Emerging Technologies in Distance Education — by George Veletsianos [via G. Siemens]

Individual chapters are as follows:

PART 1: Foundations of Emerging Technologies in Distance Education
1. A definition of emerging technologies for education | George Veletsianos
2. Theories for Learning with Emerging Technologies | Terry Anderson
3. Imagining multi-roles in Web 2.0 Distance Education | Elizabeth Wellburn & BJ Eib
4. Beyond distance and time constraints: applying social networking tools and Web 2.0 approaches in distanceeducation | Mark J. W. Lee & Catherine McLoughlin

PART 2: Learning Designs for Emerging Technologies
5. “Emerging”: A re-conceptualization of contemporary technology design and integration | The Learning Technologies Collaborative
6. Developing Personal Learning Networks for Open & Social Learning | Alec Couros
7. Creating a Culture of Community in the Online Classroom Using Artistic Pedagogical Technologies | Beth Perry & Margaret Edwards
8. Structured Dialogue Embedded within Emerging Technologies | Yiannis Laouris, Gayle Underwood, Romina Laouri, Aleco Christakis

PART 3: Social, Organizational, & Contextual Factors in Emerging Technologies Implementations
9. Personal Learning Environments | Trey Martindale & Michael Dowdy
10. Open source course management systems in distance education | Andrew Whitworth & Angela Benson
11. Implementing Wikis in higher education institutions: the case of the Open University of Israel | Hagit Meishar-Tal, Yoav Yair and Edna Tal-Elhasid
12. The Use of Web Analytics in the Design and Evaluation of Distance Education | P. Clint Rogers, Mary R. McEwen & SaraJoy Pond
13. New communication options: A renaissance in IP use | Richard Caladine, Trish Andrews, Belinda Tynan, Robyn Smyth, & Deborah Vale

PART 4: Learner-learner, Learner-Content, & Learner-Instructor Interaction & Communication with Emerging Technologies
14. Using Social Media to Create a Place that Supports Communication | Rita Kop
15. Technical, Pedagogical and Cultural Considerations for Language Learning in MUVEs / Charles Xiaoxue Wang, Brendan Calandra & Youngjoo Yi
16. Animated Pedagogical Agents and Immersive Worlds: Two Worlds Colliding / Bob Heller & Mike Procter

Tagged with:  

Oregon and Online Learning: “Governor’s Reset Cabinet” Final Report — from Educational Technology and Change Journal

The following excerpt is from page 45 of “Final Report: Governor’s Reset Cabinet” (Oregon, June 2010). The focus of this section is “virtual education”:

Virtual Education

Oregon should create and fully support a statewide public virtual learning system. The use of online or virtual learning has come of age in recent years. Today’s technology makes it possible to provide educational opportunities to remote areas of the country. Florida, for instance, has over ten years of experience with providing a statewide virtual system. In that state’s experience, the highest demand areas are in credit recovery and dual credit classes, where students earn both high school graduation and college credit. The average student is not enrolled full-time in a virtual program, but takes one or two online classes per semester.

A 2008 survey by the Association of Educational Service Agencies indicated that the greatest need for access to virtual instruction is in the areas of secondary math and science. Small and rural districts find it especially difficult to hire all of the highly qualified teachers necessary for these academic areas. The survey also showed a strong demand for online courses that provide college credits that are transferable to all state institutions. Oregon could provide more dual credit classes aligned with the Oregon Transfer Module and the Associates of Arts Oregon Transfer, as well as Career Technical Education classes through community colleges.

Tagged with:  

7 Tips for Distance Learning — U.S. News & World Report

Three Generations of Distance Education Pedagogy
Facilitator: Dr. Terry Anderson
Institution: Athabasca University
Date and time: Apr 14, 2010 11:00 AM
In this presentation Terry defines three pedagogical models that have defined distance education programming – behavioural/cognitive, constructivist and connectivist. He talks about the challenges and opportunity afforded by each model, with a focus on the emergent development of connectivism.

Past CIDER Sessions PowerPoint Presentation

Past CIDER Sessions Elluminate Recording

Past CIDER Sessions MP3 Recording

Past CIDER Sessions Text chat from Session

Tagged with:  

Global Symposium : New recordings available

Case-It or else!
Case-It! Is an open source biology case-based multimedia environment for learning about infectious diseases, genetic disorders, and bioinformatics with a global reach of over 50 countries and was developed to facilitate biology education for both non-science and science students in high school and college. This presentation focuses on one cross-cultural international study that was conducted between a large Midwestern university and a Zimbabwean University using the software to facilitate students perception and understanding of HIV/AIDS. Aroutis Foster, Ph.D. Assistant Professor of Learning Technologies School of Education Drexel University.

Examining Faculty Use of Social Networking in Teaching and Community Building
This presentation presents the results of a study to determine best practices in using social networking technologies to complement teaching and learning. The study utilizes a survey, face-to-face and remote focus groups, and archival content analysis. Baiyun Chen, PhD, Instructional Designer University of Central Florida.

Learning Mathematics: Knowledge for Teaching in Today’s Diverse Classroom
This presentations focuses on her experiences providing online professional development to rural teachers on how to work with disabled students in the math classroom. Ellen Clay, PhD is Mathematician in Residence at the Math Forum and Assistant Teaching Professor at the Goodwin College School of Education at Drexel University, Michel Miller, Ph.D is an Assistant Clinical Professor & Program Director for M.S. in Special Education Program at Drexel University

Also see:

Mega-Schools-Feb2010-JohnDaniels

Table of Contents

1. Education for All – Unfinished Business
2. Seeking a Silver Bullet
3. Technology is the Answer – What is the Question?
4. Open Schools and Mega-Schools
5. Teacher Education at Scale
6. Strategies for Success
Appendix 1: Profiles – Selected Open Schools and Mega-Schools
Appendix 2: Programmes and Mechanisms for Expanding Teacher Supply

Mega-Schools, Technology and Teachers [VIDEO] addresses the new challenges created by both the successes and the failures of the EFA campaign. This book advocates new approaches for providing access to secondary education for today’s rapidly growing population of children and young adults and examines:

  • The creation and expansion of Mega-Schools, which combine distance learning and community support and have a proven track record of increasing access at scale.
  • How to prepare the 10 million new teachers that are required to achieve Education for All by 2015 (emphasis DSC) by focusing on classroom-based in-service training.
  • Strategies for using technology to scale up distance education cost-effectively (emphasis DSC).
  • The creation of a 21st century educational ecosystem (emphasis DSC) that integrates open schooling and teacher education with communities and their school systems.
  • Successful examples of open schools and teacher education programmes operating at scale around the world.

Original posting from Tony Bates

Getting Face to Face with Distance Learning — from CampusTechnology.com by Bridget McCrea

New York Institute of Technology’s videoconferencing capabilities have brought the school closer to its overseas learning partners.

10 Principles of Effective Online Teaching: Best Practices in Distance Education — from Faculty Focus

“Teaching online for the first time is a little like trying to drive a car in a foreign country. You know how to drive, just like you know how to teach, but it sure is hard to get the hang of driving on the left side of the road … you’re not quite sure how far a kilometer is … and darn it if those road signs aren’t all in Japanese. If you’d like to better understand the “rules of the road” for online teaching and learning, 10 Principles of Effective Online Teaching: Best Practices in Distance Education is the perfect guidebook.”

Tagged with:  

Looking for something?

Use the form below to search the site:

Still not finding what you're looking for? Drop a comment on a post or contact us so we can take care of it!

© 2020 | Daniel Christian