Web-Based Instruction

Practical Instructional Design

Mauri Collins — Sun, 20 Jan 2008 23:02:22 +0100

University of Nevada Las Vegas Over the past 7 years I have developed a simple and practical model for faculty to use in the design of web-based/online courses. I am now using it for designing a Second Life course. The model is designed and described using language familiar to faculty and enables them to build comprehensive, easy to navigate courses. Zane presented the model at ICDE in New Delhi for me, and I did a workshop at the BlackBoard conference in 2006. The model is based on the principle of \'designing backwards\', but set forth in such a way that faculty can see very quickly determine if any one of the necessary course elements are missing: Learning Outcomes, Resources, Activities, Assessment, and Interaction or if the elements are not aligned. The model can be used for a 5 minute piece of CBT or for 16 modules in a semester-long course.

Considering learning style pre

Julie Willems — Sat, 09 Feb 2008 18:28:48 +0100

There has been a tendency over the history of e-learning to approach the learning design from a traditional didactic approach to pedagogy, with its emphasis on the written text, despite the potentials of the medium. This chapter describes doctoral research that considered the impact of learning style preferences in e-learning environments. It concludes that style does matter and calls for learning design that is multimodal.

Julie Willems — Sat, 09 Feb 2008 18:38:15 +0100

Historically, learning has been conceptualised as a linear progression, and curriculum planners have tended to reinforce this perception. Learning style theorists such Felder and Solomon (1991, 1994) have argued that whilst this sequential style of teaching benefits some learners, it does not adequately address the preferences of all. Multimedia environments provide opportunities to develop learning sites to accommodate global learning preferences, supported by constructivist pedagogies.

Fostering community-based lear

Heejung An and Thomas Chandler — Sat, 09 Feb 2008 19:34:25 +0100

The goal of this proposed book chapter is to describe new ways in which Web 2.0 digital mapping applications and mash-ups can be incorporated into community based K-12 projects geared for social studies education. The authors will draw attention to the theoretical as well as practical implications of using digital mapping in this context, while also highlighting resources and curricula that are available. The authors will assert that digital mapping has the potential to add value to the social studies curriculum by enabling students to better comprehend the interdependence between their own lives and those of their communities.

Web 2.0 and 3D online virtual

Jo�o Mattar — Sat, 16 Feb 2008 04:48:22 +0100

Social Networking and Web 2.0:

Randi Harlev — Sat, 16 Feb 2008 08:04:02 +0100

ELT Consult; University Publishing Projects The domain of language learning has traditionally utilized web-based instruction at all levels. The growing popularity of social networking, shared video and mashups has created both need and authentic opportunities for the use of English. This chapter suggests ways in which language learning theory must evolve to accommodate to this new reality. It also provides both case studies and practical applications for use of these tools in diverse language learning settings and in curriculum design.

Need abstract

Badrul Khan — Sat, 16 Feb 2008 19:42:37 +0100

Please reply with abstract/proposal in 100 words

Need Abstract

B Khan — Sat, 16 Feb 2008 19:45:54 +0100

Please provide an abstract/proposal in 100 words.

Web-Based Tools and Environmen

Brock Dubbels — Thu, 28 Feb 2008 23:50:58 +0100

The web has become a work space for the creation of complex and dynamic acts through tools that were previously rare, difficult, and resource consumptive. It has become more than a repository, in that it allows for rapid scaffolded learning through multiple sensory modalities, offers suites of production tools, massive free storage, ever expanding networking and communication with access through common everyday appliances, and is the next free public education for the creation of innovation, production, and reputation.

Making it happen

David Peterson — Wed, 12 Mar 2008 21:11:49 +0100

There are numerous providers and developers of web based education, however many of these are poorly designed and lack input from a wide range of professionals, including educators, graphic designers, programmers etc. There is a need for a concise chapter that provides an overview of the various aspects to be considered. This could lead into specific chapters that expand on these.

Case Study: e-Learning in the

David Peterson — Wed, 12 Mar 2008 21:17:38 +0100

Case study on a project/s in the health care sector that aim to improve quality of treatment, patient safety, best use of scarce resources and reduction of cost by educating relevant health care professionals. An example of this type of project that has been successfully implemented can be found at www.bloodsafelearning.org.au.

Second Life in Education

Joao Mattar — Wed, 19 Mar 2008 20:53:32 +0100

Universidade Anhembi Morumbi (Brasil) Second Life is a free 3D online virtual world being used for educational purposes around the world. It supports immersive learning, simulation and learning by doing in a way no other distance learning tool can do, mashing up notecards, text and audio chat, images, video, objects building and scripting, among innumerous other resources. It also has the power of attracting the gamers generation. This chapter explores the pedagogical potential of Second Life and maps how higher education institutions and corporations are using this virtual world in online instruction.

