• Online Training

  • Formative Evaluation of Synchronous CMC Systems
    http://www2.hawaii.edu/~cchou/jilr_2001.pdf This research used formative evaluation methods to examine a number of synchronous computer-mediated communication (CMC) systems for online learning.
  • BEYOND STUDENT PERCEPTIONS: ISSUES OF INTERACTION, PRESENCE, AND PERFORMANCE IN AN ONLINE COURSE
    http://www.sloan-c.org/publications/jaln/v6n1/pdf/v6n1_picciano.pdf The research literature on Web-based learning supports the assumption that interaction is important for a successful course, yet questions exist regarding the nature and extent of the interaction and its effects on student performance.
  • Comparative Analysis of Learner Satisfaction and Learning Outcomes in Online and Face-to-Face environments
    http://www.aace.org/dl/files/JILR/JILR11129.pdf This empirical study compared a graduate online course with an equivalent course taught in a traditional face-to-face format on a variety of outcome measures. Comparisons included student ratings of instructor and course quality; assessment of course interaction, structure, and support; and learning outcome measures such as course grades and student self-assessment of their ability to perform various Instructional Systems Design (ISD) tasks.
  • Basic Electronic Mail Netiquette
    http://www.kassj.com/netiquette/netiquette.html 1. ALL CAPS means shouting 2. Use underscores or asterisks for emphasizing words 3. Watch your tone -- it's written, not verbal communication 4. Check your spelling 5. Quote back only what is relevant 6. Use an automatic signature, especially if you are a business 7. Where are you located if requesting goods or services? 8. Don't send unsolicited file attachments 9. Use a descriptive Subject line 10. Only forward jokes and chainletters if you are SURE the recipient wants them (and hasn't already gotten a copy or three from someone else) 11. Don't send "Check This Out" Unsolicited URLs 12. Don't expose your email routing list to spammers 13. If you are on AOL, do not use the "Forward" command
  • Advances in Pedagogy: Finding the Instructor in Post-Secondary Online Learning
    http://www.indiana.edu/~bobweb/temp/online_ped.pdf The purpose of this paper is to discuss the pedagogical, social, managerial, and technological issues often encountered in teaching on the Web.
  • Sloan Consortium
    http://www.sloan-c.org/index.asp The purpose of the Sloan Consortium (Sloan-C) is to help learning organizations continually improve the quality, scale, and breadth of their online programs according to their own distinctive missions, so that education will become a part of everyday life, accessible and affordable for anyone, anywhere, at any time, in a wide variety of disciplines.
  • A constructivist approach to online training for online teachers
    http://www.sloan-c.org/publications/jaln/v5n1/pdf/v5n1_gold.pdf ABSTRACT This article examines the pedagogical role of the teacher in online education. Specifically, the transition from in-class room instruction to online instruction is a complex one involving specialized training in the technical aspects of delivering quality educational materials (or environments) to the students, and specialized training in how to foster knowledge acquisition within this new environment. The article focuses on the pedagogical training that an online instructor needs to become an effective teacher.
  • Information Technology and Disabilities
    http://www.rit.edu/~easi/itd/itdv08.htm Welcome to a special ITD issue devoted to the topic of distance learning and disabilities.
  • Top 10 Reasons to Spend Extra Time with.ppt

