49 Matching Annotations
  1. Nov 2019
    1. Integrating Technology with Bloom’s Taxonomy

      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

    1. Using Technology to Enhance Teaching & Learning

      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

    1. Empowering Education: A New Model for In-service Training of Nursing Staff

      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

    1. Digital Literacy Initiatives

      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

    1. Section 1.5 Online Learner Characteristics, Technology and Skill Requirements

      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

    1. E-Learning Theory (Mayer, Sweller, Moreno)

      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

    1. Learning Domains

      This website provides several examples of domains adults may learn in or engage with. By clicking on each type, you are redirected to a detailed description of the domain. Descriptions include, but are not limited to, definitions, theories and research behind the topic, and real-world examples. You can also find references used in the description, which can be helpful for further exploration. This InstructionalDesign.org website also provides extensive lists of learning concepts (i.e. motivation, personalized learning, storyboard, etc.) and theories (i.e. Adult Learning Theory, Social Learning, Constructivism, etc.). Each learning theory link provides a theoretical definition, applications, examples, key principles, references, and related websites. Rating 10/10.

    1. Tech Literacy Resources

      This website is the "Resources" archive for the IgniteED Labs at Arizona State University's Mary Lou Fulton Teachers College. The IgniteED Labs allow students, staff, and faculty to explore innovative and emerging learning technology such as virtual reality (VR), artifical intelligence (AI), 3-D printing, and robotics. The left side of this site provides several resources on understanding and effectively using various technologies available in the IgniteED labs. Each resources directs you to external websites, such as product tutorials on Youtube, setup guides, and the products' websites. The right column, "Tech Literacy Resources," contains a variety of guides on how students can effectively and strategically use different technologies. Resources include "how-to" user guides, online academic integrity policies, and technology support services. Rating: 9/10

  2. www-chronicle-com.libproxy.nau.edu www-chronicle-com.libproxy.nau.edu
    1. Technology

      This website explores technology news within the field of higher education. The site contains a wide variety of news articles on current issues, trends, and research surrounding the integration of technology in universities and colleges. This includes technology's prevalence in teaching and learning, institutional decisions, and societal trends of higher education. The articles are published by authors for "The Chronicle of Higher Education," a leading newspaper and website for higher education journalism. Rating: 7/10

    1. Teaching and learning methods: opreparing for teaching ofacilitating the integration of knowledge, skills and attitudes oteaching and learning in groups ofacilitating learning and setting ground rules oexplaining ogroup dynamics omanaging the group olectures osmall group teaching methods and discussion techniques oseminars and tutorials ocomputer based teaching and learning – information technology and the World Wide Web ointroducing problem based learning ocase based learning and clinical scenarios

      this website is consisted of available resources.

      Rating: 9/10

    1. As educational technologies, instructional design and online learning/content delivery platforms keep evolving, more learners with more needs and motives will be drawn to taking online courses – a growing demand that in turn will spur further improvements in technology and delivery.

      Educational Technology offers free articles with sources.

      Rating: 5/10

    1. From Peg Cheechi, an instructional designer at Rush University: informing faculty members about the advantages of working with experts in course design.

      The Chronicle of Higher Education is a website and newspaper informing students and faculty of college affairs and news.

      Rating: 9/10

    1. This book is current from 2015 and is one stop shopping for technology integration in schools. Integrations and Blooms taxonomy theory, ISTE standards, pathways (yes, it is still a slow process), understanding about classroom set up when using technology and learning theories, online, web 2.0, teacher resources, multilingual tools, different screens, digital cameras, and COPPA, Privacy, and Copyright laws. If you are looking for a job in technology integration in schools this is a must read and resource manual. rating 10/10

    1. This is an interesting article for assistive technology in adult literacy as you can listen to it like a person with LD would. Initially, it was beneficial, but load times and generic voice are challenging for me, but I am not used to using the AT device. Also interesting is the lack of study on the matter of LD in adult literacy, and therefore this study is really "surveying the gaps." Sadly, what we do know is that minority LD students rates for graduation are lower than whites with LD, and that the dropout rates are higher as well. LD students access to AT may be key to understanding the dynamics of graduation and drop out rates in addition to literacy. A proven solution is small group tutoring with AT as it can be empowering and enabling LD students to learn.

    1. This article offers insight to technology integration for adults in Arizona. Recognizing the importance of technology in education, Arizona has put together a plan on integration for adult education. Using trends, understanding challenges, devising strategies to meet those challenges now and in the future, and meeting the expectations of how a successful learner is defined are a part of this plan for Arizona. It starts with a vision and three goals for Arizona. From there the goals and trends are implemented in short term, mid term, and long term goals over five plus years. With expecting challenges they are able to address them head on and use innovative practices. 8/10

    1. New technologies make it possible for students to tailor their course schedules, online classes, and brick-and- mortar learning venues to attain targeted degrees.

