The document analyzes 305 informal learning websites across five categories: language learning, outdoor/adventure learning, social change/global learning, virtual education, and learning portals. The researchers developed an 8-point coding scheme to evaluate each site based on criteria like content richness, technology functionality, learning potential, and scalability. Overall ratings found that virtual education sites scored highest while language learning sites had the highest potential for learning. Notable high-scoring individual sites included Khan Academy, MERLOT, and iCivics.
Open licenses and regional social networks to enable multi-directional knowle...Kathleen Ludewig Omollo
This document discusses open educational practices and knowledge sharing networks. It provides examples of partnerships between the University of Michigan and institutions in Africa to collaboratively develop open educational resources. These partnerships aimed to gather existing materials, facilitate discussion, adapt materials for local contexts, and enable multi-directional knowledge transfer through open licensing and networks. The partnerships resulted in the creation and sharing of new learning materials across institutions globally.
This document discusses using technology to rehumanize classes. It suggests using technologies to foster non-scored, informal activities as well as scored, formal activities and a range of student engagement. Specific technologies are recommended for gaining attention, involvement, participation, and active learning. The document concludes by offering strategies for implementing technologies and considerations around BYOD, ethical issues, and accessibility.
Miller - Integrating Online Multimedia into Course and Classroomut san antonio
This document discusses integrating online multimedia resources into college courses, with a focus on the social sciences. It describes the pedagogical benefits of multimedia, such as enhancing comprehension and engaging different learning styles. It also outlines how the availability of online media has made it much easier for instructors to access and share resources with students. The document provides examples of using multimedia for concept illustration, analysis, and criticism. It also discusses delivering media resources through electronic course syllabi and using clips as "icebreakers" at the start of class. Appendices list relevant media websites and sample assignments integrating multimedia.
This document provides an overview of open video repositories (OVRs) relevant to teaching social sciences courses. It finds that economics has the most extensive OVR collections, while political science has the least. Among original-content websites, economics OVRs tend to have higher production values due to support from conservative donors. The document analyzes OVRs across various social science disciplines and identifies key features of different repositories, such as the type and source of video content, whether instructional applications are provided, and website interactivity features. It aims to help instructors discover and utilize free video resources for enhancing their teaching.
The document discusses key principles from the Code of Best Practices in Fair Use for Media Literacy Education:
1) There is confusion among educators about copyright law, which limits effective teaching and learning.
2) Media literacy education involves critically analyzing various media formats to develop critical thinking and communication skills.
3) Educators should use limited excerpts of copyrighted works as needed for educational purposes, give proper attribution, and share within professional standards.
This document provides information about a multimedia applications course titled SOC 6903 at UTSA. It includes details about the instructor, required materials, course description, management system, student expectations, evaluation criteria and assignments. Students will learn to create and integrate digital content like video and images onto online platforms. The course aims to enhance students' ability to make abstract concepts more understandable through multimedia. Students are expected to actively participate in all classes and complete assignments by posted deadlines. The grade will be based on the quality of assigned project work and class participation.
Introduction to Social Media in EducationJason Rhode
Do you use Facebook, Twitter, and YouTube? Have you ever considered leveraging social media tools like these in your teaching? During this introductory online session led by Jason Rhode on 9/28/2012, we explored what social media are and the pedagogical potential for use of social media in educational settings. We set the stage for future sessions to further explore use of social media tools and the design of engaging and innovative learning activities.
Open licenses and regional social networks to enable multi-directional knowle...Kathleen Ludewig Omollo
This document discusses open educational practices and knowledge sharing networks. It provides examples of partnerships between the University of Michigan and institutions in Africa to collaboratively develop open educational resources. These partnerships aimed to gather existing materials, facilitate discussion, adapt materials for local contexts, and enable multi-directional knowledge transfer through open licensing and networks. The partnerships resulted in the creation and sharing of new learning materials across institutions globally.
This document discusses using technology to rehumanize classes. It suggests using technologies to foster non-scored, informal activities as well as scored, formal activities and a range of student engagement. Specific technologies are recommended for gaining attention, involvement, participation, and active learning. The document concludes by offering strategies for implementing technologies and considerations around BYOD, ethical issues, and accessibility.
Miller - Integrating Online Multimedia into Course and Classroomut san antonio
This document discusses integrating online multimedia resources into college courses, with a focus on the social sciences. It describes the pedagogical benefits of multimedia, such as enhancing comprehension and engaging different learning styles. It also outlines how the availability of online media has made it much easier for instructors to access and share resources with students. The document provides examples of using multimedia for concept illustration, analysis, and criticism. It also discusses delivering media resources through electronic course syllabi and using clips as "icebreakers" at the start of class. Appendices list relevant media websites and sample assignments integrating multimedia.
This document provides an overview of open video repositories (OVRs) relevant to teaching social sciences courses. It finds that economics has the most extensive OVR collections, while political science has the least. Among original-content websites, economics OVRs tend to have higher production values due to support from conservative donors. The document analyzes OVRs across various social science disciplines and identifies key features of different repositories, such as the type and source of video content, whether instructional applications are provided, and website interactivity features. It aims to help instructors discover and utilize free video resources for enhancing their teaching.
The document discusses key principles from the Code of Best Practices in Fair Use for Media Literacy Education:
1) There is confusion among educators about copyright law, which limits effective teaching and learning.
2) Media literacy education involves critically analyzing various media formats to develop critical thinking and communication skills.
3) Educators should use limited excerpts of copyrighted works as needed for educational purposes, give proper attribution, and share within professional standards.