  • Top 10 Reasons to Spend Extra Time.swf

  • Learning at a Distance - How to Prevent Dropouts
    http://surveys.canterbury.ac.nz/herdsa03/pdfsnon/N1152.pdf Abstract: Distance education has in recent years rapidly worked its way to become an academic discipline in its own right. However, a functional working concept has not yet been identified. Dropouts are high, sometimes over 70%. Educational institutions often point to the fact that student personal issues are a far greater dropout factor than institutional factors.
  • collaborative_online_learning.pdf
    http://www.puc.cl/citeduc/datos/archivos/collaborative_online_learning.pdf ABSTRACT An investigation was carried out to determine the extent to which evidence of collaborative learning could be identified in students' textual interactions in an online learning environment. The literature on collaborative learning has identified a range of behaviors that characterize successful collaborative learning in face-to-face situations. Evidence of these behaviors was sought in the messages that were posted by students as they interacted in online work groups. Analysis of students' contributions reveals that there is substantial evidence of collaboration, but that there are differences between conventional face-to-face instances of collaborative learning and what occurs in an asynchronous, networked environment.
  • Collaborative learning and the Internet
    http://tecfa.unige.ch/tecfa/research/CMC/colla/iccai95_1.html ABSTRACT For several years, scholars have attempted to measure and understand the effects of collaborative learning. This contribution reviews the empirical work concerning the conditions under which collaborative learning is efficient. We also review the mechanisms that have been proposed to explain the cognitive effects of collaboration. We stress the fact that these findings have been obtained in situations where two or more individuals have to solve a problem together. It would be an over-generalisation to expect similar results by the simple the use of recent Internet-information and communication tools, e.g. for activities where students simply have to talk to each other, without the pressure of reaching a common goal and maintaining some agreement or at least some mutual understanding.
  • Online Learning: Ways to Make Tasks Interactive
    http://ultibase.rmit.edu.au/Articles/may99/lander2.htm It is now generally accepted that the interactivity of online tasks is an important determinant of learning. A variety of examples of interactive programs available on the web are shown. A description of the way an online Psychology lab is used illustrates how interactivity can enhance the understanding of concepts.
  • Online assessment: The use of web based self assessment materials to support self directed learning
    http://lsn.curtin.edu.au/tlf/tlf2000/peat.html
  • Evaluation

  • INTERACTION ONLINE: ABOVE AND BEYOND - REQUIREMENTS OF ASSESSMENT
    http://https://secure.ascilite.org.au/conferences/melbourne01/pdf/papers/oreillym.pdf Introduction A great deal has now been written which confirms that assessment is the key to learning in traditional settings (Ramsden, 1992), termed the de facto curriculum in distance education contexts (Rowntree, 1977) and the driver of students' approaches to study (Morgan, 1993). In all forms of distance education today - print-based, mediated via video or tele-conference, or supplemented by computer-based communications - assessment tasks can be seen as the active components of study. Assignments provide learners with opportunities to discover whether or not they understand, if they are able to perform competently and demonstrate what they have learnt in their studies. Furthermore, the feedback and grades that assessors communicate to students serve to both teach and motivate (Thorpe, 1998).
  • ActivityTimeChart_socialworkers.swf

  • Instructional Television

  • ITV_and_ISD.swf

    ITV and Instructional Design
  • Pedagogy

  • Adult Learning Theories
    http://carbon.cudenver.edu/~mryder/itc/idmodels.html
  • Pedagogy
    http://www.oid.ucla.edu/units/tatp/pedagogy/ UCLA office of Instructional Development
  • Bloom's Taxonomy
    http://www.learningandteaching.info/learning/bloomtax.htm
  • Cognitive apprenticeships
    http://carbon.cudenver.edu/~bwilson/training.html True apprenticeship experiences are becoming relatively rare. Gott calls this dilemma the lost apprenticeship: more complex job requirements with less time on the job to learn.
  • An instructional design framework for authentic learning environments
    http://elrond.scam.ecu.edu.au/gcoll/4141/HerringtonETRD.pdf Abstract The instructional technology community is in the midst of a philosophical shift from a behaviorist to a constructivist framework, a move that may begin to address the growing rift between formal school learning and real-life learning. One theory of learning that has the capacity to promote authentic learning is that of situated learning. The purpose of this three part study was firstly, to identify critical characteristics of a situated learning environment from the extensive literature base on the subject; secondly, to operationalise the critical characteristics of a situated learning environment by designing a multimedia program which incorporated the identified characteristics; and thirdly, to investigate students' perceptions of their experiences using an multimedia package based on a situated learning framework. The learning environment comprised a multimedia program for preservice teachers on assessment in mathematics, together with recommended implementation conditions in the classroom. Eight students were observed and interviewed to explore their perceptions of the situated learning environment. Findings suggest that the use of the situated learning framework appeared to provide effective instructional design guidelines for the design of an environment for the acquisition of advanced knowledge.
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This portfolio last updated: 24-Oct-2019 7:41 PM