1) Podcasting and iTunes U are transforming the academic experience by allowing students to access lectures and course materials anytime on their mobile devices. This fits with the digital lifestyle of today's students.
2) Many top universities worldwide are adopting podcasting through iTunes U to post full audio and video lectures. Studies show this increases flexibility for students and can increase attendance by allowing them to better prepare, though some argue it risks reducing in-class engagement.
3) Turkish universities should consider adopting podcasting to appeal to their digital native students and provide greater flexibility, as this new medium has been shown to successfully engage students elsewhere.
How I Tunes U And Podcasting Are Transforming The Academic Experience?Bahar Anahmias
Podcasting and iTunes U are transforming higher education by allowing students to access course materials like lectures anytime on their mobile devices. Some universities are fully embracing these technologies by making all their course content available on iTunes U, while others are taking a more gradual approach and only providing supplemental materials. While these new methods offer flexibility for students, they also pose challenges for universities and academics in adapting teaching styles and managing their professional identities in a changing educational landscape.
This document discusses computers and technology in education. It notes that today's students are comfortable with technology while some educators may be reluctant to embrace it. It discusses the importance of computers in education for research, problem solving, and communication. E-learning is defined as learning facilitated by electronic media like the internet. Advantages include flexibility and access to resources, while disadvantages include lack of structure and social interaction. Computer conferencing allows groups to communicate remotely by sharing documents and chatting. Both advantages like accessibility and disadvantages like disorganization are discussed.
Use of electronic mobile devices in teaching and learning in higher education...African Virtual University
Use of electronic mobile devices in teaching and learning in higher education in Kenya: An emerging pedagogy
Anne A. Aseey1, Julius Mwakondo Mwabora2
1Senior Lecturer, Department of Educational
Studies, University of Nairobi,
2nd International Conferene of the African Virtual University
This document discusses the use of technology in classrooms. It covers how Web 2.0 tools can engage students by allowing them to create content. Interactive whiteboards are discussed as a replacement for chalkboards that allow interactivity. iPods are also highlighted as being beneficial for English language learners by allowing them to learn at their own pace through listening to recordings. The conclusion reiterates that technology is becoming more common in classrooms in various forms like iPods, interactive whiteboards, and Web 2.0 tools.
The benefits and detrimental effects of internet on students emailwan zakaria wan rosli
This document discusses the benefits and detrimental effects of internet usage on students. It begins with an introduction that provides background on internet usage in Malaysia. It then lists several key benefits of internet usage for students, including access to a universal digital library, a fast way to access knowledge, enhancing cultural exchange, and enjoying communicating online. Several potential detrimental effects are also outlined, such as distancing students from real-life, exposing students to unnecessary information, risks of online scams and lies, feelings of isolation, and internet addiction. The document provides suggestions for reducing detrimental effects and concludes by reiterating that the internet can be both beneficial when used properly but also harmful if overused.
This document discusses e-learning in education. It provides background on the history of e-learning, tracing its development from correspondence education in the 19th century to advances enabled by new technologies like the internet in the late 20th century. E-learning is defined as an interactive learning system that utilizes communication and information technologies through integrated digital environments. The document examines how e-learning has revolutionized education by increasing flexibility and access to learning opportunities. It also discusses different types and applications of e-learning systems.
This document discusses distance learning education for adult women entrepreneurs. It defines distance learning as a method that does not require physical presence, allowing lifelong learning opportunities. It notes there are over 130 million online students globally, with an annual growth rate of around 20% and $23 billion spent annually on distance learning. The document outlines the 5 generations of distance learning and benefits such as flexibility and accessibility. It explores tools for distance learning like educational software and Web 2.0 technologies that enable social interaction and user-generated content. Both positive aspects like open access and negatives are discussed.
The document discusses the role of various media types in education. It covers print media like newspapers, magazines and books. It also discusses electronic media such as radio, television, internet, films and mobile devices. It explains how each media type contributes to both formal and informal education by providing information, news and learning resources to students and the general public.
How I Tunes U And Podcasting Are Transforming The Academic Experience?Bahar Anahmias
Podcasting and iTunes U are transforming higher education by allowing students to access course materials like lectures anytime on their mobile devices. Some universities are fully embracing these technologies by making all their course content available on iTunes U, while others are taking a more gradual approach and only providing supplemental materials. While these new methods offer flexibility for students, they also pose challenges for universities and academics in adapting teaching styles and managing their professional identities in a changing educational landscape.
This document discusses computers and technology in education. It notes that today's students are comfortable with technology while some educators may be reluctant to embrace it. It discusses the importance of computers in education for research, problem solving, and communication. E-learning is defined as learning facilitated by electronic media like the internet. Advantages include flexibility and access to resources, while disadvantages include lack of structure and social interaction. Computer conferencing allows groups to communicate remotely by sharing documents and chatting. Both advantages like accessibility and disadvantages like disorganization are discussed.
Use of electronic mobile devices in teaching and learning in higher education...African Virtual University
Use of electronic mobile devices in teaching and learning in higher education in Kenya: An emerging pedagogy
Anne A. Aseey1, Julius Mwakondo Mwabora2
1Senior Lecturer, Department of Educational
Studies, University of Nairobi,
2nd International Conferene of the African Virtual University
This document discusses the use of technology in classrooms. It covers how Web 2.0 tools can engage students by allowing them to create content. Interactive whiteboards are discussed as a replacement for chalkboards that allow interactivity. iPods are also highlighted as being beneficial for English language learners by allowing them to learn at their own pace through listening to recordings. The conclusion reiterates that technology is becoming more common in classrooms in various forms like iPods, interactive whiteboards, and Web 2.0 tools.
The benefits and detrimental effects of internet on students emailwan zakaria wan rosli
This document discusses the benefits and detrimental effects of internet usage on students. It begins with an introduction that provides background on internet usage in Malaysia. It then lists several key benefits of internet usage for students, including access to a universal digital library, a fast way to access knowledge, enhancing cultural exchange, and enjoying communicating online. Several potential detrimental effects are also outlined, such as distancing students from real-life, exposing students to unnecessary information, risks of online scams and lies, feelings of isolation, and internet addiction. The document provides suggestions for reducing detrimental effects and concludes by reiterating that the internet can be both beneficial when used properly but also harmful if overused.