Liberating Curriculum through

Melda Yildiz — Mon, 07 Apr 2008 15:21:03 +0100

This paper explores the role of new media and telecommunications in teacher education; offers creative strategies and possibilities for integrating web-based technologies into K-12 curriculum; outlines results of participatory research project based on teacher candidates� exploration of and rediscovery on web-based mentoring and tutoring curriculum; describes teacher candidates' reactions, discoveries, and experiences with virtual and face-to-face mentoring and tutoring; and presents the web-based learning objects.

Pedagogical Multiplicity

Michael Hotrum — Mon, 07 Apr 2008 15:05:07 +0100

How can we ameliorate the feelings of isolation and loneliness leading to disengagement that is often experienced by those involved in distance learning? How can we keep students and faculty connected throughout the learning experience and beyond? Can we create an online social learning environment that is responsive to the needs of program developers, faculty and students? At the Faculty of Extension, University of Alberta , social software is being used to meet a multiplicity of needs - academic research, course development, course delivery, enhance student engagement and develop ongoing learning communities. Using real life examples we will explore how social software � weblogs, wikis, folksonomic tagging, personal profiles, RSS feeds � can be pedagogically integrated to create a social learning space that is adaptable to a variety of academic and pedagogical objectives.

Evolutionary Pedagogy and the

Michael Hotrum — Mon, 07 Apr 2008 15:04:27 +0100

Learning is personal and social, it is continuous, and it includes formal and informal modes. The learning environment should be, primarily, in control of the learner not the provider. Social software can allow for the personalization and personal access control necessary to give control of continuous learning to the learner. It can also allow for the collaboration, cooperation and social networking that is necessary for social learning to occur. This is a new learning environment - a personal/social space can evolve. It can begin as a niche, protected space - a course delivery space, a research space, but it can evolve into a community of practice. These spaces evolve, as the student evolves through their journey through what I phrase evolutionary pedagogy or pedagogical multiplicity. The space begins as a course delivery site controlled to a degree by an instructor with a class community. But once the course is over the space continues as a private space, a network of learners, even communities of practice (as student moves out of formal learning program) who can dip in and out of class or program communities as they progress with their learning. These class, program spaces are temporary, but the artifacts and connections are continued in the personal space. The student chooses to maintain, share artifacts and connections made through the class, program spaces they progressively choose to inhabit as temporary residents. The difficulty is defining where the personal and the teaching/learning space intersect and separate, and determine where/when institutional control and student/learner control intersect and separate. Ultimately the space is that owned by the individual learner who chooses who to, when to, and how long to connect with others � including institutions, courses, programs, people.

Critical Pedagogy in Second. L

Yolanda Gayol, Joyce Germaine — Thu, 01 May 2008 16:53:22 +0100

Second life has been used in academia as a shell for developing courses or events. Literature exploring critically this environment or using its full potential as a source of social empowerment is scarce, if not inexistent. This research team funded by a grant from Fielding Graduate University used a rich set of Web 2.0 applications to co-facilitate the knowledge production among students interested in having their voices heard in relation to with equity issues, eco-pedagogy and social change. Evidence based results on the effectiveness of this research are presented.

instruction in learning

naz — Fri, 09 May 2008 23:48:45 +0100

please send

Microblogging in education - a

Gabriela Grosseck & Carmen Hol — Wed, 28 May 2008 08:47:24 +0100

Microblogging is considered one of the most important Web2.0 technologies of this year. Basically, microblogging platforms as Twitter has mashed up communication and personal publishing to create a compelling new form of real-time publishing. But can be used for educational purposes? With a solid experience in using Web2.0 technologies in education, the authors are trying to provide in this chapter arguments for using microblogging as social networking sites in education, particularly pointed out three potential uses: as a communications tool for collaborating researchers; as a way to get students to focus in a concise way on a topic; as a way for conference attendees to discuss topics, again in a concise manner.

G.Grosseck&C.Holotescu — Wed, 28 May 2008 08:53:23 +0100

Microblogging in education - a perspective

Learning and teaching with wik

Helena Baert — Sat, 31 May 2008 16:31:51 +0100

As students become more techno-savy, a tool such as a wiki can greatly benefit students to learn how to effectively collaborate on projects online. Just as students learn how to use the internet, instructional designs for teaching effective collaboration should be in place. Teaching students how to create a group project through scaffolding of knowledge is vital to the success of using wikis in schools. A wiki can be a valuable instructional tool in providing an opportunity for scaffolding, facilitating a deeper understanding of the content and constructing and deconstructing knowledge. An emergent design of teaching scaffolding will illustrate how wikis encourage students to become independent and interdependent learners.

Cognitive Load Issues in E-Lea

Judy Lambert — Sat, 21 Jun 2008 09:19:40 +0100

Particularly in educational technology courses where technology is a critical component of course content and the number of interacting elements is higher than in other courses, cognitive load required of learners in e-learning 2.0 environments should be a high consideration when designing courses. This chapter describes cognitive load theory and implications for e-learning course design.

