Global Practices of Language Teaching

Global Practices of Language Teaching(PDF)
(ILOC 2008)

IOLC2009
Call for Papers

Education Book Review/The Handbook of Blended Learning:

Education Book Review/The Handbook of Blended Learning:

Revival of Paper: Booklets and Textbooks in Collaborative Classroom Networks

HINKELMAN, Don 2008 (JALT CALL)

Sapporo Gakuin University (JAPAN)
Time: Sunday, 11:20 to 12:00 in Room 635
Revival of Paper: Booklets and Textbooks in Collaborative Classroom Networks

The use of paper-based materials in online or blended classrooms is exploding, not disappearing as previously predicted for the electronic age. Why is this counter-inutuitive trend occurring? This paper will present a theoretical discussion on the role of paper in blended language learning environments. Based on a three year case study across two Japanese universities, the author investigates how paper was used as an integrated (not parallel) tool or interface to various activities presented face-to-face and online. Using a qualitative analysis procedure, three different modes of paper-based media emerged that teachers configured for their activities:
1. Booklets of forms and handouts created by the teacher
2. Commercially-published textbooks with online components
3. Self-published textbooks using Lulu or other online printing systems
Photos of student use of paper, samples of each mode and the reasons for use, as articulated by teachers, will be presented. Finally, another interesting trend was observed—the “blended task”. In each site, teachers often constructed tasks which switched repeatedly between a paper-based form, face-to-face interaction, and online publishing or referencing. This unusual development was analysed using a socio-cultural framework called actor-network theory. The conclusion of this study is that the use of paper was not only increasing in the case study environments, but also that the design, operation, and ownership of the materials was changing due to changes in technological flexibility and open rules for materials exchange. Implications for classroom teaching of foreign languages will be outlined and comments by participants encouraged.

Effectiveness Of Traditional And Blended Learning Environments

Effectiveness Of Traditional And Blended Learning Environments

ILA 2009 Proposal Abstract

Title: Using Technology to Promote Learner Autonomy
Area: e-learning initiatives

ABSTRACT:
＊Paper Accepted
＊Participation Canceled

The author, teaching EFL at a Japanese university, has been utilizing computer-based tools, including the Internet, e-mail, web pages, blogs, an LMS (Moodle), and MS PowerPoint, in order to help enhance her classroom learning activities in various manners. After her recent preliminary experience in using Moodle, Google services and other tools in several forms of blended learning settings, the presenter has gained some insights into teaching/learning with technology, and has become more flexible about using technology in classrooms.

This presentation is intended to share these insights and observations from recent teaching practice, with a central focus on how teachers can effectively use technology to help promote learner autonomy. Issues such as accommodating different learning needs, getting/keeping all students active in their learning, and preparing weaker students for self-paced learning will be addressed. Some of the classroom-based learning activities will be described to discuss, for example, how Moodle Quiz and Forum modules can be maximized, and how blogs in combination with other tools can help motivate students to express/share their ideas. Additionally, from a teacher's point of view, benefits of having these tools available to choose from will be mentioned.

==============
Independent Learning: Building on experience, seeking new perspectives
Submitting abstracts
Proposal　
Poster

Abstracts of papers, workshops and posters should be 150-200 words in length, include a title not exceeding 10 words and state the area (see list above) into which the submission falls.
Abstracts of posters and e-posters should be submitted via email to enquiries.ilac2009@elc.polyu.edu.hk.

All abstracts should be submitted no later than 1 October, 2008.

iJET Vol 3, Special Issue: MIPRO2008

International Journal of Emerging Technologies in Learning (iJET)
Vol 3, Special Issue: MIPRO2008
http://service.gmx.net/de/cgi/derefer?TYPE=3&DEST=http%3A%2F%2Fwww.i-jet.org>http://www.i-jet.org.