This document provides information about a multimedia applications course titled SOC 6903 at UTSA. It includes details about the instructor, required materials, course description, management system, student expectations, evaluation criteria and assignments. Students will learn to create and integrate digital content like video and images onto online platforms. The course aims to enhance students' ability to make abstract concepts more understandable through multimedia. Students are expected to actively participate in all classes and complete assignments by posted deadlines. The grade will be based on the quality of assigned project work and class participation.
Introduction to Social Media in EducationJason Rhode
Do you use Facebook, Twitter, and YouTube? Have you ever considered leveraging social media tools like these in your teaching? During this introductory online session led by Jason Rhode on 9/28/2012, we explored what social media are and the pedagogical potential for use of social media in educational settings. We set the stage for future sessions to further explore use of social media tools and the design of engaging and innovative learning activities.
This document contains the syllabus for an instructional design course at Dominican College. The course will focus on developing expertise in graphics, animation, and other technologies for educational purposes. Students will learn skills like creating graphics in Photoshop, animations in Flash and Scratch, podcasts, and virtual learning communities. Assessments will include creating educational materials using these technologies. The course aims to prepare teachers to effectively integrate technology into their teaching.
Eggs, Ecosystems, and the Power of Connected LearningKelvin Thompson
AUDIO: access session audio to accompany these slides at http://bit.ly/audio_thompsonfldvipn2015 [copy/paste]
Keynote address at the 2015 Florida District Virtual Instruction Program Symposium (FLDVIPN2015)
New microsoft office power point presentationNausheen Anwar
This document discusses the use of information and communication technology (ICT) in teaching and learning. It outlines several benefits of using online collaboration, including engaging students in discussions, collaborative projects, and understanding other cultures. Some limitations are discussed, such as bandwidth issues slowing down multimedia. The document also provides examples of how ICT can engage students and develop their creativity, as well as challenges integrating regional languages. It then discusses how to design purposeful learning activities using ICT and gives examples of projects incorporating reflection and critical thinking. Overall, the document advocates for the safe, responsible, and effective use of ICT in education.
using digital devices in classroom teachningAmina Tariq
The document discusses digital devices and their use in education. It defines digital devices as electronic equipment that uses discrete data and processing. Digital devices are categorized as portable devices like smartphones, tablets, and laptops, as well as personal devices including cell phones, smart phones, PDAs, GPS devices, audio players, video players, and more. The document outlines the pros and cons of using digital devices in the classroom, noting that they can enhance learning but also pose risks like distraction and cyberbullying. It concludes that institutions can permit digital devices with proper guidelines and education around safe and productive use.
The Power of Engagement and Tools for ConnectingKelvin Thompson
This document summarizes a presentation by Dr. Kelvin Thompson on engagement and connection tools. It provides an annotated list of engagement strategies and technologies discussed, including clickers, polling apps, Google Docs, wikis, and social media. It also covers challenges of embracing openness online, managing information flows, practicing connected learning, and helping students become connected learners. Resources and guidance are offered in each of these areas.
Students may use electronic devices such as cell phones, smartphones, and mp3 players at school for educational purposes with teacher approval. Teachers are encouraged to incorporate these devices into lesson design and classroom activities. Some examples provided include using Google Docs for collaborative writing, recording songs to demonstrate learning, taking photos of assignments to share via email or blogs, and using polling apps for student feedback. By engaging students with the devices they use regularly, teachers can increase student buy-in, hands-on learning, and opportunities for communication, collaboration, and creativity.
This 3-sentence summary provides the key details about the course:
The course focuses on leveraging cloud computing for educational purposes, with students exploring applications, pros and cons, and developing skills using cloud tools while considering legal and privacy issues. Through online activities and research, students will gain competency with cloud environments and design learning opportunities suited to their strengths. Students will work in groups to develop an instructional unit using cloud platforms and resources, and reflect individually on their tool selections.
This document discusses the role of multimedia in education. It defines multimedia as communicating in multiple ways using elements like text, audio, video, graphics, animation, and interactivity. Multimedia can enhance teaching by allowing annotations during live lectures, freeing teachers from blackboards, and facilitating collaboration. It also reviews types of multimedia presentations and considers criteria for creating presentations in PowerPoint. The document outlines the four basic functions of the Internet in education: searching for and receiving information, publishing and providing information, communicating, and collaborating. It discusses best practices for multimedia development and the standard phases of multimedia production.
1) The document discusses the use of computers and various technologies in social science education. It outlines how computers can be used for tasks like retrieving information, practicing skills like map reading, and administering tests.
2) Some advantages of computer-assisted instruction are that it allows for individualized learning and rapid access to large amounts of stored information. However, limitations include the high costs of equipment and potential to dehumanize education.
3) Emerging technologies discussed include compact discs for storing large amounts of information, the Internet for communication and research, and video conferencing for remote instruction. While computers show promise, teachers have been slow to integrate them into social studies classrooms.
This document provides an overview of a professional development session that explored innovative applications of Web 2.0 tools in various curriculum areas. The session objectives were to explore applications of tools like podcasts, Prezi, Voicethread, wikis, and iPads. Examples of how these tools could be used in classes like biology, Spanish, and business were provided. The session also shared ideas for implementing tools in schools, including resources, committee focus on professional development, and hands-on activities for teachers.
The document discusses various web 2.0 tools that can be used for digital literacy and in the classroom, including blogs, wikis, podcasting, screencasting, social networking, photo sharing, video sharing, and document sharing. It provides examples of popular sites to use for each tool, and encourages using these tools to engage students, differentiate instruction, promote critical thinking, and extend learning. Teachers are inspired to try incorporating some of these tools into their classroom or personal use to help develop lifelong learning skills.
