Online · Organizations · Storytelling · Teaching · Video Training

Visual Aesthetics in E-Learning

Title: Visual Aesthetics in E-Learning

Author: Anastasia McCune

Lynda Video Training | Duration: 1h 45m | Video: AVC (.mp4) 1280×720 30fps | Audio: AAC 48KHz 2ch
Genre: eLearning | Level: Intermediate | Language: English

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Good design can lend value to an elearning project by boosting the impact of the content, and making it easier for viewers to interact with the piece and retain information. In this course, Anastasia McCune briefly introduces the principles and elements of visual design that are most relevant to elearning, showing practical examples along the way. She offers ideas for improving not only the process of designing the visual aspect of an elearning piece, but also ideas on what you could do today to improve the visual appeal of individual screens. For example, bullet points are simple and straightforward, but can quickly become tedious during a long training. She offers a variety of visual treatments that provide the same information in a more appealing manner. In addition to explaining how to break away from bullet points, Anastasia shares a number of easy-to-implement techniques that help grab the viewer, keep the eye moving, and keep interest up.

Topics include:th_zmJz6WTfYMiIjtLlMAVTwJ2BNLCpibSR
* Why you should pay attention to aesthetics
* Power design principles for elearning
* Contrast, repetition, alignment, unity, and simplicity
* Selecting colors and a typeface
* Working with type technically
* White space
* Tips and tricks you can use today
* Using grids, style guides, and templates

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Educational Philosophy · Emerging Trends · Mobile · Teaching · