Google Experimenting With Social Calendar Previews - ReadWriteWeb
Google introduces sneak preview into social calendar - techshout
Showing posts with label collaborative. Show all posts
Showing posts with label collaborative. Show all posts
Wednesday, December 2, 2009
FlockDraw: Collaborative Drawing Made Easy
FlockDraw: Collaborative Drawing Made Easy - ReadWriteWeb
Flockdraw: Simple, Collaborative Drawing - Free Technology for Teachers
FlockDraw Is Like a Collaborative, Real-Time Paint - lifehacker
教材作りで？
Flockdraw: Simple, Collaborative Drawing - Free Technology for Teachers
FlockDraw Is Like a Collaborative, Real-Time Paint - lifehacker
教材作りで？
Thursday, November 26, 2009
Tuesday, November 10, 2009
Tuesday, March 10, 2009
Monday, February 16, 2009
Sunday, February 15, 2009
ScienceDirect - System, Volume 23, Issue 2, Pages 149-282 (May 1995)
ScienceDirect - System, Volume 23, Issue 2, Pages 149-282 (May 1995)
Metacognition, Learner Autonomy
* ScienceDirect: Full text .... 買わないとダメ。
* Autonomy, Self-direction and Self Access in Language Teaching and Learning: The History of an Idea
----------------
Enhancing metacognition in self-directed language learning
System
Volume 23, Issue 2, May 1995, Pages 223-234
doi:10.1016/0346-251X(95)00010-H
Mia Victoria and Walter Lockhartb
a Autonomous University of Barcelona, Departmento de Filologia Anglogermánica, Spain
b Lockhart College, Pamplona, Spain
Available online 20 January 2000.
Abstract
In recent years, learner training has been undertaken in many programmes aiming to achieve learners' autonomy. Quite often, however, this training has only focused on the teaching of tactics and strategies, overlooking other important factors such as students' attitude towards autonomy, beliefs and expectations about language learning and teaching, personal needs and objectives, learning styles and self-evaluation. One of the premises of any self-directed programme, we believe, should be that of enhancing students' metacognition to prepare them for approaching their own learning autonomy. Such a programme should involve cyclic diagnosis of learners' beliefs about language learning, preferred styles, learning needs and objectives in order to endow the learners with criteria for choosing optimum strategies, resources and activities for their individualized programmes. The purpose of this paper is, therefore, to highlight the unifying role of metacognition in all levels of learner training. This paper describes an application of this principle including two examples in which the counsellors have made extensive use of this principle. Finally, we suggest some resulting pedagogical implications and several areas for future directions.
Article Outline
• References
-----Related Articles--------
Teacher off: Computer technology, guidance and self-access
Lew Barnett
ESADE, Barcelona, Spain
System, Volume 21, Issue 3, August 1993, Pages 295-304
Abstract
Self-access in general, and computer applications in particular, can easily fall into the traps of either leaving learners too much alone, overwhelmed by information and resources, or directing them too much by transferring lockstep classroom methods to organization systems and programs. Neither alternative is desirable, for learners cannot be autonomous unless they have the ability to make meaningful choices. This paper focuses on three aspects of computer technology which allow learners to develop both cognitive and metagognitive skills that facilitate their autonomy. The first area has to do with database organization of materials in a self-access facility; this alternative offers multiple entry points for users. The second area is computer-assisted language learning and the importance of incorporating learner training elements in order to make it less directive. The last aspect is the use of menus to organize computer programs and files. In each case arguments are made to move self-access learning away from traditional applications in order for the technology to neither control nor ignore the learner. The aim is for technology to play the important role of guide.
--------------------
Learner training in context: A knowledge-based approach
System, Volume 23, Issue 2, May 1995, Pages 183-194
Anita L. Wenden
Abstract
Learner training has typically focused primarily on the strategies for self-directed learning, i.e. planning, monitoring and evaluating, or on cognitive strategies. Scant attention has been paid to knowledge about cognition, specifically “task knowledge”, i.e. knowledge about the nature and purpose of the task that is the focus of student learning. This paper will define and illustrate the various components of task knowledge and attempt to show the functional relationship between task knowledge and autonomous learning. It argues for an approach to learner training that is (task) knowledge based.