This document discusses e-learning in education. It provides background on the history of e-learning, tracing its development from correspondence education in the 19th century to advances enabled by new technologies like the internet in the late 20th century. E-learning is defined as an interactive learning system that utilizes communication and information technologies through integrated digital environments. The document examines how e-learning has revolutionized education by increasing flexibility and access to learning opportunities. It also discusses different types and applications of e-learning systems.
This document discusses distance learning education for adult women entrepreneurs. It defines distance learning as a method that does not require physical presence, allowing lifelong learning opportunities. It notes there are over 130 million online students globally, with an annual growth rate of around 20% and $23 billion spent annually on distance learning. The document outlines the 5 generations of distance learning and benefits such as flexibility and accessibility. It explores tools for distance learning like educational software and Web 2.0 technologies that enable social interaction and user-generated content. Both positive aspects like open access and negatives are discussed.
The document discusses the role of various media types in education. It covers print media like newspapers, magazines and books. It also discusses electronic media such as radio, television, internet, films and mobile devices. It explains how each media type contributes to both formal and informal education by providing information, news and learning resources to students and the general public.
The document discusses the growth of e-learning and its impact on education. It states that internet technologies are being used to deliver broad solutions that enhance knowledge and performance. E-learning is still new, with only 1% of the population having taken an online course, but it is growing rapidly and will transform education. Many benefits of e-learning are highlighted, including flexibility, lower costs, and rich interactive content.
All about e learning and many more to learnSatish Verma
This document provides an overview of e-learning concepts, trends, and applications. It defines e-learning as computer-based educational tools or systems that enable learning anywhere and anytime. The history of e-learning is traced back to the 19th century with early forms of distance learning through correspondence. Modern e-learning emerged in the late 20th century with the introduction of computers and the internet, allowing for more interactive online learning environments and greater access to education. The document covers various e-learning topics including learning management systems, online course elements, emerging trends, and industry applications.
Technology in the classroom: Mobile DevicesKaren Gailey
The document discusses the use of mobile devices in K-12 classrooms. It outlines the advantages such as just-in-time learning and improved student engagement. Research shows that cell phones may be better than laptops for increasing access and that mobile technology supports experiential learning. However, effective integration requires teacher training and consideration of issues like digital divides and classroom management.
1) The COVID-19 pandemic accelerated the transition to online learning, with many universities closing campuses and moving classes online.
2) The future of education is uncertain, with 3 possibilities for how the pandemic may continue to impact schools: campuses reopening in 2021, continued online classes through 2021, or a mix of in-person and online instruction depending on virus conditions.
3) Long-term, online learning is likely to become more integrated into education as students and universities recognize benefits like flexibility, lower costs, and accessibility regardless of location.
Internet in every classroom outside internetHalil Tasdemir
This document summarizes three activities that teachers can use to incorporate the internet into their English language classrooms even when ideal computer resources are not available.
The first activity involves students researching topics or projects online using computers outside of class time. They then share what they found in the classroom. The second activity has students collaboratively plan and write content for a class website, with some uploading it online outside of class. The third activity is having students correspond via email with "keypal" classrooms or experts using outside computers to send messages planned in class.
This document provides an overview of a research project conducted by four students on the influence of the internet on education. The research aims to determine how education has changed due to the rise of internet access and whether students use the internet as an educational tool or distraction. The document outlines the research topic, title, problem statement, questions, objectives, justification, theoretical framework and subtopics to be explored, including the influence of new technologies, internet as a tool for teachers and students, advantages and disadvantages of internet and cell phone use, and examples of technology advances in El Salvador. It concludes by describing a field visit to a private school in El Salvador where students were interviewed about their internet use for schoolwork, research and entertainment.
Mobile devices like phones and tablets are increasingly being used for education. This is known as mobile learning (m-learning). M-learning allows educational activities to follow learners anywhere. Some examples highlighted include using iPods to teach sign language, offering SAT prep on iPods, and interactive lessons. Many countries are embracing m-learning, including initiatives to provide all students with laptops or mobile devices loaded with educational content. The growth of mobile technologies is opening up new possibilities for just-in-time, collaborative learning anywhere.
Internet usage by the teachers working in higher secondaryAlexander Decker
This document discusses a study on internet usage by teachers working in higher secondary schools and colleges in Kashmir Valley, India. The study surveyed 200 teachers across government and private higher secondary schools and colleges. It found that there were no significant differences between teachers at different types of institutions in their use of the internet for email, preparing lessons, and recreational activities. However, it did find significant differences in internet usage for seminar presentations between some groups of teachers.
The usage of internet by youngsters of gujrat city (pakistan)Alexander Decker
This document summarizes a research study on internet usage among youth in Gujrat City, Pakistan. The study used surveys and focus groups to collect data from 250 college students between ages 16-25. The results showed that most students used the internet for entertainment purposes like chatting rather than education. Male students were more likely to use internet cafes while females used email more. The study found signs that excessive internet use was causing addiction for some students, negatively impacting their studies and social lives. In conclusion, the internet was found to influence youth behavior in the city with both benefits and risks requiring awareness.
This document summarizes the results of a survey on internet usage conducted at Maharshi Dayanand College Library. The survey found that most students access the internet at college or at home to work on projects, communicate via email, and update their knowledge. Faculty members primarily use the internet for knowledge updating and accessing latest journals. While respondents were generally satisfied with their ability to find information online, some noted issues like slow speeds and outdated websites. The document concludes that internet literacy training could help users access information more effectively.
The document discusses the use of information and communication technologies (ICT) in education. It provides an overview of how ICT can be used to enhance teaching and learning, including using the internet for communication, information retrieval, and publishing resources. Specific technologies and online tools mentioned include email, discussion groups, the world wide web, blogs, YouTube, Google Earth, Photo Story, and Animoto. Guidelines are provided around developing an ICT policy and ensuring internet safety.
Virtual Community in Interactive Teaching: Five CasesIOSR Journals
Abstract: Modern teaching methods demand innovative and effective use of technology at utmost level.
Incorporating a virtual community outside classroom teaching has become inevitable in digital age education.
This research was intended to find out how this can be used in terms of interactive teaching and how it can
facilitate students to recover the lacks of learning in classroom. A web community of a university called
Learning Feedback System (LFS) has been used here as the methodology to analyze five sample cases. Effects of
a significant level of interaction in LFS indicated that it helped to reduce the communication gap between
students and teachers that of course leading to proper learning.
