ODLAA is a professional association of educators, instructional designers, educational researchers, education consultants, and administrators from across Australia and overseas that is dedicated to advancement of research, practice, and support of education ‘across time and space’.
ODLAA connects professionals in order to share experiences and disseminate information with respect to open and distance learning. Our members come from all educational sectors plus commercial training providers and training units in the corporate sector. They are involved in management, administration, design, development, research and teaching in multiple modes that may best be described as ‘outside the traditional classroom’.
With a seldom seen depth of knowledge and passion for his subject, David Phillips has become the leading Swedish figurehead in the art of making presentations. He is the founder and owner of Sweden's largest resource on the subject: Presentationsteknik.com. He is also author of the ground-breaking book "How To Avoid Death By PowerPoint" published in more than 30 countries.
"Just as our online teaching is not temporally or spatially bounded, ‘online learning’ is not a separate domain, because learning does not really happen online. True, some of our students may sit alone at a desk with a computer in a room that is thousands of kilometres from the nearest physical campus of our institution, but their learning is still physical and embodied. Furthermore, our students do not do all of their learning at such desks. Learning carries on, away from the virtual learning environments of the programme. It filters into the physical settings of home, cafes, and workplaces and in transit between them. For example, it is not unusual for some of our students to engage with materials whilst on call in an emergency department or during family dinner time."
Carnegie Mellon University has moved forward in its efforts to release education tools into the world. Last week, the institution officially introduced OpenSimon, a community and collection of tools dedicated to "[catalyzing] a revolution in learning and teaching" for higher education and K-12.
Check all about the Future Of Online Learning as it is going to play an increasingly integral part of everyone’s learning experience in the following years.
The more you can remove from the page the better. And, I think it’s the same thing with learning. What do you want somebody to walk away with? What’s that key point? We like to refer to it at LinkedIn as: what’s the so-what? What did I get out of that particular lesson?
Drawing on data from five large enrolment introductory courses in a public university, we compared students’ perceptions of blended learning on design, interaction, learning, and satisfaction in four different blended models. The models, which were the result of a course redesign initiative, had different combinations of face-to-face lectures, online sessions, and small group tutorial classes. Our findings suggest that students perceived courses with fully online lectures and in-class tutorials most positively on design and overall satisfaction, while those enrolled in courses with in-class lectures and in-class tutorials, supplemented by online discussions, felt most positively about interaction. Students perceived learning in the former courses more favourably than the latter, however the differences were not statistically significant. The least preferred model overall was the one that had in-class lectures and tutorials that alternated weekly between in-class and online sessions.
In recent years, the slideshow presentation has become so ubiquitous in our schools that it has become rare to walk into a lesson and not see one on display. However, teaching from a slideshow can either support or hamper learning, depending on the slideshow design. In my English classroom, I use
Community college students who are women, those who work, people who are married or in a domestic partnership, and those with dependents are all more likely to prefer learning environments that are mostly or completely online.
By emphasizing interpersonal connection in the design process, instructional designers can foster stronger relationships among students and faculty in digital learning environments.
Discussions of design leadership tend to look upward, toward the executives and directors who sit atop the organization. And while those folks are indeed important, their efforts overshadow what I’ve realized is the most impactful role in a design organization: the “lower-middle management” of the Design Team Lead.
Edvisor units in our various institutions and organisations frequently house learning technologists and learning designers in the same space. It seems like a good time to delve a little deeper into the practices and skills of learning technologists. What do they know? What do they do? What's the difference between them and learning designers? How do we work together? Is there an unofficial hierarchy of roles?
There’s no such thing as a perfect system, and from time to time, you may feel hampered by the constraints of Moodle and want to go out on your own and trail-blaze with an alternative way of connecting with your students. The easiest and most common options our educators are using seem to be Facebook, Twitter and similar tools online.
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