paul lowe's Library tagged elearning →  View Popular

"# Executive Summary (6)
# Technologies to Watch (14)
# Key Trends (13)
# Critical Challenges (3)
# The Horizon Project (0)
# One Year or Less: Mobiles (8)
# One Year or Less: Cloud Computing (9)
# Two to Three Years: Geo-Everything (5)
# Two to Three Years: The Personal Web (11)
# Four to Five Years: Semantic-Aware Applications (5)
# Four to Five Years: Smart Objects (7)
# Methodology (0)
# 2009 Horizon Project Advisory Board (0)"

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e-learning elearning technology EDUCAUse 2009 Horizon report Horizon report web2.0 research teaching

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All Things in Moderation | E-moderating | 5 stage model
The 5 stage model

This model, how it was researched and developed, is explained in much more detail in chapter 2 of the book. Here’s a summary: Individual access and the ability of participants to use CMC are essential prerequisites for conference participation (stage one, at the base of the flights of steps). Stage two involves individual participants establishing their online identities and then finding others with whom to interact. At stage three, participants give information relevant to the course to each other. Up to and including stage three, a form of co-operation occurs, i.e. support for each person’s goals. At stage four, course-related group discussions occur and the interaction becomes more collaborative. The communication depends on the establishment of common understandings. At stage five, participants look for more benefits from the system to help them achieve personal goals, explore how to integrate CMC into other forms of learning and reflect on the learning processes.

Each stage requires participants to master certain technical skills (shown in the bottom left of each step). Each stage calls for different e-moderating skills (shown on the right top of each step). The “interactivity bar” running along the right of the flight of steps suggests the intensity of interactivity that you can expect between the participants at each stage. At first, at stage one, they interact only with one or two others. After stage two, the numbers of others with whom they interact, and the frequency, gradually increases, although stage five often results in a return to more individual pursuits."

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e-learning elearning moderation facilitation learning teaching collaboration pedagogy 5-stage

"Using technology to improve the cost-effectiveness of the academy: Part 1
By Tony Bates, on October 10th, 2009

Is e-learning failing in higher education?

In previous blogs, I have discussed whether e-learning is failing in higher education. To answer the question, I have examined the expectations or goals for e-learning, and whether they are being achieved.

Finally, I come to the last goal or expectation: that e-learning will increase the cost-effectiveness of higher education. I will argue that this is the most important and valuable of all the goals for e-learning, but is the one that is furthest from being achieved."

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elearning education e_learning web2.0 bates HE technology learning costeffectiveness

"Using technology to improve the cost-effectiveness of the academy: Part 2
By Tony Bates, on October 14th, 2009

Identifying the problem with higher education in the 21st was the easy part (Using technology to improve the cost-effectiveness of the academy: Part 1). Much more difficult is finding solutions to the problem.

Summary of the problem

In Part 1, I argued that the challenge for universities today is that

* student numbers have increased dramatically,
* students are much more varied in abilities, age, and culture,
* quality of teaching, as expressed in overlarge classes, as a result has dropped and continues to drop, despite the addition of technology
* the cost per graduate is increasing
* the teaching and organizational models though have not changed fundamentally to adapt to these other changes."

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elearning education e_learning web2.0 bates technology HE

george siemens blog on connectivism, social and networked learning

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connectivism education web2.0 learning elearning e-learning wiki blog siemens networks

Composica 4.0 is a social e‑learning authoring system that offers real-time collaboration among team members and provides a powerful programming- free WYSIWYG environment to create and deliver high-quality interactive e‑learning 2.0 content with embedded social media.

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e-learning authoring elearning _learning composica webtools web2.0

Join the world's first and largest social networking site dedicated to education and educational technology. Launched in 2004 and with over 20,000 members there is something in here for everyone interested in education.

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education web2.0 elgg community e-learning blog collaboration elearning

Personal and Group Learning Using Web 2.0 Tools : eLearning Technology

In my previous post, I examined Personal Learning for Learning Professionals - Using Web 2.0 Tools to Make Reading & Research More Effective. That post focused primarily on how Social Bookmarking tools such as del.icio.us or Yahoo My Web can be used as part of Personal Learning. In this post, I want to focus on a specific scenario that involves Personal and Group Learning and how Web 2.0 tools apply to this need.