Develop3ing autonomy in a distance language learning context: issues and dilemmas for course writers
System, Volume 29, Issue 3, September 2001, Pages 341-355
Stella Hurd, Tita Beaven, Ane Ortega
Abstract
The relationship between autonomy and the teaching and learning of languages at a distance is complex. On the one hand, in order to complete successfully a distance learning programme, learners need to develop a series of strategies and skills that will enable them to work individually. At the same time, distance learning programmes have a clear structure in which the amount, rate and content of the learning programme is determined by the course writers, and not by the student. If autonomy is about the learner being ‘able to make significant decisions about what is to be learned, as well as how and when to do it’ (Van Lier, L., 1996. Interaction in the Language Curriculum, Awareness, Autonomy and Authenticity. Longman, London and New York, pp. 12–13), then it would seem to be incompatible with distance learning. This paper investigates the notion of autonomy in relation to distance language learning, and examines the skills and strategies needed by those learning at a distance in order to achieve successful outcomes. It explores in particular the dilemma posed by the highly structured nature of Open University language courses and the need for learners to develop autonomous approaches. Using examples from the Spanish Diploma, it outlines ways in which autonomy can nevertheless be effectively promoted through careful attention to materials design.
----------------
Supporting independent learning environments: An analys of structures and roles of language learning advisers
System, Volume 35, Issue 1, March 2007, Pages 66-92
Marina Mozzon-McPherson
Abstract
This article examines the contribution of language learning advisers to the creation of synergy in specific learning spaces and considers advisers’ roles in relation to the development of successful learner self-management (LSM).
Starting with an historical overview of the evolution of the self-access centre at the University of Hull, the article analyses the profile of learners, their needs, attitudes and uses of the language advisory service. It discusses the inter-relation between the advisers and the Department of Modern Languages’ teaching portfolio and different services within the University. In particular, it focuses on the crucial role of advisers, and examines their tools and activities, their self-evaluation and professional development mechanisms. Subsequently their practice is evaluated in relation to current research in advising.
The author concludes by presenting specific studies undertaken at the University of Hull (UK) and suggests opportunities for further collaborative research and development.
---------------
Expectations and emergent beliefs of self-instructed language learners
System, Volume 27, Issue 4, December 1999, Pages 443-457
Cynthia White
Abstract
This article reports on findings from a longitudinal study tracking the expectations, shifts in expectations and emergent beliefs of ‘novice’ self-instructed language learners. An iterative data collection cycle was used through five phases to investigate how the learners experienced and articulated their experience of a solo distance language learning context. The discussion here focuses on the learner-context interface, tolerance of ambiguity and locus of control; these constructs emerged from the reports as central to an understanding of how learners conceptualised the initial stages of the process of self-instructed language learning.
---------------
Metacognition, Learner Autonomy
* ScienceDirect: Full text .... 買わないとダメ。
* Autonomy, Self-direction and Self Access in Language Teaching and Learning: The History of an Idea
----------------
Enhancing metacognition in self-directed language learning
System
Volume 23, Issue 2, May 1995, Pages 223-234
doi:10.1016/0346-251X(95)00010-H
Mia Victoria and Walter Lockhartb
a Autonomous University of Barcelona, Departmento de Filologia Anglogermánica, Spain
b Lockhart College, Pamplona, Spain
Available online 20 January 2000.
Abstract
In recent years, learner training has been undertaken in many programmes aiming to achieve learners' autonomy. Quite often, however, this training has only focused on the teaching of tactics and strategies, overlooking other important factors such as students' attitude towards autonomy, beliefs and expectations about language learning and teaching, personal needs and objectives, learning styles and self-evaluation. One of the premises of any self-directed programme, we believe, should be that of enhancing students' metacognition to prepare them for approaching their own learning autonomy. Such a programme should involve cyclic diagnosis of learners' beliefs about language learning, preferred styles, learning needs and objectives in order to endow the learners with criteria for choosing optimum strategies, resources and activities for their individualized programmes. The purpose of this paper is, therefore, to highlight the unifying role of metacognition in all levels of learner training. This paper describes an application of this principle including two examples in which the counsellors have made extensive use of this principle. Finally, we suggest some resulting pedagogical implications and several areas for future directions.
Article Outline
• References
-----Related Articles--------
Teacher off: Computer technology, guidance and self-access
Lew Barnett
ESADE, Barcelona, Spain
System, Volume 21, Issue 3, August 1993, Pages 295-304
Abstract
Self-access in general, and computer applications in particular, can easily fall into the traps of either leaving learners too much alone, overwhelmed by information and resources, or directing them too much by transferring lockstep classroom methods to organization systems and programs. Neither alternative is desirable, for learners cannot be autonomous unless they have the ability to make meaningful choices. This paper focuses on three aspects of computer technology which allow learners to develop both cognitive and metagognitive skills that facilitate their autonomy. The first area has to do with database organization of materials in a self-access facility; this alternative offers multiple entry points for users. The second area is computer-assisted language learning and the importance of incorporating learner training elements in order to make it less directive. The last aspect is the use of menus to organize computer programs and files. In each case arguments are made to move self-access learning away from traditional applications in order for the technology to neither control nor ignore the learner. The aim is for technology to play the important role of guide.
