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Visualizing The Evolution Of London

Visualizing The Evolution Of London | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Source: CASAWe came across this fascinating animation of the evolution of London over its 2000-year-old history from the Guardian. It was created by the researchers at the University College London's Centre for Advanced Spatial Analysis (CASA).
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Zentrum für multimediales Lehren und Lernen (LLZ)
E-Learning, E-Teaching, E-Assessment, E-Portfolio, Multimedia, OER, Datenschutz, Mobile Learning, E-Strategie, Implementierung, Social Media, ILIAS, Tools
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The 5 Worst Types of eLearning Courses and How to Fix Them

The 5 Worst Types of eLearning Courses and How to Fix Them | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
To avoid having your own eLearning courses slip into this undesirable category, make sure you aren’t creating any of these worst types of courses.

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What Does Connectivism Mean for Education?

What Does Connectivism Mean for Education? | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it

The theory of Connectivism provides new insight into what it means to facilitate learning in the 21st Century. Those responsible for teaching and training need to incorporate instructional strategies that match learner expectations and the physical changes that technology has wrought on the human brain.


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Nik Peachey's curator insight, May 22, 1:32 AM

Nice short article on the classroom implications of connectivism.

Oskar Almazan's curator insight, May 23, 8:28 AM
Siemens has done a good job laying out the core principles of Connectivism in his 2004 piece, "Connectivism: A Learning Theory for the Digital Age."
 
Andrea Mejia Medina's curator insight, May 23, 12:28 PM
Connectivism: A Learning Theory for the Digital Age George Siemens
Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments. Vaill emphasizes that “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast of the surprising, novel, messy, obtrusive, recurring events…” (1996, p.42). Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime. Information development was slow. The life of knowledge was measured in decades. Today, these foundational principles have been altered. Knowledge is growing exponentially. In many fields the life of knowledge is now measured in months and years. Gonzalez (2004) describes the challenges of rapidly diminishing knowledge life: “One of the most persuasive factors is the shrinking half-life of knowledge. The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete. Half of what is known today was not known 10 years ago. The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD). To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.” Some significant trends in learning:  Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.  Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks.  Learning is a continual process, lasting for a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same.  Technology is altering (rewiring) our brains. The tools we use define and shape our thinking.  The organization and the individual are both learning organisms. Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning.  Many of the processes previously handled by learning theories (especially in cognitive information processing) can now be off-loaded to, or supported by, technology.  Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).
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Contentproduktion - wie entstehen digitale Bildungsmaterialien an Hochschulen? — e-teaching.org

Contentproduktion - wie entstehen digitale Bildungsmaterialien an Hochschulen? — e-teaching.org | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Die Produktion digitaler Bildungsressourcen gilt als aufwendig, doch gibt es dabei große Unterschiede: Geht es um Vorlesungsaufzeichnungen, um die Produktion von Videos, interaktiven Lernelementen oder … Im Online-Event stellen Vertreter verschiedener E-Learning-Einrichtungen an Hochschulen vor, mit welchen Dienstleistungen und Technologien sie Lehrende bei der Contentproduktion unterstützen.
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Jenseits eines Potpourris von Plattitüden. Zur Forderung des Wissenschaftsrates nach „Lehrverfassungen“ an den Hochschulen, via @ImTunnel

Jenseits eines Potpourris von Plattitüden. Zur Forderung des Wissenschaftsrates nach „Lehrverfassungen“ an den Hochschulen, via @ImTunnel | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
von Stefan Kühl, Ines Langemeyer, Gabi Reinmann und Marcel Schütz Foto: Andrew Sweeney Der Wissenschaftsrat, das zentrale wissenschaftspolitische Beratungsgremium von Bund und Ländern, fordert in s…

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12 Good Encyclopedias and Atlases Apps for Students

12 Good Encyclopedias and Atlases Apps for Students | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Free resource of educational web tools, 21st century skills, tips and tutorials on how teachers and students integrate technology into education
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10 Easy Ways to Integrate Technology in Your Classroom

10 Easy Ways to Integrate Technology in Your Classroom | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Free resource of educational web tools, 21st century skills, tips and tutorials on how teachers and students integrate technology into education

Via Skip Zalneraitis, Ressources pour les cours d'anglais, Ms Buffard, Juergen Wagner
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Cathy Sullivan's curator insight, February 22, 6:39 PM
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Assessment Design: A Matrix To Assess Your Assessments