Scenario – a learning development department in a mid size corporation has five staff members. They want to define an eLearning strategy that will look at (a) the business needs of their company and internal clients, (b) their performance and learning needs, (c) their learning strategies, and (d) what they need to do from a services, technology, process and people perspective to support this strategy. They will be creating this strategy over the next few months and have many strong feelings among the group about different things they can and should be doing. The strategy will ultimately be presented as part of the fall planning cycle and be used as part of budget justification. It will also be used to help communicate with internal clients about the services they provide and how they can work with these clients. They also want what they define in the strategy today to live on and evolve over time. In order to accomplish this, they need to learn quite a bit about where things are today in their business and in eLearning and where they are going in the future.

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elearning ple web2.0 arrer collaboration cop

The present and future of Personal Learning Environments (PLE) — 9 comments

This post is recast from an assignment I completed about four months ago in a Masters Degree course entitled Innovative Practice and Emerging ICT, in which I investigated what PLEs are meant to be and where they might be going. It was originally part of a class wiki.
Contents

1. Introduction
2. Towards a Definition
3. Driving Forces
4. Developments to Date
5. Barriers
6. Future Potential
7. References
8. Web Links

Introduction

A definition for the term Personal Learning Environment (PLE), remains elusive. Conception about what should constitute a PLE depends on the perspective of the commentator. For example, the priorities for a PLE are different for a tertiary student, a university administrator, an instructor, a working professional, or an adult who persues an eclectic path of lifelong learning. Metaphorically, an individual may engage in a learning process that is either more acquisitional or participatory (Sfard, 1998). There are inconsistencies across these positions about what a PLE should do. But whether constructively and defensively, interest in PLE appears to be growing.

At the time of writing this introduction (August 2006), no particular product or service exists that can definitively be categorised as a PLE, although some prototypical work is in progress. An inclusive, authoritative account about PLEs does not yet exist. Only a handful of articles have appeared in the academic and public press about PLEs since the term gained currency in 2004. This article has been compiled after tracking recent conversations in the blogosphere and following social bookmarks.

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ple web2.0 elearning research eportfolio learning education e-learning e_learning vle

There are growing expectations among college students to be able to access and manage their course materials over the World Wide Web. In its early days, faculty would create web pages by hand for posting this information. As Internet technologies and access have matured over the past decade, course and learning management systems such as Blackboard and Web CT have become the norm for distributing such materials. In today's Web 2.0 world, wikis have emerged as a tool that may complement or replace the use of traditional course management systems as a tool for disseminating course information. Because of a wiki's collaborative nature, its use also allows students to participate in the process of course management, information sharing, and content creation. Using examples from an information technology classroom, this paper describes several ways to structure and use a wiki as a course management tool, and shares results of a student survey on the effectiveness of such an approach on student learning.\n\nKeywords: Wiki, Course Management, Collaboration, Web 2.0, Content Creation, Student Learning.

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wiki education wikis elearning jolt e_learning collaboration cookbook CoP

This Directory contains over 2,700 tools for learning in two main sections:\n\n 1. for creating, delivering and managing learning and performance support solutions\n 2. for personal learning and productivity, for sharing resources, as well as group collaboration (also includes some enterprise tools)\n\nThe tools in this Directory are both freeware/open source and commercial.

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tools web2.0 education elearning software directory e-learning resources hart c4lpt

8 Online Discussion Response Techniques
Posted by: wiredinstructor in Course Design Reflections, Technology Integration, Top Posts, UW-Stout, Virtual School, e-learning, research, virtual high school

Online discussion is the heart of a community of practice oriented e-learning course. However, it can be difficult to know how to respond.

It’s a good idea to think in terms of value added responses. What can you add to advance the discussion?

I like to post the following list at the top of discussion forums in my online courses. It’s a good reminder and a handy reference!

Here are some suggestions to guide you as you respond to each other in discussion forums.

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elearning e_learning collaboration

Knowledge Work Types : eLearning Technology

Several people have asked for some clarification on my definition of Concept Work and Concept Workers. To help clarify this and to begin thinking through implications for Work Literacy Skills, I went back through a couple of different sources.

