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Innovate: Online Teaching and Classroom Change: The Trans-Classroom Teacher in the Age of the Internet
Innovate: Online Teaching and Classroom Change: The Trans-Classroom Teacher in the Age of the Internet
Research on teachers doing both face-to-face and online teaching. 75% of the teachers said that teaching online improved their face-to-face teaching. Course design and communication changes were most common, but some teachers also added multimedia.
Imported from Diigo#assessment#communication#education#instructionaldesign#k-12#multimedia#research#elearning
·innovateonline.info·
Innovate: Online Teaching and Classroom Change: The Trans-Classroom Teacher in the Age of the Internet
Innovate: When the Medium Illustrates the Content: Exploiting the Unique Features of Online Communication
Innovate: When the Medium Illustrates the Content: Exploiting the Unique Features of Online Communication
Case study of a course developed with 7 principles of effective online course design (from Chickering & Gamson). Explains how each of the principles was demonstrated and includes student evaluations of the course. Students felt the course was effective in teaching critical thinking skills and promoting student interaction, with many students rating it higher than face-to-face courses.
<li>encourages contact between students and faculty,</li><li>develops reciprocity and cooperation among students,</li><li>encourages active learning,</li><li>gives prompt feedback,</li><li>emphasizes time on task,</li><li>communicates high expectations, and</li><li>respects diverse talents and ways of learning.</li>
Students perceived the course as having the most impact on their critical thinking skills, with 87% rating the course as extremely or very useful in developing these capabilities
Overall, 79% of respondents felt that this totally online course was extremely or very useful in fostering student interaction, a principle of effective teaching that students often fear will be lacking in their online courses (Bullen 1998; Ward 1998).
Imported from Diigo#communication#criticalthinking#highered#instructionaldesign#research#elearning
·innovateonline.info·
Innovate: When the Medium Illustrates the Content: Exploiting the Unique Features of Online Communication
TL Forum 2000: McLoughlin and Marshall - learner support in an online teaching environment
TL Forum 2000: McLoughlin and Marshall - learner support in an online teaching environment
Scaffolding skills for learning online to support the development of lifelong learning skills. The authors identify 4 aspects of "learning to learn": articulation, self regulation, repertoir of learning strategies, and self-evaluation skills. Design principles to support these 4 component skills are covered.
Imported from Diigo#instructionaldesign#learning#lifelonglearning#scaffolding#elearning
·lsn.curtin.edu.au·
TL Forum 2000: McLoughlin and Marshall - learner support in an online teaching environment
elearnspace: A World without Courses
elearnspace: A World without Courses
George Siemens presents ideas about what a world without courses would look like. We have lots of pieces of content that can be distributed for learning, but how do we assign value to that learning? What about a reputation system, where experts recognized within the network can evaluate the work of others? What about recommending other learning resources, like Amazon recommends other books? Siemens raises some very interesting possibilities here.
Imported from Diigo#distributedlearning#reputation#elearning
·elearnspace.org·
elearnspace: A World without Courses
I mean, really, where did we think all of this was going to go?
I mean, really, where did we think all of this was going to go?

George Siemens further explores the idea of a world without courses in 3 areas: 1. Content

