CEL470/570: Designing & Organizing Online Learning Environments
As you add resources to this collection, please follow the template:
Resource Name with Link.
Type of Resource: (blog, podcast, wiki, etc.).
Focus: (k12, higher ed, business).
Abstract: Overview of what's at the site.
.http://www.educause.edu/ir/library/powerpoint/EDU03150.pps
Type: Microsoft Powerpoint Presentation
Focus: All levels; Assessment
Abstract: This presentation discusses ways of using assessment in online classes that different from the traditional view of assessment. An assessment strategy for online course designed is presented in detail.
Gender, Voice, and Learning in Online Course Environments
Type: Journal Article
Focus: Higher Ed
Abstract: A survey that compared voice, control over learning, and preceived deep learning outcomes in face to face vs online courses found that females experience greater perceived greater deep learning outcomes in the online environment than in face to face and that expression of voice appears to contriute to this outcome.
Leveraging Student Feedback to Improve Teaching in Web-based Courses
Type: Journal article on the web
Focus: Higher Education
Abstract: Articles discusses communication in web-based courses, methods of feedback and their benefits.
http://connect.educause.edu/display/44994
Type: online article
Focus: Higher Ed
Abstract: This is an online Article that discusses how educational institutions should promote and encourage staff members to incorporate different technologies that are available as a way of keeping up with the new generation of on line learners.
RIT: Planning the OL Environment
Type: Website.
Focus: Higher education.
Abstract: Rochester Institute's 11 step process to planning the online environment.
Technology-Enhanced Strategies for Engaging Your Learners.
Type: Web page with a list of 9 strategies.
Focus: Higher Ed and K12
Abstract: This web page, a handout for a presentation Bethany does for NMSU faculty, lists several
easy to implement strategies for engaging your online learners.
Enhancing Student/Faculty Communications in Online Courses
Type: online article
Focus: Higher education and k12
Abstratct: This article describes how a graduate course was redesigned for online instruction. It describes the challenges and solutions of meeting specific student needs.
(My) Three Principles of Effective Online Pedagogy
Type: Online Article
Focus: Higher Education
Abstract: Bill Pelz, recipient of the 2003 Sloan-C award for Excellent in Online Teaching, shares three principles of effective online pedagogy, including examples of activities and screen caps.
http://www.educause.edu/ir/library/pdf/PUB7102a.pdf
Type: e-book
Focus: E-Learning Spaces
Abstract: In chapter 1 of this e-book Diana Oblinger, of Educause (non profit association advancing higher ed by promoting intelligent use of information technologies) discusses the relevance of e-learning spaces/environments to the needs of today's learners.
http://thejournal.com/articles/16350_1
Type: On-Line Journal Article - Mayer, K. (2003, May). The web's impact on student learning. The Journal.
Focus: Higher Ed.
Abstract: A synopsis of a review of research on impact of web on student learning. Divides review into 3 categories: Role of Individual Differences, Instructional Design and Enhanced Skills. Very informative and useful for both 560 and 570. I'm looking for complete monograph.
Type: Book Chapter - from Emerging Perspectives on Learning, Teaching and Technology
Focus: Higher Education
Abstract: In this chapter Daniels, T. and Pethel, M offer a rich set of tools that can be used to support a variety of learning experiences. The instructor is not limited to one set of services or tools but can use several to create a learning environment which will best suit his or her students' learning needs. There is also a power point presentation. Good information for both 560 and 570.
Submitted by Jackie
Type: Online article - by Judith V. Boettcher
Focus: Higher Education and K-12
Abstract: The four elements of a structured learning experience are discussed: The learner is at the center, interacting with the faculty member/mentor, the knowledge and the environment (short LeMKE). 10 core learning principles are presented that describe the roles and interactions of those four elements.
Personal Epistemology Research: Implications for Learning and Teaching
Type: Online Journal Article (.pdf)
Focus: Nature and justification of human knowledge...K-12 and Higher Education
Abstract: Overview of epistemological (the nature and justification of human knowledge) perspectives, including conceptual models and research.