Keywords: ICT, Interactive teaching, LFS, Technology education, Virtual Community,
This document discusses how academic libraries can enhance student learning through social media technologies. It begins by defining social media technologies like blogs, wikis, and social networking sites. It then examines how these tools can benefit libraries by allowing users to access and contribute content more easily. The document also provides recommendations for academic libraries to utilize social media, including creating accounts on Facebook, Twitter, and YouTube to promote services and interact with users. It emphasizes integrating these technologies into library services to create a more comfortable environment for students.
This presentation is on "Web 2.0 Tools for Effective Teaching/Learning Experience" It was presented in workshop at VPMP Polytechnic Institute, KSKV Univeristy, Gandhinagar. Gujarat.
Introduction to Education and TechnologyDilip Barad
1) The document discusses the use of technology in education, highlighting several key points from a workshop on the topic.
2) It outlines different learning styles and argues that technology can help address the varied needs of diverse learners.
3) Research is cited showing that technology can enhance literacy and skills when used to supplement rather than replace teachers.
4) Blended learning that combines technology and traditional teaching is presented as an effective approach.
The document discusses the role of the Internet in accessing scholarships and knowledge. It notes that the Internet provides an easy and flexible way for people to learn wherever they are through online education and resources. It gives examples of online repositories like Shodhganga and Vidyanidhi that make scholarship accessible to the public. The Internet allows students to conveniently take classes from distant colleges and universities while saving on travel time and costs. Overall, the Internet has significantly expanded access to knowledge through various digital libraries, online learning platforms, and search tools.
This document summarizes a conference paper on online learning opportunities in higher education. It discusses how internet and networked technologies have expanded delivery modes in education by allowing more flexible online and blended learning approaches. While online learning has grown significantly, issues like student engagement and completion rates require further consideration. Emerging technologies like social media and MOOCs also present opportunities but challenges to ensure high quality education. Overall, online learning will continue growing with universities aiming to better support students and adapt to technological changes.
Distance education has grown substantially in recent years. The number of students taking at least one online course grew from 1.6 million in 2002 to over 4.6 million in 2008. Most online students are undergraduates. Many institutions now offer online courses, including 97% of public 2-year schools and 89% of public 4-year schools. New technologies like virtual worlds, iTunes U, and mobile learning are being integrated into online and classroom courses. Universities are using these technologies to disseminate course materials and engage students both on and off campus. The Graduate School is developing content for mobile platforms and assessing technologies like Second Life to enhance its distance education programs.
This document discusses podcasting and its uses in education. It begins by defining podcasts and their advantages for learning, such as being accessible anywhere and anytime. It then discusses several studies that examined using podcasts in higher education courses. Generally, the studies found that podcasts were useful for allowing students to review lectures they missed or helping with exam preparation. However, students still valued in-person lectures and interaction with instructors. The document concludes by suggesting podcasts could benefit large undergraduate courses by ensuring all students can access lectures, while not replacing valuable in-class time.
Ubiquitous Language Learning (2014 AILA World Congress presentation)Steve McCarty
"Ubiquitous Language Learning from Mobile Internet to iPod to iPad" for the AILA World Congress symposium "Utilizing Emerging Technologies and Social Media to Enhance EFL Learning" on 11 August 2014, 16:30-18:30, in Room P5 at the Brisbane Convention and Exhibition Centre. This Slideshare version has much text for reading convenience.
The document discusses the growth of e-learning and its impact on education. It states that internet technologies are being used to deliver broad solutions that enhance knowledge and performance. E-learning is still new, with only 1% of the population having taken an online course, but it is growing rapidly and will transform education. Many benefits of e-learning are highlighted, including flexibility, lower costs, and rich interactive content.
All about e learning and many more to learnSatish Verma
This document provides an overview of e-learning concepts, trends, and applications. It defines e-learning as computer-based educational tools or systems that enable learning anywhere and anytime. The history of e-learning is traced back to the 19th century with early forms of distance learning through correspondence. Modern e-learning emerged in the late 20th century with the introduction of computers and the internet, allowing for more interactive online learning environments and greater access to education. The document covers various e-learning topics including learning management systems, online course elements, emerging trends, and industry applications.
Technology in the classroom: Mobile DevicesKaren Gailey
The document discusses the use of mobile devices in K-12 classrooms. It outlines the advantages such as just-in-time learning and improved student engagement. Research shows that cell phones may be better than laptops for increasing access and that mobile technology supports experiential learning. However, effective integration requires teacher training and consideration of issues like digital divides and classroom management.
1) The COVID-19 pandemic accelerated the transition to online learning, with many universities closing campuses and moving classes online.
2) The future of education is uncertain, with 3 possibilities for how the pandemic may continue to impact schools: campuses reopening in 2021, continued online classes through 2021, or a mix of in-person and online instruction depending on virus conditions.
3) Long-term, online learning is likely to become more integrated into education as students and universities recognize benefits like flexibility, lower costs, and accessibility regardless of location.
Internet in every classroom outside internetHalil Tasdemir
This document summarizes three activities that teachers can use to incorporate the internet into their English language classrooms even when ideal computer resources are not available.
The first activity involves students researching topics or projects online using computers outside of class time. They then share what they found in the classroom. The second activity has students collaboratively plan and write content for a class website, with some uploading it online outside of class. The third activity is having students correspond via email with "keypal" classrooms or experts using outside computers to send messages planned in class.
This document provides an overview of a research project conducted by four students on the influence of the internet on education. The research aims to determine how education has changed due to the rise of internet access and whether students use the internet as an educational tool or distraction. The document outlines the research topic, title, problem statement, questions, objectives, justification, theoretical framework and subtopics to be explored, including the influence of new technologies, internet as a tool for teachers and students, advantages and disadvantages of internet and cell phone use, and examples of technology advances in El Salvador. It concludes by describing a field visit to a private school in El Salvador where students were interviewed about their internet use for schoolwork, research and entertainment.
Mobile devices like phones and tablets are increasingly being used for education. This is known as mobile learning (m-learning). M-learning allows educational activities to follow learners anywhere. Some examples highlighted include using iPods to teach sign language, offering SAT prep on iPods, and interactive lessons. Many countries are embracing m-learning, including initiatives to provide all students with laptops or mobile devices loaded with educational content. The growth of mobile technologies is opening up new possibilities for just-in-time, collaborative learning anywhere.
Internet usage by the teachers working in higher secondaryAlexander Decker
This document discusses a study on internet usage by teachers working in higher secondary schools and colleges in Kashmir Valley, India. The study surveyed 200 teachers across government and private higher secondary schools and colleges. It found that there were no significant differences between teachers at different types of institutions in their use of the internet for email, preparing lessons, and recreational activities. However, it did find significant differences in internet usage for seminar presentations between some groups of teachers.