This document presents a project on mobile learning. It discusses the objectives of teaching students about mobile learning, its advantages, and challenges. It defines mobile learning as obtaining educational content on devices like phones and tablets. It provides examples of mobile learning devices and apps that can be used, such as smartphones, e-book readers, tablets, Evernote, Twitter, and chemistry apps. It discusses the concepts of mobile learning including the mobility of technology, learning, and learners. It outlines advantages like flexibility and collaboration, and challenges like cultural attitudes, learning theories, and device limitations.
Mobile learning (m-learning) involves using mobile technologies and devices like smartphones and tablets to access educational content. Smartphones allow learning materials to be accessed anywhere and support activities like conducting research, taking notes, communicating with others, and accessing multimedia resources. In schools, colleges and universities, smartphones help with tasks like checking facts, taking photos/videos, reading ebooks, making presentations and communicating. In open schools and distance learning, smartphones support activities such as forming discussion groups, accessing ebooks and videos, self-assessment quizzes, and interacting with teachers and peers.
This is my presentation on m-learning of a workshop at Geraldton (Western Australia). Please note the first 13 slides are the same as E-learning: Evolution (Web 2.0) presentation
This document discusses multimedia in education. It defines multimedia as any combination of two or more media such as sound, images, text, animation and video. Multimedia allows for associative linkages that let users navigate and retrieve stored information. It also discusses how multimedia can support multiple intelligences and literacy. The document outlines multimedia systems, software, and its use for teaching and learning. It notes the importance of copyright for multimedia resources and describes media distribution systems.
Social media tools are widely used by colleges but use varies. A survey found that YouTube was the most popular and 70% of respondents felt tools enhanced learning. However, some had privacy and distraction concerns. Blogs, microblogs, multimedia sharing, and digital curation were discussed as tools with benefits for learning when used appropriately. Risks like privacy issues must be considered.
ETUG Spring 2014 - Social Media in the Classroom: Talk about Learning!BCcampus
As social media continues to become part of our lives, today’s connected learner has more information at their fingertips than ever before. In this session, discover opportunities to improve student success through the implementation of creative, collaborative tasks through social media. Go beyond 140 characters of engagement, and encourage students to construct their own learning by using popular Web 2.0 tools to bridge the gap between pedagogy and technology. Goals – At the end of the session, participants will be able to:
Establish criteria for implementing social and digital media in their classes,
identify when students may need to unplug, and
implement social media tools such as Twitter and Padlet into a lesson plan
Video Streaming, An Opportunity For Educational InstitutionsMoonSoup, Inc.
Learning on Demand (LoD) provides educational videos created by faculty that can be uploaded and made accessible through a course management system for specific enrolled students and faculty. LoD videos are intended for limited viewership compared to commercial videos that are licensed for broader access. There is opportunity for educational institutions to develop LoD systems that allow customized uploading and viewing of faculty-created videos for enrolled students while restricting broader access.
The document analyzes technologies used on extreme learning websites. It identifies tools across five categories of extreme learning: language learning, outdoor/adventure learning, social change/global learning, virtual education, and other/miscellaneous. Across categories, websites utilized content delivery, interactive, and activity tools. Content was delivered through video, audio, texts and images while interactive tools included forums, chats, and social media. Activity tools enabled exercises, quizzes and progress tracking. The selection of technologies depended on the nature of education and intended purpose of each website.
This document discusses technology integration in adult English as a second language (ESL) instruction. It covers the background and goals of technology usage, ideas for integrating technology into ESL lessons, and professional development for teachers. Some benefits identified are promoting life skills, self-directed learning, and differentiated instruction. Challenges include lack of preparation time, varying student abilities, and limited resources. The document advocates for expanding technology use and online professional learning communities to improve adult ESL instruction.
This document contains the syllabus for an instructional design course at Dominican College. The course will focus on developing expertise in graphics, animation, and other technologies for educational purposes. Students will learn skills like creating graphics in Photoshop, animations in Flash and Scratch, podcasts, and virtual learning communities. Assessments will include creating educational materials using these technologies. The course aims to prepare teachers to effectively integrate technology into their teaching.
Eggs, Ecosystems, and the Power of Connected LearningKelvin Thompson
AUDIO: access session audio to accompany these slides at http://bit.ly/audio_thompsonfldvipn2015 [copy/paste]
Keynote address at the 2015 Florida District Virtual Instruction Program Symposium (FLDVIPN2015)
New microsoft office power point presentationNausheen Anwar
This document discusses the use of information and communication technology (ICT) in teaching and learning. It outlines several benefits of using online collaboration, including engaging students in discussions, collaborative projects, and understanding other cultures. Some limitations are discussed, such as bandwidth issues slowing down multimedia. The document also provides examples of how ICT can engage students and develop their creativity, as well as challenges integrating regional languages. It then discusses how to design purposeful learning activities using ICT and gives examples of projects incorporating reflection and critical thinking. Overall, the document advocates for the safe, responsible, and effective use of ICT in education.
using digital devices in classroom teachningAmina Tariq
The document discusses digital devices and their use in education. It defines digital devices as electronic equipment that uses discrete data and processing. Digital devices are categorized as portable devices like smartphones, tablets, and laptops, as well as personal devices including cell phones, smart phones, PDAs, GPS devices, audio players, video players, and more. The document outlines the pros and cons of using digital devices in the classroom, noting that they can enhance learning but also pose risks like distraction and cyberbullying. It concludes that institutions can permit digital devices with proper guidelines and education around safe and productive use.
The Power of Engagement and Tools for ConnectingKelvin Thompson
This document summarizes a presentation by Dr. Kelvin Thompson on engagement and connection tools. It provides an annotated list of engagement strategies and technologies discussed, including clickers, polling apps, Google Docs, wikis, and social media. It also covers challenges of embracing openness online, managing information flows, practicing connected learning, and helping students become connected learners. Resources and guidance are offered in each of these areas.