Table of Contents
***GUEST EDITORIAL (Marina Cicin-Šain)
<http://service.gmx.net/de/cgi/derefer?TYPE=3&DEST=http%3A%2F%2Fonline-journals.org%2Fi-jet%2Farticle%2Fview%2F573

>http://online-journals.org/i-jet/article/view/573

*Special Focus Papers*

***The Influence of Secondary School Education on the Success of Informatics Education in University (Marina Cicin-Šain, Slavomir Vukmirovic , Marko Cicin-Šain)
<http://service.gmx.net/de/cgi/derefer?TYPE=3&DEST=http%3A%2F%2Fonline-journals.org%2Fi-jet%2Farticle%2Fview%2F643>http://online-journals.org/i-jet/article/view/643

***Large Student Groups Assessment During the Semester Term
(Marina Cicin-Šain, Ivan Uroda)
<http://service.gmx.net/de/cgi/derefer?TYPE=3&DEST=http%3A%2F%2Fonline-journals.org%2Fi-jet%2Farticle%2Fview%2F642>http://online-journals.org/i-jet/article/view/642

***Game Programming Course - Creative Design and Development
(Jaak Henno, Hannu Jaakkola)
<http://service.gmx.net/de/cgi/derefer?TYPE=3&DEST=http%3A%2F%2Fonline-journals.org%2Fi-jet%2Farticle%2Fview%2F646>http://online-journals.org/i-jet/article/view/646

***Using Online Discussions in a Blended Learning Course
(Martina Holenko, Nataša Hoic-Bocic )
<http://service.gmx.net/de/cgi/derefer?TYPE=3&DEST=http%3A%2F%2Fonline-journals.org%2Fi-jet%2Farticle%2Fview%2F630>http://online-journals.org/i-jet/article/view/630

***Microsoft Technology as an Optimization Tool in Promoting Security and Functionality of the Educational System
(Jelena Jardas Antonic, Danijel Antonic)
<http://service.gmx.net/de/cgi/derefer?TYPE=3&DEST=http%3A%2F%2Fonline-journals.org%2Fi-jet%2Farticle%2Fview%2F641>http://online-journals.org/i-jet/article/view/641

***Introducing Programming Languages Through Data Acquisition Examples
(Slavko Kocijancic, Toma Kušar, David Rihtaršic )
<http://service.gmx.net/de/cgi/derefer?TYPE=3&DEST=http%3A%2F%2Fonline-journals.org%2Fi-jet%2Farticle%2Fview%2F632>http://online-journals.org/i-jet/article/view/632

***Pedagogical Aspects of E-learning Implementation: What Have We Learned?
(Alka Korin-Lustig, Siniša Lukaric )
<http://service.gmx.net/de/cgi/derefer?TYPE=3&DEST=http%3A%2F%2Fonline-journals.org%2Fi-jet%2Farticle%2Fview%2F645>http://online-journals.org/i-jet/article/view/645

***Content management system in educational environment
(Vladimir Mateljan, Vedran Juricic , Goran Dambic )
<http://service.gmx.net/de/cgi/derefer?TYPE=3&DEST=http%3A%2F%2Fonline-journals.org%2Fi-jet%2Farticle%2Fview%2F640>http://online-journals.org/i-jet/article/view/640

***Pair Programming as a Modern Method of Teaching Computer Science
(Irena Nancovska Šerbec, Branko Kaucic , Joze Rugelj)
<http://service.gmx.net/de/cgi/derefer?TYPE=3&DEST=http%3A%2F%2Fonline-journals.org%2Fi-jet%2Farticle%2Fview%2F647>http://online-journals.org/i-jet/article/view/647

***Informal Learning in Lifelong Education
(Zeljka Pozgaj)
<http://service.gmx.net/de/cgi/derefer?TYPE=3&DEST=http%3A%2F%2Fonline-journals.org%2Fi-jet%2Farticle%2Fview%2F612>http://online-journals.org/i-jet/article/view/612

