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eLearning Sucks
A slideshow about linear e-learning, games, and learning in "the flow zone." I wish a citation was provided for the stats about learning from lectures.
The 6 Levels of Engagement in Online Conversations | Lateral Action
A framework for thinking about the depth and value of online conversations. It's easy to have mindless, shallow conversations; it takes more work and creativity to have relevant conversations that show who you really are.
High Tech in Hawaii: The Real-World Relevance of Technology | Edutopia
Profile of a Hawaiian school using technology and project-based learning to engage students and give them 21st century skills.
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"What the animation does is it assists the children in visualizing the action," explains Mitchell, who teaches language arts enrichment classes. "The animation is a way of them developing the picture so they relate that to the writing, to what they hear, what they see, what they feel." Technology, she adds, "gives you one more way of teaching something."
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"Looking for real-world relevance has to do with students being interested in what they do, knowing that it's useful outside of school," says Kaninau. "The experiences are not contrived or in isolation, but they're a part of a larger learning activity. Without those connections, it won't be meaningful, and it'll be forgotten tomorrow."
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90-9-1 Theory - Wiki Patterns
Wiki Patterns explanation of participation in a wiki with the 90-9-1 theory. This includes some of the statistics of participation for Wikipedia and other community sites.
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The 90-9-1 theory explains the percentage of a wiki's participation, breaking it down as readers being the highest percent, with minor contributors composing the 9 percent and enthusiastic and active contributors composing 1 percent of the total participants in a wiki.
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While it is impossible to overcome this type of human behaviour, it is possible to change the participation distribution (i.e 80-16-4 where 80% are lurkers, 16% contribute a little and 4% contribute the most).
In the Wild « Web2.0 in High School
Observations from the beginning of a high school project with Ning, Animoto, and Flickr. Most of the insight is around how Ning facilitates conversations between students and lets the teacher join the discussion. Students are engaged with Ning; they are personalizing their spaces and giving each other constructive feedback.
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The ability for teachers to understand and add value to the comment ‘back channel’ is a key skill for the ‘connected teacher’. Anyone can swap an writing pad for a blog, there is no value in that. The back channel is the conversation, and is the heartbeat of thought.
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I can’t think of another way in which teachers can get such immediate access to the ‘thinking’ process that is playing out in front of them.
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!"
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.
eLearn: Case Studies - The Reluctant Online Professor
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Great success story of an instructor who reluctantly converted a face-to-face course to an online one. Because she focused on using the technology to do things she couldn't do in a physical classroom and creating an environment for active learning, her online course was one of the most successful she has ever taught.
- christyinsdesign on 2007-11-27
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As it turned out, this was one of the best courses, online or onsite, I have ever taught. Not only did I witness enormous engagement among almost all of the students, but the level of learning was much higher than in previous years.
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The feedback from the students on the course was very positive, better than I had received for the onsite course in previous years. One of my favorite written student comments was, "… I don't know how this course could be taught as effectively in the classroom."
Create Engaging E-Learning Courses You Can Be Proud Of - The Rapid eLearning Blog
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Examples of active and passive e-learning, with an argument that passive learning has a place if you're mostly providing a reference source. Also shows how passive learning can be more interesting than just bullet points.
- christyinsdesign on 2007-11-06
Engage learners in elearning with questions » Making Change
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Nice demonstration of how questions can help draw people into e-learning and make it more engaging
- christyinsdesign on 2007-08-23
Discovery Through eLearning: Shifting from Content-centred to Activity-centred ID
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Liveblogged summary of a presentation on the difference between "activity-centered learning" and "content-centered learning." Tracy says, "Activity Centred is focused on the learning...Content Centred is focused on the teaching." This sounds like constructivism to me, but maybe using this terminology would make it easier for some people to understand.
- christyinsdesign on 2007-08-17
Engagement Theory: A framework for technology-based teaching and learning
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Ideas for improving student engagement through collaboration, projects, and authenticity.
- christyinsdesign on 2007-06-07
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The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks.
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