Open Source Software to Suppor

Joanne Heilman — Tue, 24 Jun 2008 08:43:26 +0100

Open Source Software to Support Online Peer Research Support Groups Co-Author: Willie Adams Dissertation support groups are recommended to graduate students because that writing can be a very lonely and isolating process (Fitzpatrick, Secrist, & Wright, 1998; Germeroth, 1991; Stalker, 1991) and many graduate students need support to get their dissertations completed (Bryant, 2004; Leatherman, 2000; Stalker, 1991; Wasburn, 2002). There are a multitude of suggestions about how to form and structure dissertation support groups. Although most are geared towards graduate students (Bryant, 2004; Evans, 1996; Fitzpatrick et al., 1998; Johnson & Conyers, 2001; Leatherman, 2000; Wasburn, 2002), Stalker (1991) provided suggestions for groups at degree-granting institutions and A.B.D. hiring institutions.

Faculty Satisfaction with Onli

Joanne Heilman — Tue, 24 Jun 2008 08:43:57 +0100

Faculty Satisfaction with Online Teaching Co-Author Paul Resta The researcher explored higher education faculty members' perceptions of satisfaction with their online teaching work, identified elements that enhance or inhibit these higher education faculty members' online teaching satisfaction, and provided a theoretical framework, higher education faculty online teaching satisfaction a conceptual model, to understand the relationship among these elements. The study participants represented eight different university campuses, three academic disciplines, and 10 online programs. Data was collected from multiple sources including an online background questionnaire, semi-structured interviews, and public documents. Data was analyzed using the procedures for developing constructivist grounded theory proposed by Charmaz (2006).

Selcuk Ozdemir — Mon, 14 Jul 2008 12:24:29 +0100

new technologies for community

injerah moctar — Sun, 03 Aug 2008 22:27:31 +0100

its very nice

Juxtaposition of Multiple Inte

Prince Hycy Bull — Fri, 12 Sep 2008 08:54:43 +0100

E-learning delivery systems (Blackboard and Elluminate) in an advanced technology course aligned with the six tenets of constructivist approach (learning should be context based, conceptual learning is through active involvement, learning is through collaboration with others, learner should have personal autonomy and control over learning, learning is personal growth and learning outcome is a perspective and an understanding) and eight multiple intelligences (Linguistics, Logical-Mathematics, Spatial, Interpersonal, Intrapersonal, Naturalist, Musical and Bodily-Kinesthetic).

WebQuests and Web 2.0

M. Taylor — Sun, 21 Sep 2008 10:20:18 +0100

In education, WebQuests, and educational software have been steadily incorporated into the educational curriculum. WebQuests are among the most intriguing applications on the Internet available for K-12 educators. WebQuests are inquiry-based challenges that help students explore the web for information. Most WebQuests include the links that are appropriate for students to research as well as suggestions for further research.

Learner Interaction in e-learn

Kulari Lokuge — Sat, 28 Feb 2009 04:15:47 +0100

Learner interaction in e-learning environments Interaction in e-learning environments is common today. However, use of interaction to support learning and teaching is an art. This art of teaching and learning can generate an environment that is close to face to face course delivery if the available technology is efficiently used. This chapter examines the tools and facilities available in e-learning environments to increase interaction among students and trainers. Also investigates the interaction framework introduced by Pauline James in learning and teaching environments, specifically relating to e-learning environments.

Developing K-12 e-learning Env

Don Brown — Sat, 14 Mar 2009 14:08:52 +0100

After a strong start in higher education, e-learning is beginning to become mainstream in K-12 schools as well. These new e-learning environments range from a teacher in a computer lab with a list of websites to robust, proprietary Learning Management Systems. We are just beginning to see the synthesis of learning theory, interaction design and user interface research to examine what is successful and determine why. To develop a successful K-12 learning environment, all three must be present.

dynamicity somehow is a miracl

Dr Reza Assadi — Fri, 27 Mar 2009 22:20:01 +0100

in many branches of sciences the nformations are rigid and the same known and practiced inversly in some diciplines as like as medicine and law there is no exact solutions form answeriung the questions and I believe web.2 has the best effect on this version of sciences in which can provide boundariless unlimited chance of communication among practitioners of such fields to discuss, compare and workout. short time of science doubling rate when is as critical as is in medicine in which is struggling with human life then dynamicity have no boundary and should all the methods to reach the best conclusions in seconds be available globally.

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alan — Fri, 26 Mar 2010 04:13:26 +0100

Best Institute Getting quality teaching with an online degree means that you need to research each institute carefully. Talk to other students, if possible. Look at several schools offering both traditional programs and online degree programs. It doesn?t hurt to check out class size either. Try to find class sizes that are small and thus offer you the possibility of individual attention. Check into how the institute can help you