The Web's Impact On Student Learning by Katrina A. Meyer, Ph.D., University of North Dakota
Type: Online journal article.
Focus: Any instruction involving the Internet.
Abstract: While many claims have been made of the effects of the internet, they are often based on studies in which the impact of instructional design is a confounding factor. Even so, it appears that the Internet has two major effects. Firstly, the fact that young people often have access to the Internet would tend to foster a different mix of mental capabilities than those possessed by their teachers. This can impede instruction. The second major effect is that the Internet fosters greater interaction of students with the content, the instructor, and other students. The auther then outlines ways in which one can capitalize on the nature of this environment.
The Social Dimension of Asynchronous Learning Networks by Rupert Wegerif,
Type: Online journal article (html & pdf)
Focus: Asynchronous Learning.
Abstract: This paper argues that the social dimension is important to effectiveness of Asynchronous Learning Networks (ALNs) and needs to be taken into account in the design of courses. Evidence from an ethnographic study of the Teaching and Learning Online (TLO) course offered by the Institute of Education Technology at the Open University is presented in support of this argument. This study found that individual success or failure on the course depended upon the extent to which students were able to cross a threshold from feeling like outsiders to feeling like insiders. Factors affecting the construction of a sense of community are drawn out from interviews with students. The significance of these findings is discussed in relation to a situated model of learning as induction into a community of practice. Finally recommendations are made for the support of community building in the design of courses.
Confronting the Challenges of Participatory Culture: Media Education for the 21st Century ...
Type: White Paper, MacArthur Foundation
Focus: Education
Abstract: A central goal of this report is to shift the focus of the conversation about the digital divide from questions of technological access to those of opportunities to participate and to develop the cultural competencies and social skills needed for full involvement.
Adventure Learning: Situating Learing in an Authentic Context: by Aaron Doering
Type: Innovate journal of online education
Focus: K-12 and Higher Education
Abstract: This paper describes an adventure learning experience, a hybrid approach to online education, and identifies three affordances it provides within K-12 classrooms.
http://edutechwiki.unige.ch/en/Constructivism
Type: EduTech Wiki
Focus: all levels education
Abstract: We learn based on a construct of our experiences and new knowledge. Students learn best when they explore and participate in active learning.
The World According to WikiBy Michael Laff
Type: website
Focus: Education on Wiki
Abstract: This a article on the Learning Circut website that talks about Wiki and the importanc use related to education, teaching, and placement of files. It is a website that can be edited by the user and a "do-it-all" solution to data storage
DESIGNING COURSES: Instructional Design for Online Learning
Type: website
Focus: Higher education
Abstract: Tips to creating on line courses and additional links to more online course design and development
Type: Wiki
Focus: Online Learners
Abstract:How to Take Advantage of the Social Aspects of Online Learning. Online learning is great, but can be isolating at times. However, there are ways to learn over the internet and enhance your social network. Here are some of the best methods to employ as an e-learner.
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/19/c2.pdf
Type: Article
Focus: Designing and developing online courses
Abstract:Discusses issues that are central to accessible online education. This project investigated the accessibility of online courses for students with disabilities. As a result a set of Guidelines for Accessible Online Courses was produced (Pearson & Koppi, 2001)
Submitted by Jackie
http://www.uallr.edu/pace/tenstepsud/
Type Article
Focus: Ten Simple Steps Toward Universal Design of Online Courses. Implementing the
principles of universal design in online learning means anticipating the diversity of
students that may enroll in your course and planning accordingly. The author gives ten
key elements that will greately enhance the accessibility and usability of your course for students with disabilities.
Submitted by Jackie
http://www.ion.illinois.edu/resources/pointersclickers/print2000_12.html
Type: Article
Focus: Online Course Design
Accessible Online Course Design by Virlgil Varvel Jr. tells about designing a course from the perspective of one who is disabled. When a few simple rules are followed, an enabled environment can be created that provides all individuals with usful access to informatioin presented on any website.
