Solo and Social Learning in Online Courses
Blog posts
Interactive technologies for effective collaborative learning
Sloan-C Online Collaboration Principles
The Best Web 2.0 Software of 2006
chunking principle
SITE DESIGN: "Chunking" information
Multimedia Best Practices -- Chunking
Transform Magazine - E-Learning For Short Attention Spans
Designing e-Learning User Interfaces Part 1: Assisting User Memory
Teaching Online Journalism: Training citizens to be journalists
UMass Dartmouth - CMR Blog Study II
Web design: 15 important research findings you should know – Jens Meiert
Making of a New WordPress Powered Site » CogDogBlog
Blogging to Learn and Learning to Blog
A blog is more than a communication tool
Weblogg-ed » Assessing Blog Posts
USDLA - United States Distance Learning Association
Online Education Blogs & Forums - Blogs
Fast, Cheap, and Good: Yes, You Can Have It All
Education World ® Technology Center: Tech Lesson of the Week
Rubric for Assessing Reflective Writing
Uses of Blogs in Education
Scored Discussion Rubric
Links to School Bloggers
Wikis at Work
Putting the Fun in Functional - PowerPoint Presentation
Nieman Reports
Using Google Notebook, Google Reader, and Firefox
You can also limit who gets to view a notebook by selecting different email addresses. This could be beneficial in a classroom context, when a student just wants to share access to their notebook with a few partners and the teacher, but not the entire class or the world.
Overall, however, I am VERY impressed with the Google Notebook tool and the possibilities it presents! I think it has HUGE applications for educational research, particularly because it permits such easy harvesting of links, quotations, and images with the date and originating URL/website included in the notebook clipping.
Mimicking Proximity: The Role of Distance Education in Forming Communities of Learning
Lawrence Erlbaum Associates, Inc. - American Journal of Distance Education - 20(3):163 - Abstract
The study showed no difference in information recall between the different module lengths and formats; however, as module length increased, participants were more likely to not complete the modules.