Thomas Davenport classifies Knowledge Work Types in Thinking for a Living: How to Get Better Performances And Results from Knowledge Workers using a variety of classifications. One was based on the complexity of the work. Work that requires greater interpretation/judgment vs. work that is relatively routine. He also classified these according to the level of dependence on others. Within that he then defined the following types of knowledge workers:

* Transaction Worker - Routine, individual, ex. call center.
* Integration Worker - Routine, collaborative, ex. systems development
* Expert Worker - Interpretation/judgment, individual, ex. family physician
* Collaboration Worker - Interpretation/judgment, collaborative, ex. investment banker

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elearning karrer knowledge_management work e_learning

Collaboration Tools : eLearning Technology

As I mentioned in Real-Time Collaborative Editing, I had a fantastic experience participating in group editing of a Mind Map of collaborative tools during a session at Learn Trends. You can see the result below. But it was interesting to see the results exported which I've embedded below. I would expect the document to continue to grow and change, but thought it would be worth having it available in a text format as well (so I can find it when I need it).

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collaboration tools multimedia VOIP elearning presentation e-learning karrer e_learning

eLearning Learning is a community that tries to collect and organize the best information on the web that will help you learn and stay current on eLearning.
If you would like to be included and or participate, please contact:Tony Karrer

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elearning web2.0 learning karrer

eLearning Papers adds a new dimension to the exchange of information on e-learning in Europe and stimulates research. As such, the articles provide views regarding the current situation and e-learning trends in different communities: schools, universities, companies, civil society and institutions. eLearning Papers provides all those interested with an opportunity to have their texts published throughout Europe. Through these articles, the journal promotes the use of ICT for lifelong learning in Europe.

The scope of the eLearning Papers reflects the four interest areas of elearningeuropa.info: schools, higher education, training and work and learning and society. All e-learning related themes are accepted as topics. The following topics are given as an example:

* Technologies
* Pedagogy
* Process
* Quality and evaluation
* eInclusion
* Learning environments

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elearning elearningpapers

Rasmussen College Sponsored Blogs

Welcome to the wonderful world of blogging!

Rasmussen College is now offering a number of web logs (a.k.a. blogs) for our students and faculty. These Rasmussen College Sponsored Blogs will cover subjects such as student life, asking your opinion about proposed changes on the Rasmussen website or student portal, and a number of blogs just talking about specific program areas.

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blog blogging elearning e-learning eatual

Faculty Development Programming: If We Build It, Will They Come?
Added by the EDUCAUSE Librarian
Author(s):Ann H. Taylor and Carol McQuiggan
View a PDF
of this article
© 2008 Ann Taylor and Carol McQuiggan. The text of this article is licensed under the Creative Commons Attribution-NonCommercial-No Derivative Works 3.0 license (http://creativecommons.org/licenses/by-nc-nd/3.0/).
EDUCAUSE Quarterly, vol. 31, no. 3 (July–September 2008)
Faculty Development Programming: If We Build It, Will They Come?
A faculty development survey analyzed what faculty want and need to be successful teaching online
By Ann Taylor and Carol McQuiggan

The number of courses offered online grows every year, resulting in an increasing number of higher education faculty entering a virtual classroom for the first time.1 It has been well documented that faculty need training and assistance to make the transition from teaching in a traditional face-to-face classroom to teaching online.2 Faculty professional development related to teaching online varies widely, from suggested readings to mandated training programs. Various combinations of technological and pedagogical skills are needed for faculty to become successful online educators, and lists of recommended competencies abound.

Although many institutions have offered online courses for more than a decade and train their faculty to teach online, the research literature reveals that little is known about how best to prepare faculty to teach in an online environment. Designers of faculty development programs typically rely on commonly held assumptions about what faculty need to know—a constant guessing game regarding what topics to cover and what training formats to use. The resulting seminars, workshops, training materials, and other resources are typically hit-or-miss in terms of faculty participation and acceptance.

To provide faculty with the proper training and resources for online teaching requires more information to determine

* actual professional development needs,
* ideal

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educause elearning facultydevelopment e_learning