      With society and technology always changing. Learning new technology is key to getting ahead in higher education. Rate: 3/5

  3. May 2019
    1. how would our education system change to take advantage of this new external symbol-manipulation capability of students and teachers (and administrators)?

      Let's say it's been twenty years since PDAs have been widely available. I returned to higher education less than ten years ago. K-12 seems to have embraced learning technologies, and their affordances, to improve primary and secondary education. In my experience, few educators with terminal degrees have made the effort while younger and more precarious teachers are slowly adopting educational technologies. Administrators are leading the way with their digital management systems and students are using proprietary social media platforms. Our institutions are doing what they were designed to do: resist change and reproduce the social order. Research paid for with public monies is as quickly privatized as that produced in corporations. Open education practices are just beginning to be explored.

      The first PDA, the Organizer, was released in 1984 by Psion, followed by Psion's Series 3, in 1991. The latter began to resemble the more familiar PDA style, including a full keyboard.[4][5] The term PDA was first used on January 7, 1992 by Apple Computer CEO John Sculley at the Consumer Electronics Show in Las Vegas, Nevada, referring to the Apple Newton.[6] In 1994, IBM introduced the first PDA with full telephone functionality, the IBM Simon, which can also be considered the first smartphone. Then in 1996, Nokia introduced a PDA with telephone functionality, the 9000 Communicator, which became the world's best-selling PDA. Another early entrant in this market was Palm, with a line of PDA products which began in March 1996. https://en.wikipedia.org/wiki/Personal_digital_assistant

  4. Apr 2019
    1. Ashley Norris is the Chief Academic Officer at ProctorU, an organization that provides online exam proctoring for schools. This article has an interesting overview of the negative side of technology advancements and what that has meant for student's ability to cheat. While the article does culminate as an ad, of sorts, for ProctorU, it is an interesting read and sparks thoughts on ProctorU's use of both human monitors for testing but also their integration of Artificial Intelligence into the process.

      Rating: 9/10.

    1. The author, Susan Grajek, formerly of Yale University is the Vice President for Communities and Research at EDUCAUSE. Grajek brings together 5 leaders in higher education and technology to discuss the future of technology in the higher education arena. The article addresses the progress that needs to be made, especially in the adult education portion of higher eduction and acknowledges that the traditional 18-22 college student population is very small and that there is so much more of the market that needs to be reached.

      Rating: 9/10.

  5. Mar 2019
    1. The use of digital technologies across the adult life span in distance education.

      Research article. This article explores how older and younger student approach studying through the use of technology and reveals that those in older age groups were more likely to use technology in deep in focused ways to study once they got the hang of it and younger groups were more likely to remain on the surface level of a variety of technologies.

    1. Bridging Formal and Informal Learning Through Technology in the Twenty-First Century: Issues and Challenges

      From Springer Link, this is an abstract from a book titled, Bridging Formal and Informal Learning Through Technology in the Twenty-First Century: Issues and Challenges. While the entire content is not here, if purchased, this book/download could offer a large amount of useful information about this topic. It covers learning typically associated with technology such as social networking, game-based learning and digital making.

      Rating 7/10

    1. Educational technology professional development as transformative learning opportunities

      Educational technology professional development can transform learning opportunities. This article focuses on adult learning theory as technology can be "intimidating and frustrating." All of this spiked my interest and I was excited to read more. However, to read more you must purchase the content of the entire article. So, in all this left me disappointed. Rating 2/10