The usage of internet by youngsters of gujrat city (pakistan)Alexander Decker
This document summarizes a research study on internet usage among youth in Gujrat City, Pakistan. The study used surveys and focus groups to collect data from 250 college students between ages 16-25. The results showed that most students used the internet for entertainment purposes like chatting rather than education. Male students were more likely to use internet cafes while females used email more. The study found signs that excessive internet use was causing addiction for some students, negatively impacting their studies and social lives. In conclusion, the internet was found to influence youth behavior in the city with both benefits and risks requiring awareness.
This document summarizes the results of a survey on internet usage conducted at Maharshi Dayanand College Library. The survey found that most students access the internet at college or at home to work on projects, communicate via email, and update their knowledge. Faculty members primarily use the internet for knowledge updating and accessing latest journals. While respondents were generally satisfied with their ability to find information online, some noted issues like slow speeds and outdated websites. The document concludes that internet literacy training could help users access information more effectively.
The document discusses the use of information and communication technologies (ICT) in education. It provides an overview of how ICT can be used to enhance teaching and learning, including using the internet for communication, information retrieval, and publishing resources. Specific technologies and online tools mentioned include email, discussion groups, the world wide web, blogs, YouTube, Google Earth, Photo Story, and Animoto. Guidelines are provided around developing an ICT policy and ensuring internet safety.
Virtual Community in Interactive Teaching: Five CasesIOSR Journals
Abstract: Modern teaching methods demand innovative and effective use of technology at utmost level.
Incorporating a virtual community outside classroom teaching has become inevitable in digital age education.
This research was intended to find out how this can be used in terms of interactive teaching and how it can
facilitate students to recover the lacks of learning in classroom. A web community of a university called
Learning Feedback System (LFS) has been used here as the methodology to analyze five sample cases. Effects of
a significant level of interaction in LFS indicated that it helped to reduce the communication gap between
students and teachers that of course leading to proper learning.
Keywords: ICT, Interactive teaching, LFS, Technology education, Virtual Community,
This document discusses how academic libraries can enhance student learning through social media technologies. It begins by defining social media technologies like blogs, wikis, and social networking sites. It then examines how these tools can benefit libraries by allowing users to access and contribute content more easily. The document also provides recommendations for academic libraries to utilize social media, including creating accounts on Facebook, Twitter, and YouTube to promote services and interact with users. It emphasizes integrating these technologies into library services to create a more comfortable environment for students.
This presentation is on "Web 2.0 Tools for Effective Teaching/Learning Experience" It was presented in workshop at VPMP Polytechnic Institute, KSKV Univeristy, Gandhinagar. Gujarat.
Introduction to Education and TechnologyDilip Barad
1) The document discusses the use of technology in education, highlighting several key points from a workshop on the topic.
2) It outlines different learning styles and argues that technology can help address the varied needs of diverse learners.
3) Research is cited showing that technology can enhance literacy and skills when used to supplement rather than replace teachers.
4) Blended learning that combines technology and traditional teaching is presented as an effective approach.
The document discusses the role of the Internet in accessing scholarships and knowledge. It notes that the Internet provides an easy and flexible way for people to learn wherever they are through online education and resources. It gives examples of online repositories like Shodhganga and Vidyanidhi that make scholarship accessible to the public. The Internet allows students to conveniently take classes from distant colleges and universities while saving on travel time and costs. Overall, the Internet has significantly expanded access to knowledge through various digital libraries, online learning platforms, and search tools.
This document summarizes a conference paper on online learning opportunities in higher education. It discusses how internet and networked technologies have expanded delivery modes in education by allowing more flexible online and blended learning approaches. While online learning has grown significantly, issues like student engagement and completion rates require further consideration. Emerging technologies like social media and MOOCs also present opportunities but challenges to ensure high quality education. Overall, online learning will continue growing with universities aiming to better support students and adapt to technological changes.
Distance education has grown substantially in recent years. The number of students taking at least one online course grew from 1.6 million in 2002 to over 4.6 million in 2008. Most online students are undergraduates. Many institutions now offer online courses, including 97% of public 2-year schools and 89% of public 4-year schools. New technologies like virtual worlds, iTunes U, and mobile learning are being integrated into online and classroom courses. Universities are using these technologies to disseminate course materials and engage students both on and off campus. The Graduate School is developing content for mobile platforms and assessing technologies like Second Life to enhance its distance education programs.
This document discusses podcasting and its uses in education. It begins by defining podcasts and their advantages for learning, such as being accessible anywhere and anytime. It then discusses several studies that examined using podcasts in higher education courses. Generally, the studies found that podcasts were useful for allowing students to review lectures they missed or helping with exam preparation. However, students still valued in-person lectures and interaction with instructors. The document concludes by suggesting podcasts could benefit large undergraduate courses by ensuring all students can access lectures, while not replacing valuable in-class time.
Ubiquitous Language Learning (2014 AILA World Congress presentation)Steve McCarty
"Ubiquitous Language Learning from Mobile Internet to iPod to iPad" for the AILA World Congress symposium "Utilizing Emerging Technologies and Social Media to Enhance EFL Learning" on 11 August 2014, 16:30-18:30, in Room P5 at the Brisbane Convention and Exhibition Centre. This Slideshare version has much text for reading convenience.
Podcasting in Education by Emily Temple guestec51a3
This document discusses the use of podcasting in education based on three articles. It begins with definitions of podcasting and discusses how Duke University incorporated podcasts into courses. It finds students benefited from being able to listen to lectures repeatedly and while doing other tasks. The second article examines a study that found podcasts were more effective than textbooks or notes for revision. Students reported better learning from podcasts versus traditional lectures. The third article advocates for schools to adopt podcasting, noting benefits like engaging students, distributing materials, and communicating. The document concludes the author now recognizes podcasting's importance after learning about its educational uses and benefits to students, teachers, and professors.
The document summarizes a case study that examined how podcasts created by a professor could support student learning in an undergraduate engineering course. Key findings include:
1) Students accessed podcasts using devices like computers and iPods with no issues.
2) Most students listened to multiple podcasts, often early in the week when content was relevant. Many listened off-campus, showing potential for mobile learning.
3) Podcasts helped students organize their work, focus on the course, and develop positive attitudes towards the professor. However, listening to educational content requires a different mindset than entertainment.
