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Learning design for enabling and supporting online learning
News from the Web about learning design that enables effective online learning
Curated by Gabi Witthaus
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Sense of community in a blended technology integration course: A design-based research study | Harrison | The International Review of Research in Open and Distributed Learning

Sense of community in a blended technology integration course: A design-based research study | Harrison | The International Review of Research in Open and Distributed Learning | Learning design for enabling and supporting online learning | Scoop.it
Sense of community in a blended technology integration course: A design-based research study
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The High Cost of Neuromyths in Education

The High Cost of Neuromyths in Education | Learning design for enabling and supporting online learning | Scoop.it
Instead of believing in the right/left brain, learning styles, and that we use only ten percent of our brains, we should focus on neuroscience research.
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The Case for Group Work - Blackboard Blog

Students hate group work. They’re vocal about it, too; check out a search for “group work” on Twitter, and you’ll see many, many complaints.
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Applying the Interaction Equivalency Theorem to Online Courses in a Large Organization - Journal of Interactive Online Learning

Applying the Interaction Equivalency Theorem to Online Courses in a Large Organization


Brenda Cecilia Padilla Rodriguez
Autonomous University of Nuevo Leon, Mexico

Alejandro Armellini
University of Northampton,
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How to... avoid questionable questions! |

How to... avoid questionable questions! | | Learning design for enabling and supporting online learning | Scoop.it
Carole Bower provides top tips on how to write good assessment questions
Gabi Witthaus's insight:

This is not new, but a great summary by Carole Bower on how to write MCQs. Thanks to David Kernohan's blog post http://followersoftheapocalyp.se/how-i-got-a-first-on-a-futurelearn-mooc-with-one-weird-old-trick/ which pointed to this.

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Some thoughts about CPD for academics who teach online

Some thoughts about CPD for academics who teach online | Learning design for enabling and supporting online learning | Scoop.it
Introduction I was recently asked by a colleague to make some recommendations for a continuing professional development (CPD) programme for academics who teach online at a UK university, and though...
Gabi Witthaus's insight:

Today's blog post was written in response to a request from a colleague.

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elearn Magazine: Why Is the Research on Learning Styles Still Being Dismissed by Some Learning Leaders and Practitioners?

elearn Magazine: Why Is the Research on Learning Styles Still Being Dismissed by Some Learning Leaders and Practitioners? | Learning design for enabling and supporting online learning | Scoop.it
A learning style is supposedly a mode of learning that is most effective for an individual. It supposedly helps to improve learning results. Why does this myth persist? Twenty-five years of research on this and related themes have not provided any form of conclusive evidence that matching the form of instruction to learning style improved learning or even attention.
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eLearning Papers Special Edition: learning anywhere, Opening up Education and the promise of MOOCs

eLearning Papers Special Edition: learning anywhere, Opening up Education and the promise of MOOCs | Learning design for enabling and supporting online learning | Scoop.it
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Is the ADDIE model appropriate for teaching in a digital age?

Is the ADDIE model appropriate for teaching in a digital age? | Learning design for enabling and supporting online learning | Scoop.it
Gabi Witthaus's insight:

Tony Bates presents an interesting perspective here, although I am not sure that the ADDIE model itself lends itself to a lot of debate. It is almost impossible *not* to follow the ADDIE model when creating a course of any description (even if you've never heard of it!) because the steps involved are at such a high level of abstraction and so absolutely generic. The interesting questions arise when you start to talk about *how* you carry out each of these steps, and from that perspective I think ADDIE gives us a useful overarching framework for comparing and contrasting approaches to learning design.

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An investigation into social learning activities by practitioners in open educational practices | Schreurs | The International Review of Research in Open and Distance Learning

An investigation into social learning activities by practitioners in open educational practices | Schreurs | The International Review of Research in Open and Distance Learning | Learning design for enabling and supporting online learning | Scoop.it
An investigation into social learning activities by practitioners in open educational practices
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An article co-authored with Dutch colleagues, which includes a social network analysis of the OER universitas (OERu). I had never looked at the OERu quite like that before!

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Gabi Witthaus's curator insight, September 12, 2014 9:45 AM

An article co-authored with Dutch colleagues, which includes a social network analysis of the OER universitas (OERu). I had never looked at the OERu quite like that before!

