Jameson, J. #eLeadership. Paper.li. https://paper.li/jjameson/1299791439#/

Castelo, M. (2020 April 15). 4 Cyberhygiene Practices for Secure Remote Learning. EdTech. edtechmagazine.com/k12/article/2020/04/4-cyberhygiene-practices-secure-remote-learning

Urbina, A. (2020, May 8). What do we know about University Academics’ Mental Health? A Systematic Literature Review. https://doi.org/10.31234/osf.io/37jhr

La réunion avec le Dasen (Directeur académique des Yvelines) du 8 mai nous a permis de comprendre que la première semaine, la DSDEN laisse de la souplesse aux écoles et aux communes quant à la "sélection" des publics prioritaires". Pour résumé, certaines écoles prennent des enfants d'enseignants, alors que d'autres se restreignent cette semaine aux enfants déjà accueillis lors du confinement.

Le souhait du Dasen est que rapidement (semaine prochaine) la liste des publics accueillis s'allonge en fonction des priorités définies dans la circulaire. Il semble important d'engager le dialogue avec l'IEN pour faire apparaître les perspectives de scolarisation de chaque groupe scolaire.    A noter que les choses vont très certainement bloquer à un moment si les communes ne désengorgent pas les écoles en organisant les 2S2C

The Lancet Child & Adolescent Health. (2020). Pandemic school closures: Risks and opportunities. The Lancet Child & Adolescent Health, S235246422030105X. https://doi.org/10.1016/S2352-4642(20)30105-X

Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health, S2352464220301097. https://doi.org/10.1016/S2352-4642(20)30109-7

Duffield, S. & O'Hare, D. Teacher resilience during coronavirus school closures. The British Psychological Society. Advice PDF. https://www.bps.org.uk/sites/www.bps.org.uk/files/Member%20Networks/Divisions/DECP/Teacher%20resilience%20during%20coronavirus%20school%20closures.pdf

Vilella, S., Paolotti, D., Ruffo, G. et al. News and the city: understanding online press consumption patterns through mobile data. EPJ Data Sci. 9, 10 (2020). https://doi.org/10.1140/epjds/s13688-020-00228-9

Il s'agit d'une version projet à ce stade

Edelsbrunner, P. A., & Thurn, C. (2020, April 22). Improving the Utility of Non-Significant Results for Educational Research. https://doi.org/10.31234/osf.io/j93a2

2020-04-08

Disagree. It does once you master the "Inner Game" the way John Galway explains it. Competition then is your ally to find the best version of yourself. To do things you did not think you could because your opponent helped you bring this out of you. And so it is in Aikido and value of a good opponent.

Zegarra-Valdivia, J., Chino Vilca, B. N., & Ames-Guerrero, R. J. (2020, April 16). Knowledge, perception and attitudes in Regard to COVID-19 Pandemic in Peruvian Population. https://doi.org/10.31234/osf.io/kr9ya

Brom, C., Lukavsky, J., Greger, D., Hannemann, T., Straková, J., & Švaříček, R. (2020, April 18). Mandatory Home Education during the COVID-19 Lockdown in the Czech Republic: A Rapid Survey of 1st-9th Graders’ Parents. https://doi.org/10.31234/osf.io/fbhn3

Nordmann, E., Horlin, C., Hutchison, J., Murray, J., Robson, L., Seery, M., & MacKay, J. R. D., Dr. (2020, April 27). 10 simple rules for supporting a temporary online pivot in higher education. Retrieved from psyarxiv.com/qdh25

Im, H., Ahn, C., Wang, P., & Chen, C. (2020, April 13). An Early Examination: Psychological, Health, and Economic Correlates and Determinants of Social Distancing Amidst COVID-19. https://doi.org/10.31234/osf.io/9ravu

Lades, L., Laffan, K., Daly, M., & Delaney, L. (2020, April 22). Daily emotional well-being during the COVID-19 pandemic. https://doi.org/10.31234/osf.io/pg6bw

Wang, T., Chen, X., Zhang, Q., & Jin, X. (2020, April 26). Use of Internet data to track Chinese behavior and interest in COVID-19. https://doi.org/10.31234/osf.io/j6m8q

Code, langue des signes, piano… Des cours en ligne sur ce que vous rêviez d’apprendre depuis longtemps « La Matinale » vous propose sept cours à suivre à distance, pour vous cultiver ou vous occuper en temps de confinement.