Students may use electronic devices such as cell phones, smartphones, and mp3 players at school for educational purposes with teacher approval. Teachers are encouraged to incorporate these devices into lesson design and classroom activities. Some examples provided include using Google Docs for collaborative writing, recording songs to demonstrate learning, taking photos of assignments to share via email or blogs, and using polling apps for student feedback. By engaging students with the devices they use regularly, teachers can increase student buy-in, hands-on learning, and opportunities for communication, collaboration, and creativity.
This 3-sentence summary provides the key details about the course:
The course focuses on leveraging cloud computing for educational purposes, with students exploring applications, pros and cons, and developing skills using cloud tools while considering legal and privacy issues. Through online activities and research, students will gain competency with cloud environments and design learning opportunities suited to their strengths. Students will work in groups to develop an instructional unit using cloud platforms and resources, and reflect individually on their tool selections.
This document discusses the role of multimedia in education. It defines multimedia as communicating in multiple ways using elements like text, audio, video, graphics, animation, and interactivity. Multimedia can enhance teaching by allowing annotations during live lectures, freeing teachers from blackboards, and facilitating collaboration. It also reviews types of multimedia presentations and considers criteria for creating presentations in PowerPoint. The document outlines the four basic functions of the Internet in education: searching for and receiving information, publishing and providing information, communicating, and collaborating. It discusses best practices for multimedia development and the standard phases of multimedia production.
1) The document discusses the use of computers and various technologies in social science education. It outlines how computers can be used for tasks like retrieving information, practicing skills like map reading, and administering tests.
2) Some advantages of computer-assisted instruction are that it allows for individualized learning and rapid access to large amounts of stored information. However, limitations include the high costs of equipment and potential to dehumanize education.
3) Emerging technologies discussed include compact discs for storing large amounts of information, the Internet for communication and research, and video conferencing for remote instruction. While computers show promise, teachers have been slow to integrate them into social studies classrooms.
This document provides an overview of a professional development session that explored innovative applications of Web 2.0 tools in various curriculum areas. The session objectives were to explore applications of tools like podcasts, Prezi, Voicethread, wikis, and iPads. Examples of how these tools could be used in classes like biology, Spanish, and business were provided. The session also shared ideas for implementing tools in schools, including resources, committee focus on professional development, and hands-on activities for teachers.
The document discusses various web 2.0 tools that can be used for digital literacy and in the classroom, including blogs, wikis, podcasting, screencasting, social networking, photo sharing, video sharing, and document sharing. It provides examples of popular sites to use for each tool, and encourages using these tools to engage students, differentiate instruction, promote critical thinking, and extend learning. Teachers are inspired to try incorporating some of these tools into their classroom or personal use to help develop lifelong learning skills.
This document presents a project on mobile learning. It discusses the objectives of teaching students about mobile learning, its advantages, and challenges. It defines mobile learning as obtaining educational content on devices like phones and tablets. It provides examples of mobile learning devices and apps that can be used, such as smartphones, e-book readers, tablets, Evernote, Twitter, and chemistry apps. It discusses the concepts of mobile learning including the mobility of technology, learning, and learners. It outlines advantages like flexibility and collaboration, and challenges like cultural attitudes, learning theories, and device limitations.
Mobile learning (m-learning) involves using mobile technologies and devices like smartphones and tablets to access educational content. Smartphones allow learning materials to be accessed anywhere and support activities like conducting research, taking notes, communicating with others, and accessing multimedia resources. In schools, colleges and universities, smartphones help with tasks like checking facts, taking photos/videos, reading ebooks, making presentations and communicating. In open schools and distance learning, smartphones support activities such as forming discussion groups, accessing ebooks and videos, self-assessment quizzes, and interacting with teachers and peers.
This is my presentation on m-learning of a workshop at Geraldton (Western Australia). Please note the first 13 slides are the same as E-learning: Evolution (Web 2.0) presentation
This document discusses multimedia in education. It defines multimedia as any combination of two or more media such as sound, images, text, animation and video. Multimedia allows for associative linkages that let users navigate and retrieve stored information. It also discusses how multimedia can support multiple intelligences and literacy. The document outlines multimedia systems, software, and its use for teaching and learning. It notes the importance of copyright for multimedia resources and describes media distribution systems.
Social media tools are widely used by colleges but use varies. A survey found that YouTube was the most popular and 70% of respondents felt tools enhanced learning. However, some had privacy and distraction concerns. Blogs, microblogs, multimedia sharing, and digital curation were discussed as tools with benefits for learning when used appropriately. Risks like privacy issues must be considered.
ETUG Spring 2014 - Social Media in the Classroom: Talk about Learning!BCcampus
As social media continues to become part of our lives, today’s connected learner has more information at their fingertips than ever before. In this session, discover opportunities to improve student success through the implementation of creative, collaborative tasks through social media. Go beyond 140 characters of engagement, and encourage students to construct their own learning by using popular Web 2.0 tools to bridge the gap between pedagogy and technology. Goals – At the end of the session, participants will be able to:
Establish criteria for implementing social and digital media in their classes,
identify when students may need to unplug, and
implement social media tools such as Twitter and Padlet into a lesson plan
Video Streaming, An Opportunity For Educational InstitutionsMoonSoup, Inc.
Learning on Demand (LoD) provides educational videos created by faculty that can be uploaded and made accessible through a course management system for specific enrolled students and faculty. LoD videos are intended for limited viewership compared to commercial videos that are licensed for broader access. There is opportunity for educational institutions to develop LoD systems that allow customized uploading and viewing of faculty-created videos for enrolled students while restricting broader access.