***The Web as Personal Learning Environment
(Krunoslav Zubrinic , Damir Kalpic )
<http://service.gmx.net/de/cgi/derefer?TYPE=3&DEST=http%3A%2F%2Fonline-journals.org%2Fi-jet%2Farticle%2Fview%2F576>http://online-journals.org/i-jet/article/view/576
____________________________________________________________International Journal of Emerging Technologies in Learning (iJET)
<http://service.gmx.net/de/cgi/derefer?TYPE=3&DEST=http%3A%2F%2Fwww.i-jet.org>http://www.i-jet.org

Electronic courseware in higher education (US)

Electronic courseware in higher education
http://www.firstmonday.org/issues/issue10_9/minielli/
Maureen C. Minielli & S. Pixy Ferris
Paper received 31 May 2005; accepted 5 August 2005.
* A version of this paper was presented at the International Communication Association’s Annual Convention, in New York City in May 2005. However the paper does not appear in conference proceedings, nor has it been previously published in any form.

Abstract:

The rising costs of education often lead to the call for a change from the traditional, space–and–time bound institutions to ones that offer increasingly cost–effective, technologically enhanced programs. As institutions of higher education turn to technology, primarily Internet–based, to address these challenges, the use of electronic courseware is dramatically increasing. In order to effectively utilize electronic courseware in the classroom, educators not only need to be aware of terminology, functions, and uses of the most popular types of electronic courseware, but also (and perhaps more importantly) educators need to develop and critique pedagogically based research that can, at the broader level, help educators at various levels of technological expertise learn and adapt their teaching styles to maximize student learning.

In this paper we consider electronic course management systems from a pedagogical perspective, with the goal of aiding educators to effectively utilize electronic courseware in the classroom. By discussing the basics (such as terminology, functions, and uses of the most popular types of electronic courseware) and examining pedagogically based research we hope, at the broader level, to help educators at various levels of technological expertise learn and adapt their teaching styles to maximize student learning.

The growth of electronic courseware

Since their development eight years ago, the use of electronic courseware has dramatically increased (Angelo, 2004) to the point that it has become an essential feature of instructional technology at institutions of higher education (Warger, 2003). Today 94 percent of American colleges and universities use at least one type of electronic courseware for distance education and/or as a supplement to the traditional classroom (Market Data Retrieval, 2003). And two–thirds of faculty members who initially use a CMS continue to do so for future courses (Morgan, 2003).

While electronic courseware is used as much for traditional classroom courses as distance courses (Warger, 2003), it is undeniable that the expansion of e-learning has paralleled the growth of electronic courseware (as electronic courseware is the platform for distance education). Today distance education or e–learning is an integral part of the landscape of higher education. Recent data shows that over 1.9 million students in the U. S. were studying online in the Fall of 2003, and 97.6 percent of all public higher education institutions in the U.S. offered online learning degree programs and courses (either in online or hybrid/blended formats). Equally significant, a projected growth in online enrolment of 20 percent a year is expected — a growth rate exceeding the overall expected growth for the entire higher education student population (Sloan Consortium, 2004). Globally, the figures are equally astounding. Worldwide there are more than 200,000 online courses offered today. In 2003, 11 percent of the world was able to go online, as compared to 4.5 percent in 1999 (Hesseldahl, 2005).

Electronic courseware defined

Currently, electronic courseware, or online course software programs, is referred to by several different names in higher education, including "learning content management systems," "learning management systems," and "virtual learning environments." While these software programs share many features, differences in usage by nation and industry warrant a consideration of terminology.

e-Learning :: definitions

Definitions

1. Electronic learning (Wikipedia)

Electronic learning (or e-Learning or eLearning) is a type of education where the medium of instruction is computer technology. No in-person interaction may take place in some instances. E-learning is used interchangeably in a wide variety of contexts. In companies, it refers to the strategies that use the company network to deliver training courses to employees. In the USA, it is defined as a planned teaching/learning experience that uses a wide spectrum of technologies, mainly Internet or computer-based, to reach learners at a distance. Lately in most Universities, e-learning is used to define a specific mode to attend a course or programmes of study where the students rarely, if ever, attend face-to-face for on-campus access to educational facilities, because they study online.

