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2002

Preliminary heuristics for the design and evaluation of online communities of practice systems

By Mark Notess, Josh Plaskoff / December 1, 2002

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Teamrooms: tapping the collaborative learning advantage

By Dori Digenti / December 1, 2002

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The demand-driven learning model as a standard for web-based learning

By Colla J. MacDonald, Emma J. Stodel, Laura G. Farres, Krista Breithaupt, Martha A. Gabriel / December 1, 2002

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Talk to me

By Lisa Neal / December 1, 2002

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TYPE: OPINION

Evaluating Software From a Learning-Theory Perspective

By Jennafer Kuhns / November 27, 2002

Educational gaming software is extremely adaptable to almost any teaching environment--from elementary school to college, novice to expert, cognitive to behavioral, and from the physical classroom to the virtual classroom. Presented is a review of just one of these gaming software products: RollerCoaster Tycoon. » [Full Article]
REVIEW: SOFTWARE

E-Learning in Japanese Universities

By Martin E. Bush / November 1, 2002

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E-learning basics: case study: support in a distance education environment

By Karen Al-Ashkar / November 1, 2002

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E-learning basics: essay: dead trainer walking

By Darin E. Hartley / November 1, 2002

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Playing to Learn

By Amy Finn / October 29, 2002

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TYPE: OPINION

The Best of the Best

By Ed Arnold / October 25, 2002

Over a dozen expert panelists from higher education, industry, and government sectors shared their experiences at the MIT Conference on Distance Education and Training Strategies: Lessons From Best Practices conference held on September 24th at the Tang Center at MIT. This all-day conference attracted about 150 learning professionals from the Boston area and beyond, including a panelist who presented virtually from his office in Nairobi, Kenya. » [Full Article]
REVIEW: EVENTS

Don't Just Teach to the Metrics

By Michael Feldstein / September 20, 2002

My latest article raises some common-sense questions about instructional goals that we should all ask ourselves every time we design a course. It also shows some of the more common ways that the specific answers to those questions can affect course design, success metrics, and even how you set up access to the courses. » [Full Article]
TYPE: OPINION

What is usable e-learning?

By Michael Feldstein / September 1, 2002

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Ignore usability at your peril

By Michael Feldstein / September 1, 2002

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TYPE: OPINION

E-learning basics: essay: developing your e-learning for your learners

By Michael Feldstein / September 1, 2002

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Q&A with Don Norman

By Lisa Neal / August 1, 2002

» [Full Article]
TYPE: INTERVIEW

Staying the Course

By Lisa Neal / July 25, 2002

High drop-out rates have been attributed to the demographics of online students, the inexperience of online faculty, poorly designed e-learning technologies, flawed course design, and low bandwidth. » [Full Article]
TYPE: OPINION