The document analyzes technologies used on extreme learning websites. It identifies tools across five categories of extreme learning: language learning, outdoor/adventure learning, social change/global learning, virtual education, and other/miscellaneous. Across categories, websites utilized content delivery, interactive, and activity tools. Content was delivered through video, audio, texts and images while interactive tools included forums, chats, and social media. Activity tools enabled exercises, quizzes and progress tracking. The selection of technologies depended on the nature of education and intended purpose of each website.
This document discusses technology integration in adult English as a second language (ESL) instruction. It covers the background and goals of technology usage, ideas for integrating technology into ESL lessons, and professional development for teachers. Some benefits identified are promoting life skills, self-directed learning, and differentiated instruction. Challenges include lack of preparation time, varying student abilities, and limited resources. The document advocates for expanding technology use and online professional learning communities to improve adult ESL instruction.
Presentation by Carl Blyth at "The Power of Openness: Improving Foreign Language Learning Through Open Education", held at the University of Texas at Austin and online on August 9-10, 2012.
Design-based research in technology-enhanced learning (TEL) aims to improve educational practice through iterative design, development, and implementation of interventions in real-world contexts. It involves collaboration between researchers and practitioners and leads to contextually sensitive design principles. The methodology is systematic but flexible, and builds on learning design frameworks to make the design process explicit and enable sharing of best practices.
Designation of Web 2.0 tools expected by the students on technology-based lea...alabrictyn
This document summarizes a study that examined students' expectations for web 2.0 tools in technology-based learning environments. A questionnaire was administered to 60 students to understand their opinions. The results showed that students highly value features that allow accessing lessons and communicating with teachers/peers without time or place limitations. Female students and higher-grade students expressed greater expectations overall. No differences were found between nationalities. The study concluded that learning management systems can help meet students' expectations by incorporating requested web 2.0 tools and enabling flexible, collaborative online learning activities.
Jean-Claude Bradley presents on the use of smartphones, wikis and games for educational applications at a Drexel University Faculty Showcase on November 12, 2010.
The document discusses new technologies that can be used in the classroom, including online testing tools, video hosting websites, podcasting, Google Earth, open educational resources, and communication/collaboration tools. It provides examples of how these technologies engage students and enhance learning. The presenter advocates experimenting with various free and low-cost technologies and resources to facilitate teaching and learning.
The document discusses a study on how teacher librarian candidates use Web 2.0 tools in their personal, professional, and academic lives. A survey of 100 candidates found their learning ecology was limited mainly to social networking, media sharing, and communication tools for personal use. Few used more advanced Web 2.0 tools like social bookmarking and wikis. The study suggests expanding teacher candidates' learning ecologies by incorporating Web 2.0 engagement activities in their programs to increase technology adoption.
This document provides an overview of socially mediated teaching and learning through online platforms. It introduces concepts like hashtags on Twitter, academic plagiarism, and open educational resources (OER). OER are described as educational materials that can be freely used and reused without permission. Examples of OER include lecture notes, tutorials, and full courses available on sites like MIT OpenCourseWare and OER Africa. The document encourages educators to consider sharing their own teaching materials as OER to support learning. It provides dates for upcoming events on open education and contact information for the author.
University Learning Spaces - Disciplinary Perspectives - Introductiondisciplinarythinking
Recent trends in higher education learning space design include designing spaces to support active and social models of learning, taking advantage of new technologies, and opening spaces up to connect formal learning with the world outside the university. Learning spaces are now designed around human-centered principles in collaboration with users. Technological developments like mobile devices and wireless connectivity allow learning to extend beyond physical spaces and bring remote and professional environments into the academic setting. These trends have impacted the design of specialized disciplinary spaces as well.
4391--Digital Tech Presentation-TE Teaching Reading-2-2013 Don GlobePatricia French
Digital technology can be used in literacy classrooms to engage and motivate students. It transforms learning by connecting students and innovating instruction. Some benefits are that technology provides publishing opportunities, stimulates motivation through an intrinsic value, and immediately develops a learning community. It also supports the five keys of media literacy: understanding message creation techniques, different interpretations, presented values and viewpoints, and message purposes. Digital technology opens opportunities for student expression, problem solving, and media literacy through production, research, revision, and sharing processes. Feedback can guide assessments by analyzing information accuracy, opinion analysis, storyline development, and audience engagement when using digital technology.
This document discusses the impact of information and communication technologies (ICT) and digital media on education. It describes how the internet has led to more participatory and open forms of media where users have more control over content creation and sharing. This has implications for how learning is designed and delivered. Traditional education institutions will need to adapt to how the new generation of learners interacts and shares information online both inside and outside of formal education settings. The document also outlines different elearning models and tools that can be used to support blended and online learning.
A presentation by Paul Maharg from April 2010 UKCLE York OER event. The presentation covers OERs and why they're important, case studies, examples and the UKCLE's OER platform: Simshare.
Using Mobile Technology in Information Literacy Skills Training to Enhance ...Tony Tin
Thirteen mobile information literacy eLearning lessons have been designed to demonstrate how to locate, evaluate, and use information effectively. Testing of the tool is underway with students majoring in psychology, social work, and education to determine the effectiveness of using mobile technology to enhance students’ information literacy skills. This poster highlights the development and application of the mobile information literacy innovation, the collaboration between faculty and the Library and preliminary findings of the pilot project. Successes and challenges of the research project to support anytime, anywhere student mobile information literacy eLearning training will be highlighted.
The document discusses using mobile ePortfolios to support student learning through reflection, goal-setting, and capturing experiences over time; it provides several resources and websites related to mobile ePortfolios and recommends joining an online discussion group to ask questions and get responses about collecting informal learning evidence using mobile technologies like SMS.