Contents

• 1 Market
• 2 Growth of e-learning
• 3 Technology
• 4 Services
• 5 Goals of e-learning
  • 5.1 Computer-based learning
  • 5.2 Computer-based training
• 6 Pedagogical elements
• 7 Pedagogical approaches or perspectives
• 8 Reusability, standards and learning objects
• 9 Communication technologies used in e-learning
• 10 E-Learning 2.0
• 11 Computer-aided assessment and learning design
• 12 See also
• 13 External links

2. E-Learning (Introduction) < Ageless Learner

Definition of e-learning

e-Learning. eLearning. "e"learning. However you write it, definitions abound.

	The convergence of the Internet and learning, or Internet-enabled learning.
	The use of network technologies to create, foster, deliver, and facilitate learning, anytime and anywhere.
	The delivery of individualized, comprehensive, dynamic learning content in real time, aiding the development of communities of knowledge, linking learners and practitioners with experts.
	A phenomenon delivering accountability, accessibility, and opportunity to allow people and organizations to keep up with the rapid changes that define the Internet world.
	A force that gives people and organizations the competitive edge to allow them to keep ahead of the rapidly changing global economy.

With good design and delivery, e-learning does all these things. But, at its heart, it is, simply, learning. Too bad most interpretations focus on the technology (the "e") and not on the learning.

e-Learning has to keep the people it's designed for in mind. How do we learn? How do we acquire and retain skills and information to help us develop? Only when we address individual learning styles can the "e" in e-learning factor in. Then the technical side—the electronic delivery—can be adapted to the learner.

3. What is E-learning? (HowStuffWorks.com) 見やすい！分かりやすい！

E-learning is to classroom learning as cell phones are to a pay phone at the bus station.

At least it is in some ways. For instance, e-learning allows you to learn anywhere and usually at any time, as long as you have a properly configured computer. Cell phones allow you to communicate any time and usually anywhere, as long as you have a properly configured phone.

E-learning can be CD-ROM-based, Network-based, Intranet-based or Internet-based. It can include text, video, audio, animation and virtual environments. It can be a very rich learning experience that can even surpass the level of training you might experience in a crowded classroom. It's self-paced, hands-on learning.

The quality of the electronic-based training, as in every form of training, is in its content and its delivery. E-learning can suffer from many of the same pitfalls as classroom training, such as boring slides, monotonous speech, and little opportunity for interaction. The beauty of e-learning, however, is that new software allows the creation of very effective learning environments that can engulf you in the material. We'll use software from Trainersoft as an example to show you how the process works.

Levels of e-learning (E-learning falls into four categories, from the very basic to the very advanced)

• Knowledge database
  
• Online support
• Asynchronous training
• Synchronous training

4. Definitions of e-learning on the Web:

Learning that is enabled by the use of digital tools and content. Usually involving interactivity between the learner and their teacher or peers ...
www.stiltonstudios.net/glossary.htm

Any learning that utilizes a network (LAN, WAN or Internet) for delivery, interaction, or facilitation. This would include distributed learning, distance learning (other than pure correspondence ), CBT delivered over a network, and WBT. ...
www.iqat.org/glossary.php

Mr. Biondo comes from Independence Blue Cross where he worked as an Intranet Web Coordinator.
biz.yahoo.com/bw/080428/20080428005347.html

Any technologically mediated learning using computers whether from a distance or in face to face classroom setting (computer assisted learning).
www.usd.edu/library/instruction/glossary.shtml

e-Learning can be used to deliver online courses and/or establish online learning communities. It supports flexible learning anywhere, anytime for anyone. ...
www.qmg.com.au/page/glossary

An umbrella term that is used for providing computer instruction (courseware) online over the public Internet, private distance learning networks, or in-house via an intranet. See WBT (Web Based Training).
www.wsl.co.il/glossary.htm

