21st Century Teaching and Learning Resources
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21st Century Teaching and Learning Resources
21st Century Teaching and Learning Resources
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Rescooped by Rob Hatfield, M.Ed. from E-Learning and Online Teaching
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Free Assets from the E-Learning Community » The Rapid eLearning Blog

Free Assets from the E-Learning Community » The Rapid eLearning Blog | 21st Century Teaching and Learning Resources | Scoop.it

Most people aren’t active participants in the elearning community. That’s OK. No one expects you to sit on the couch, eating bonbons, and chatting in the community. Most of us tend to use the community for quick help and then we go back to work.

 

Not being an active participant means that it’s possible you miss some really good stuff in the community. So in today’s post I am highlighting some of the free assets that your peers have recently shared in the elearning community.


Via Dennis T OConnor
Rob Hatfield, M.Ed.'s insight:

Thank you for sharing.

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Kent Wallén's curator insight, January 9, 2013 9:52 AM

Free design assessts from the e-learning community are hard to resist.  Here are some excellent graphic design elements worth downloading into your design toolkit.

Rhonda Kay's comment, January 9, 2013 4:32 PM
really excellent
Rhonda Kay's curator insight, January 9, 2013 4:33 PM

Great ideas and freebies.

 

 

Rescooped by Rob Hatfield, M.Ed. from EdTech Tools
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Teaching & Learning - Brain-Based Online Learning Design - Magna Publications

Teaching & Learning - Brain-Based Online Learning Design - Magna Publications | 21st Century Teaching and Learning Resources | Scoop.it

Abreena Tompkins, instruction specialist at Surry Community College, has developed a brain-based online course design model based on a meta-analysis of more than 300 articles. In this study, she distilled the following elements of brain-based course design:

Low-risk, nonthreatening learning environment Challenging, real-life, authentic assessments Rhythms, patterns, and cycles Appropriate chunking or grouping Learning as orchestration rather than lecture or facilitation Appropriate level of novelty Appropriately timed breaks and learning periods Purposeful assessments Learning that addresses visual, auditory, and kinesthetic learners Active processing with mental models The use of universal examples, analogies, and parallel processing


Via Dennis T OConnor, Patty Ball
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