1. OpenCourseWare projects aim to advance learning globally by freely sharing open educational resources organized as courses.
2. They involve institutions committing to openly share some of their educational materials like text, videos, and other materials developed for online learning.
3. Open education is part of a larger open movement, which includes open content, open educational resources, and open courseware, all of which freely share knowledge and education.
1. The document discusses the cycle of hype and disappointment with new educational technologies. It notes how technologies are initially talked up but then fail to live up to expectations.
2. It addresses challenges with the gap between formal and informal learning, the abundance of digital content, developing teaching skills and quality assurance for online learning.
3. The author argues for a cautious approach to new technologies rather than rushing headlong into changes, and emphasizes the need to confront challenges facing higher education.
This presentation is delivered regularly with faculty at our institution to discuss the possibilities of open education and open educational resources. I keep this presentation up to date, so please feel free to use it to share open practices and open pedagogy!
Last updated May 2014
1. Analyzing the Learning Potential
of Informal Learning Websites with
Emerging Technology
Anyone can learn anywhere at anytime
Abdullah Altuwaijri, Indiana University
Minkyoung Kim, Indiana University
Eulho Jung, Indiana University
Yurong Wang, Indiana University
2. Background: Extreme learning?
We are living in an age of open education where anyone can now learn
anything from anyone else at any time (Bonk, 2009)
Informal and non-traditional learning exploring how
people learn or teach with technology outside of
traditional educational settings
A wide range of disciplines: Adventure Learning, Virtual
Education, Social Change, Global Learning, and Language
Learning
Today, there is much educational hope and opportunity
on the Web to personalize and individualize learning on a
moment-to-moment basis
3. Methodology
Locating Websites
Developing of Coding scheme Under Five Categories: 305
(1) content richness (1) Language Learning: 63
(2) the functionality of the technology (2) Outdoor/adventure
(3) the extent of technology integration learning: 51
(4) the novelty of the technology (3) Social change/global
learning: 57
(5) the uniqueness of the learning
environment/learning (4) Virtual education: 57
(6) the potential for learning (5) Learning Portals: 38
(7) the potential for being life changing and (6) Shared Online Video: 39
(8) the scalability of the audience
Evaluating the identified websites
Ratings were made on each Web site based on the eight criteria using a 5-
point Likert scale (1 is low; 5 is high).
4. Extreme Learning Coding
Scheme
Criteria Definition
Content Richness This criterion deals with how much information the Website, resource, or project
contains on the topic chosen, how adequately it fulfills the purpose of learning,
and whether the information is credible and up-to-date or not.
Functionality of This criterion deals with the ease of access, navigation, and use of the Website,
Technology resource, or project and whether it contains effective and appropriately employed
technology to serve the stated learning purpose.
Extent of Technology This criterion deals with the range, amount, and types of technologies employed
Integration including issues of interaction, collaboration, and information collection,
contribution, and community through such technology.
Novelty of Technology This criterion deals with whether the Website, resource, or project contains
emerging, unusual, or novel technologies.
Uniqueness of Learning The Website, resource, or project serves the purpose of learning in a non-
Environment / Learning traditional, unique, or extreme learning environment, which is highly different
from traditional classroom settings.
Potential for Learning This criterion deals with whether the Website, resource, or project enables and
provides learning activities or learning opportunities for the target audience to
achieve the intended learning goals.
Potential for Life This criterion deals with whether the Website, resource, or project influences or
Changing improves the quality of life and extends or changes the perspective of the world
for the intended audience.
Scalability of Audience This criterion deals with the potential impact of the Website, resource, or project
including the possibility to broaden the size and scope of its potential intended
audience.
5. Findings
Average Web Site Rating According to Criteria and Category
Category Average
5.00
4.00
3.15 3.25
2.89 3.01
2.68 2.76
3.00
2.00
1.00
6. Findings
Category Comparison in Each Criteria
5.00
4.00
3.00
2.00
1.00
1.Content 2.Functionality 3.Extent of 4.Novelty of 5.Uniqueness 6.Potential for 7.Potential for 8.Scalability of
Richness of Technology Technology Technology of Learning Learning Life Changing Audience
Integration Environment /
Learning
Language Outdoor / Environ. / Adventure
SC / Global Virtual Education
Learning Portals Shared Online Video
7. Findings: 1. Language Learning
The average score of language category (2.89)
In language education websites, the highest score on
potential for learning (3.1)
The lowest score was on potential for life changing
(2.63)
4 coolest sites: BBC Learning English, Chinese
Pod, Englishpod, Live Mocha
11. Findings: 2.Outdoor / Adventure Learning
The average score of Outdoor / Adventure Learning
category: 3.01/5.0
The highest score: Uniqueness of the learning
environment/learning (3.65)
The lowest score was novelty of technology (2.57)
Four coolest sites: Earthducation, Explore, Jon
Bowermaster, Nautilus Live
14. Findings: 3. Social Change / Global Learning
The average score of Social Change/Global
learning: 2.96/5.0
The highest score: potential for life changing (2.93)
One coolest site: iCivics
16. Findings: 4. Virtual Education
The average score of Virtual Education category:
3.15/5.0
The highest score: potential for learning (3.39)
The lowest score was on novelty of technology (2.82)
Nine coolest websites: Ed Tech talk, Florida Virtual
School, John Hopkins OpenCourseWare, Khan
Academy, MIT OpenCourseWare, MIT OpenCourseWare
Highlights for High School, NASA for Educators, Open
University UK-OPenLearn, Smithsonian.
