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21 Dec 09

Recommended Resources for the Top-Ten IT Issues (EDUCAUSE Review) | EDUCAUSE

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Educause course design

10 Dec 09

Design a School « Andrew B. Watt’s Blog

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design school activities

One girl said that she wanted a school where the bad kids would be forced to go to detention, and ‘made to behave.’
In other words, the schools they ‘designed’ on their own thought process looked exactly like the schools we’ve been decrying and trying to reform for forty years. They had the same disciplinary models, the same physical structures, the same curriculum imposed from above.
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- the American educational system is so broken that no one currently enmeshed in it can imagine a reality other than the one we’ve got.

25 Nov 09

Learn instructional design for e-learning with the Elearning Blueprint

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elearning design web2.0

Elearning instructional design ideas - Making Change blog

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elearning design

23 Oct 09

TED | Talks | List

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ted ideas technology education design culture

16 Oct 09

scribus.net | Scribus Open Source Desktop Publishing

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opensource software publishing design freeware

09 Oct 09

Wordle - Create

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wordle cloud design tools

07 Oct 09

Lane

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pedagogy cms Moodle Blackboard elearning online design

Course management systems (CMSs), used throughout colleges and universities for presenting online or technology–enhanced classes, are not pedagogically neutral shells for course content. They influence pedagogy by presenting default formats designed to guide the instructor toward creating a course in a certain way. This is particularly true of integrated systems (such as Blackboard/WebCT), but is also a factor in some of the newer, more constructivist systems (Moodle).
A closer look at how course management systems work, combined with an understanding of how novices use technology, provides a clearer view of the manner in which a CMS may not only influence, but control, instructional approaches.
- Thesis of the article - on 2009-10-07
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- one survey of over 2,300 college instructors showed that while many use e–mail and some use discussion forums or plagiarism–check applications, none were communicating with students via current Web technologies such as video or audio chat, and only a few were experimenting with blogs for classes (Jones and Johnson–Yale, 2005).
- Expert users contextualize their resources fluidly and organize materials effectively, while novices just upload and share files, hoping students will find them (Reanut, et al., 2006).
- When faced with a CMS for the first time, faculty begin by experimenting with one or two tools that they already understand, then adapting the tools gradually as they gain more experience using them (West, et al., 2007).
- But creating a course piecemeal means that the pedagogical goals are left behind in the interest of mastering a few tools. That replaces the instructor’s main strength (their expertise in their discipline and their teaching) with their main weakness (technological literacy).

05 Oct 09

Presentation Zen: 7 Japanese aesthetic principles to change your thinking

Sometimes when writers are feeling "blocked" and unable to complete tasks, it can help to have resources to "think around" the block. This site may offer some help.

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zen design resources aesthetic writing

JOLT - Journal of Online Learning and Teaching

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jolt online course design

28 Sep 09

Learning Theories of Instructional Design

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04 Sep 09

Download - FreeMind - free mind mapping software

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software freeware mindmapping web2.0 opensource design

28 Aug 09

CHA's Mailto Code Generator

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codegenerator mailto html design

18 Aug 09

10 Free Web-based Alternatives to Photoshop

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photos tools design web2.0 editor

08 Aug 09

The Online Customer Experience

how businesses interact with their customers.

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codebaby elearning design LMS

06 Aug 09

Livescribe :: Never Miss A Word

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innovation design collaboration

05 Aug 09

eCollege: Educator's Voice

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online course design

Instructors who are new to online teaching often fear that their courses will be impersonal and that connecting with their students will not be possible in an online environment.

Online students also fear this “missing instructor” (Gordon and Taveras, 2005), and feel isolated if they don’t sense that others are out there sharing their learning journey (Rovai, 2000). However, this isolation is not the fate of all online courses and it is certainly possible for an instructor to be “present” in their online course.
students in a study by Dennen et al. (2007) thought the most important instructor actions within a course involved checking e-mail, posting in discussions, providing examples, providing timely feedback, responding to student inquiries, providing appropriate course materials and activities, communicating rules and expectations and modeling communication protocols.
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- In a study by Young (2006), students identified the following traits as the most highly ranked for online teacher effectiveness: adapting to student needs, using meaningful examples, motivating students to do their best, facilitating the course effectively, delivering a valuable course, communicating effectively and showing concern for student learning.
- An interesting study by Huett et al. (2008) compared the effect of motivational e-mail messages on student motivation and completion rates in two sections of an online course (which were identical except for the motivational e-mails sent in one of the sections). The e-mails were sent every other week throughout the semester and generally used the following template: introduction with enthusiastic tone, goal reminders, general words of encouragement and a closing with reminders of multiple ways to contact the instructor. The section receiving the motivational e-mails had greater student motivation and lower failure and withdrawal rates than the other section. This study illustrates that a simple instructor practice (that of sending bi-weekly motivational e-mails) can have a significant impact on student motivation and performance.
- In certain discussions, such as introductory discussions, instructors should reply to every post. However, in topic discussions, too much instructor presence actually inhibits student participation. For example, Dennen et al. (2007) show that student messages become shorter and more infrequent as the instructor becomes more involved in the threaded discussions. Instructors must find the right balance in their own participation in different types of discussions to allow students room to explore the topic, and yet show that they are present and actively following the discussion.
- Often referred to as “Choose Your Own Adventure” or “Decision Trees,” a Learning Tree PowerPoint® presentation is simply one where students are given multiple options on a slide/page. Each option takes them down a different path and, potentially, to a different answer. An easy way to interject a learning tree content item into your course is by using PowerPoint and uploading the presentation into a content item using the Pearson eCollege Microsoft PowerPoint converter tool.