The DiRT Directory is a registry of digital research tools for scholarly use. DiRT makes it easy for digital humanists and others conducting digital research to find and compare resources ranging from content management systems to music OCR, statistical analysis packages to mindmapping software.
In the video above, SAMR creator and ed-tech thought leader Dr. Reuben Puentedura takes a deep dive into his model, explaining the definitions and how teachers can use it to further student learning. The model is broken into four levels, explained Puentedura, each with a successively greater impact on student outcomes.
This handbook is a product of the Digital Commonwealth project which sought to facilitate a creative response to the Glasgow 2014 Commonwealth Games. However, the handbook is designed to be of use to a wider range of individuals, community groups and third sector organisations interested in using digital media (blogs, audio, video and social media) to tell their stories. Please use and share!
Predictions on how e-learning business might trend in 2014 based on key business drivers across geographies, L&D challenges and e-learning buzz words like Social, MOOC, gamification, games, byte-sized learning, performance management, mobile...
Guillermo García, uno de los socios fundadores de la empresa Ejustic Soluciones, nos presentan un nuevo proyecto en el que han estado trabajando. Se trata de Alumn-e (alumn-e.com), un nuevo protagonista en nuestra categoría de Proyectos educativos.
gDraw.io is one of my favourite tools and the one I use most for creating graphics and infographics. As someone who doesn’t draw very well and has only limited design abilities it has really helped me out a number of times and enabled me to produce professional looking illustrations, product mockups and teaching materials.
Most teachers recognise the potential for collaboration between students and the importance of it as a component of a 21st Century education and yet many do not take full advantage of the opportunities they have for collaboration as teachers. Others have found the benefits and willingly share ideas gathered from their personal learning network and contribute to Twitter chats and attend Teach Meets.
The teaching of thinking is a critical endeavour for teachers and one that brings enhanced learning opportunities for students. Unfortunately thinking is not something that we naturally do well and as a consequence it is a skill we need to learn. Understanding this is the first step towards establishing a culture of thinking in your classroom
Intrigued by the idea of using mobile devices for instructional purposes in the classroom? This playlist from VideoAmy will give you some tips and insights into the challenges and the promise of mobile learning.
How do we prepare out students for Web 3.0 learning? This slide show by Judy O'Connell provides us an opportunity to look back in time, from what we might refer to as Web 0 and the journey to where we are today and where we are heading. Many define Web 2.0 as the social web. Web 3.0 will be defined by data, and the ability to link data in new ways. Many excellent resources are embedded within this slide show, so find some time to pull up your chair and learn more about what the future may hold.
The Microtraining method is an approach aimed at supporting informal learning processes in organizations and companies. Learning in this sense means that an active process of knowledge creation is taking place within social interactions, but outside of formal learning environments or training facilities. This process can be facilitated by well-designed and structured systems and by supporting ways of communication and collaboration, like the Microtraining method does. A Microtraining arrangement comprises a time span of 15–20 minutes for each learning session, which can activate and maintain learning processes for a longer period if bundled into series. A Microtraining session can be held face-to-face, online or embedded in an e-learning scenario.
The Microtraining method can be applied to learning situations within organizations and companies, especially when basic knowledge needs to be refreshed or improved and when information is needed for immediate use in daily practice. In comparison to formal learning, Microtraining is an approach aimed at structuring informal learning activities. While formal learning may be a successful approach for people with less knowledge and skills [Tynjälä, 2008], it can be counter-productive for more experienced employees [Jonassen et al., 1993] for whom informal blended learning approaches like Microtraining appear to be working very well [Jonassen/Mayes/McAleese, 1993; Jonassen, 1997].
With regard to organizational requirements, facilitating the new learning concept by management and accompanying the initial phase of implementing the Microtraining method are crucial for its success. Consequently, the Microtraining method is not meant to be an approach to designing learning materials alone, but involves analyzing learning processes in organizations and supporting change management of learning strategies as a whole. If, for example, employees have insufficient access to a computer or web services supporting online learning activities that are part of the Microtraining approach or if they are not allowed to spend working time learning, any effort to design the best material and collaborative surroundings will fail.
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