17. Khan Academy: http://www.khanacademy.org
Assessment
Home
Lessons
20. Findings: 5. Learning portal
The average score of Learning Portal: 2.76/5.0
The highest score: the content richness (3.19)
The lowest score was on novelty of technology (2.49)
The coolest website: MERLOT
22. Findings: 6. Shared online video
The average score of Shared Online Video category:
3.25/5.0
The highest score: the functionality of technology (3.41)
The lowest score was on novelty of technology (3.00)
Six coolest websites: Academic Earth, Discovery News
Video, Explo.tv, Link TV, National Geographic
Education, Wonder How To Videos.
25. Q&A
Thank you!
Contact information
Abdullah Altuwaijri: aaltuwai@indiana.edu
Minkyoung Kim: kimmink@indiana.edu
Eulho Jung: euljung@indiana.edu
Yurong Wang: yurwang@indiana.edu
26. Reference
Bonk, C. J. (2009). The world is open: How Web technology is revolutionizing education. San Francisco, CA:
Jossey-Bass.
Bonk, C. J., Kirkley, J., Hara, N., & Dennen, V. (2000, April). Advances in pedagogy: Finding the instructor in post-
secondary online learning. Paper presented at the annual meeting of the American Educational Research
Association, New Orleans, LA.
Iiyoshi, T., & Kumar, M. S. V. (2008). Opening up education: The collective advancement of education through open
technology, open content, and open knowledge. Cambridge, MA: MIT Press.
Kong, K. (2009). A comparison of the linguistic and interactional features of language learning websites and
textbooks. Computer Assisted Language Learning, 22(1), 31-55.
Kartal, E., & Uzun, L. (2010). The Internet, language learning, and international dialogue: Constructing online
foreign language learning websites. Turkish Online Journal of Distance Education, 11(2), 90-107.
Veletsianos, G., & Klanthous, I. (2009). A review of adventure learning. International Review of Research in Open
and Distance Learning, 10(6), 84-105.
Warschauer, M., & Kern, R. (eds.) (2000). Network-based language teaching: Concepts and practice.
Cambridge, England: Cambridge University Press.
Zaidel, M., & Luo, X. (2010). Effectiveness of multimedia elements in computer supported instruction: Analysis of
personalization effects, students' performances and costs. Journal of College Teaching & Learning, 7(2), 11-16.
Editor's Notes
Good morning everyone! Thank you for your participation. Today, I would like to share our scholarly work on extreme learning. Before we get started, we would like to briefly introduce what we did. Basically, our research is still in progress. To give you a background of our research, we tried to identify whether learning really happens through the websites related to informal and extreme learning, then if there is learning happening, what quality and kinds of the learning occur. We believe that we entered the open educational era with a motto, anyone can learn anywhere at anytime. Among those, we focus much on individual life-changing moment through technology and education. Put simply, the work we are about to present is the first phase of our research, which is an identification of extreme learning with the coding scheme we developed and an evaluation of extreme learning websites.
Let’s begin with a quote from Dr. Bonk. He said “ We are living in an age of open education where anyone can now learn anything from anyone else at any time”. That being said, thanks to the technology, it is possible that we learn ubiquitously. With the advancement of learning technology during the past decade or two has broadened the possibilities for online learning both in formal as well as informal settings. With a focus on the latter, research in extreme learning explores how people learn or teach with technology in unusual or unique ways outside of traditional educational settings.Therefore, the purpose of this research is to offer insights into where and how the cutting-edge technology for educational purposes in authentic learning environments, especially outside conventional perspectives of where learning takes place. Furthermore, by categorizing and evaluating hundreds of informal learning Web sites, educators should begin to fathom the potential of learning.
For several semesters, a research group led by Dr. Bonk in IST identified the theme of extreme learning. As I mentioned in the previous slide, extreme learning explores how people learn or teach with technology in unusual or unique ways outside of traditional educational settings. Driven by a curiosity that whether learning really happens or not, or what kinds of websites play such a role, we first developed coding scheme based on the literatures and expertise in IST, then started locating websites based on the developed criteria. As a result, we identified 305 websites after we went through several rounds of filtering. Using 1-5 likert scale, we also evaluated the websites and ranked them based on the scores. We will provide you with some examples in a minute.
the Web sites evaluated were composed of 63 language learning, 51 outdoor and adventure learning, 57social change and global learning, 57 virtual education, 38 Learning portals, and 39 Shared Online videos. As the figure indicates, the shared online video scored the highest rating (3.25), whereas the Social change and global learning was rated the lowest (2.68). For those who are not familiar with the categories, we will explain those soon.
In regards to the highest and lowest criteria on average, the uniqueness of learning environment and potential for learning were rated as the highest (3.2). In contrast, the novelty of technology was rated as the lowest on average (2.6).
As we have seen, we often learn foreign languages through technology nowadays. In the context of extreme learning, language learning is defined as a technology-aided language education with an integration of sound, voice interaction, text, video, and animation. It empowers self-paced interactive learning environments that enable learners to achieve learning outcomes without being restricted to place or time.Given that functionality of technology received the highest rating, technology interactivity and support seems to be one of the most-valued factors in language education. The average score of languagecategory (2.89) reveals scores without much fluctuation in terms of the average score in each criterion. For the next slide, we would like to give you some great websites we identified based on our criteria. Even though we have several great examples, we will only review one of those due to the time constraint.
Livemocha is the world’s largest online language learning community, offering free and paid online language courses in 35 languages to more than 11 million members from 196 countries around the world. As you might have heard of it, it comes with a broad range of functions and tools that captivate people’s attention. For language learning, it is often said that interactivity is important. As you can see, the website encourages users parried up to promote learning more fun and engaged. A wide variety of lessons are also provided.
