Things I Don’t Believe
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The document discusses technology in schools and how it should be viewed as a teachable moment rather than something to be feared or banned. It lists several beliefs the author does not hold, including that cell phones are evil or shouldn't be allowed in classrooms. It also disagrees that students can't learn from technology just because they were "born digital" and that all young people should be viewed as criminals, cheaters, or at risk online without guidance. The author argues technology provides opportunities to engage students and that schools should focus on responsible use rather than aggressive restrictions.
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Jekyll Island off the coast of Georgia offers beautiful beaches, wildlife, and history. The Jekyll Island Club founded in 1886 was a vacation spot for wealthy families like the Rockefellers and Vanderbilts. Majestic live oak trees covered in Spanish moss and resurrection ferns can be seen throughout the island. A unique attraction is Driftwood Beach known as the Elephant Graveyard for its formations of driftwood scattered along the shore. Visitors can enjoy fresh local seafood like a Low Country Boil of shrimp, potatoes, and sausage eaten on the docks near the historic Jekyll Island Club.
eLearning A to Z - MidSouth Distance Learning Conference 2013
The document discusses perspectives on online learning from both supporters ("e-learning zealots") and critics ("e-learning atheists"). E-learning zealots tout the benefits of online learning without evidence, often starting sentences with stories of individual students. E-learning atheists are skeptical of online education and believe it cannot replace traditional college experiences. The document also examines arguments about the flexibility and quality of online learning.
Mandatory Web Accessibility Training for Online Faculty
This document outlines the need for mandatory web accessibility training for online faculty. It discusses how accessibility supports inclusion for people with disabilities and is recognized as a basic human right. Examples of accessibility include alternative text, navigation via keyboard, captions, and color choices that don't hinder users. The document recommends knowledge training in web accessibility be required and suggests using existing online training resources and creating a Desire2Learn course with assessments to provide this training.
Desire2Learn Insights Sampler
A few of the slides from the Desire2Learn Regional User Forum presentation: "Importance of Predictive Analytics in Education"
Barry Dahl: Online Course Completion
1) Studies have found that students are slightly more likely to fail or withdraw from online courses compared to face-to-face courses at community colleges. However, comparisons of completion rates need to account for differences in student demographics and other factors.
2) Expectations for online course completion rates should consider differences in student populations, instructor experience, and course lengths. Shorter online courses may help address interruptions in students' lives from family or work issues.
3) Improving support systems, early intervention, orientation, and professional development can help increase online completion rates. The goal should be enabling student success rather than comparing raw completion statistics between online and face-to-face courses.
Are We Amusing Ourselves to Death? OCICU Conference
This document summarizes a presentation given using clicker technology. It discusses various demographic questions answered by the audience through clickers, including gender, age, technology use, and social media habits. Several quotes and perspectives are presented on topics like education, entertainment, and the impact of emerging technologies.
D2L Communications Buffet
This document provides information and suggestions for customizing course home pages and personalizing the learning experience for students in Brightspace. It discusses using widgets, layout options, and replace strings to create a more engaging and relevant home page. It also explains how instructors can utilize intelligent agents to automatically send reminders or messages to students based on defined criteria like lack of login or course activity.
Desire2Learn Analytics Oklahoma RUF
Presentation at D2L Oklahoma Regional User Forum, October 2012. Most slides created by Alfred Essa and Jeannette Brewer
D2L Oklahoma RUF Custom Homepages
The document provides guidance on building effective home pages in the D2L learning environment. It recommends considering students' needs and wants like course information, materials, and updates. It suggests maximizing the home page with a news section, important dates, content and resource links, and RSS feeds. The document also outlines layout options and using custom web pages as home pages.
Dr. Linda Baer - D2L Keynote Asia-Pac Conference - 9/15/12
The document discusses several topics related to higher education:
1. It discusses the completion challenge facing higher education institutions, including low completion rates, the need to better align K-12 and postsecondary education to support college readiness, and the need for adults to have opportunities to return to college.
2. It discusses the capacity challenge, including the need to build organizational capacity, attract talent and develop skills, increase collaboration, and shift institutional culture.
3. It discusses the funding challenge facing higher education institutions, including state budget cuts and the rising costs of college leading to increased student debt.
4. It discusses the innovation challenge, including the need to move beyond isolated "islands of innovation" and overcome
D2L Intelligent Agents - June 2012
Intelligent agents in Desire2Learn can automate notifications when certain criteria are met, such as a student not logging in or entering a course. The agents check for predefined criteria on a set schedule and send customized emails to specified recipients. Examples include sending reminders to students who are inactive or messages with encouragement and resource links after poor performance. While agents increase communication, their use requires effective management to avoid over-messaging students.
e-Learning A to Z - Part 1 (A-M)
For CAFDN group at Chicago State University on April 27, 2011. Most images are copyright protected. Do not use images without permission.
e-Learning A to Z - Part 2 (N-Z)
For CAFDN group at Chicago State University on April 27, 2011.
Most images are copyright protected. Do not use images without permission.
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