--------------------
Learner training in context: A knowledge-based approach
System, Volume 23, Issue 2, May 1995, Pages 183-194
Anita L. Wenden
Abstract
Learner training has typically focused primarily on the strategies for self-directed learning, i.e. planning, monitoring and evaluating, or on cognitive strategies. Scant attention has been paid to knowledge about cognition, specifically “task knowledge”, i.e. knowledge about the nature and purpose of the task that is the focus of student learning. This paper will define and illustrate the various components of task knowledge and attempt to show the functional relationship between task knowledge and autonomous learning. It argues for an approach to learner training that is (task) knowledge based.
Develop3ing autonomy in a distance language learning context: issues and dilemmas for course writers
System, Volume 29, Issue 3, September 2001, Pages 341-355
Stella Hurd, Tita Beaven, Ane Ortega
Abstract
The relationship between autonomy and the teaching and learning of languages at a distance is complex. On the one hand, in order to complete successfully a distance learning programme, learners need to develop a series of strategies and skills that will enable them to work individually. At the same time, distance learning programmes have a clear structure in which the amount, rate and content of the learning programme is determined by the course writers, and not by the student. If autonomy is about the learner being ‘able to make significant decisions about what is to be learned, as well as how and when to do it’ (Van Lier, L., 1996. Interaction in the Language Curriculum, Awareness, Autonomy and Authenticity. Longman, London and New York, pp. 12–13), then it would seem to be incompatible with distance learning. This paper investigates the notion of autonomy in relation to distance language learning, and examines the skills and strategies needed by those learning at a distance in order to achieve successful outcomes. It explores in particular the dilemma posed by the highly structured nature of Open University language courses and the need for learners to develop autonomous approaches. Using examples from the Spanish Diploma, it outlines ways in which autonomy can nevertheless be effectively promoted through careful attention to materials design.
----------------
Supporting independent learning environments: An analys of structures and roles of language learning advisers
System, Volume 35, Issue 1, March 2007, Pages 66-92
Marina Mozzon-McPherson
Abstract
This article examines the contribution of language learning advisers to the creation of synergy in specific learning spaces and considers advisers’ roles in relation to the development of successful learner self-management (LSM).
Starting with an historical overview of the evolution of the self-access centre at the University of Hull, the article analyses the profile of learners, their needs, attitudes and uses of the language advisory service. It discusses the inter-relation between the advisers and the Department of Modern Languages’ teaching portfolio and different services within the University. In particular, it focuses on the crucial role of advisers, and examines their tools and activities, their self-evaluation and professional development mechanisms. Subsequently their practice is evaluated in relation to current research in advising.
The author concludes by presenting specific studies undertaken at the University of Hull (UK) and suggests opportunities for further collaborative research and development.
---------------
Expectations and emergent beliefs of self-instructed language learners
System, Volume 27, Issue 4, December 1999, Pages 443-457
Cynthia White
Abstract
This article reports on findings from a longitudinal study tracking the expectations, shifts in expectations and emergent beliefs of ‘novice’ self-instructed language learners. An iterative data collection cycle was used through five phases to investigate how the learners experienced and articulated their experience of a solo distance language learning context. The discussion here focuses on the learner-context interface, tolerance of ambiguity and locus of control; these constructs emerged from the reports as central to an understanding of how learners conceptualised the initial stages of the process of self-instructed language learning.
---------------
Monday, January 12, 2009
Wiley InterScience :: Journal :: Article PDF
Wiley InterScience :: Journal :: Article PDF
The Contribution of Collaborative and Individual Tasks to the Acquisition of L2 Vocabulary
The Contribution of Collaborative and Individual Tasks to the Acquisition of L2 Vocabulary
Friday, December 26, 2008
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.
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.
Monday, December 15, 2008
Tuesday, September 23, 2008
The Campus Computing Project
The Campus Computing Project
The Campus Computing Survey
2007-CCP (PDF)
Full Report は買わないとダメだ。
NEW: Collaboration Technology: What's Next? (May 2008)Closing Plenary Panel from the Collaboration Technology Conference at Case Western Reserve University
The Campus Computing Survey
2007-CCP (PDF)
Full Report は買わないとダメだ。
NEW: Collaboration Technology: What's Next? (May 2008)Closing Plenary Panel from the Collaboration Technology Conference at Case Western Reserve University
Monday, August 18, 2008
e-Portfolio
Developing a University-Wide Electronic Portfolio System for Teacher Education
Laurie Mullen, William I. Bauer, W. Webster Newbold (2001)
(KAIROS:6.2)
Abstract
•Open-Ended
•Template-Based
•"Autobiography"
References
Barrett, H. (2000). Electronic portfolios = multimedia development + portfolio development: The electronic portfolio development process. Electronic Portfolios: Information about Electronic Portfolio Development.
