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53 Articles match "2002","Instructional"
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Tuesday, March 9, 2010
A quick definition from the article: The term "open educational resources" was first adopted at UNESCO's 2002 Forum on the Impact of Open Courseware for Higher Education in Developing Countries funded by the William and Flora Hewlett Foundation. The MIT initiative for example, lacks the extra element of the actual MIT professor adding the instructional strategies to the content as she delivers it. ASTD's Big Question for March is How do we leverage open content in workplace learning? The concept seems straightforward--a no brainer, take content that is used by many different organizations, and share it with others so that the overall cost is extremely low or free.
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Thursday, March 4, 2010
Many students, teachers, instructional technologists, and administrators consider the LMS too inflexible and are turning to the web for tools that support their everyday communication, productivity, and collaboration needs. David Weinberger, Small Pieces Loosely Joined (Perseus Books, 2002). Institutions and instructional technologists are stuck with Home | Contact | Login Major Initiatives Resources Professional Development Community About EDUCAUSE Location:
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Tuesday, February 16, 2010
Making specific and clear syllabi and assignments with progressive calendar deadlines may encourage task completion and improve self fulfillment (Liu, Bonk, Magjuka, Lee, & Su, 2005; McLoughlin, 2002). With expository instruction, the technology is conveying the content. It has also become more of a common occurrence to provide a blended model of instruction where, Predictors of Success for Adult Online Learners: A Review of the Literature By Elizabeth A. Gruenbaum February 11, 2010 As an adjunct professor for an online-only graduate school course, I have found
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Tuesday, April 24, 2007
Instead Matt pointed me to a book that he gave to all the instructional designers at Epic when he was head of design there - it's called e-Learning and the Science of Instruction , by Ruth Clark and Richard Mayer (Pfeiffer, 2002). An exception here would be text (unfamiliar terms, instructions, etc.) Instructions for After the eLearning Guild event in Boston I was reflecting with Kineo 's Matt Fox about the sessions that had captured his imagination. I
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Monday, September 14, 2009
Martin Ryder University of Colorado at Denver School of Education Instructional Design Models Modern Prescriptive Models Behaviorism Prescribed Methodologies Cognitivist models Postmodern Phenomenological Models Constructivist models Comparative Summaries Behaviorism vs Cognitivism vs Constructivism Models, like myths and metaphors, help us to make sense of our world.Whether derived from whim or
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Thursday, February 26, 2009
Designing instruction based on a person’s age is not grounded in solid research.
but don’t design instruction to it)
2002). Do Generational Differences Matter in Instructional Design? Here are the slides from an online session I did yesterday on Multi-Generational Learning in the Workplace . This was the first time I presented on this topic and the first time I led a session using Saba’s Centra platform.
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Monday, May 13, 2002
In other words, we should seek to be instructional co-designers rather than instructional designers. After a brief search on the web, I found that David Hammer of the University of Maryland, in a context of traditional face-to-face instruction, calls a similar approach “ discovery teaching � and identifies some of the areas of resistance to it by teachers. (originally posted by Peter Isackson) Curiously, Clark and I don't seem to know for certain whether we "furiously" agree or not. This seems rather typical of the whole learning business.
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Monday, January 4, 2010
2001), positive words (Hamann & Mao 2002), a positive interaction with others (Rilling et al. 2002) or the gaining social status (Tooby & Cosmides, 2002).
Tags: Brain-based learning Instructional design Motivation Amygdala intrinsic oxytocin sopamin Many argue that we have no motivation to learn unless it rewards us. These rewards include the physical; food, water, sex or drugs that make us feel good.
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Tuesday, June 12, 2007
for his future publications.
Thanks!
$20 Game (Jolt) ( Play for Performance , February 2003)
2-Minute Drill (Textra Game) ( Play for Performance , May 2003)
4Cs by Matthew Richter (Structured Sharing) ( Play for Performance , March 2004)
99 Words ( Thiagi GameLetter , May 2006)
Action Plan (Match and Mix) ( Thiagi GameLetter , April 2006)
Action Replay by Roger Greenaway (Debriefing Game) ( Play for Performance , September 2001)
Adult Learning Principles by Ida Shessel (Group Grope) ( Play
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Wednesday, January 20, 2010
One method that can help learners increase their metalearning skills is by giving them an insight into the use of perceptional channels (DeSimone, Werner, Harris, 2002).
In addition, it was especially advantageous for those with a strong preference for verbal processing (Constantinidou, Baker, 2002).
largest effect sizes:
Intervention
Effect size
First, I'm sorry for the long delay between postings but I got tied up with a couple of complex projects. Hopefully future postings will be more timely.
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Wednesday, June 17, 2009
A RTICLES, REPORTS, AND PAPERS – ONLINE Ahdell, Rolf and Andresen, Guttorm Games andSimulations in Workplace eLearning Masters Thesis, 2002 Amory, Alan, Kevin Naicker, Jackie Vincent and ClaudiaAdams. ComputerGames to Support Learning – Information Sheet, BECTA (UK) Jan 2002 Chao, Dennis. Appearance on this list is not necessarily anendorsement. Please feel free to forward thislist to anyone . Pleasesend additions/corrections to marc@games2train.com Selected URLs and otherresources for Game-Based Education, e-Learning and Training Compiled by Marc Prensky Pleasesend additions/corrections to marc@games2train.com Updated 4/27/03 I.
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Thursday, November 19, 2009
Their path-breaking analysis, first published in Situated Learning: Legitimate peripheral participation (1991) and later augmented in works by Jean Lave (1993) and Etienne Wenger (1999; 2002) set the scene for some significant innovations in practice within organizations and more recently within some schools (see Rogoff et al 2001). Communities of practice The basic argument made by Jean Lave and Etienne Wenger is that communities of practice are everywhere and that we are generally involved in a number of them - whether that is at work, school, home, or in our civic and leisure interests.
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Saturday, March 11, 2006
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