4) While mobile devices provide flexibility, students noted that engaging academic content requires taking notes, which
Podcasting has increased greatly in education where it is commonly used in classrooms. Audio podcasting allows students to access lectures and learning materials anywhere and anytime on their computers or mobile devices. While podcasting engages students and supports different learning styles, teachers must also address challenges like a lack of time for preparation and technical issues in accessing podcasts.
Podcasting has increased greatly in education where it is commonly used in classrooms. Audio podcasting allows students to access lectures and learning materials anywhere and anytime on their computers or mobile devices. While podcasting engages students and supports different learning styles, teachers must also consider the time required for preparation and potential technical issues.
Implementer grant technology camp january 9, 2012 final blueJulie Gahimer
This document discusses using Web 2.0 tools to address teaching challenges. It begins with an introduction that notes students understand information has changed and teachers must adapt. Several questions in higher education are then listed related to participatory learning, technology use, and online collaboration. Potential Web 2.0 tools are then matched to levels of Bloom's Digital Taxonomy, including Delicious for remembering, Animoto for understanding, and Voicethread for creating. The document concludes by stating teachers should have fun exploring new tools.
Podcasts can be an effective educational tool if teachers and students view them as such rather than just entertainment. Podcasts meet the criteria to be considered an effective teaching device as they are relevant to students, build on existing knowledge, and can be integrated into the curriculum. Podcasts are short audio files that can be easily downloaded and accessed on many devices. They have been used in education in three ways: providing previously taught information, complementing lessons, and providing new supplementary information. While only 50% of students access reframed information, 76% access supplementary podcasts, showing students are willing to learn new information through podcasts. Podcasts are an effective tool for English language learners as well. Podcasts provide an easy
Mobile learning: Hype or evidenced impact for higher education applications? alanwylie
Keynote presentation by Dr Mohamed Ally, Director and Professor, Centre for Distance Education, Athabasca University, Canada, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
The document discusses the growth of e-learning and blended learning globally. It notes that e-learning opens up opportunities for collaboration and meets the needs of diverse learners. Various examples are provided of K-12 and higher education institutions around the world that have embraced e-learning and blended models, including schools in Florida, Michigan, and Indiana as well as universities in Illinois, Finland, and Taiwan. The growth of for-profit universities demonstrating e-learning is also summarized.
Sending iPads into War Zones: Would we do it again?tbirdcymru
This paper was presented at the Digital Education Conference 2014 in Kuala Lumpur, Malaysia. It concerns the work of University of Leicester's Department of Criminology, which ships iPads to its masters students so that they can have multimedia learning materials even when there is no internet conncetion.
1. The document discusses strategies for using podcasts to engage millennial generation students and enhance learning. Podcasts allow information to be presented and reinforced in a familiar digital format that students can access anywhere, anytime on their mobile devices.
2. It provides instructions for creating podcasts using free audio software like Audacity on PCs or GarageBand on Macs. Faculty can record presentations synchronized with slides and upload the audio files to websites like Slideshare.
3. Benefits of using podcasts include enabling repetition which aids various learners, and providing flexibility for students to augment classroom materials. However, faculty must be trained and technical issues addressed.
1. The document discusses strategies for using podcasts to engage millennial generation students and enhance learning. Podcasts allow information to be presented and reinforced in a familiar digital format that students can access anywhere, anytime on their mobile devices.
2. It provides instructions for creating podcasts using free audio software like Audacity on PCs or GarageBand on Apple computers. Faculty can record presentations synchronized with slides and upload the audio files to websites like Slideshare.
3. Benefits of using podcasts include enabling students to learn and review materials flexibly. They also encourage supplementing in-class lessons and providing alternative learning options. However, producing high-quality podcasts requires addressing challenges like faculty training and allocating
1. The document discusses strategies for using podcasts to engage millennial generation students and address barriers to their academic success, such as short attention spans and time constraints.
2. It provides guidance on creating podcasts using software like GarageBand and Audacity, including preparing content, recording, and sharing finished podcasts on sites like SlideShare.
3. Podcasts are proposed as an engaging tool that can supplement in-class learning and allow students more flexibility in their studies.
1. The document discusses strategies for using podcasts to engage millennial generation students and enhance learning. Podcasts allow information to be presented in a familiar digital format that students can access anywhere, anytime on their mobile devices.
2. Creating effective podcasts involves planning content around course objectives, recording in short segments, and using software like GarageBand or Audacity to record and synchronize audio with slides.
3. Using podcasts provides benefits like allowing flexible learning, convenient review tools for students, and supplementing in-class material. However, faculty buy-in and training are needed for successful implementation.
1. The document discusses strategies for using podcasts to engage millennial generation students and enhance learning. Podcasts allow information to be presented and reinforced in a familiar digital format that students can access anywhere, anytime on smartphones and mp3 players.
2. Creating podcasts involves developing course content and recording audio files that can be uploaded to sites like iTunes U, Audacity, and Slideshare to synchronize with slides. Both Windows and Mac users can create podcasts using free software like Audacity and GarageBand.
3. Benefits of using podcasts include enabling repetition which aids various learners, and providing flexibility for students to review material outside of class. Barriers to implementation include faculty training and the time required
How the Internet is Revolutionizing EducationXenGuseva
The document discusses how the Internet is revolutionizing education by making educational resources freely available online. It provides several examples of open education initiatives like MIT OpenCourseWare, UC Berkeley's open courses on iTunes U and YouTube, and Khan Academy. Experts comment that while free online resources enhance learning, they do not fully replace the traditional higher education experience of interacting with faculty and peers. Some see online education as democratizing access to knowledge, while others argue it is not a complete substitute for a university degree. Overall the Internet is transforming learning by expanding access to educational content beyond the walls of the classroom.
Similar to How I Tunes U And Podcasting Are Transforming The Academic Experience (20)
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
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land.
The utilization of land is impacted by human needs and environmental factors. In countries
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help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
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occur natural.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How I Tunes U And Podcasting Are Transforming The Academic Experience
1. How iTunes U and podcasting are transforming the academic experience ?
Bahar Anahmias
Kadir Has University
Abstract
Today’s student population has been referred to as digital natives who ‘think and process
information fundamentally differently from their parents and were born in the digital age
where, including home phones, every communication tool can be mobile. They can be said to
be always on line and always reachable through their PDAs, cellphones or laptops. This new
media culture has created a new form of social media where students have the power to
locate knowledge anytime, anyplace, anywhere. This has generated a learner experience
which has to make big pressure on educators to meet the expectations of students. The rapid
increase in the use and broadcast of multiple media streams over the past decade has lead to
changes in the ways young people get and process information. We can see them watching
news on TV with a laptop on their knee. Whenever there is an exciting news worth to be
searched for, they just google and satisfy their need in an instant. There has been a
generational shift between past and present students.