Submitted by Jackie & Elissa
http://www.itdl.org/journal/Jan_04/article04.htm
Type: Journal
Focus: Impact of online learning and faculty load
Abstract: This study examined the impact of substituting didactic instruction, face-to-face advisement, and pen and paper evaluations with web-based content, electronic information and inquiry, and online assessment. It analyzed the impact of distance learning demands on faculty teaching loads and computed the ideal class size for an online course.
Submitted by Kellie
_Teaching at a Distance with the Merging Technologies: An Instructional Systems Approach_ by Thomas Cyrs and Eugenia Conway.
Type: Book
Focus: Distance Education
While this book is a bit dated (1997) it covers all aspects of teaching at a distance from design, to delivery, to evaluation within the context of an Instructional Systems Approach. This text arose out of several classes Thom Cyrs condicted at NMSU in the 1990's. While some of the technology has been changed, the pedagogy is as sound as it was a decade ago. This is not light reading, but isolates topics well. For example, Chapter 23 is "Using Magic as an Attention-Focusing Strategy in the Teleclassroom" and the probably dated Chapter 30, "Everything You Wanted to Know about Administrative Polocy Issues for Distance Learning But Were Afraid to Ask." Seriously though, it covers the basics of distance course design, adaptation of existing courses to a distance venue, and keeping distance students oriented and involved. Most significantly, it describes how to effectively monitor such courses, both for the management of a current course and the changes for the next offering. It is also a great bargan ($54 + S&H), compared to its predecessor, _Essential Strategies for College Teaching_ which sells for $180 used on Amazon. If you are interested, Teaching at A Distance is available through NMSU's Teaching Academy (http://teaching.nmsu.edu/Resources/bookstore/index.html). If you are on campus, you can probably ask to see a copy.
Submitted by John Mullen
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS-1988.pdf
"Learning and Teaching Styles In Engineering Education" by Richard M. Felder and Linda K. Silverman. Engineering Education, 78(7), 674–681 (1988).
Type: Journal paper
Focus: Learning Styles
Abstract: Students learn in many ways— by seeing and hearing; reflecting and acting; reasoning logically and intuitively; memorizing and visualizing and drawing analogies and building mathematical models; steadily and in fits and starts. Teaching methods also vary. Some instructors lecture, others demonstrate or discuss; some focus on principles and others on applications; some emphasize memory and others understanding. How much a given student learns in a class is governed in part by that student’s native ability and prior preparation but also by the compatibility of his or her learning style and the instructor’s teaching style.
Mismatches exist between common learning styles of engineering students and traditional teaching styles of engineering professors. In consequence, students become bored and inattentive in class, do poorly on tests, get discouraged about the courses, the curriculum, and themselves, and in some cases change to other curricula or drop out of school. Professors, confronted by low test grades, unresponsive or hostile classes, poor attendance and dropouts, know something is not working; they may become overly critical of their students (making things even worse) or begin to wonder if they are in the right profession. Most seriously, society loses potentially excellent engineers. In discussing this situation, we will explore: 1) Which aspects of learning style are particularly significant in engineering education? 2) Which learning styles are preferred by most students and which are favored by the teaching styles of most professors? 3) What can be done to reach students whose learning styles are not addressed by standard methods of engineering education?
Note: While this paper addressed these issues in Engineering Education, I believe the approach has relevance in all forms of education. This paper was originally published in 1988, created a firestorm of controversy and excitement and still stands as a definitive reference. The link above includes an update from the authors in 2002 and a link to a practical assessment tool.
Submitted by John Mullen
http://www.tss.uoguelph.ca/resources/idres/packagels.html
University of Guelph: Learning Styles
Type: Online source
Focus: Learning Styles
Description: A brief description and index to online sources on learning styles, including assessment tools.
Submitted by: John Mullen
http://teachvu.vu.msu.edu/public/designers/teaching_and_learning/index.php?page_num=3
Teach Online: For Designers: Learning Styles
Type: Online Source
Focus: Learning Styles
Description: Extension of the learning style idea to online courses.
Submitted by: John Mullen
http://www.amazon.com/Ring-Truth-Inquiry-into-Know/dp/0394556631
The Ring of Truth: An Inquiry Into How We Know What We Know, by Philip and Phylis Morrison. 1984
Type: Book to accompany the Television Series of the same name.
