E-Learning-Inclusivo (Mashup)

Flipping is easy – and with a little thought and planning, teachers can use the flipped model to create engaging learning experiences for their students. This section covers the nuts and bolts of flipping – from creating videos, to introducing the flipped concept, to practical ideas for using class time differently.

Via Elizabeth E Charles, Jose Erigleidson

Players of video games learn how to strategize and how to perform sometimes complex actions in order to achieve a goal. I believe we can all learn to engage students through studying video games. H...

Via Elizabeth E Charles, Yashy Tohsaku

Videos are engaging. They can be a powerful tool to draw students in and connect them to content in innovative ways. Here are 20 ways to do it.

Via Elizabeth E Charles

Editor's note: This post is co-authored by Marcus Conyers who, with Donna Wilson, is co-developer of the M.S. and Ed.S. Brain-Based Teaching degree programs at Nova Southeastern University. 

 

During the school year, students are expected to listen to and absorb vast amounts of content. But how much time has been devoted to equipping students with ways to disconnect from their own internal dialogue (self-talk) and to focus their attention fully on academic content that is being presented? Listening is hard work even for adults. When students are unable to listen effectively, classroom management issues arise.

Via Elizabeth E Charles, Lynnette Van Dyke

This qualitative study explores the interactive qualities of an e-learning teaching module, reflecting upon style, content and functionality and their impact upon students’ attention and engagement. A grounded theory approach was used with data collected through small group discussion and questionnaires.

Via Elizabeth E Charles, Lynnette Van Dyke

As the density of visual information increases, consider introducing your students to infographics as a means of more thoughtfully engaging with and creating written content.

Via Elizabeth E Charles, Les Howard, Lynnette Van Dyke

The University of Manchester Library have launched an innovative suite of interactive e-learning resources covering a variety of information literacy and academic skills topics, which are freely available for use under a Creative Commons licence.

 

These online resources are highly interactive, using diverse and practical learning activities throughout each resource to provide frequent opportunities for users to practise relevant skills and techniques.

The suite includes:

Original thinking allowed: avoiding plagiarismGet a grip: understanding your taskShopping for information: introducing subject databasesPlanning ahead: making your search workFinding the good stuff: evaluating your sources

They seek to provide a fresh perspective on information literacy topics, using scenarios, student stories and analogies to make the content relevant to users, and highlight the transferable nature of information literacy and academic skills.

The resources are a part of the University of Manchester Library’s new My Learning Essentials skills programme, designed to help students to develop their academic skills and employability.

Visit the My Learning Essentials webpages to find out more, and to see the full list of resources available. The resources are all available for download via Jorum under a CC-BY-NC licence; just search “My Learning Essentials” on Jorum.

Via Elizabeth E Charles, Lynnette Van Dyke

Project based learning and problem based learning are two didactic approaches to learning that are often used interchangeably to refer to the same thing: engaging students in authentic learning activities. This truism does not always hold true. In a learning task that is problem based, the focus is on finding solutions to the  problem posed  through applying learned strategies and in so doing the process of arriving at the solution is, in and of itself, an integral part of the overall learning taking place . Whether a learning activity is authentic or not does not really matter from a problem based learning perspective because often times 'fictitious scenarios' are purposefully designed to provide learners with a contrived environment to work on their ill-structured problems.

Via Elizabeth E Charles