A software application that allows people to create their own e-learning courseware. B Blended learning (Hybrid eLearning): The optimal learning path for true transfer of information and knowledge acquisition as defined by the content designer or developer. ...
www.eng.wayne.edu/page.php

Also called CBT (see the following definition). E-learning is a general term that relates to all training that is delivered with the assistance of ...
www.thecatalyst.org/resource/2006/04/21/E-learning-glossary/

Learning activities based on any electronic format.
www.teach-nology.com/glossary/terms/e/

E-Learning is the learning process created by interaction with digitally delivered content, services and support.
www3.imperial.ac.uk/portal/page/portallive/24EA98FE29AA21ACE0440003BADBDCAF

Gaining popularity in the early 2000s, the term e-learning refers to any electronically assisted instruction, but is most often associated with instruction offered via computer and the Internet.
education.stateuniversity.com/pages/1917/Distance-Learning-in-Higher-Education.html

Learning that is done via a computer.
www.fastfind.com/education/EduGlossary.aspx

services which are delivered, enabled or mediated by ICT for the purposes of delivering education, and the technology and services which help create, manage and deliver those activities.
www.ict.ox.ac.uk/strategy/plan/plan.xml.ID=appF

The delivery of content via all electronic media, including the internet, intranets, extranets, satellite, broadcast, video, interactive TV, and CD Rom. E-learning encompasses all learning undertaken, whether formal or informal, through electronic delivery. ...
www.waveproject.com/glossary/glossary.html/english/e/

A key issue in pedagogy is individualization, ie, adapting the teaching to the needs of various learners. ...
coeur-sw.idi.ntnu.no/wp6.htm

A method of instruction that is generally computer assisted and is delivered via CD/DVD ROM, audio, videotape or the internet. E-learning can be taught either synchronously (real-time interaction between instructor and student) or asyncronously (student can learn on their own time).
www.vcalberta.ca/tools/glossary/index.cfm

A form of learning utilizing a network for delivery and interaction.The learning can be on an individual basis, guided or instructed by a computer, or as part of a class. There is even no need for online classes to meet in real time.
www.internetmarketingmagician.com/Internet_And_Computer_Jargon.html

E-learning is an approach to facilitate and enhance learning through the use of devices based on both computer and communications technology, including personal computers, CD-ROMs, digital television, and more. ...
www.cmapros.com/glossary.php

In this report e-learning refers to the provision, administration and support for ‘off-the-job’ and ‘on-the-job’ training using information and communication technologies such as stand-alone and networked computers, Internet-based technologies and mobile devices
ito.elearning.ac.nz/mod/glossary/view.php

training or learning that takes place via the web. Training programmes can be conducted partially or fully using the Internet.
www.grb.uk.com/263.0.html

learning conducted via electronic media, especially via the Internet
en.wiktionary.org/wiki/e-learning

e-Learning :: definitions

E-Learning (Information & Communication Technologies ICT > An E-Learning Glossary)

E-Learning is the learning process created by interaction with digitally delivered content, services and support.

Some categories of E-Learning:

-On-Demand e-learning: 'jukeboxes' of content available when required.
-Live On-Line e-learning: multiple learners in multiple sites simultaneously.
-Learning Objects: granular 'chunks' of learning material.
-On-Line Coaching: access to subject matter expertise.
-Knowledge Bases: database access to learning content in a searchable environment.
-Learning Architectures: structures for developing and delivering E-Learning.
-Simulation Based Learning: learning via simulated experience.
-Blended Learning: combining face-to-face classes with technology delivered content.