Focus: K-16
Description: A discourse into how people figured out how the world worked in innovative ways using available technology. These stories stress not only the moment of discovery, but also the events that convinced some people that what they knew to be true was not, or that enabled people with a hunch to cinvence themselvs and others that what they had guessed was, in fact, true.
Submitted by: John Mullen
Studies in Mathematics, Volume XI: Mathematical Methods in Science, by George Polya. Edited from transcripts of Polya's lectures by Dr. Leon Bowden. 1963
Type: Book
Focus: 6-16
Abstract: This is a course of lectures given by George Polya at Stanford University to teachers, or prospective teachers, of mathematics and science. One of the essential tendencies of the course is to point to the history of certain elementary parts of science as a source of efficient teaching in the classroom. The lectures include: (1) very simple physical or pre-physical problems that could be discussed at the high school level; (2) the relation of mathematics to science and of science to mathematics; and (3) elementary calculus. Chapter topics include: (1) history of astronomy-measurement and successive approximation; (2) history of mechanics; (3) history of dynamics; (4) physical reasoning in mathematics; and (5) differential equations and their use in science.
Comment: Although dated, this text describes the ways in which people have used reasoning to solve practical problems. Although the delivery technology has changed, the history and the human mind has not. Originally addressed to high school teachers, I think these lessons are usable, depending on the student's readiness and with some editing, in any setting from middle school up through graduate school.
Submitted by: John Mullen
http://www.amazon.com/How-Solve-Aspect-Mathematical-Method/dp/0691023565
How to Solve It! by George Polya. 1945, revised 1956, last printed 1988.
Type: Book
Focus: 6-16
Description: This book consists of three main parts: A one-page diagram of a four-step process students can use to solve problems too difficult for them to solve directly, a section explaining the one-page diagram to teacher and student, a part explaining how to teach this method, and a reference. I got my first copy in 1962 and have referred to it often. The main theme is how to establish a system in which students participate in discovery and learning.
Comment: Although billed as a means to teach mathematics, I've used it to teach many different subjects. The Amazon site has the table of contents.
Submitted by John Mullen
Link: http://www.fgcu.edu/onlinedesign/designDev.html
Resource Name:.Principles of Online Design
Type of Resource: Web page
Focus: University faculty development and support
Abstract: The purpose of this site is to provide resources to university faculty in course design. It provides information on instructional/audience analysis, goals/objectives, evaluation, and teaching strategies.
Submitted by: Elissa
Link: http://www.tecweb.org/styles/gardner.html
Resource Name:.Gardner's Multiple Intelligences
Type of Resource: Web page
Focus: Original 7 characteristics of learners.
Abstract: The purpose of this site is to provide the reader with a synopsis of Gardner's original Seven Intelligences including characteristics and teaching strategies
Submitted by: Elissa
http://www.tecweb.org/styles/gardner.html
Type: Article
Focus: Higher Education/ Distance Education
This article discusses the range of choices in technologies that can be used to deliver distance learning. As tempting as it is to develop learning applications that make use of the latest technologies, distance educatiors remind us that learning must be developed around learner needs.
Stilborne,L. & Williams,L.(1996) Meeting the Needs of Adult Learners in Developing Courses for the Internet. Retrieved September 26, 2007 from Http://www.isoc.org/isoc/whatis/conferences/inet/96/proceedings/c4/c4_2.htm
Submitted by Jackie
Type: Blog ( American Federation for the Blind) AFB
Focus: Higher Education/Distance Education/Bloggers
As Carl started developing AFB's blog his number one priority was ensuring that the site was fully accessible. This means that people who use computer screen reader software or have low vision can navigate the site with no problems and customize the display to fit their specific needs.
Welcome to AFB's Blog!