Par Alice Raybaud Publié le 19 mars 2020 à 23h37 - Mis à jour le 20 mars 2020 à 16h35

À mon sens, cette partie du texte contient un argument qui est à la fois déductif (si le robot est présent jusqu'au dernier jour c'est à la fois pour "coller" à l'expérience mais aussi par ce que les enfants se sont habitués à sa présence) mais c'est aussi un argument rhétorique dans le sens ou les enfants mesurent la chance (pathos) qu'ils ont de travailler avec un robot et donc "autrement" comme le souhaitait l'auteure.

Fronapfel, B. H., & Demchak, M. (2020, April 12). School’s Out for COVID-19: 50 Ways BCBA Trainees in Special Education Settings Can Accrue Independent Fieldwork Experience Hours During the Pandemic. https://doi.org/10.31234/osf.io/cr3uv

Bayham, J. & Fenichel, E.P. (2020 April 3). Impact of school closures for COVID-19 on the US health-care workforce and net mortality: a modelling study. The Lancet. DOI: https://doi.org/10.1016/S2468-2667(20)30082-7.

https://docs.google.com/forms/d/e/1FAIpQLSeUXG-DsxF-nMJEidB6Ie83NPwUDwEuwHFPel36NoArBaMTrA/viewform

Viner, R. M., et al. (2020 April 06). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. The Lancet. DOI: https://doi.org/10.1016/S2352-4642(20)30095-X.

Weale, S. (2020 April 07). School closures likely to have little impact on spread of coronavirus, study finds. The Guardian. Education. https://www.theguardian.com/education/2020/apr/06/school-closures-have-little-impact-on-spread-of-coronavirus-study?utm_term=Autofeed&CMP=twt_gu&utm_medium&utm_source=Twitter#Echobox=1586214038.

Klepac, P., Kucharski, A. J., Conlan, A. J., Kissler, S., Tang, M., Fry, H., & Gog, J. R. (2020). Contacts in context: Large-scale setting-specific social mixing matrices from the BBC Pandemic project [Preprint]. Epidemiology. https://doi.org/10.1101/2020.02.16.20023754

British Psychological Society. (2020 March 19). BPS offers advice to schools, parents and carers to help children through the uncertainty of school closures. https://www.bps.org.uk/news-and-policy/bps-offers-advice-schools-parents-and-carers-help-children-through-uncertainty

Kamenetz, A. (2020 April 8). 4 in 10 U.S. teens say they haven't done online learning since schools closed. NPR. https://www.npr.org/sections/coronavirus-live-updates/2020/04/08/829618124/4-in-10-u-s-teens-say-they-havent-done-online-learning-since-schools-closed

Parliament. COVID-19 outbreak expert database. Parliament.uk. https://www.parliament.uk/covid19-expert-database

Nielsen, R.K., Fletcher, R., Newman, N., Brennen, S., Howard, P.N. (2020 April 15). Navigating the ‘infodemic’: how people in six countries access and rate news and information about coronavirus. Reuters Institute. https://reutersinstitute.politics.ox.ac.uk/infodemic-how-people-six-countries-access-and-rate-news-and-information-about-coronavirus

Baeck, P., Bone, J., Old, R. (2020 April 09). Crowdfunding in a crisis Nesta. https://www.nesta.org.uk/blog/crowdfunding-crisis/

Kleinman, M. (2020 April 16). Innovation agency Nesta backs UK edtech start-up BibliU. Sky News. https://news.sky.com/story/innovation-agency-nesta-backs-uk-edtech-start-up-bibliu-11974089

Rivers, C., Martin, E., Gottlieb, S., Watson, C., Schoch-Spana, M., Mullen, L., Sell, T.K., Warmbrod, K.L., Hosangadi, D., Kobokovich, A., Potter, C., Cicero, A., Inglesby, T. (2020 April 17). Public health principles for a phased reopening during COVID-19: Guidance for governors. Johns Hopkins. https://www.centerforhealthsecurity.org/our-work/publications/public-health-principles-for-a-phased-reopening-during-covid-19-guidance-for-governors

Sailer, M., Stadler, M., Botes, E., Fischer, F., & Greiff, S. (2020, April 9). Science knowledge and trust in medicine affect individuals’ behavior in pandemic crises. https://doi.org/10.31234/osf.io/tmu8f

COVID-19 Outbreak Expert Database. (n.d.). Retrieved April 15, 2020, from https://forms.office.com/Pages/ResponsePage.aspx?id=nt3mHDeziEC-Xo277ASzSoLpf6XskbZHvUtRYJ4I4atURUZVQ0hGNDlLMExMMEtSN1NKWkZQTlMyVCQlQCN0PWcu

Chirikov, I., Semenova, T., Maloshonok, N., Bettinger, E., & Kizilcec, R. F. (2020). Online education platforms scale college STEM instruction with equivalent learning outcomes at lower cost. Science Advances, 6(15), eaay5324. https://doi.org/10.1126/sciadv.aay5324

Le titre pose ici la problématique que l'auteure se fixe d'explorer dans cet article (premier volet de deux): Les tablettes peuvent-elles contribuer à renforcer l'initiation multisensorielle des lettres?

