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There are two commonly identified obstacles to use of open educational resources (OER) and open educational practices (OEP) in global contexts. These obstacles are awareness and relevant skills. The focus of this article is participant experiences in a cMOOC designed to address these challenges. In June 2018, a group of post-secondary educators engaged in an open course they identified as useful for increasing their awareness and their capacity for finding and using OER.
» [Full Article]
TYPE: HIGHER EDUCATION, PROFESSIONAL DEVELOPMENT
Many of today's educators who seek new experiences are considering positions as electronic moderators (e-moderators). However, the transition from overseeing a physical classroom to managing a virtual learning environment can quickly become overwhelming and confusing. With limited supports and training opportunities available, e-moderators can struggle to find a balance between course content delivery and consistent candidate communication. This article has a twofold purpose. It first seeks to define and clarify the e-moderator role, particularly as it relates to online teacher professional development in Ontario. Next, the author outlines six strategies for success, targeting specific areas including setup, planning, time management, online presence and feedback.
» [Full Article]
TYPE: HIGHER EDUCATION, PROFESSIONAL DEVELOPMENT, MANAGEMENT
The Distance Teaching and Learning Conference 2017 brought together distance educators, instructional designers, and administrators for three days of innovation, inspiration, and connection. Take a look at what happened at DTL 2017. You might want to include this in your 2018 schedule.
» [Full Article]
REVIEW: EVENTS,
TYPE: EMERGING TECHNOLOGIES, PROFESSIONAL DEVELOPMENT
This article outlines the development and application of the "Theory of Web-Mediated Knowledge Synthesis." This theory, essentially the application of creative thinking to online learning and reading comprehension, provides a roadmap to enable learners to use the web in more creative ways. This is an important consideration in both schools and the workspace as access to information is less a competitive advantage than what is done with that information and what value can be added to it.
» [Full Article]
TYPE: PROFESSIONAL DEVELOPMENT
As professionals in the world of eLearning, we are often called upon to develop and deliver effective professional development opportunities for staff and faculty who will engage students in online learning. Discover the four essential elements that can transform a mediocre course offering into an effective learning opportunity. These elements will help faculty stay engaged throughout the professional development course, and walk away with tools and tips that they can use in their future courses.
» [Full Article]
TYPE: HIGHER EDUCATION, PROFESSIONAL DEVELOPMENT
The human brain takes in information, process it, learns, and grows from it. Here's how psychology principles and information processing can collaborate to achieve optimum results in e-learning and e-teaching.
» [Full Article]
TYPE: PROFESSIONAL DEVELOPMENT
Online education gives teachers unique opportunities to more profoundly bring learning research and learner-centered teaching practices into their teaching. This article examines five reasons online teaching can lead teachers in healthy directions by exploring the (beneficial) challenges of lecturing online, the untapped potential of student-generated content, the critical importance of student motivation, the social and emotional components of learning, and the benefits of multi-sensory learning.
» [Full Article]
TYPE: PROFESSIONAL DEVELOPMENT
The educational integration of information and communication technologies (ICTs) has led to unfounded hopes of meeting many recurring educational challenges: from increasing learner motivation to lowering drop-out rates. ICTs are not an educational revolution per se; in some situations, their pedagogical usage lead to truly technologically-enhanced learning (TEL) situations, whereas in others, ICTs could relegate the learner to a passive spectator or low-interactivity user/consumer of multimedia content that limits the implementation of a socio-constructivist learning process based on a collaborative knowledge construction process. In this article, we analyze the limits of techno-centric approaches in the integration process of ICTs to teaching and learning, and argue for active learning and reflexive approaches to TEL.
» [Full Article]
TYPE: PROFESSIONAL DEVELOPMENT