ChinesePod is a web-based Chinese language-learning service composed of three key components: audio lessons, mobile & online review tools, and live speaking practice with professional Mandarin teachers. As the users of mobile learning increases, Chinese pod seems promising to reach many potential users.
Another great example is BBC Learning English thatis an accredited online open learning website that provides a range of learning materials about English. We found this also interesting and helpful in education wise.
I believe many of you have thought that learning comes from experience. Our second category, outdoor and adventure learning is a hybrid online educational environment that provides students with opportunities to explore real-world issues through authentic learning experiences within collaborative online learning environments.Overall, the highest score of this category is on the uniqueness of the learning environment/learning (3.65) and the lowest score was on novelty of technology (2.57). This finding is parallel to the general notion in which adventure learning is effectively promoted by providing authentic learning environments. 4 Web sites were selected as top rated web sites that include Earth education, Explore, Jon Bowermaster, Nautilus Live.
Earthducation is an adventure-learning program developed in response to a challenge by the United Nations Decade of Education for Sustainable Development. This is designed to integrate the principles, values and practices of sustainable development into all aspects of education and learning. Centered on inquiry-based learning, they provide authentic learning environments for the learners with daily updates on journals, pictures, and lectures with the real exampelsduring the trip they encountered. The vivid and authentic learning offers a somewhat different perspective compared to the traditional textbooks. Imagine that your teacher travels and broadcast what he eats, how he or she reacts with the unfamiliar environment, or even how he got accustomed. No matter what cotext, this specified indirect experience helps learners understand, culture, language and so on.
JonBowermaster is a writer and filmmaker. As an environmentalist, his work centers on protesting and documenting The Threats to the Sea.
This is interesting and critical part I would say. Have you heard North Korea’s serious human right problem or the bloodysuppression of the Syrian government for their anti-government demonstrator? Probably yes and here we decided include social change category as we acknowledge the importance of social movement through education. Social Change/Global seeks to educate and inform people about issues and needs relating to social change, including poverty, hunger, AIDS, civics etc. Technology is often used to create innovative ways to spread social good and access to learning worldwide. It is also used to empower and inspire people for the right cause.Let’s take a look at the example.
iCivics prepares young Americans to become knowledgeable,engaged21st century citizens by creating free and innovative educational materials.iCivics is designedto reverse Americans’ declining civic knowledge and participation. Securing our democracy and it requires teaching the next generation to understand and respect our system of governance. Today iCivics comprises not just our board and staff, but also a national leadership team of state supreme court justices, secretaries of state, and educational leaders and a network of committed volunteers. Together, we are committed to passing along our legacy of democracy to the next generation.In just two years, iCivics has produced 16 educational video games as well as vibrant teaching materials that have been used in classrooms in all 50 states. Today we offer the nation’s most comprehensive, standards-aligned civics curriculum that is available freely on the Web. This is very user-friendly and also kind of addictive game that kids may like.
Virtual Education might be the most familiar type of education for you. Itrefers to learning environments where teacher and student are separated by time or space, or both. Course delivery can be through course management applications as well as various multimedia and Web 2.0 tools. Virtual education may be managed by organizations and institutions that have been created through alliances and partnerships to facilitate teaching and learning.
Khan academy is a not-for-profit organization with the hopeof changing education for the better by providing a free world-class education to anyone anywhere. As a type of Open Educational Resources, With a variety of lessons, instructor’s help, progress statistics, different types of assessment are examples of making learner self-directed and self-paced. We are very interested in knowing more about Khan Academy through survey questionnaires as well as interviews for deeper information.
MITOpenCourseWare is focused pretty much on higher education. Providing recorded lectures to the audience around the world seems promising and valuable. For the second phase of our research, we plan to interview some OCW learners that have been inspired and changed their life significantly through the learning.
Open Yale Courses is a similar type of OCW from MIT. Let’s skip this example we are running out of time.
The fifth category is learning portal. Learning Portals are centralized learning centers or repositories that contain an aggregation of educational information on a topic, often current or continually updated. Learners explore according to their own interest, time, and space. Learning portals support user and context learning, and are less centered on administration of that content and the results of the learning.5. Learning portal: Overall, the highest score of this category is on the content richness (3.19) and the lowest score was on novelty of technology (2.49). Only one Web site was selected as top rated web sites that include MERLOT.
MERLOT is a free and open online community of resources designed primarily for faculty, staff and students of higher education from around the world to share their learning materials and pedagogy. MERLOT is a leading edge, user-centered, collection of peer reviewed higher education, online learning materials, catalogued by registered members and a set of faculty development support services.
Last but not least, I assume that everyone here has used Youtube before. As a very common and popular type of media, we considered shared online videos play such an important role in education. In the context of extreme learning, shared online video is any educational video (YouTube or other web streamed videos) that can be watched or shared. Some such sites offer syndicated programming and professional documentaries or filmmaking, whereas others are supporting by lay people. These sites often allow for interaction via comments and annotation. They often allow for downloading of content.
As an example of shared online video, we picked up Academic Earth as a top-rated website. Thisis an organization founded with the goal of giving everyone on earth access to a world-class education. Same concept as OER, this learning portal gives you a more centralized platform where you can easily navigate the contents. If you are interested in a specific instructor, you could go and find out a person by name. As you can see, many accredited universities including Yale, Harvard, and MIT are sharing their intellectual properties willingly without being paid. We think this would be the first step to visualize the true meaning of education.
Discovery News reports on the science that matters to everyday life. As you can see here, this is more video-oriented discovery channel. They deal with a wide range of topics related to science. From technology to Biology, it is very interesting that they provide a scientific knowledge with a daily life example. We found it very interesting and helpful when it comes to learning with so much fun. Therefore we gave this a high score.