Brought here from Steven Pinker x Farham Street on "What A Broad Education Should Entail"

“Super People,” the writer James Atlas has called them—the stereotypical ultra-high-achieving elite college students of today. A double major, a sport, a musical instrument, a couple of foreign languages, service work in distant corners of the globe, a few hobbies thrown in for good measure: They have mastered them all, and with a serene self-assurance that leaves adults and peers alike in awe. A friend who teaches at a top university once asked her class to memorize 30 lines of the eighteenth-century poet Alexander Pope. Nearly every single kid got every single line correct. It was a thing of wonder, she said, like watching thoroughbreds circle a track.

These enviable youngsters appear to be the winners in the race we have made of childhood. But the reality is very different, as I have witnessed in many of my own students and heard from the hundreds of young people whom I have spoken with on campuses or who have written to me over the last few years. Our system of elite education manufactures young people who are smart and talented and driven, yes, but also anxious, timid, and lost, with little intellectual curiosity and a stunted sense of purpose: trapped in a bubble of privilege, heading meekly in the same direction, great at what they’re doing but with no idea why they’re doing it.

Excellence without direction -> virtue signalling

A young woman from another school wrote me this about her boyfriend at Yale:

Before he started college, he spent most of his time reading and writing short stories. Three years later, he’s painfully insecure, worrying about things my public-educated friends don’t give a second thought to, like the stigma of eating lunch alone and whether he’s “networking” enough. No one but me knows he fakes being well-read by thumbing through the first and last chapters of any book he hears about and obsessively devouring reviews in lieu of the real thing. He does this not because he’s incurious, but because there’s a bigger social reward for being able to talk about books than for actually reading them.

Selecting a college is one of the most high-stakes financial decisions a person will ever make, right up there with buying a house. And yet every year, millions of people do it on the basis of shockingly little information. College rankings are notoriously unscientific. There’s no form of independent quality control, since every school decides for itself what students need to do in order to pass courses. Accreditors assess the administrative practices of schools, but they are indirectly funded by colleges themselves. And the biggest financier of higher learning, the federal government, can’t force a school to reduce tuition if it believes students are being overcharged. What all of this means is that colleges essentially approve one another to be eligible for government money.

Nor can students expect “the market” to help them figure it out. Universities aren’t like restaurants that rely on repeat customers: pretty much nobody gets two bachelor’s degrees. If you choose the wrong place, as many students do, it’s not easy to signal your dissatisfaction by transferring to a competitor. Besides, every year, colleges are practically guaranteed a fresh supply of high school graduates and adults looking for new skills. The result is a profiteer’s paradise: millions of highly motivated, naive, overwhelmed consumers loaded up with armfuls of government money.

There are two main reasons most online degrees are so expensive. The first is that middlemen like 2U spend enormous sums on marketing, a cost that is then passed on to the student. In materials it provides to investors, 2U helpfully estimates what happens to every $100 in revenue for a typical program that's not being launched or expanded. Approximately $15 is spent on actual teaching. Developing and administering the courses costs around $23. Marketing and sales eats up $19. And the cost of buying ad words and search terms on Facebook and Google keeps on rising, as OPMs compete with each other and with colleges running their own online programs.

Classic Epilson Theory, this time on the “Common Knowledge” (read: myth) of the value of a college education

The importance of post-secondary education in America IS a myth – one of our most powerful.

We hold up our ‘Yay, College’ signs in the same way as we do ‘Yay, Military’, ‘Yay, Capitalism’ and ‘Yay, Equality’ signs, because not doing so is to say that we oppose the right-sounding principles that form the basis of the myth. And just like ‘Yay, Capitalism’, well…capitalizes on our desire to signal our deeply held belief in the power of rewarding economic risk-taking to convince us to permit distortions in economic risk-taking, ‘Yay, College’ exploits our belief in equality, innovation, merit and education to convince us to permit distortions in the capacity of our university and degree system to deliver ANY of those things.

