Technological and pedagogical issues surrounding mass production of elearning
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The document discusses the technological and pedagogical issues surrounding the mass production of multimedia learning content. It addresses challenges such as adhering to educational principles, conforming to technology standards, ensuring affordability and accessibility. The document also presents a case study of a project that developed learning objects from classroom materials to retain the original pedagogical approach at a low cost. Stakeholders including academics and learning technologists collaborated to capture classroom interactions and package them into reusable learning objects using open source tools.
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2) Considering practical suggestions such as using graphics, animations and interactive elements while avoiding excessive text. Discussions and activities should be motivating, engaging, and purposeful.
3) Ensuring quality by following standards and rubrics from organizations like Sloan-C and Quality Matters which address elements like learning effectiveness, accessibility, and faculty/student satisfaction. Resources for online course design are also referenced.
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The document discusses Korea's digital textbook project which aims to improve access to education and learning quality through technology. It defines a digital textbook, outlines the project's pilot implementation and challenges. The project will develop 25 digital textbook titles by 2011 and equip 100 schools for testing. Key challenges include reducing infrastructure costs, proving academic benefits, ensuring quality assurance, and developing effective instructional models and content for the new platform.
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Creative Commons Licensed -- Attribution, NonCommercial--No Derivs License
19 Nov08 Student Engagement K Duffner
1. The document discusses innovations in using multimedia tools to enhance student engagement in language learning. It provides examples of projects using tools like WebCT, audio/video software, and digital language labs.
2. Feedback from students was generally positive, noting benefits like increased motivation, individualized learning, and preparation for real-world language use.
3. Issues discussed include the need for appropriate pedagogical models, staff training, and balancing the benefits of technology with other teaching methods. Future plans focus on disseminating best practices and developing additional resources.
Designing Hybrid Courses
Slides and links from presentation at concurrent session, June 23, 2009 at Institute for New Faculty Developers. Macalester College, St. Paul.
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This presentation showcases, discusses and reflects upon the work of the C-SAP "Open Educational Resources" project. Our project, "Evaluating the Practice of Opening up Resources for Learning and Teaching in the Social Sciences", was part of a pilot programme (funded by the HEA and JISC), which sought to explore issues around the sharing of educational material from a disciplinary perspective. Whilst exploring, with our academic project partners, the principles and issues around releasing educational material (institutional, contractual, administrative), we have also sought to develop some insights into the processes of sharing practice, and look forward to discussing the findings in this forum.
C-SAP e-learning forum: Overview of Open Educational Resources project
The document summarizes the C-SAP Open Educational Resources project which funded 14 subject projects to develop and release open educational content. It discusses the rationale for open educational resources including encouraging sharing between institutions and universal sharing of materials. It describes the subject strands funded, challenges of sharing educational content, and a proposed toolkit and mapping process to contextualize modules and expose implicit pedagogical design for reuse.
Blended Learning For Faculty
The document provides an overview of a course redesign process and blended learning. It discusses defining the blend of online and face-to-face learning, rethinking class time and online interactions, and experiencing being a student. Principles for successful course redesign are outlined. The document also discusses faculty development program options, technologies that can be used, and assessing student readiness for blended courses.
Fed Stimulus & Oer Workshop
The document discusses federal stimulus funds provided by the American Recovery and Reinvestment Act of 2009 (ARRA) and the Student Aid and Fiscal Responsibility Act (SAFRA) for open educational resources (OER). It describes the Race to the Top program which provides grants to states for education reform, and selection criteria related to standards, assessments, data systems, teachers/leaders, and low-performing schools. The document proposes that developing OER content based on the NROC approach and model could help address these selection criteria and priorities. It outlines recommendations for creating high-quality OER, including guidelines, templates, and leveraging an online network for collaboration and professional development.
How Are We Doing? Evaluating Technology-Based Practices in Our Courses
These slides were initially prepared for a presentation at Hong Kong City University in Oct. 2010. I later added a few slides defining e-learning and addressing 21st century learning.
Framework for Designing MOOCs
This document proposes a framework for designing an online educational service. It discusses key considerations such as the educational model, delivery methods, stakeholder needs, platform requirements, costs, governance, and evaluation. Blended learning approaches that combine online and in-person learning are recommended to improve pedagogy, access, and cost-effectiveness. Careful attention to student and teacher needs, content quality, community building, and training is needed for success. Metrics like enrollment, engagement, and learning outcomes should be used to measure impact.
MCC Blended Learning
This document summarizes an overview presentation on blended learning. It defines blended learning as combining online and classroom activities to improve student learning outcomes. It discusses implementing blended learning at various levels, from 10% to 70% of course offerings. Key aspects covered include faculty development, course design process breaking content into modules linked to objectives, and supporting faculty with resources and training.
The Potential Contribution of Open Educational Resources to e-Learning and Di...
The Potential Contribution of Open Educational Resources
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A/Prof Patricia B. Arinto
3rd e-Learning and Distance Education Conference
Lahore, Pakistan, 14-15 March 2016
Conole Eportfolio 24 June
The document discusses personalization in technology-enhanced learning and the changing educational context. It notes that personalization refers to endowing something with individual qualities or characteristics to meet individual needs. Emerging technologies are enabling more personalized, mobile, and socially connected learning environments. The document outlines seven dimensions of personalized learning and provides examples of how new pedagogical models are needed to combine the affordances of personalization and technologies.
NROC Course Swap Monterey
The document discusses an initiative called course swapping that allows institutions to share and collaborate on developing online course content. Participating members would post courses they are willing to share on a forum, search for needed courses, and work together on co-developing new content. Standard guidelines would help ensure quality and interoperability. Course swapping could leverage members' resources, provide diverse content options, and save time and money.
ECER conference presentation
Communication about active e-Learning and quality of active e-Learning presented at the ECER 2014 conference held in Porto
MMVC15 Mallinson Remixing OERs
Moodle Moot Virtual Conference 2015 (MMVC15):
Remixing OERs - Adapting for Purpose and Context
Online WizIQ class on: http://www.wiziq.com/online-class/2877060-mmvc15-remixing-oers-adapting-for-purpose-and-context
Date: 11am (GMT+2) Saturday 8th August 2015
Full paper:
Mallinson and Krull (2015) "An OER Online Course Remixing Experience" Open Praxis Vol 7 (3)
http://www.openpraxis.org/index.php/OpenPraxis/issue/view/13/showToc
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