Assessment Design: A Matrix To Assess Your Assessments | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Assessment Design: A Matrix To Assess Your Assessments

Via Rob Hatfield, M.Ed.
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Rob Hatfield, M.Ed.'s curator insight, May 10, 10:37 AM
TeachThought has provided an interesting assessment matrix to review your own assessments within our 21st Century teaching and learning environments.
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Gamification Doesn’t Work: 6 Reasons Why Gamification Alone Can’t Save Your Training - eLearning Industry

Gamification Doesn’t Work: 6 Reasons Why Gamification Alone Can’t Save Your Training - eLearning Industry | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Want to know what happens when Gamification Doesn’t Work? Check 6 reasons why gamification alone can’t save your training.
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How to Succeed with Blended Learning - A Complete Guide

How to Succeed with Blended Learning - A Complete Guide | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Achieving Blended Learning Success: Think of Who, Why, What, Where and How.

Via SHIFT eLearning, steve batchelder
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The Disruption of Digital Learning: Ten Things We Have Learned

The Disruption of Digital Learning: Ten Things We Have Learned | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Digital learning is here: what are the ten trends to make sense of this new landscape?

Via Ana Cristina Pratas
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10 Innovative Formative Assessment Examples for Teachers

10 Innovative Formative Assessment Examples for Teachers | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
If you're looking for some innovative formative assessment strategies, you'll find some great ideas in this article. Try them out in your own classroom.

Via Ana Cristina Pratas
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Bertram Opitz's curator insight, May 5, 3:35 AM

Something worth trying!

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Learner Experience Mapping: Building Personalized “Learner-centric” Experiences

Learner Experience Mapping: Building Personalized “Learner-centric” Experiences | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
To provide learners valuable learning, companies need to map the path of a learner’s experience from recognizing learning needs to actual learning– and beyond.

Via SHIFT eLearning
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davidconover's curator insight, May 3, 11:25 AM
In what ways do school districts address the student journey?
 
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Don’t Believe the Hype. Learning Management Systems Are Alive and Well — Chief Learning Officer - CLO Media

Don’t Believe the Hype. Learning Management Systems Are Alive and Well — Chief Learning Officer - CLO Media | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Like Lazarus, LMSs have been prematurely declared dead.

Via Rapid E-Learning
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Digitaler Wandel: Bundesregierung gründet Deutsches Internet-Institut

Digitaler Wandel: Bundesregierung gründet Deutsches Internet-Institut | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Die Digitalisierung der Gesellschaft ist ein interdisziplinäres Thema mit Wirkungen in alle Lebensbereiche. Das Deutsche Internet-Institut, das noch in diesem Jahr seine Arbeit aufnehmen wird, soll den digitalen Wandel mit Förderung der Bundesregierung untersuchen und begleiten. Das „Internet-Institut für die vernetzte Gesellschaft” wird seinen Sitz in Berlin haben, denn das Berlin-Brandenburger Konsortium aus fünf Hochschulen und zwei außeruniversitären Forschungseinrichtungen konnte sich im Ideenwettbewerb des Bundesforschungsministeriums durchsetzen und damit eine Fördersumme in eine
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Hattie Effect Size 2016 Update

Hattie Effect Size 2016 Update | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Hattie effect size 2016 data. Discover John Hattie's latest effect size data. The major themes remain the same, but there are some interesting new findings.

Via Ana Cristina Pratas
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5 Rules for Creating Scenarios in eLearning

5 Rules for Creating Scenarios in eLearning | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Scenarios are also double-edged swords. In the wrong hands, they can fall flat and along with it, bring down the whole eLearning course. Follow these rules.

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Stop Trying to Define Personalized Learning (EdSurge News)

Stop Trying to Define Personalized Learning (EdSurge News) | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Defining personalized learning gives the illusion that we know what works. But we don’t. There are no classic recipes to use yet—just breadcrumbs to follow, and we are not even sure where they all lead.

Via Nik Peachey, Aysin Alp
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Nik Peachey's curator insight, May 16, 3:54 AM

Well argued. Have to agree with a lot of this. Edtech companies are all rushing to commoditise this.

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Digital kompetente Lehrpersonen – wie?