The Myth of College is that it grants invaluable life experience, broadened horizons and deeper skills that no other 4-year experience for a young adult could match.

The Zeitgeist of College is that it is now (grudgingly) really about preparing workers for long and prosperous careers.

The Reality of College is that it sells a license to use a credential.

What do I mean by a credential? I mean the portfolio of Useful Signals that are sent by the achievement of a university degree. Beyond the attachment to the ideals of the Myth of College, much of that signal, I think, exists in our Common Knowledge about what traits a student needs to be admitted to that particular degree-granting institution. You know, intelligence, creativity, breadth of talents, work ethic, having the correct parents and grandparents, things like that. Much of whatever is left exists in the signal from completing the degree. Can you follow instructions? Are you comfortable pulling all-nighters? How do you feel about sitting at a desk with a laptop for 60 hours a week?

Yes, this is a problem. However... Schools weren't designed to be a safegaurd against poor parenting, but they're treated that way, as if they're a place to escape the idiots they live with.

Schools shouldn't tolerate this. Instead, they should intervene. They should bring in a third party, someone/an organization specifically designed to help kids who come from broken homes, to help heal how they live when school's not in session. Any measure less than this signals, to me, a school system that's not paying attention to their student's emotional needs, which are, I believe, key to ensuring the child thrives throughout their school years.

As the educational system operates today, many teachers easily put in 60 hours of work per week. But when you teach remotely, it sounds like work becomes much more manageable.

Do I want to become a teacher? If I can teach like this I do—and no, not because it seems easier but because it seems easier AND more effective.

...how to function independently in the world too.

Introverts v extroverts. Oil and water. They've always differed, always will. Maybe this virtual, personalized learning movement will finally allow introverts to stop feeling so defeated in the presence of extroverts who live so much more loudly than they do. Finally, they'll be able to live peacefully in their own mind, undisturbed by the stress of feelings like you need to be more extroverted to fit in.

Btw: I'm not encouraging each party to distance themselves from each other all the time. What I am saying is that when value is trying to be distributed, distribute it however it'll best be received. Then, later, once teaching time is over, they can socialize in traditional ways... IF that's what they want to do.

Sounds like Mrs. Moore deserves a raise! This woman knows what's up! She represents the future while living in a community that (probably) latches on to tradition.

Any of you big city school systems reading this? If you are, hire her. You can probably pay her less than what your other teachers are earning and still give her a bump in pay compared to what she's earning in Mississippi.

Sorry, but this begs the question...

Should teachers who don't have the skills to teach online be teaching at all? If they can't, they're either not qualified for the job or they're unwilling to put in the effort required to learn.

There's a reason education fails so often: teachers teach students as if they all have identical interests and learning styles.

There's no such thing as a one-size-fits all solution to any problem. Everyone knows that. Even dumb people do. Yet there are our educators, the people we're supposed to depend on to set the table for our lives, to show us what's important, what we she commit to memory for the rest of our life or else that life's gonna die having led a dumb life, because you didn't do what you were told to do way back when: understand everything the teacher told you to understand, yeah, even if you didn't give a fuck about what's coming out of her mouth. Learn that shit anyway.

Oh, and learn it how I say you should learn it too. Sit in that seat, lock your eyes on me, and take notes at a speed that's equal to or faster than the rate of my speech... just like all the students around you are (trying) to do... because everyone learns new information in the same way... right?

Sure, new problems will surface. But so will solutions. And hopefully, in the end, there will be fewer problems using the new approach than the old.

Ce paragraphe présente la thèse de l'auteur qui est la suivante : On ne doit pas rester inactif face à la prolifération des fausses informations : il faut réguler la visibilité des contenus et promouvoir l'éducation aux médias et à la pensée critique.

unidad_COVID19 estrategias para cuidado de la salud mental en profesionales de la salud, técnicas de respiración, mindfulness, higiene del sueño, autocuidado y relación muscular progresiva disponibles en video.

This article shares the alternatives for learning that aren't as cost prohibitive such as full degrees. This article shares how earning certificates not only impacts the university and the impact on the student earning the certificate.