Educators have accepted that lecturing to their students is not enough so they use Blackboards
in order to communicate or form Facebook groups or at least show lecture related films from
internet to appeal and educate their students. But current use of learning management systems
may not be enough to fully engage the students or offer them the flexibility in their study life.
Using the communication media with which the students are already familiar and proficient
can be an opportunity for educators and institutions.The integration of mobile devices will
offer true flexibility for the students and fit in with their digital lifestyle.
We all know mobile learning is reshaping the educational experience. We used to use the term
e-learning for learning from a distance but learning no longer happens only at a desk.
Worldwide reputable universities like Stanford, Oxford, Duke, Princeton, MIT (and much
more) are using podcasting via Itunes University created by Apple Inc. This essay aims to
examine how the Turkish young generation may use podcasts as lectures and how the Turkish
universities should use them in order to appeal this new media generation.
Bahar Anahmias 2010 1
2. Introduction
Students are already coming to school with portable computers and devices such as an iPhone,
iPod, mp3 player or laptop in hand. So they’re used to gathering information on the web,
getting their email, watching lectures, getting directions anytime, anywhere . We think that
they will be more than satisfied to have their lectures, additional notes or educator’s notes
mobile as well. Students like engaging, customized lectures when it’s delivered on their iPod
or pc (laptop). It’s a familiar and essential part of their lives. Audio and video podcasts let
students study at their own pace, wherever and whenever they want.
First launched in 2001, the iPod is a brand of portable media player designed and marketed by
Apple computers. This was an innovative tool in order to control the illegal mp3 usage in
music industry. In this article we will refer to podcast both as an audio and video podcast.
Podcasts even though the name ‘pod’ refers to ipod, can be watched or listened via other mp3
players, some PDAs and of course on pcs. In order to get the Access to the Itunes U (Itunes
University where most of the reputable universities are on), a student should only have to
download Itunes and get an account. Then comes the information directly from the
University. The associated term ‘vodcasting’ refers to those podcasts that include video. We
will refer all casts as podcasts in this essay.
If the institution wants to allow access only to members of its campus, it can host its own
password-protected iTunes U site. This enables the university to create and manage the
content available on the site, while controlling who can access and download resources from
it. Or the university can have the option of making your the course material available to all
iTunes visitors — alongside content created by Yale, Stanford, UC Berkeley, Oxford,
Cambridge, MIT, PBS stations.. ITunes U sites are not just available to universities. Many
museums, public broadcasting stations, and state education organizations also make education
content available to the world. Many schools choose to create both an internal site with a
greater amount of course materials available exclusively to enrolled students with a user
account and password; and an external site that provides a publicly accessible subset of those
resources.
In higher education, podcasting and vodcasting are effective means for encouraging the
development of collaborative learning (Ractham and Zhang, 2006), which reflects the
Bahar Anahmias 2010 2
3. development of social networks in a diverse society, and meets the needs of students with
different learning styles (Alexander, 2005) and those who like to learn ‘on the go’ (Lim,
2005). Learning ‘on the go’ facilitates a process of time-shifted learning, so learners can
choose when and where they wish to learn (Chan and Lee, 2005).
Podcasting involves the authoring of, and subscription to, audio and/or video multimedia files
on the internet (Lim, 2005). These files can then be downloaded and played back on a range
of mobile devices including laptops, mobile phones, PDAs, iPods, and other MP3 players
(Bausch and Han, 2006).
Even though this essay aims to study university case, podcasting from universities should
result an life-long learning experience.
Previous Researches and Examples
Duke University, in the United States, successfully piloted the use of iPods with all their first-
year students during 2004 (Duke University, 2005). The iPod was used to support the delivery
and learning of a range of subjects including foreign languages, music, engineering,
humanities and the social sciences.
The academic use of the iPod fell into five main categories: as a course content dissemination
tool; as a classroom recording tool; as a field recording tool; as a study support tool; and as a
file transfer and storage tool. Since the Duke University initiative, a number of other insti
tutions have subsequently followed suit in adopting iPods and podcasting as an educational
medium (Blaisdell, 2006). They found that although students did agree that the provision of
entire lectures through online media might lead to a drop in attendance, they were beneficial
for revision, understanding, and they enhanced the course experience. (Educating an iPod
generation: undergraduate attitudes, experiences and understanding of vodcast and podcast
use Vanessa Parson*, Peter Reddy, Jon Wood and Carl Senior)
But if students are given the ability to listen to lectures on their own schedule, what keeps
them coming to class every week?
"The question is...does it really matter if the student sits in the chair in the classroom or sits
in a chair in his room? Is the physical presence of the student in the class really all that
necessary?" asks an instructor from a reputable university, who records her lectures and posts
Bahar Anahmias 2010 3
4. them to iTunes U for her students. But, another lecturer says students who listen to lectures
through their white headphones rather than in person are missing out. There's no opportunity
to ask questions and any student who isn't in the room won't get the full multimedia
experience she brings to her teaching, she says.
As well, iTunes U can be used to pass out homework. Instead of spending an entire class
teaching her American Culture students the basics of the U.S. electoral college, Dr. Friedman
can record a primer podcast they can listen to before showing up so that once class starts, she
can hit the ground running. "We've had to rethink what goes on in the classroom," she says.
"We have to do things in the classroom that can only be done in the classroom. If the students
can listen to 45 minutes of my lecture elsewhere, then I have 45 minutes in class to do
something else."
So far many reputable universities have developed their own ways to digital courseware.
American and British universities such as Stanford, Duke, Princeton, Oxford and Yale are
using iTunes U as are schools in Ireland, Australia and New Zealand.
For the past five years, Thomas Dean has been recording his lectures and making podcasts
available to his electrical and computer engineering students. But the Queen's University
associate professor says that since he began using iTunes U, it's much simpler.
"The feedback from the students is pretty much uniformly positive," Dr. Dean says. "It has
resulted in more independence on the part of the students." He adds: "The interesting thing
was that with the first- and second-year [students], attendance actually increased because of
it. I talked to students about it, and they told me that because I make sure I upload the
lectures right after class and ensure they are available before the next class, the students felt
it allowed them to keep up on the material and they felt more value in continuing to come to
class. I have noticed a lot fewer emergency questions by e-mail before the exam."