  1. Conversations and Connections
  2. Reputation and Accreditations This would be a real revolution in learning and education, and it's intriguing to imagine the possibilities even if it is (as Siemens admits) very speculative.
Imported from Diigo#connectivism#conversation#distributedlearning#reputation#elearning
·connectivism.ca·
I mean, really, where did we think all of this was going to go?
Analysis of Problem-Solving-Based Online Asynchronous Discussion Pattern (PDF)
Analysis of Problem-Solving-Based Online Asynchronous Discussion Pattern (PDF)
Research on using online discussions for student problem solving. The study found that problem solving discussions were more helpful for students than typical single topic discussions, but instructors can use strategies to guide discussion and encourage more depth.
Imported from Diigo#asynchronous#discussion#problemsolving#research#elearning
·ifets.info·
Analysis of Problem-Solving-Based Online Asynchronous Discussion Pattern (PDF)
Top News - Analysis: How multimedia can improve learning
Top News - Analysis: How multimedia can improve learning
Research on how effective use of multimedia can improve learning outcomes. Based on research by Mayer, Moreno, Clark, & others. Much of this is in e-Learning and the Science of Instruction, but some of these principles, especially on interactivity, aren't included in that book. (Quotes from page 4)
Direct Manipulation Principle: As the complexity of the materials increases, the impact of direct manipulation (animation, pacing) of the learning materials on the transfer of knowledge also increases.
However, when the average student is engaged in higher-order thinking using multimedia in interactive situations, on average, that student's percentage ranking on higher-order or transfer skills increases by 32 percentile points over what the student would have accomplished with traditional learning.
Imported from Diigo#animation#interactivity#learning#multimedia#research#elearning
·eschoolnews.com·
Top News - Analysis: How multimedia can improve learning
eLearn: In Depth Tutorials - Designing and Developing E-learning Projects: A Three-Tiered Approach
eLearn: In Depth Tutorials - Designing and Developing E-learning Projects: A Three-Tiered Approach
Breaks e-learning development into three categories according to complexity: bronze, silver, and platinum. Bronze projects are simple tasks like revisions that can often be done with rapid development. Silver projects might be converting face-to-face content to online or compliance training. Platinum projects are high-impact, resource-intensive projects, including academic courses.
Imported from Diigo#instructionaldesign#projectmanagement#elearning
·elearnmag.org·
eLearn: In Depth Tutorials - Designing and Developing E-learning Projects: A Three-Tiered Approach
University of Houston Study: Hybrid Courses More Effective for Students
University of Houston Study: Hybrid Courses More Effective for Students
Research comparing traditional and hybrid methods of teaching a college course. Students in the hybrid course with access to materials online scored 10% higher in the course.
A technical report from a University of Houston <a target="_blank" href="http://grants.hhp.coe.uh.edu/%7Eclayne/HHPPage/main.html">Department of Health and Human Performance</a> researcher finds that students in a hybrid class that incorporated instructional technology with in-class lectures scored a letter grade higher on average than their counterparts who took the same class in a more traditional format.
Imported from Diigo#hybrid#highered#research#elearning
·campustechnology.com·
University of Houston Study: Hybrid Courses More Effective for Students
Top News - Panelists: Online learning can help minority students
Top News - Panelists: Online learning can help minority students
Advantages for online learning at the K-12 level to help disadvantaged students. In spite of the title, this is about more than just racial issues.
In fact, Jackson said, out of all the high schools in Illinois that implement online learning, a predominantly Hispanic high school has the highest online learning pass rate. This school has managed to recover dropouts and has encouraged parents raising children and/or working full-time to enroll as well.
<div style="margin: 0in 0in 0pt;">“Online learning isn’t just some remedial course we’re giving to minority or disadvantaged kids,” said Rose. “It’s a high-quality education that’s helping to meet individual student needs.”</div> <div style="margin: 0in 0in 0pt;">&nbsp;</div> <div style="margin: 0in 0in 0pt;">Jackson argued that sometimes online courses are even more rigorous than traditional courses, because they are more interactive, require technology literacy, and provide a host of online resources for a student to take advantage of.</div>
Imported from Diigo#k-12#diversity#digitaldivide#elearning
·eschoolnews.com·
Top News - Panelists: Online learning can help minority students
Coherence or interest: Which is most important in online multimedia learning?
Coherence or interest: Which is most important in online multimedia learning?
A challenge to the coherence principle: the idea that all information in multimedia learning should be essential, and nothing should be added simply for interest. This research found that in an authentic learning setting that performance was the same whether learners had only the essentials or had additional interesting information, directly contradicting Clark & Mayer's work.