Burch, C. B. (1997). Finding out what's in their heads: using teaching portfolios to assess English education students and programs. In Yancey, K. B., and Weiser, I. eds., pp. 263-277.
Campbell, D.M., Cignetti, P.B., Melenyzer, B.J., Nettles, D.H., and Wyman, R.M. (1997). How to develop a professional portfolio: A manual for teachers. Boston: Allyn & Bacon.
Hamp-Lyons, L., and Condon, W. (2000). Assessing the portfolio : principles for practice, theory & research. Cresskill, N.J: Hampton Press.
Katz, C.A., Johnson-Kuby, S.A. (1996). Like portfolios for assessment. Journal of Adolescent & Adult Literacy, v39(6), pp. 508-511.
Klenowski, V. (1998). Guidelines for portfolio use in initial teacher education. Paper and Monograph Series in Education. Centre for Research and International Collaboration. Hong Kong Institute of Education.
Wolf, K., Whinery, B. & Hagerty, P. (1995). Teaching portfolios and portfolio conversations for teacher educators and teachers. Action in Teacher Education, 17 (1), Spring, 30-39.
Yancey, K. B., and Weiser, I. eds. (1997). Situating portfolios: four perspectives. Logan, Utah : Utah State University Press.
Laurie Mullen, William I. Bauer, W. Webster Newbold (2001)
(KAIROS:6.2)
Abstract
•Open-Ended
•Template-Based
•"Autobiography"
This document describes the collaborative process we have utilized in conceptualizing a electronic portfolio requirement for all teacher education majors. We outline the philosophical, logistical, and infrastructure considerations that have been part of the process along with the portfolio structure we have adopted; we demonstrate several examples of potential portfolio types and approaches; and we discuss the assessment timeline for portfolio evaluation.
References
Barrett, H. (2000). Electronic portfolios = multimedia development + portfolio development: The electronic portfolio development process. Electronic Portfolios: Information about Electronic Portfolio Development.
Burch, C. B. (1997). Finding out what's in their heads: using teaching portfolios to assess English education students and programs. In Yancey, K. B., and Weiser, I. eds., pp. 263-277.
Campbell, D.M., Cignetti, P.B., Melenyzer, B.J., Nettles, D.H., and Wyman, R.M. (1997). How to develop a professional portfolio: A manual for teachers. Boston: Allyn & Bacon.
Hamp-Lyons, L., and Condon, W. (2000). Assessing the portfolio : principles for practice, theory & research. Cresskill, N.J: Hampton Press.
Katz, C.A., Johnson-Kuby, S.A. (1996). Like portfolios for assessment. Journal of Adolescent & Adult Literacy, v39(6), pp. 508-511.
Klenowski, V. (1998). Guidelines for portfolio use in initial teacher education. Paper and Monograph Series in Education. Centre for Research and International Collaboration. Hong Kong Institute of Education.
Wolf, K., Whinery, B. & Hagerty, P. (1995). Teaching portfolios and portfolio conversations for teacher educators and teachers. Action in Teacher Education, 17 (1), Spring, 30-39.
Yancey, K. B., and Weiser, I. eds. (1997). Situating portfolios: four perspectives. Logan, Utah : Utah State University Press.
Friday, January 18, 2008
International Journal of Interactive Mobile Technologies (iJIM)
International Journal of Interactive Mobile Technologies (iJIM)
この雑誌はエンジニア向けかな。
Vol 2, No 1 (2008) Table of Contents
Papers
Calls
この雑誌はエンジニア向けかな。
Vol 2, No 1 (2008) Table of Contents
Papers
- Mobile Discussion Boards: An Analysis on Mobile Collaboration / Kathryn Mac Callum
- Mobile Technologies and its Impact – An Analysis in Higher Education Context/ Abstract / Seibu Mary Jacob, Biju Issac
- A Context-Aware Approach for Modeling Bijective Adaptations between Context and Activity in a Mobile and Collaborative learning /Abstract / Jihene Malek, Mona Laroussi, Alain Derycke, Henda Ben Ghezala
- Impact on Social Change: Benefits and Barriers to School Culture and the Integration of M-Technology / Abstract / Karen E. Smith, Orest Cap
Calls
- IMCL2008 - International Conference on Interactive Mobile and Computer aided Learning PDF
- TENCompetence Open Workshop "Empowering Learners for Lifelong Competence Development - Pedagogical, Organisational and Technological Issues" PDF
- MICROLEARNING2008 - Microlearning & Capacity Building PDF
- International Conference on Computational Technologies in Electrical and Electronics Engineering PDF
Friday, May 25, 2007
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
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
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