Using Moodle for Blended Learning

Using Moodle for Blended Learning
ECOO Core Presentation Contact Page

ODP - Blended Learning Strategy CD-ROM

ODP - Blended Learning Strategy CD-ROM

Encyclopedia of Educational Technology

Encyclopedia of Educational Technology

Table of contents
Cognition and Learning
* Active learning
* Anchored instruction
* Anchored learning
* Andragogy
* Applied Behavior Analysis
* Artificial intelligence in education
* Artificial neural networks
* Attention: getting it
* Attention: keeping it
* Attention theory
* Audio: Does it help?
* Autodidactic learning
* Automaticity: A learned advantage
* Automaticity: Skill building
* Bloom's learning domains
* Bloom's taxonomy
* Bloom's taxonomy revised
* Brain-based learning
* Brain hemispheres: fiction and fact
* Chunks: Superior memory of experts
* Cue summation in instructional multimedia
* Cooperative groups
* Cooperative learning
* Cognitive dissonance
* Cognitive load theory
* Cognitive style assessment
* Computer hardware as brain
* Digital natives in the classroom
* Discovery learning
* Early childhood computing
* Ecological psychology: Tools
* What is Educational Technology?
* Effective learning with movitation
* Emotion, memory, and stories
* Engagement in mathematics
* Flow and peak performance
* Flow: Optimal experience
* Gagne's nine events of instruction
* Gardner's theory of multiple intelligences
* Gender and technology
* Gestalt theory
* GIS and the K-12 Teacher
* Guilford's Structure of Intellect
* Hemispheric dominance
* How eLearning changes the classroom
* Howard Gardner's multiple intelligence theory
* Humor in instructional design
* Hypnopaedia: sleep-learning
* Information quantity and cognition
* Instructor provided notes
* Interactive whiteboards
* Intrinsic motivation for physical education
* Keller's ARCS Model-Attention
* Keller's ARCS Model-Confidence
* Keller's ARCS Model-Relevance
* Keller's ARCS Model-Satisfaction
* Knowledge systems design
* Learning and meditation
* Learning theory fundamentals
* Learning styles
* Long term memory
* Maslow's hierarchy of needs
* Memory model
* Metacognition
* Metacognition v2
* Mind as rhizome
* Multi-Channel learning
* Multimedia and the learning process
* Multimedia and multiple intelligences
* Multiple intelligences, Part 1
* Multiple intelligences, Part 2
* Music and learning
* Music enhances reasoning
* Music's contribution to academic success
* Overlearning
* Operant conditioning
* Piaget's developmental stages
* Piano lessons and spatial-temporal reasoning
* Postmodern instructional design
* Psychomotor taxonomy
* Reactive vs. active theory
* Sense and memory
* Sensory modalities for learning
* Short term memory
* Situated learning
* Sleep and learning
* Sleep and memory
* Social learning theory
* Stereotypes
* Subliminal learning
* Techniques for memory retention
* Technology supports learner-centered principles
* Transfer: a principle of learning
* Transfer of learning
* Understanding deaf education
* Using simulations to facilitate learning
* Visual perception: Gestalt laws
* Visual perception: illusions
* Working memory
* Vygotsky's Social Development Theory
* Vygotsky: Zone of proximal development