Imported from Diigo#multimedia#engagement#research#learning#elearning
·ascilite.org.au·
Coherence or interest: Which is most important in online multimedia learning?
eLearning Guild Annual Gathering 2008 - Day 1- Social Learning Discussion « eLearning Weekly
eLearning Guild Annual Gathering 2008 - Day 1- Social Learning Discussion « eLearning Weekly
Tips and tricks for implementing social learning tools (Web 2.0 tools for learning) in organizations, focused on how to get people in the organization to buy in and actually use the tools.
<li>Oftentimes, when social learning is discussed at an organization, some workers shy away. They see their knowledge as their power, and they’re afraid to give up that control. How to overcome this? Emphasize their ability to help others and play a bigger role in helping the organization, instead of hoarding the knowledge. (Sometimes easier said than done.)</li> <li>If you’re getting pushback on social learning technologies (ex. blogs and wikis), you may want to have evangelist(s) at your organization who take lead and emphasize the potential of these tools, show examples, etc.</li>
"What is the perfect social learning implementation? There is no such thing. Use whatever tools and methodologies that help your teams collaborate best."
Imported from Diigo#social#web2.0#orgculture#learning#change#elearning
·elearningweekly.wordpress.com·
eLearning Guild Annual Gathering 2008 - Day 1- Social Learning Discussion « eLearning Weekly
Education Week: Online Education Cast as ‘Disruptive Innovation’
Education Week: Online Education Cast as ‘Disruptive Innovation’
Book review describing online education as a disruptive technology for K-12 education. The educational system as it exists right now, the authors argue, can't adapt to new technologies and provide the individualized, student-centered approaches possible with online learning. Compares models of change in business to education.
<a href="http://www.mhprofessional.com/product.php?isbn=0071592067"><i>Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns</i></a> predicts that the growth in computer-based delivery of education will accelerate swiftly until, by 2019, half of all high school classes will be taught over the Internet.
Imported from Diigo#change#k-12#education#studentcentered#elearning
·edweek.org·
Education Week: Online Education Cast as ‘Disruptive Innovation’
Will at Work Learning: FREE Research Report on Feedback
Will at Work Learning: FREE Research Report on Feedback
21 points from research on feedback summarized, plus a downloadable free report with all the details. Feedback is generally good for learners and should tell them the right answers, plus maybe why it's right. Lots of insight about what kinds of feedback to use or how to use feedback depending on the results you're aiming for.
<li>Immediate feedback prevents subsequent confusion and limits the likelihood for continued inappropriate retrieval practice.</li> <li>Delayed feedback creates a beneficial spacing effect.</li> <li>When in doubt about the timing of feedback, you can (a) give immediate feedback and then a subsequent delayed retrieval opportunity, (b) delay feedback slightly, and/or (c) just be sure to give some kind of feedback.</li> <li>Feedback should usually be provided before learners get another chance to retrieve incorrectly again.</li>
Imported from Diigo#research#learning#feedback#training#elearning
·willatworklearning.com·
Will at Work Learning: FREE Research Report on Feedback
Working with online learning communities
Working with online learning communities
Best practices for working with online learning communities, including how to work with lurkers who may still be learning even if they aren't actively participating.
<li>online learning communities are grown, not built </li> <li>online learning communities need leaders </li> <li>personal narrative is vital to online learning communities.</li>
<p>He gives a set of mantras for teacher/leaders in any online community:</p> <ul> <li>all you need is love </li> <li>control the environment, not the group </li> <li>lead by example </li> <li>let lurkers lurk </li> <li>short leading questions get conversations going </li> <li>be personally congratulatory and inquisitive </li> <li>route information in all directions </li> <li>care about the people in the community; this cannot be faked </li> <li>understand consensus and how to build it, and sense when it's been built and just not recognised, and when you have to make a decision despite all the talking.</li></ul>
Imported from Diigo#learningcommunity#teaching#leadership#discussion#elearning
·admin.futurelab.org.uk·
Working with online learning communities
Top News - Online insight: Challenges beat cheerleading
Top News - Online insight: Challenges beat cheerleading

Network analysis in online discussions in two classes shows, not surprisingly, that asking probing questions and challenging posts results in more learner engagement than simple "cheerleading" posts like "Great job!"

New link: http://www.eschoolnews.com/2008/05/08/online-insight-challenges-beat-cheerleading/

Imported from Diigo#discussion#networks#education#research#teaching#engagement#elearning
·eschoolnews.com·
Top News - Online insight: Challenges beat cheerleading