principles may help designers to construct pedagogically sound e-learning materials and related activities. The principles may also help teachers to choose resources; design teaching and learning activities based on those resources; and support such activities while they take place.
Explore the Ten Pedagogic Principles of E-Learning as defined by Anderson and McCormick and see how they are applied through the itslearning platform.
The ideal hybrid curriculum utilizes the best online tools to support a teacher-led classroom – making the concept incredibly effective. Young learners are encouraged to explore and follow their own paths with computer-based modules, but a teacher who can bring those lessons to life and give them meaning beyond the classroom in an organized structure shapes and propels that exploration.
If you are one of the nation’s benevolent educational leaders who has spent tens or even hundreds of thousands of dollars on SMART Boards, you should be swatted smartly on the wrist for wasting taxpayer dollars. Most of the functionality of a SMART Board, especially the functionality that teachers use, can be gotten from a digital projector shown on a dry erase board. And in most districts that have a SMART Board or two in each school, a digital projector could have been placed in 20 classrooms for the same initial cost.
The field of social media is a burgeoning area of communication, and one that educators cannot ignore. Facebook, Twitter, LinkedIn, Diigo, GooglePlus – these platforms for communication are not going to go away; and while there is a great deal of negative media surrounding their use, they can be harnessed to create myriad possibilities for schools as learning communities. Current research only proves the dominance of Social Media as a modern communication medium: http://blog.nielsen.com/nielsenwire/social/
The proposed invisible learning concept is the result of several years of research and work to integrate diverse perspectives on a new paradigm of learning and human capital development that is especially relevant in the context of the 21st century. This view takes into account the impact of technological advances and changes in formal, non-formal, and informal education, in addition to the 'fuzzy' metaspaces in between. Within this approach, we explore a panorama of options for future development of education that is relevant today. Invisible Learning does not propose a theory, but rather establishes a metatheory capable of integrating different ideas and perspectives. This has been described as a protoparadigm, which is still in the 'beta' stage of construction.
As students flock to online courses in greater numbers than ever, and even elementary schools add online components, more and more educators are needed for online colleges and online educational programs. Teachers working online must not only know their subject matter through and through, but also how to use the latest technology to communicate with and engage students. On top of all that, they also have to keep abreast of new ideas and products that will make their jobs easier and improve their ability to work with students.
Fortunately, many who work in educational technology fields are more than willing to share their expertise with others online through videos, podcasts, and more commonly, blogs. We’ve collected a few of these great blogs here, creating a great reading library for any online educator who wants to learn more, develop professionally, and connect with others in the field.
In this report we are attempting to design a quality framework for UGC in higher education. The task is challenging because the usual quality frameworks laid down in discipline specific catalogues of criteria are not applied to UGC, and content is not developed or authored by experts of a domain but by users, in higher education by learners. Therefore we are touching on a still white spot in this field. It is out attempt to develop a framework which can be used to enhance the quality of user generated content. We believe that this can be done by employing the already long introduced quality methodologies like peer-review and peer-reflection or self-assessment to the field of UGC. In addition we believe that not only users – in the case of higher education students, or more generically learners, have to be involved but also educational professionals and institutional quality managers. They have to be addressed if UGC should become more relevant for teaching and learning, and/ or on an institutional level.