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How Should I Offer This Course? The Course Delivery Decision Model (CDDM) ~ Stephen's Web

How Should I Offer This Course? The Course Delivery Decision Model (CDDM) ~ Stephen's Web | Learning design for enabling and supporting online learning | Scoop.it
Stephen's Web, the home page of Stephen Downes, with news and information on e-learning, new media, instructional technology, educational design, and related subjects
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Scaling higher education - the teacher presence conundrum

Scaling higher education - the teacher presence conundrum | Learning design for enabling and supporting online learning | Scoop.it
Terry Anderson refers to a recent study by Tomkin and Charlevoix  into whether teacher presence makes any difference to students on a MOOC.  The findings are, at first glance, encouraging to those ...
Gabi Witthaus's insight:

I have scooped this already on Open Learning News, and am adding it here as it contains a learning design message: conventional distance education providers can learn from MOOCs that well designed courses with opportunities for structured interaction between peers may be more important than teacher presence...

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Gabi Witthaus's curator insight, March 18, 2014 5:32 AM

My first blog post in my new blog, artofelearning.wordpress.com. Some thoughts on what we can learn from emerging MOOC findings that say teacher presence is not necessary for effective learning (confirming Terry Anderson's 'interaction equivalence theorem).

 

I question whether these findings are meaningful in the widening participation debate, or whether they just give more information to conventional institutions offering conventional distance education to fee-paying students.

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Storyboarding for learning design OOC is launched!

Storyboarding for learning design OOC is launched! | Learning design for enabling and supporting online learning | Scoop.it
Today is the start of the Storyboarding for Learning Design open online course (OOC). Brenda Padilla, Jeff Stanford and I will be co-facilitating it. I promised in an earlier post that I would talk...
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Infographic: The Optimal Length for Every Social Media Update

Infographic: The Optimal Length for Every Social Media Update | Learning design for enabling and supporting online learning | Scoop.it
The optimal length for social media posts and all other forms of online content. Get best practices for tweets, posts, blogs, and more.
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Reclaiming Personal Learning ~ Stephen's Web

Reclaiming Personal Learning ~ Stephen's Web | Learning design for enabling and supporting online learning | Scoop.it
Stephen's Web, the home page of Stephen Downes, with news and information on e-learning, new media, instructional technology, educational design, and related subjects
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Howard Gardner: ‘Multiple intelligences’ are not ‘learning styles’

Howard Gardner: ‘Multiple intelligences’ are not ‘learning styles’ | Learning design for enabling and supporting online learning | Scoop.it
The famed psychologist explains why one is not the other though they are often confused.
Gabi Witthaus's insight:

Howard Gardner defends his concept of multiple intelligences by distancing it from the notion of 'learning styles'. He makes some valid points, but I think the chief danger in both domains lies in the implication that teachers should identify the dominant style/intelligence of each learner and tailor their teaching accordingly for that learner. (He actually says as much in his first recommendation at the end of this piece where he advises that teachers should 'individualize' their teaching to the dominant intelligence of each learner.) That is dangerous because it pigeon-holes students into particular ways of learning that might keep them in their comfort zones, when there is no evidence to say that this actually improves learning.

 

His second recommendation, on the other hand, makes sense - 'Pluralize your teaching - teach important materials in several ways, not just one.'

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Professors argue for a new online learning model in Teaching Crowds book

Professors argue for a new online learning model in Teaching Crowds book | Learning design for enabling and supporting online learning | Scoop.it
Why learn from a teacher or a tired old formal institution when you can learn from an online crowd? A couple of AU profs explore this question in their new book, Teaching Crowds: Learning and Social Media.
Gabi Witthaus's insight:

Yay! A new book from Jon Dron and Terry Anderson :-)

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A critique of Howard Gardner's Multiple Intelligences by John White

Gabi Witthaus's insight:
http://eprints.ioe.ac.uk/1263/1/WhiteJ2005HowardGardner1.pdf
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Why a leading professor of new media just banned technology use in class

Why a leading professor of new media just banned technology use in class | Learning design for enabling and supporting online learning | Scoop.it
Anyone distracted in class doesn’t just lose out on the content of the discussion but creates a sense of permission that opting out is OK, and, worse, a haze of second-hand distraction for peers.
Gabi Witthaus's insight:

Really interesting article from Clay Shirky.

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Infographic - implementing e-learning for training organisations (a hyperlinked ADDIE model)

Infographic - implementing e-learning for training organisations (a hyperlinked ADDIE model) | Learning design for enabling and supporting online learning | Scoop.it
Gabi Witthaus's insight:

This version of the ADDIE model for learning design is useful because of all the links to resources produced within Australia's Flexible Learning programme.

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Fantastic learning theories infographic

Fantastic learning theories infographic | Learning design for enabling and supporting online learning | Scoop.it
Gabi Witthaus's insight:

This is a great Infographic map from the HOTEL (Holistic Approach to Technology-Enhanced Learning) project - an EU-funded project. Contains links out to the Wikipedia page for each educational theorist or learning paradigm.

More info at http://www.hotel-project.eu/content/learning-theories-map-richard-millwood
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