Impact of e-learning on academics (from Teaching in Higher Education)
On the contrary Academic identities are defined by three key aspects: the discipline; the
institution; and a sense of the profession (Henkel 2000).
It is suggested that the effective utilisation of e-learning by academics requires a considerable
shift both in skills and conceptions of learning and teaching. In addition to becoming skilled
Bahar Anahmias 2010 4
5. in the use of technologies, e-learning requires a move from a teaching-centred paradigm that
emphasises the transmission of expert knowledge by the academic to a learning-centred
paradigm in which students become the discoverers and constructors of knowledge (Hartman,
Dziuban and Brophy-Ellison 2007). Academics have traditionally experienced considerable
independence in their choice of teaching methods, but as the scale and complexity of
introducing e-learning within universities requires a strategic and institute-wide approach to
its implementation, they may begin to experience greater direction over their teaching. E-
learning has the potential to challenge academics’ perceptions of learning and teaching, their
role identity and self-efficacy since ‘Pedagogy is more than simply putting lecture notes
online’ (Blass and Davis 2003, 228).
Identity as successful teachers
Respondents’ stories about their own preferred teaching practices revealed them as successful
face-to-face teachers, proud of their achievements and caring about their students’ progress.
Their coping strategies for using traditional face-to-face methods had been built up over a
period of time and supported their feeling of being in control.
Duncan preferred the opportunity provided by lectures to demonstrate his subject expertise to
students. This made him feel secure because he prepared his lectures thoroughly in advance so
there was less of a risk of anything beyond his control happening: I always make a point in
the lectures of not using any notes, just OHPs and I think the students think I must be
omniscient because they often say ‘how do you remember all that stuff ?’ but I don’t think
they realise all the work that goes into it beforehand. But you know, when you are dealing
with 240 people it has got to be absolutely spot on, hasn’t it? Otherwise it can degenerate
into chaos . . . (Duncan, lines 243_47) Hannah also found that lectures enabled her to
exercise control: I quite like having a big audience of 150 or 200 people. I guess in some
ways it’s easier because it’s very formal. (Hannah, lines 135_37)
Mary preferred a more nurturing approach of working with small groups to help students
develop concepts and then targeting her help to those who needed it most: I prefer the
approach where you can say to them [student seminar group] ‘Right, get on with the next
question and I’ll wander round and see what you’ve done wrong on this one and just set you
right on that’, so people are getting individual attention. (Mary, lines 81_6)
Bahar Anahmias 2010 5
6. When prompted about their use of e-learning, these academics regarded its primary use to be
in support of, or supplementary to, their face-to-face teaching. However, their expressed
anxieties appeared to acknowledge its threat to their academic identity.
E-learning displacing the academic as knowledge expert
When invited to discuss their experiences of using e-learning, they described how they
recorded lectures for video streaming on demand and created resource banks of their own
research outputs to distribute to their students on CD-ROM. However, these resources were
not intended to replace the academic presence; they were designed to augment their physical
presence when they were not in contact with students in the classroom. The campus
experience, they believed, was the primary reason students came to this university and
although technology had a role to play in that experience, face-to-face contact between the
academic and the student was more important. However, even their authority to regulate this
face-to-face contact was being challenged by the rising demand from students to ‘get their
money’s worth’ from their tutors, as Angela noted: . . . as students become more and more
conscious of the fact that they are paying for their courses, they want to buy peoples’ time for
that money, they want that pound of flesh. (Angela, lines 317_9)
Nevertheless, the academic was still in control, still the expert provider of knowledge, even
when they were not in the classroom. E-learning played a complementary role and in this way
the protective cocoon was retained. However, when their students’ expertise with technology
was clearly observed to be more advanced than their own, and this began to have an impact
on their academic role as expert knowledge provider, breaches in their protective cocoon
could be observed. Alice described how a group of her students had created a website and
were using it to share resources to support a group project they were engaged in. Her teacher
self-identity prompted her to express support for this action initially, because it was evidence
of her students acting as independent learners and collaborating in group learning, all laudable
features of self-managed learning that she would consider her role as a lecturer to encourage:
. . . the students themselves, the first years, decided to set up their own website, which I think
is excellent, and put their own resources and assignments on it, and that sort of thing. (Alice,
lines 221_3)
She continues with her narrative of support, but then admits to a lack of expertise with the
technology which her students have demonstrated: . . . I am quite happy to support all that
but I don’t feel an expert, you know. I do direct them to web pages and that sort of thing, but
Bahar Anahmias 2010 6
7. there is so much out there, I don’t feel I am an expert in picking out the specific interactive
stuff, which I think is really the way its going. (Alice, lines 224_7)
However, eventually she not only appeared to recognise that her lack of expertise with the
technology was threatening her sense of self-worth, but also that her students were relying
less on her for access to knowledge. Her role as an intermediary in identifying and passing on
appropriate knowledge was being undermined by her own lack of knowledge of the growing
range of electronic resources available on the web.
Although these academics appeared to have little understanding of the ways in which students
used technology to communicate with each other, they were beginning to realise that this
expertise did threaten to change the balance of power between themselves and their students
and were already recognising the potential of this to lead to a de-professionalising of their
work.
E-learning leading to loss of teacher presence
Previous research suggests that academic identity is developed in the classroom through
interaction with students (Knight and Trowler 2001; Taylor 1999). So when these academics
described taking even the first steps towards making greater use of technology in the
classroom, for example, using presentation software, they expressed feeling a loss of control
over their teacher presence. Mary explained how she had felt out of control from the moment
she started to use PowerPoint in her lectures. She felt she had lost control of her ability to
have an appropriate discourse with her students and over her physical environment. She was
not able to demonstrate the mental methods of calculation using her usual approach of writing
each step up on her acetate on the overhead projector in front of the students, her academic
presence was reduced to a mechanical process of pressing a key on the PC to change the
slides: . . . all I was doing was talking to them [her students] and pressing the button and
saying now this bit, this bit and this bit. I much prefer to be there with my exercise, my piece
of paper and my acetate to write on . . . (Mary, lines 158_65) She ended by saying she
preferred to ‘be there’, suggesting that by using the technology, although still physically
present, she had actually given away her academic presence in the lecture theatre to the
technology. She also found that her physical movement was constrained by having to stay
close to the PC to operate it, as it was placed on one side of the lecture theatre, rather than
being able to move around the projector which would have been placed at the front and in the
centre of the lecture theatre.