Ministère de l'éducation nationale et de la jeunesse Coronavirus –COVID-19 Vademecum continuité pédagogique Version 20 mars 2020

They were convicted see https://www.nytimes.com/2015/04/02/us/verdict-reached-in-atlanta-school-testing-trial.html

Might want to reach out to her.

unidad_COVID2019

unidad_COVID2019

I'm struggling a little with the elements of "sorting" and "steering" here. On one hand, it's important to read this in the context of delivering thoughtful instruction matched to the individual's needs and existing abilities. Further I might argue that part of the job of good academic advising entails delivering a mix of easier and harder experiences so the student is neither coasting nor stressed all day. And yet we know that there are deep risks in this kind of "tracking" for students to get pigeonholed and left behind.

Perraton's theory 1988

Find out the details regarding the audition process.

I used annotations like this to keep track of the college visits for my son, as well as scholarship info, and degree requirements. The ease of tracking everything made me want to experiment with annotation for other purposes--like shopping!

further applications to improving research

The relationships between Victor and his teachers appear to drive the interdisciplinary curiosity that leads to his later discoveries. For example, M. Waldman, who loves chemistry, notes that "I have not neglected the other branches of science," and neither does Victor.

The Creature's awakening to consciousness follows John Locke's account of how the mind slowly learns to distjnguish the various senses before it can apprehend the world. CITE LOCKE SOURCE

Mary may be borrowing from her father's work in her account of Victor's childhood. Regarding children, William Godwin's Political Justice recommends that we: "Refer them to reading, to conversation ... but teach them neither creeds nor catechisms, either moral or political ... Speak the language of truth and reason to your child, and be under no apprehension for the result. Show him that what you recommend is valuable and desirable, and fear not but he will desire it. Convince his understanding, and you enlist all his powers animal and intellectual in your service" [Godwin, An Enquiry Concerning Political Justice (London, 1798) I: 43].

This passage comes from Oliver Goldsmith's (1730-1774) novel The Vicar of Wakefield (1766), and seems to ask whether education ought to be directed squarely towards vocational training (as clear from Clerval's father's opinion), or whether learning the classical languages or literature (or "the Greeks") is valuable in itself.

Founded in 1472 in Bavaria, about 400 miles northeast of Geneva, this university became a leading center of scientific learning in the eighteenth century; the emergence of the Illuminati in 1776 also identified the university with the radical enlightenment.

Victor explains his lack of any early scientific education as the reason he found medieval scientific works credible and often intoxicating. But while they may not have been versed in the sciences, Victor's parents educated him in languages, mathematics, and other kinds of knowledge prized by the Enlightenment.

No university in Europe could have been more the opposite of the University of Ingolstadt (where Victor learned his science) than Oxford University, the seat of theological learning and a holdout against any form of Enlightenment sciences. Victor is also initially nostalgic for the days of Charles I when the absolute monarch was beleaguered in the early years of the English Revolution (1642-1659). He later praises the republican opponent of Charles I, John Hampden. What version of England's political past Mary Shelley means to commemorate in this chapter remains an interesting question.

In this 1831 revision, M. Waldman's influence depends less on his personality or charisma and more on his capabilities as a teacher.

In this lengthy addition to 1831, Victor experiences an early flash of ruinous ambition during the chemistry lecture by M. Waldman. The new picture of Waldman as an evil force belongs to a pattern of provoking suspicion about scientific education in the 1831 edition that did not appear in the 1818.

Shelley adds this 1831 passage in which she traces Victor's fascination with alchemy and outmoded scientific ideas to an impetuous childhood, while the 1818 edition shows Victor reading the ancient sciences as an adult.

In this 1831 revision, Victor's expression "former studies" is generalized from the specific "more rational theory of chemistry" that appears in the 1818 edition. However, it is unclear what "former studies" Shelley is intimating here, as the scene with the copy of Agrippa is presented as the fateful moment of genesis for Victor's interest in science.

Thus, in the 1818 edition his father's gruff dismissal is presented as the foreclosure of a hypothetical redirection of Victor's curiosity towards "modern discoveries" of chemistry as an uncharted course of future study, rather than as a rebuke which threw him off the established track of his "former studies."

This passage, which generalizes about the pleasure of Victor's childhood, replaces in 1831 a detailed account of how Victor's parents educated their children in languages, mathematics, and other knowledges in the 1818 edition. The loss of that passage from 1818 leaves it unclear how Victor's childhood may have prepared him for a dedication to science as an adult student. Shelley first ventures with this revision in a similarly brief revision in the Thomas copy, which portrays their childhood as full of religious devotion rather than Enlightenment education.

This revision to 1831 emphasizes the great pains Victor takes with his manners when seeking guidance from M. Waldman.