Analysis
* Authoring Instructional Materials (AIM)
* Conducting performance analysis
* Effective interviewing
* Finding solutions to performance problems
* Human performance technology
* ID in a cross-cultural context
* Performance analysis: an overview
* Quick solutions to performance problems
* Stakeholders in user-centered design
* Technology and analysis
* Training needs assessment
* Understanding goals
* Why performance analysis
Design
Data representation
* About mind maps: What and why
* Chosing the right graph
* Clear writing for international English readers
* Comparison graphs
* Graph labels
* Mindmap your way to success
* Misrepresentation of data
* Preparing presentations for educational use
eLearning
* Blogs in online college classes
* Choosing tools for real time virtual meetings
* Course design
* Creating social presence online
* Cultural implications for online learning
* Designing Web-based tutorials
* Distance education
* Distance education and learning style
* Distance learning essentials
* Emerging technologies
* Facilitating classes online
* Developing a professional community
* Distance education: The human dimension
* Instructor's role
* Intelligent tutoring systems
* I CARE instructional design system
* Lab design and learning
* Learner control: Is it for everyone?
* Learner control in web-based instruction
* Learner-interface interaction
* Mediating interpersonal interactivity
* Mobile learning
* Online interaction
* Online fair use
* Podcasting
* Preparing students to join the online learning community
* Rich active learning environments
* SCORM
* SCORM: What it is and how it is used
* Stages of online learning
* Synchronous and asynchronous technology
* Technology and collabortive environments
* Transactional distance
* Wikis
* Wikis: Working their way into the Web
Learning Strategies
* Accidental learning through computer games
* Blended learning
* Blended learning: choosing the right blend
* Component Display Theory
* Communicative language teaching
* Criterion-referenced instruction
* Digital game learning
* Digital games as learning environments
* Drafting instructional objectives
* E-coaching for fitness
* Elaboration as a learning tool
* Elaboration feedback
* Feedback and emerging technologies
* Feng Shui for the training room
* Functional context education
* Games and simulations
* Higher-level thinking
* Instructional technology in the third world
* Jigsaw cooperative groups
* Learning math with CBI
* Learning with stories
* Management games: Openers
* Mass collaboration: A means of self-organization
* Mnemonics
* Modeling, coaching, and scaffolding
* Motivating your learner
* Multimedia for adult literacy
* Multimedia in the EFL/ESL classroom
* Notetaking
* Online interactivity
* Process art as a learning tool
* Problem based learning
* Problem based learning 2
* Project based learning
* Real time feedback in programmed learning
* Simulations
* Simulation-based training
* Stories as an instructional tool
* Teaching concepts
* Technology for inclusion
* Training to fluency
* Web Survey Design
* Webquests
Message Design
* Animation in literacy development
* Audio presentations
* Attitude Change
* Captology
* Choosing appropriate media
* Cognitive dissonance
* Connecting with classroom Websites
* Designing hypertext links
* Design principles: Proximity and alignment
* Design principles: Repetition and contrast
* Designing web pages for blind readers
* Factual information: Display guidelines
* Gender differences
* Gestalt principles of design
* Graphic organizers
* Hypertext and hypermedia: An overview
* Information design
* Information mapping
* Interactive animation
* Instructional illustration
* Instructional design for the international market
* Levels of feedback
* Medium is not the only message
* Minimalism
* Mixed modalities work
* Modality principle
* Multimedia design controversies
* Multimedia presentations
* Pictures in education
* Redundancy principle
* Secondary classroom websites
* Seven attentional shifts in ID
* Sign, symbols and icons
* Stereotyping
* Symbols and the senses
* Text contrast
* Text design
* Text design for the elderly
* Three levels of hypermedia in education
* Types of information
* Typography
* Typography for instructional media
* Typography: What you should know
* User-centered design for hypertext
* Using graphics and animation in instruction
* Using words to strengthen pictures
* Visual Analogies
* Visual thinking tools
* Web page text design guidelines
* Write clearly
* Zoom
Learning Objects
* Creating learning objects
* Knowledge objects
* Object-oriented thinking
* Object models
* Microlearning
* Reusable learning objects
Using Color
* Choosing a color palette
* Choosing color schemes
* Color in education
* Color managment
* Contrast of color
* The importance of color contrast
* Principles of using color
* The psychology of color
* Setting the mood with color
* Why use color?
Video Learning
* Camera shots
* Family dynamics for television