Bahar Anahmias 2010 7
8. Hannah was aware of her colleagues using CMC but she could not conceive of a situation
where she was not present at all times to correct students’ mistakes: . . . how would you
possibly monitor 150 people? You’d have to set up different forums to have seminar
discussions, which in itself could become incredibly time consuming. (Hannah, lines 457_9)
Procedure
In order to examine the acceptability of podcast learning vs traditional learning (in the
classroom, in the campus area) we will have two aspects of methodology: Questionnaire for
students and interviews with lecturers. Then the methodologies will be examined throughly.
At the start of the first year course of a volueenteer faculty department course all students will
be asked randomly assigned to one of two groups, each of which would use only one type of
online material: PowerPoint slides or podcasts. Students will be instructed to stay with their
specific broadcast group and not to use any of the other broadcasts over the duration of the
course, one semester. Students should download the lecture automatically with their PDAs or
laptops or by accessing the intranet and manually downloading the latest episode. At the end
of the semester, a questionnaire will be uploaded onto the Blackboard for these students.
The sample of questionnaire and their themes should be as follows:
1.Which broadcast were you originally assigned?
2.Which broadcast did you use most of? Answers should indicate loyalty and preferance.
3.Was the broadcast that you used easy to understand? Answer should show Ease of use .
4. How often did you use your broadcast? Answer should indicate Quantity of usage
5. Should these broadcasts be available to all?
6. Should all lectures be broadcast on the internet?
7. Was the broadcast that you used useful?
8. Did your broadcast add to your understanding of the topic? Answer should show Usefullness.
9. Do internet broadcasts mean you are more likely to stay away from lectures?
10. Did the online material make for an acceptable substitute to the regular lecture?
Answer should indicate Substitution.
Bahar Anahmias 2010 8
9. Budget
Questionnaire and Assessing 5,000 $
Interview 5,000 $
Getting on Itunes U 3,000 $
Podcasting a lecture for a semester 5,000 $
Miscellanous 2,000 $
Total Budget 20,000 $
Conclusion
ITunes U and podcasting in general lets professors use technology to teach in a way they
never thought possible. Some professors can load students' presentations to iTunes U for the
rest of the class to listen to and critique. Other instructors can use the service to load their own
oral comments to students' coursework.
Previous research has identified that the impact of e-learning on the role of the academic
requires ‘faculty members to think about themselves very differently as instructors,
recognising the changes in the educational paradigm, engage in new kinds of activities, and
reconsider the meaning of being an expert in technology’. Resisting e-learning is in fact an
entirely an act designed to strengthen a relationship based on ‘being face-to-face’ with the
students, despite the quality of that relationship due to the pressure of increased student
numbers and changing student expectations. However, we have to be open minded and adapt
to digital age’s changes and use podcasts in order to cope up with the new media generation.
There is still a place for ‘old’ media with an opportunity to build on current good practices;
Great opportunities, but it is a time for transition. There is a need to experiment in order to
progress. New media needs to be introduced gradually. For students more emphasis on active
learning, participating and collaborating could be scary – guidance and time to orientate to a
new approach is essential. For teachers – it’s new too, they will need support to decide how
best to use ‘new media’ and how to change teaching strategies. ‘New media’ technology is
not controlled by the institution, this could be an issue at times. .
Bahar Anahmias 2010 9
10. When we look at the definition of the Academic identities : the discipline; the institution; and
a sense of the profession: we have to see that as Turkish universities, we have to be
podcasting – some podcasts as an introduction course and some free of charge - as soon as
possible in order to be innovative and protect our dignity and identity as a Professional
institution.
Bibliography
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Rosell-Aguilar The Open University, UK www. informaworld.com/ smpp /title~content =
t716100697
-Nielsen//NetRatings @Plan Summer 2006 Release
-E-learning: you don't always get what you hope for Adrian Kirkwood The Institute of Educational
Technology, The Open University, UK www.informaworld.com/smpp /title~content=t716100724
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Argentinean and a Swedish university Christina Keller ab; Jörgen Lindh a; Stefan Hrastinski Ines
Casanovas c; Gladys Fernandez ca Jönköping International Business School, Department of
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Technological University of Argentina, Department of Systems Engineering, Argentina
www.informaworld.com/smpp/title~content=t713698864
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strategies in context Carol Russell Faculty of Engineering, University of New South Wales, Sydney,
Australia http://www.informaworld.com/smpp/ title~content =t713605628
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Robert A. Ellis a; Paul Ginns b; Leanne Piggott Institute of Teaching and Learning, University of
Sydney, Australia b Faculty of Education and Social Work, University of Sydney, Australia c Faculty
of Economics and Business, University of Sydney, Australia
http://www.informaworld.com/smpp/title~content=t713423834
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Schenectady, NY, USA www.informaworld.com/smpp/title~content=t792306962
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Virginia, Charlottesville, VA, USA www. informaworld.com /smpp/title~content = t792306935
-Sharing Tacit Knowledge Online: A Case Study of e-Learning in Cisco's Network of System
Integrator Partner Firms Jarle Moss Hildrum a Centre for Technology, Innovation and Culture,
University of Oslo, www.informaworld.com/smpp/title~content=t713424563
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Colin Latchem a; Ali Ekrem Özkul b; Cengiz Hakan Aydin b; Mehmet Emin Mutlu Open and
Distance Learning Consultant, Australia b Anadolu University, Turkey
www.informaworld.com/smpp/title~content=t713440064
-Addressing the context of e-learning: using transactional distance theory to inform design
Robyn Benson a; Gayani Samarawickrema Faculty of Medicine, Nursing and Health Sciences,
Monash University, Australia b Institute of Teaching and Learning, Deakin University, Australia
www.informaworld.com/smpp/title~content=t713412832
-Educating an iPod generation: undergraduate attitudes, experiences and understanding of
vodcast and podcast use Vanessa Parson a; Peter Reddy a; Jon Wood a; Carl Senior School of Life
and Health Sciences, Aston University, UK www.informaworld.com/smpp/title~content=t713606301
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Janet Hanson Student and Academic Services, Bournemouth University, UK www.informaworld.com/
smpp/title~content=t713447786
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alh.sagepub.com/cgi/content/abstract/10/1/8
Bahar Anahmias 2010 10