    1. nontraditional students. The education department at OSU-M is housed within the School of Teaching and Learning and the Integrated Teaching and Learning (ITL) section. The Integrated Teaching and Learning section of the College of Education serves those preservice teachers who are studying to be teachers of children age 3 to Grade 8. The Ohio State University Master of Education degree, the degree that offers course requirements for licensure in elementary and middle childhood, is a five-quarter, graduate licensure program. Students enter the program with a B.A. in Elementary Education or a similar field. We license approximately 24 teachers per year. Class size ranges from 12 through 24 students. During the bachelor’s program, student studies are focused on theories of child development and learning, primary reading and language courses, general liberal arts courses, content courses, and two beginning field courses. At least one field placement during the undergraduate coursework takes place in an urban school. Following admission to the graduate program in education, students begin their coursework in general pedagogy and specific methods: social studies, mathematics, language arts, reading, and science. During this year and a half of studies, students are in the field each week for 4-10 hours and have a 12- to15-day period toward the end of the two methods block quarters when they create and implement lessons in their field classroom. All students complete two separate placements in teams of two. Field placements are primarily in suburban and rural schools. Following these field placements, students have one quarter of student teaching and one quarter for a master’s project, including a comprehensive portfolio and a research paper. Experiences With Technology During the undergraduate program students take one technology course. This course is intended to provide students with exposure to the basic knowledge of computer hardware and an introduction to traditional educational software. During this course, students are required to complete an “All About Me,” project (see Powerpoint 1) for which students familiarize themselves with tools such as the scanner, digital camera, clipart, and presentation software. Figure 1. The technology teaching lab After students are admitted to the master’s licensure program, they take one basic technology course that covers other technologies available to elementary education teachers (e.g., Ellison cutters, laminating machines, filmstrip projectors, video projectors, enlargers), and they continue their development of computer knowledge. The two courses, one in the undergraduate program and the other in the graduate program, are the only two stand-alone courses on technology. After students have completed the basic technology course in the graduate program, they begin their methods courses. Throughout the methods coursework, students are asked to use technology when appropriate to enhance their teaching. In addition to this expectation, instructors of the methods courses integrate technology into their teaching to serve as a model of ways in which technology can enhance learning in the particular subject areas. During the two methods course quarters, students attend a lab course entitled the Technology Teaching Lab (TTL). The goal for this course is to increase the use of technology in students’ lessons in ways that will enhance their teaching. The TTL is a series of 2-hour labs that runs concurrently with our methods blocks. The purpose of this lab is to provide the preservice teachers in our elementary education program opportunities to create, with assistance, technology-enhanced lessons for their field placements. The lab course provides the students with instruction, opportunities, and equipment to take their technology-enhanced lessons directly to the field.

      The Ohio State University is now integrating technology into their Education Master's program. Students are expected as undergraduates to take an introductory technology course. As part of the master's program, students are required to take another technology course. Students are also expected to integrate technology into their two methods courses. To help with this they have a "lab" (which is traditionally thought to parallel science courses) with technology instructors to help them with their methods courses.<br> Instructors are expected to model the technology integration and help students plan a curriculum that integrates technology to aid in the learning of most students.

      Rating 9/10

    1. ommunities using technology in ambitious and innovative ways to support adult learners. Our Beacons’ stories of how they address common challenges show what it takes to develop and scale effective adult learning across multiple partnerships. Through their work at the leading edge of integrating technology into adult learning, we can understand and amplify new models and practices.

      The Beacon Project focuses on ways in which multiple companies have taken to using technology to train adult learners. One example is a company called Access Green. This successful company was started by a wealthy enturpeanur that had been trained at one of the best business schools in the country. He believes that he can provide the same training to the underprivileged through technology. This is his way of giving back and not just helping these people by giving them a job, but rather an education. Rating 7/10

    1. New Media Consortium Horizon Report This page provides a link to the annual Horizon Report. The report becomes available late in the year. The report identifies emerging technologies that are likely to be influential and describes the timeline and prospective impact for each. Unlike the link to top learning tools that anyone can use, the technologies listed here may be beyond the ability of the average trainer to implement. While it is informative and perhaps a good idea to stay abreast of these listings, it is not necessarily something that the average instructional designer can apply. Rating: 3/5

    1. 7 things you should know about This page offers two lists of technologies. One relates to learning technologies and the other to campus IT. In either case, one clicks "see all" and is shown a list of many up and coming technologies. One can click the links to get a discussion of seven things the user should know about these technologies. Reports are two pages and follow a set format that includes a brief story or illustration. These introduce the visitor to the use of the technology but do not provide extensive explanation; it is an introduction. Technologies listed on these pages are often but not always technologies that the average instructional designer may put to use. Rating: 3/5

    1. Campus Technology magazine This is the website for a magazine that is also published on paper. Articles are freely accessible (a subscription is not required). The design of the page is messy and as with any magazine, the content varies, but the site does give a description of the use of technology in higher education. The same technologies can sometimes be applied in adult learning in general. Rating 4/5

  6. Jan 2019
    1. It also requires students to learn solution design, meaning they have to diagnose problems, prescribe solutions, and even make those solutions with digital tools

      Learning how to deal with problems digitally can help students to learn how to work out problems in their daily lives and even other areas of technology.

  7. Nov 2018
    1. Instructional Design Strategies for Intensive Online Courses: An Objectivist-Constructivist Blended Approach

      This was an excellent article Chen (2007) in defining and laying out how a blended learning approach of objectivist and constructivist instructional strategies work well in online instruction and the use of an actual online course as a study example.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

  8. create-center.ahs.illinois.edu create-center.ahs.illinois.edu
    1. CREATE Overview

      Create is a non-profit organization dedicated to providing resources for the development and creation of educational technology to enhance the independence and productivity of older adult learners.