This cancelled interpolation in the Thomas copy is oddly placed since it appears to refer to instructors other than Victor's father, the focus of this passage. FIX, unclear.

This revision is one of the most important in the Thomas Copy, indicating how Mary had begun rethinking the novel in substance as early as 1823. From the 1818 edition she eliminates a detailed, careful account of how Victor and Elizabeth were educated by their Enlightenment parents. The first version had made a special point of indicating how this family education was not inculcated by punishments, but presented to the children as an adventure in knowledge, as well as preparing Victor for the kind of rigorous study he would later undertake in the modern sciences. Instead of this pedagogical detail, Mary generalizes about Victor's happy childhood and replaces the details of education with the idea of a "religious and sacred feeling" that is inimical to the secular education described in 1818. While the cancelled text remains absent his section is expanded further in the 1831 edition.

Bakkah is a Saudi management consulting and education company that offers a wide range of products and services. We develop solutions tailored to our customer’s needs. Our team of highly experienced, certified professionals helps you reach the best decisions that ensure you realize optimum business profits by delivering projects on time, cost, and quality. We pride ourselves in having the skills and knowledge based on best industry practices that enable us to provide a myriad of solutions for business strategy to the most functional and operative areas.

Caution: Three Credits in Citizenship List D cannot be used to satisfy this requirement.

compare to Downes' MOOC design principles. Autonomy - diversity - openness - interactivity

And it is education in a particular form: highly ritualized (examinations are a ritual!), narrow, learned.

It is a particular kind of education and learning. Deep and rich as well as narrow and limited.

More evidence for centrality of education in Chinese culture. Note the interweaving of social, culture and economic factors.

education as indoctrination! indeed!

This article was published by a team member of the ASU Online Instructional Design and New Media (IDNM) team at Arizona State University. This team shares instructional design methods and resources on the TeachOnline site for online learning. "Integrating Technology with Bloom's Taxonomy" describes practices for implementing 6 principles of Bloom's Digital Taxonomy in online learning. These principles include Creating, Evaluating, Analyzing, Applying, Understanding, and Remembering. The purpose of implementing this model is to create more meaningful and effective experiences for online learners. The author guides instructors in the selection of digital tools that drive higher-order thinking, active engagmenent, and relevancy. Rating 9/10

This website provides technology teaching resources as part of the Southern Methodist University (SMU) Center for Teaching Excellence. Users can find informational links to various technology tools that can be used for enhancing teaching and learning in online, hybrid, or face-to-face courses. On the right of the page under "Technology," users can click on the tech tools for additional resources/research on their implementation. Examples of these technologies include Blackboard LMS, PowerPoint presentation software, Google Suite products, blogs, and social media sites. Rating 8/10

This research article explores an andragogical method of learning for the in-service training of nurses. In a study of a training period for 35 nurses, research found an empowering model of education that was characterized by self-directed learning and practical learning. This model suggests active participation, motivation, and problem-solving as key indicators of effective training for nurses. Rating 8/10

This website outlines digital literacy initiatives provided by the Literacy Information and Communication System (LINCS). The U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) implements these intitatives to aid adult learners in the successful use of technology in their education and careers. Students have free access to learning material on different subjects under the "LINCS Learner Center" tab. Teachers and tutors also have access to resoruces on implementing educational technology for professional development and effective instruction. Rating 8/10

This website is part of Angelo State University's online teaching training course for faculty members. This section outlines three prominent theories of education-Behaviorism, Social Cognitive Theory, and Constructivism-and applies them to online learning. Instructional Designers and course instructors can use this guide for the construction of meaningful and active learning environment for students. Rating: 10/10

This website outlines Section 1.5 of Angelo State University's guide to instructional design and online teaching. Section 1.5 describes key characteristics of online learners, as well as the technology and computer skills that research has identified as being important for online learners. Successful online learners are described as self-directed, motivated, well-organized, and dedicated to their education. The article also notes that online learners should understand how to use technology such as multimedia tools, email, internet browsers. and LMS systems. This resource serves as a guide to effective online teaching. Rating 10/10

This website outlines key principles of the E-Learning Theory developed by Mayer, Sweller, and Moreno. E-Learning Theory describes how the implementation of educational technology can be combined with key principles of how we learn for better outcomes. This site describes those principles as a guide of more effective instructional design. Users can also find other learning theories under the "Categories" link at the top of the page. Examples include Constructivist theories, Media & Technology theories, and Social Learning theories. Rating: 8/10