* Formal features of television
* Formative research at the Children's Television Workshop
* Learning from television stereotypes
* Post television viewing behavior
* Scriptwriting for video
* Vodcasting
Visualization
* Choosing instructional metaphors
* Developing a visual concept
* Dual coding - images and illustrations
* Effectiveness of layout
* Effective picture composition
* The explicative role of illustrations
* Functional role of graphics
* Graphical integrity
* Grids for page layout
* Line in visual communication
* Page design principles
* Screen design
* Using still and moving images for instruction
* Visual perception
* Using animation
* Using imagery to teach concrete concepts
* Using pictures to increase comprehension
Navigation
* Graphical user interface
* HTML-based help
* Pedagogical agents
* User-centered interface design
* Using image maps
Development
Accessibility
* Access for multiple disabilities
* Accessible graphic navigation
* Adapting keyboards for multiple disabilities
* Assistive technology
* Designing for accessibility
* Web accessibility
* Web accessibility for deaf and hard of hearing
* Web accessibility for the hearing impaired
* Web accessibility for the visually impaired
* Web accessibility for older adults
Visual Design
* 3D basics 1
* 3D basics 2
* Character creation
* Dynamic graphics for text enhancement
* Fonts
* Tips for digital photography
Multimedia Development
* Audio - creating the right file
* Audio tutorial learning strategy
* Bitmap vs. vector graphics
* Computer testing and assessment
* Gifs or Jpgs
* Image resolution and file size
* Interactive buttons
* Interface design: setting a consistent style
* Interface style: 2D-3D
* Low-bandwidth movie delivery
* Medical education
* Storyboards
* Student created video
* Technology supports learner-centered principles
* Top ten web design blunders
* Using multimedia technology to teach Mexican-American deaf children
* Web development: identifying end users
* Web page design: 10 don'ts
* Web page design: creative uses of "web-safe" color
* Web page design: layout control
* Web page design: types of navigation
* Web page design: graphic resources for non-artists
* Web page design: GIF vs. JPEG
* Web page design: interactivity
* Web site navigation structures
Television Production
* Aesthetics: head room and nose room
* Audio for video
* Computer graphics for video
* Streaming video
* Three-point lighting
* Transitions in video editing
* To light or not to light
Tools
* Flow charting for instructional design
* Open source software
* Project management for instructional designers
* Understanding fair use
* Using style guides
* Wikis for project management
* Wizards
Training
* Electronic Performance Support Systems
* Job aids
* Job aids v2
* Job aids vs training
* Mentoring
Virtual reality
* Applications of virtual reality
* Cyberspace
* Desktop virtual reality
* Game theory
* Instructional simulations: an overview
* Technology and simulation-based learning
* Virtual reality
* Virtual reality and k12 education
* Virtual reality for the handicapped
* VRML 3D objects
Web-based training
* Netiquette
* Web fonts
Implementation
* Blogging techniques in the K12 classroom
* Blogs in education
* Concept maps for science
* Computer managed instructional systems
* Computers anxiety
* Computers in the K12 classroom
* Course management systems
* Creating a paperless classroom
* Creating a professional portfolio
* Differentiating the learning environment
* Engaged learning for at-risk students
* Ergonomics in the computer classroom
* Evaluating online resources
* Formative assessment
* Formative assessment and feedback
* Human resources management
* Improving literacy with technology
* Integrating technology with results
* Internet for mobile units
* Knowledge management
* Knowledge management: Success factors
* Learning management systems
* Measurement scales
* Media literacy
* Media presentations
* Mobile technology
* Newpapers as teaching tools
* Online community building
* Online learning environments
* Paperless classroom
* Review activities
* School technology integration
* Tablet PCs in the classroom
* Teaching procedures
* Technology and gender differences
* Technology gender gap
* Television in the classroom
* Training: Event or process (coaching)
* Understanding fair use
* Using classroom projection
* Virtual high schools
* Web-based training
Evaluation
* Authentic assessment
* Assessing student learning
* Assessment and simulation interactions
* Computer adaptive testing
* Creating a professional portfolio
* Critical components for Technology Plans
* Developing effective satisfaction surveys
* Editing strategies
* Kirkpatrick's 4 levels of evaluation
* Methods of inquiry
* Performance based assessment
* Return on investment--an evaluative framework
* Rubrics
* Security for online testing
* Standard deviation
* State standards vs. ISTE standards
* Student-led conferences
* Types of survey questions
* Usability testing