An ACM Publication
- Home
- Articles
- Reviews
- About
- Archives
- Past Issues
- The eLearn Blog
Archives
| To leave a comment you must sign in. Please log in or create an ACM Account. Forgot your username or password? |
|
Create an ACM Account |
2024 2023 2022 2021 2020 2019 2018 2017 2016 2015 2014 2013 2012 2011 2010 2009 [ 2008 ] 2007 2006 2005 2004 2003 2002 2001
2008
» [Full Article]
TYPE: INTERVIEW
An online course should be more than just an article. In fact, adding a few learning objectives, a sidebar or two, and a test to the Wikipedia entry can provide a richer course experience. The greater detail and the references and links would surely incite further guided learning.
» [Full Article]
TYPE: OPINION
Too often, online courses begin with pre-tests. Are pre-tests anything more than learner abuse? Under the best of circumstances, quizzes can be tedious and even anxiety-inducing. Putting tests before your content casts a negative shadow over a course before it has even begun.
» [Full Article]
The word "engagement" is often used in connection with e-learning so often, in fact, that it has come to represent a general, warm fuzziness that everyone wants but which proves elusive. But what does engagement really mean?
» [Full Article]
TYPE: OPINION
Fabrizio Cardinali is founder and CEO of Italy's Giunti Labs and chair of the European Learning Industry Group, also serving on the board of directors for IMS Global Learning Consortium and as global advisor to the Open Knowledge Initiative at MIT.
» [Full Article]
TYPE: INTERVIEW
The University of Nebraska-Lincoln rescinded a speaking invitation to an education professor with a suddenly famous political past. Why didn't they just invite him to present online?
» [Full Article]
TYPE: OPINION
How prevalent is offshoring in development work for online courses? Has it proved a key to success for developers? What have years of experience taught us so far?
» [Full Article]
eLearn EIC Lisa Neal Gualtieri sits down with Chadia Abras, who is the director of educational technology and distance learning at Goucher College in Baltimore, MD.
» [Full Article]
TYPE: INTERVIEW
» [Full Article]
TYPE: OPINION
» [Full Article]
TYPE: OPINION
» [Full Article]
TYPE: OPINION
» [Full Article]
TYPE: OPINION
» [Full Article]
TYPE: OPINION
» [Full Article]
TYPE: INTERVIEW
» [Full Article]
TYPE: OPINION
Editor's note: I met Anonymous at a lunch---no cloak-and-dagger stuff here. He told me about his experiences as an online student and agreed to tell his story again in the article below. Because he is pursuing a position with the online faculty of the school at which he earned his master's degree, he asked to remain anonymous.
» [Full Article]
What if course titles tried to grab you, like book titles, but remained usefully descriptive?Title-related issues loom even larger for online courses, since there may be fewer contexts for understanding course titles when a student isn't on campus. Also it may be more important to market to online students since they are likely to study part-time and be busy with other commitments.
» [Full Article]
TYPE: OPINION
» [Full Article]
TYPE: OPINION
» [Full Article]
TYPE: INTERVIEW
» [Full Article]
TYPE: OPINION
» [Full Article]
TYPE: EMERGING TECHNOLOGIES
» [Full Article]
TYPE: OPINION
» [Full Article]
TYPE: OPINION, NONFORMAL/INFORMAL LEARNING
» [Full Article]
TYPE: NONFORMAL/INFORMAL LEARNING
» [Full Article]
TYPE: INTERVIEW
» [Full Article]
TYPE: OPINION
» [Full Article]
TYPE: OPINION
» [Full Article]
TYPE: EMERGING TECHNOLOGIES
» [Full Article]
TYPE: OPINION
