An advanced instructional design course for masters students. Targeted for preparation for jobs in higher education, in particular. Topics included backward design, problem-based learning, e-learning, learning management systems (moodle), multimedia learning, etc.
Beginning in August 2006, the author modified a school law course by moving from fifteen (15) weekly class meetings to eight (8) weekly class meetings and seven (7) online sessions. The blended or hybrid delivery system was adopted as part of a pilot project sponsored by the university’s Institute for Teaching and Learning Excellence. The course has been delivered in the blended format five (5) times. This module describes the processes used to design the course, examples of materials developed, and the modifications made related to the following three instructional considerations: (1) the redesign of assignments and learning experiences; (2) the structure of opportunities for communication including the use of the university’s online course management system; and (3) the organization of the course in relation to the schedule, the posting of materials, and the collection and grading of assignments including assessments.
Young learners today are not growing up at the foot of the family radio or spend a good portion of their childhood glued to the television while Sesame Street and Mr. Rogers disseminated information in a constant stream as did previous generations. Rather, this generation of young learners continues to spend many out-of-school hours in a digital world composed of cell phones, MP3 players, computers, and video gaming. This very simple beginning is changing the horizon of learning. The primary purpose of this article is to examine the components of digital learning and the impact these components bring to the relationship of learners to their learning experience. Further, instructional and curricular modifications are discussed addressing the trend of expanded learning, evaluation of that learning, and the possible impact on the educational system, students, educators, and trainers across the nation and throughout the world.
This website is a comprehensive clearinghouse of long-distance education information. Materials on the site are intended to help improve distance- and web-based learning opportunities for both students and educators. The site features a multitude of links to resources for creating or participating in distance education programs and courses. Links are organized into subject areas such as programs and courses, technology, teaching and learning, research, and policies and guidelines. The site also provides access to books, journal articles, research reports, and case studies. Most of the linked resources are free and a few are available for a fee. This resource is part of the Creating Web-based Resources in the Geosciences collection. http://serc.carleton.edu NAGTWorkshops/webresources03/
The Task Force on Cyberlearning was charged jointly by the Advisory Committees to the Education and Human Resources Directorate and the Office of Cyberinfrastructure to provide guidance to NSF on the opportunities, research questions, partners, strategies, and existing resources for cyberlearning. This report identifies directions for leveraging networked computing and communications technology. It also calls for research to establish successful ways of using these technologies to enhance educational opportunities and strengthen proven methods of learning. To offer recommendations that are within the scope of NSF’s charter, we focus on the STEM disciplines (science, technology, engineering, and mathematics) and the social, behavioral, and economic sciences based in the US.
Cyberlearning requires a coherent, supportive infrastructure. In this report, we identify eight core strategies that NSF can pursue to effectively promote the growth of a cyberlearning infrastructure.
The Global Health eLearning Center was developed by he USAID Bureau of Global Health is a response to repeated requests from field staff for access to technical public health information because the Agency had heard from USAID Population, Health, and Nutrition officers (PHNs) and from Foreign Service Nationals (FSNs) that they want to be current on global health topics, yet find it a challenge to obtain the information because of logistical and time constraints. Non USAID users may use the site as well. You must register, but registration is simple and free of charge. The Global Health eLearning Center provides Internet-based courses that: 1. Provide useful and timely continuing education for health professionals 2. Offer state-of-the-art technical content on key public health topics 3. Serve as a practical resource for increasing public health knowledge.
These are links to the Open University, UK (OU) website, where this initiative is described. OU is collaborating with the Tropical Health & Education Trust (THET) to promote capacity building in the health workforce by supporting the development of health education curricula, using the same model as that which was used for OU's Teacher Training in Sub-Saharan Africa (TESSA) program. Existing health-education modules will be adapted for local contexts, as appropriate, and new curriculum materials developed where necessary. All of this will be done in close collaboration with partner institutions in the countries included in HEAT. Participating countries have not yet been chosen. HEAT has received start-up funding from the Allan and Nesta Ferguson Trust. Also see www.open.ac.uk/africa/africa_tropical_health.shtm.
With funding from USAID, the Johns Hopkins Bloomberg School of Public health is leading a five-year initiative to strengthen the capacity of public health schools in East Africa. Johns Hopkins is collaborating with the Makerere University School of Public Health in Uganda and the Muhimbili University College of Health Sciences in Tanzania. Johns Hopkins is also partnering with the Tulane University School of Public Health and the George Washington University School of Public Policy and Public Administration. The LIPHEA website includes a course commons,” with content from both Africa and Johns Hopkins. Only a few courses have been mounted, thus far; registration is free.
A group of twenty-two educators and representatives of the e-learning industry met on the campus of the University of California, Irvine, to consider the state of the reuse and sharing of learning-related Web-based material. Brought together with the notion that reuse and sharing of e-learning material had not met the expectations of higher education and the broader world of e-learning, the group discussed how this was becoming a crucial limitation on the growth and impact of education delivered over the Web. Avenues to promote the reuse and open sharing of Web-based materials were explored. This paper, written by Gary Matkin, dean of continuing education at UC Irvine, builds on and extends discussion of the participants.
Subject:
Arts, Business, Humanities, Science and Technology, Social Sciences
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