Digital kompetente Lehrpersonen – wie? | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Digital kompetente Kinder und Jugendlichen brauchen digital kompetente Lehrerinnen und Lehrer, die im Sinne von Medienbildung und Medienerziehung für digitale Bildung sorgen. Bei der Gestaltung von Seminaren und Workshops, die dazu gedacht sind, digitalen Kompetenzen der Lehrenden zu fördern, kann mittlerweile auf diversen Modellen und Entwürfen zurückgegriffen werden. In Österreich wurde digikompP entwickelt, das im…

Via Guido Knaus
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10 Awesome Places to Find Background Music for Video

10 Awesome Places to Find Background Music for Video | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Video content has exploded in popularity, and it’s no wonder. Consumers find video engaging, compelling and convincing — so much so that they’re anywhere from 64% to 85% more likely to buy after…

Via Chris Carter, Elke Höfler
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Crystal Steele Joyce's curator insight, May 10, 10:38 AM
Pretty cool!
Nando Castellanos's curator insight, May 15, 1:09 PM
Nowadays, we find that videos are used, and indeed useful, for many purposes, like for instance, marketing, propaganda, music, among others. But what concerns us is to know that videos have taken a very important role in education. We use videos to present a class, to engage students, to give examples, to give information, to entertain students, as listening activities, etc. Therefore, I consider that this article is very helpful since sometimes it becomes hard to find background music for the videos we create. This article establishes how important videos have became last years, and then, it presents 10 recommendable web sites to get background music for our videos.
lynnegibb's curator insight, May 18, 4:20 AM
This this could be really useful!
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Digitale Medien in Schule und Hochschule als Herausforderung für die Lehrer/innenbildung

Digitale Medien in Schule und Hochschule als Herausforderung für die Lehrer/innenbildung | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Von Christian Spannagel Wir leben in einer Zeit, die von digitalen Medien und IT-Systemen geprägt ist. Der vernünftige Umgang mit Daten und Information sowie die kompetente Nutzung von Informationstechnologie gehört zum Rüstzeug i

Via Guido Knaus
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Why You Need a Professional Portfolio | The Rapid E-Learning Blog

Why You Need a Professional Portfolio | The Rapid E-Learning Blog | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
It's important to maintain a professional portfolio. It shows off your skills & builds your expertise in the community. And it builds you personal brand.

Via juandoming, steve batchelder
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MOOCs: A Postmortem

MOOCs: A Postmortem | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
What I mean when I say that MOOCs are dead is not that MOOCs no longer exist, but that MOOCs are no longer competing against universities for the same students. Continuing with the Coursera theme here, in August they became the last of the major MOOC providers to pivot to corporate training. While I did note the departure of Daphne Koller on this blog, I didn’t even bother to mention that pivot at the time because it seemed so unremarkable, but really it is.

Via Nik Peachey
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David W. Deeds's curator insight, May 8, 9:59 PM

This is interesting. Thanks to Mark E. Deschaine.

Becky Roehrs's curator insight, May 9, 9:50 AM

I love taking MOOC's, but would never want my (public) institution to waste money on creating or maintaining a MOOC ..what a waste of public money! Let the private schools throw their dollars away-we'll be glad to take the courses we like and ignore the rest.

 

It was obvious, IMO, from day one, MOOC's were not set up for a self-sustaining business model, and were building courses on the backs of faculty who were donating their time and  materials to corporations (quite a few of the MOOC providers are not non-profit, in spite of their "good intentions"). 

 

Corporate training is their only hope..until then, take the courses while they are free!

Leigh-Anne Perryman's curator insight, May 15, 4:04 AM
The debate about MOOCs continues...
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14 things that are obsolete in 21st century schools

14 things that are obsolete in 21st century schools | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it

Via Ana Cristina Pratas
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Urheberrecht – Neue Abmahnwellen

Urheberrecht – Neue Abmahnwellen | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
Am 14.01.2017 hat Christoph Pallaske einen Tweet veröffentlicht in dem er auf eine Abmahnung hinweist. Diese hatte er für die Veröffentlichung eines Fotos aus der Wikipedia auf dem Blog "Segu-Geschichte", den er mitbetreut, einer Lernplattform für den offenen Geschichtsunterricht erhalten. Segu-Geschichte wurde vorgeworfen, dass sie auf einer Seite ein Foto ohne gültige Lizenzangabe veröffentlicht zu…

Via Elke Höfler
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50 Reasons It's Time For Smartphones In Every Classroom

50 Reasons It's Time For Smartphones In Every Classroom | Zentrum für multimediales Lehren und Lernen (LLZ) | Scoop.it
50 Reasons It's Time For Smartphones In Every Classroom

Via BlessTheTeacher
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