Posted by Carl Augusto on 9/14/2005 10:09:03 AM
Internet: Retrieved October 2, 2007 from http://www.afb.org/blog/blog_posts.asp?FolderID=27
Submitted by Jackie
Link: http://hristytucker.wordpress.com/2007/09/25/ggg41-academic-applications/
Type: Blog
Focus: Instructional Design
Abstract: This Blog helps to align Bloom's Taxonomy with online learning. Originally focusing on the corporate world, the author talks about six levels of learning: declarative, concepts, rules, procedures, principles, and problem solving. Presented is each category with a business and education example.
Submitted by: Elissa
Rubric for Online Instruction
Link: http://www.csuchico.edu/celt/roi/
Type: Website
Focus: Higher Education/Distance Education
Abstract: Check list/rubric to evaluate the design for online learning. Categories include: Learner support and resources, online organization and design, instructional design and delivery, assessment and evaluation of student learning, appropriate and effective use of technology, faculty use of student feedback.
Note: Also available as pdf. Link to pdf provided on webpage.
Submitted by: Michaela
1- Mobile math lab for cell phones
Link: http://media.haifa.ac.il/index.php?option=com_content&task=view&id=2458&Itemid=60
Type of resource : a web site from ACM TechNews artical
Focus: Technology
Abstract:
University of Haifa professor Michal Yerushalmy, of the Institute for Alternatives in Education, working with researchers from the university's computer science department, have developed software for cellular phones that enables them to function like a computer and process mathematical functions.
2-
Carnegie Mellon Researchers Use Web Images to Add Realism to Edited Photos
Carnegie Mellon News (07/10/07)
Link : http://www.cmu.edu/news/archive/2007/July/july10_photoswap.shtml
Submitted by: Rajaa
Link: http://www.distance-educator.com/horizonlive/saba_presentation.pdf
Type of Resourse: Article, Why Distance Education Will Fail and Harm Higher Education by F.Saba
Focus: Distance Education in Higher Education
Abstract: Distance Education has a rich history that should not be ignored. Duplicating the classroom online won't work but using the technology that is available to provide a personalized, rich experience can.
Submitted by: Jackie
Type of Resource: Learning Lommunity
Focus: mobcasting
Abstract: The site discusses mobcasting, a way to use cell phones to create podcasts. mobcasting.blogspot.com is a free website that allows one to post podcasts on the Internet. Audioblogger.com is designed to let a user call a phone number and post an audio blog their blog.
Submitted By: Elissa – October 10, 2007
Type of Resource: Learning Community
Focus: Learning Disabilities
Abstract: http://www.ldonline.org/
LD-Online is a great learning community for parents, teachers, ancillary personnel, and individuals with disabilities. The site is user friendly and offers a variety of links with information on learning disabilities and ADHD. There are links to newsletters, Special Education law, and video clips featuring teachers and students with disabilities.
Submitted By: Elissa - October 18, 2007
Type of Resource: Website
Link: http://www.ion.uillinois.edu/resources/tutorials/assessment/bloomtaxonomy.asp
Focus: Learning Objectives - Assessing Learning Objectives Bloom's Taxonomy
This website describes skills demonstrated for each level of thinking according to Bloom as well as question cues that can be used to elicit student responses within that level.
Submitted By: Jackie - October 19, 2007
Type of Resource: Website
Link:
Focus: Using media and online technologies in the online learning environment. - This is a Contemporary online teaching case site. It features the work of over 70 Deakin University staff in developing and using new media and online technologies to foster student learning.
Submitted By Jackie - October 24, 2007
http://www.nsdc.org/standards/learningcommunities.cfm
National Staff Development Council
Type of Resource: Learning Community
Focus: Learning Community standards
Abstract: The site provides information on staff development, publications, and bookstore items. It focuses on evaluation, research, learning , collaboration skils, equity, and family involvement.
Submitted By: Elissa – October 24, 2007
http://www.rit.edu/~easi/
Equal Access to Software and Information
Type of Resource: Learning Community
Focus: Accessibility
Abstract: Provides podcasts, webinars, and courses related to accessibility for individuals with disabilities. Appropriate for parents, professionals, educators, and individuals with disabilities. The site includes links to science and math resources, adaptive software and hardware, legislation, and an Information Technology and Disabilities e-journal.
Submitted by: Elissa -- October 31, 2007
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