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[ 2021 ] 2020 2019 2018 2017 2016 2015 2014 2013 2012 2011 2010 2009 2008 2007 2006 2005 2004 2003 2002 2001
2021
Annie Murphy Paul's new book, "The Extended Mind: The Power of Thinking Outside the Brain," covers emerging research that extends our understanding of thinking beyond the typical view of "mind in the brain." Illustrated with stories, this book unpacks new recognitions, and provides the implications for the design of learning and instruction.
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REVIEW: LITERATURE,
TYPE: NONFORMAL/INFORMAL LEARNING
How might the online learning experience, and the support required for success, differ for men and women? New survey research captures insights from 505 participants, including 295 women, who graduated from online programs between 2015 and 2020. This article provides an overview of the characteristics of online students, highlighting the challenges female students face and considerations for supporting their success. Differences in demographic characteristics across gender were found in the areas of degree level and academic major, income, age, and ethnic diversity. More men chose computer and information sciences majors, while more women were in healthcare and education. Female students were also younger and at lower income levels than their male counterparts when they were enrolled in their online programs.
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TYPE: HIGHER EDUCATION
An interview with Bartosz Skwarczek, CEO of G2A, includes an examination of a recent survey of U.K. and U.S. teachers regarding perceptions of games as a learning and curricular tool. Interview results are shared as well as a review of the resulting G2A Academy aimed at teacher training for building skills to utilize games in the classroom.
» [Full Article]
TYPE: INTERVIEW, K-12 BLENDED AND ONLINE LEARNING
COVID-19 has forced vast numbers of educational institutions to shift their operations from being delivered face-to-face to being delivered online. As a result, academic institutions have had to scramble to find complex solutions that meet systems-wide online teaching and learning needs. The quality of interaction that occurs between the educator and the student is crucial to the success of delivering education via online technologies, and it is incumbent on the host institution to provide a usable, effective, and satisfying form of communication all participants may communicate with while maintaining a sense of social presence. It requires little effort to compile a list of potential benefits of using webcams in educational settings.
» [Full Article]
TYPE: DESIGN FOR LEARNING
During the COVID-19 pandemic, most, if not all, courses were shifted to online learning formats. In this article, we share our experiences related to teaching and learning in a completely online, condensed (seven-week) graduate-level course during the fall 2020 semester. More specifically, we discuss the important role of emotional literacy as a mechanism for framing online course design, adaptation, and evaluation. We explore emotional literacy in terms of its necessity in teaching and learning in online contexts during a pandemic, beyond the scope of other obviously important non-traditional literacies, such as technological and informational literacies.
» [Full Article]
TYPE: DESIGN FOR LEARNING, HIGHER EDUCATION
With so much formal learning now taking place online, eLearning educators have the opportunity to incorporate Wikipedia as a multifaceted pedagogical resource. I argue that doing so facilitates the cultivation of 21st century skills and empowers learners to participate in creating positive social change. The article concludes with various ways educators may incorporate Wikipedia into teaching practice, appropriate Wikipedia assignments for students.
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TYPE: OPINION
While online education has been with us for more than 20 years, and many faculty are proficient at designing and teaching highly interactive, intellectually stimulating asynchronous classes, other faculty have chosen to remain focused on their teaching in the classroom. However, COVID-19 has rapidly and without warning ushered all higher ed teaching and learning into emergency remote environments. By now, many who support faculty in transitioning courses have received varying levels of participation and are examining ways to increase support opportunities.
» [Full Article]
TYPE: MANAGEMENT
Students in online classes may have difficulty or believe they cannot develop a rapport with fellow students. There is significant research that indicates that this rapport greatly increases the student?s success in a class. Students can easily build rapport in an in-person classroom and often the instructor is not involved. However, in the online classroom, the problem becomes how do students build this rapport when they only see each other in a virtual space in the classroom to help increase their learning and course success.
» [Full Article]
TYPE: HIGHER EDUCATION, PROFESSIONAL DEVELOPMENT
This article explored the transformation of an early childhood center from face-to-face instruction to online learning and examined how principles of effective online instruction design were related to community building, interactivity, and online presence. The case study is from an early head start institution in Milwaukee, Wisconsin. After creating an online program over the summer of 2020, teachers share their perspectives of teaching online with young learners. Results suggest benefits of technology integration in early learning classrooms.
» [Full Article]
TYPE: K-12 BLENDED AND ONLINE LEARNING
The possibilities for meaningful elearning experiences are endless, yet intentional work must be done to see that students are engaged and motivated. Through the fundamental elements of self-directed learning, students and teachers can forge new paths in education and create a bright future for teaching and learning online.
» [Full Article]
TYPE: OPINION
