As part of my presentation for the K12 Online Conference I am publishing this 50 page document. It is a combination of the 50+ RSS Ideas for Educators document and the Teaching Hacks wiki. It is geared towards an introduction to RSS, but carries on a bit further into topics such as tagging, social bookmarking, wikis and more. Link is to a pdf document.

Brian Lamb, at the University of British Columbia, and his weblog on social learning, online learning, and open education

This module explains how to author Connexions modules that are related to the Travelers in the Middle East Archive (TIMEA). It covers adding metadata, making links, and creating exercises. It also provides style tips and explains how Connexions handles intellectual property. "Authoring TIMEA Modules" is part 3 of a 5-part course that helps instructors use TIMEA materials and trains authors to develop new modules and courses using Connexions.

This module explains how to bring example materials from the Travelers in the Middle East Archive (TIMEA) into Connexions. It details adding image files, sections of texts, and links to dynamic GIS maps. "Bringing TIMEA Content into Connexions" is part 4 of a 5-part course that helps instructors use TIMEA materials and trains authors to develop new modules and courses using Connexions.

In Course 1, you'll explore (a) aspects of effective teaching (b) educational theories (c) approaches to learning (d) contemporary issues in education, all for the purpose of applying what you learn to your classroom.

Do you currently teach online? Have you thought about teaching online but for some reason haven’t done it yet? Here at CU Online, we believe in the power of online learning. Whether you currently teach online or you are thinking about doing it in the future, we are here to help you sort through this process and we hope that this handbook might help you along the way. The boundaries between traditional face-to-face courses and completely online courses are beginning to blur. Therefore, as we move forward, we all must consider when, how, and why we integrate the tools that we do into our classrooms.

This module is an introduction and overview to Teachers Without Borders' professional development program, always changing and developing, thanks to our global network of teachers in 87 countries

Introduction to basic computer applications on a Macintosh computer, with special emphasis on software that may be used in instruction and training. In this course, students will orient themselves to the Macintosh environment, get a brief overview of Macintosh-specific software, and learn the fundamental basics of the following tools available to assist in instruction and training: PowerPoint, Photoshop, GoLive, and iMovie.

Used for students receiving Advanced Placement credit and transfer credit. Program of study or research to be arranged with a Department faculty member. Written report required. Permission of Department required. Do you like teaching, but find yourself frustrated by how little students seem to learn? Would you like to try teaching, but are nervous about whether you will be any good at it? Are you interested in new research on science education? Research in science education shows that the greatest obstacle to student learning is the failure to identify and confront the misconceptions with which the students enter the class or those that they acquire during their studies. This weekly seminar course focuses on developing the participants' ability to uncover and confront student misconceptions and to foster student understanding and retention of key concepts. Participants read primary literature on science education, uncover basic concepts often overlooked when teaching biology, and lead a small weekly discussion session for students currently enrolled in introductory biology classes. The instructor for this course, Dr. Julia Khodor, is a member of the HHMI Education Group.

Used for students receiving Advanced Placement credit and transfer credit. Program of study or research to be arranged with a Department faculty member. Written report required. Permission of Department required.

This course will introduce students to some technologies, tools and techniques associated with the creation of interactive multimedia. The focus of the course will be on developing the capacity of professional educators to communicate effectively with professionals who contribute to the design and development of interactive multimedia. Students will be introduced to the characteristics of the elements of multimedia and to some tools and techniques commonly used in creation of multimedia. They will develop skills for creating simple examples of interactive multimedia suitable for delivery within a web browser.

Download the supporting PDF file for this episode http://bit.ly/f1v3iH from the Learning to Teach Online project website.

This case study examines the use of eBooks and eReaders as an extension of the usual Blackboard Learning Management System (LMS). This initiative was undertaken as part of the DUCKLING research project (Delivering University Curricula: Knowledge, Learning and Innovation Gains) conducted by the Beyond Distance Research Alliance at the University of Leicester in the UK.

While the context of this study involves distance students, using electronic books can have applications in any discipline where students are required to undertake a significant amount of reading. This case study discusses some advantages of using eBooks, and outlines the process involved in creating and uploading them to an eReader device.

Thinking about the types of media that you are using in your teaching resource, write a short risk assessment identifying IPR/copyright issues that you may face.

Think about...

Who may view your teaching resource?

Who else may access and use the teaching resource?

Who is providing information/content for your teaching resource?

How public is the information that you are using and/or providing?

Are you using examples of students’ work?

How might your project be used in a public space? Identify aspects concerning issues of ethics, dissemination and responsibilities related to ownership of project content in a public space.

Why is using a multi-media approach useful to your teaching resource?
You may want to consider the possibilities from the perspectives of your students, your colleagues, yourself and across the education sector.

Aim of session: What do you want your learners to achieve?

Outline of content: Short description of learning activities/learning outcomes.

Risk factors/copyright issues: Identifying what they are within your resources

Licences required: Identifying what licenses are involved

Identifying online learning aims and outcomes

ELATEwiki, the Electronic Learning And Teaching Exchange, is a resource that you create and edit. This site hosts a wealth of information categorized and organized into e-learning and teaching topics.

Educational psychologists work to understand how to structure educational systems in order to meet the mental and emotional needs of students. They study how people learn, identify and suggest efficient teaching methods, and evaluate the effectiveness of various educational policies and practices. Educational psychologists often point out the inherently social nature of our current educational system, study the ways that learning environments affect education, and study the ways that societal, local, and family issues affect learning and classroom practice. Upon completion of this course, the student will be able to: explain why knowledge of psychology is important to effective teaching; discuss, compare, and contrast cognitive and behavioral psychology; discuss, compare, and contrast constructivist and behaviorist models of teaching and learning, as well as their applications in classroom management; identify important cognitive stages of development, the typical age range of each stage, and the ways that teachers can use that knowledge; identify important aspects of personal, emotional, and moral development, and ways that teachers can use that knowledge; identify diversity in terms of differences in learning styles, intelligence, cultures, and gender, as well as specific abilities and disabilities, that a modern classroom might need to accommodate; discuss theories of motivation and defend those you would use in your classroom; discuss classroom management strategies that smooth the learning process and prevent or deal with misbehavior, and defend those strategies you would use in your classroom; identify communication skills that enhance learning, management, and coordination with students' families; identify strategies for enhancing students' ability to use complex cognitive skills; identify the major parts of a lesson or unit plan; identify and discuss types of teacher-made assessments; discuss the uses of and issues surrounding standardized testing; identify and discuss factors that influence job satisfaction in a teaching career. (Psychology 303)