      The sight includes publications, resources, research, news, social media and information all relevant to aging and technology. It is the consortium of five universities including: Weill Cornell Medicine,University of Miami, Florida State University,Georgia Institute of Technology, and University of Illinois at Urbana-Champaign.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. Using Model Strategies forIntegrating Technology into Teaching

      In this pdf, there are many helpful tips and techniques in creating a foundation for technology. The introduction of model strategies are laid out with lots of supporting detail and examples and weblinks. It includes nearly 400 pages of peer-reviewed lessons, models and various strategies.

      RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. Distance Education Trends: Integrating new technologies to foster student interaction and collaboration

      This article explores the interaction of student based learner-centered used of technology tools such as wikis, blogs and podcasts as new and emerging technology tools. With distance learning programs becoming more and more popular, software applications such as Writeboard, InstaCol and Imeem may become less of the software of choice. The article looks closely at the influence of technology and outcomes.

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. LINCS is a national leadership initiative of the U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) to expand evidence-based practice in the field of adult education. LINCS demonstrates OCTAE’s commitment to delivering high-quality, on-demand educational opportunities to practitioners of adult education, so those practitioners can help adult learners successfully transition to postsecondary education and 21st century jobs.

      The LINCS website has an abundance of information that can prove useful in the designing of adult educational materials which are technology based. The site includes courses, articles and links 743 research studies, materials and products. In addition there are State Resources for Adult Education and Literacy Professional Development. Overall I found the site to be a wonderful source of relevant information to tap into.

      RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

    1. Anticipating and Addressing Challenges With Technology in Developmental Education

      The authors describe how to anticipate and handle challenges with technology integration in developmental education. They insist that vendors and end users must work together to develop technology that will benefit everyone. Rating: 4/5

    1. Approaches in the use of assistive technology in inclusive education focus on using technologyto train or rehearse, and to assist and enable learning

      This chapter presents a list of assistive technology applications that supports the students with disabilities in classroom learning in several categories such as reading, writing, math, and computer access.

      Rating: 8/10

  9. Oct 2018
    1. I imagine it is possible that personalized and adaptive learning could well preserve that which is sacred in the faculty-student relationship, freeing faculty to focus on what matters most. After all, what I cherish most about the colleges and universities I have attended are the human connections.

      This seems like what everyone who values the human connections in education wants — and promotes as a healthy outcome of technology-enhanced learning — but do we have any evidence that this hope is borne out? It seems that most technology interventions in education are happening in an environment where there are also strong forces working to reduce the costs — especially labor costs — and so machines are most often displacing human connections rather than freeing up time for more.

  10. Jul 2018
  11. Feb 2018
    1. They now stand out as the only one in the class (or, if they’re lucky, one of two) who gets to use a device while other students wonder just why they get to use one. I have seen a couple of students on social media say that as soon as they see a “no devices” policy on a syllabus they drop the class because of this concern.

      Good rationale for not enacting a blanket classroom tech ban

  12. Aug 2017
  13. Jul 2017
  14. Feb 2017
    1. Gardner Campbell on Doug Engelbart's Augmenting Human Intellect: A Conceptual Framework.

      even as modes of comprehension increase for some, modes of incomprehension increase for others. The person who sits with “Joe” as Joe demonstrates his new symbol-manipulating capacities reacts in ways that many of us may recognize

      ...

      It takes humility, and hospitality, to spend time with new ideas ... to go deep and go long with concepts that ask us to re-examine many things we take for granted.

  15. Dec 2015
    1. If we look back to the beginnings of the university in ancient Greece, there was a struggle even then against a new technology – writing. Plato thought this new-fangled device would ‘implant forgetfulness in [men’s] souls’; it would destroy their memory. People in his day were taught to memorise thousands of lines of poetry and long speeches as part of rhetoric, the art of ‘enchanting the soul’. He thought writing was an artificial memory that would eat away at our natural skills.

      Memorization of poetry and epic stories is rare in Western culture today. But musicians, comedians, and stage actors work largely by memory What are we missing, if anything? Verbatim memorization of long texts might be nothing more than a waste of brain power. Or if memorization is worthwhile, then books and computers can be used toward that goal, with advantages over oral transmission.

    2. Tertiary education must adapt to the technological changes that are occurring at the moment, from the way that courses are written and delivered to the way that students are assessed. This is not just because we will ‘lose’ students, but because what we teach will become irrelevant.
    3. It’s a useful term if you work in marketing, PR or business development – but I think academics and media students should be more critical. The idea of Media Studies 2.0 is quite funny; is that where the students collaboratively write the course material and give the lectures to each other? Love it.
  16. Jun 2015
    1. Teachers Know Best is a multi-year research effort to better understand how teachers use digital instructional tools and how these tools can be improved to foster personalized learning.

      Important potential partner/collaborator. Here's their site.