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With the rise of the flipped classroom concept, videos from platforms such as YouTube are increasingly being embedded in education courses. Teachers use videos they find online not only as stimulus materials, but also because they can explicitly teach concepts to learners. This article proposes teachers reflect on the pedagogical value of such videos before using them as educational materials. Based on constructivist principles that emphasize active learning and critical thinking, four simple questions are presented for teachers to ask about videos that are designed to explicitly teach before selecting them as tools that do teaching their courses.
» [Full Article]
TYPE: DESIGN FOR LEARNING
Understanding the unique differences between online and traditional classroom environments, and how culture manifests itself within each setting, can help shape a positive educational experience for students. The purpose of this article is to provide a broad overview of how cultural diversity can influence the online classroom. The author suggests ways instructional professionals can work towards improving the online learning experience for culturally diverse student groups with respect to communication, course design, and acknowledgement of differences.
» [Full Article]
TYPE: DESIGN FOR LEARNING
Learning is a transformative process as much for the e-learner as for the more traditional learner. In the process of helping our students grow, the transformative potential of our work can be enhanced by humanizing, participatory, and emancipatory methods. These methods, as portrayed in this article, have foundations in the work of Paulo Freire and are presented here to give specific guidelines for e-learning applications of Freire's ideas.
» [Full Article]
TYPE: DESIGN FOR LEARNING
Gamification has become the latest buzzword in the learning community. It is the addition of game mechanics elements to learning content in order to motivate learners. But, most claims about the efficiency of gamification of learning are theoretical. Various studies have demonstrated gamification relies on extrinsic motivators, which may work in the short term but have negative impacts on the long term as it undermines students intrinsic motivation to learn. Gamification is nothing more than bells and whistles: It is fun at first, but it quickly becomes annoying.
» [Full Article]
TYPE: DESIGN FOR LEARNING
In "Develop Your Own Multimedia Application: How to Create Interactive Video Applications in Flash Format" Alexis Aronis demonstrates just how simple it is to create a multimedia application from scratch these days. Readers learn how to create unique video projects using Camtasia Studio and Power Point.
» [Full Article]
REVIEW: LITERATURE,
TYPE: DESIGN FOR LEARNING
Whether you realize it or not, you are a visual designer. But do not fear, because Connie Malamed's latest book will help you make your pictures more than pretty, by making them effective.
» [Full Article]
REVIEW: LITERATURE,
TYPE: DESIGN FOR LEARNING
Some learners find online environments impersonal, but are personal profiles the solution?
» [Full Article]
REVIEW: SOFTWARE,
TYPE: DESIGN FOR LEARNING
