When it comes to social media, there seem to be two schools of thought in the science/research community. One posits that spending time on social media can be extremely useful. The other posits that spending time on social media is stupid.
Via Susan Bainbridge
Recently GippsTAFE staff members attended training sessions to introduce them to the use of Mahara ePortfolios. The sessions focussed on the use of ePortfolios as a way for students to gather evidence of their skills and ...
Via Sigi Jakob
"In an online environment, human interaction does not just happen naturally. Your online students need a way to get to know you, the instructor, and others. There are several ways to encourage your students to interact with each other. The idea is to be creative and set several guidelines for students to follow in order to stimulate asynchronous discussions."
You’ll find here a bunch of techniques and suggestions. Save them for future use.
Students’ participation in online discussions is central in online learning courses as it contributes to a participative and meaningful instruction where learners build their knowledge in a constructive way with instructors, colleagues, informal sources and by reflecting upon the process.
Debbie Morrison is posting a triplet series on how to create effective discussions in an online learning environment. In part I she presents components which make online discussions effective, namely:
1. A solid course design
2. Guidelines and expectations for students
3. Well constructed topics/questions
4. The existence of a skilled facilitator or moderator
5. An assessment component
Wang Y. & Victor Der-Thang Chen (2008). Essential Elements in Designing Online Discussions to Promote Cognitive Presence, Journal of Asynchronous Communication. Journal of Asynchronous Learning Networks, 3-4 (12).
Wade, D. A., Bentley, J. P. H., & Waters, S. H. (2006). Twenty guidelines for successful threaded discussions: A learning environment approach. Distance Learning, 3(3), 1-8.
La fiche Gérer son image sur Internet propose des exercices pratiques axés sur la réflexion par rapport aux notions d’identité numérique, de traces laissées sur Internet, de la e-réputation, de la vie privée et des données personnelles… Tout en s’attachant à la langue française et à ses subtilités.
Recul critique et invitation à réfléchir sur ses pratiques connectées (réseaux sociaux en ligne, utilisation d’Internet…) sont les maîtres mots de ce dispositif pédagogique qui peut être repris en classe, en espace public numérique, en famille ou par tout internaute.
While clearly not every student is trying hard to take the slacker route, it's worth noting that picking out the students trying to take this route gets a little more complicated when you move from taking classes in person to taking classes online.
Program handouts for the Educational Technology Journals workshop shared by the Faculty Development and Instructional Design Center at Northern Illinois University (List of Educational Technology Journals.
It is my full intention to assist you in coming up with your own definition of the “Flipped Classroom”. As you go through the resources below… click on the links and immerse yourself. I have tried to find resources that really say it in a way that we can all understand. You may just begin to Flip your idea of Flipping!
Which online instructor characteristics help students succeed? Findings and comments from participants of a study at Anne Arundel Community College led to the conclusion that the two primary characteristics that the students found important in their online courses were communication/availability and feedback. Further work in the same study suggests that meeting online students’ needs significantly impacts student success and that students expect a quick response from instructors.
According to a recent study, not only does the US have a lower percentage of households with personal computers, but also offers slower bandwidth per user than countries such as Canada, Ireland, Sweden, Japan, and others.
Un article particulièrement utile aux formateurs et manageurs
je cite :
""Les savoirs tacites consistent à résoudre par des aptitudes, des savoir-faire, des habiletés, des intuitions, des problèmes pratiques qui n’ont pas été prévus ni formalisés par l’organisation. Ce savoir tacite est difficilement transférable, il permet d’assumer une part essentielle dans le fonctionnement des entreprises.""
Summary: Research on cyberbullying sponsored by Opennet has found that teenager who are 'heavy cell phone users' are more likely to engage in the practice of bullying online, as well as become bullied themselves.According to the survey, mobile...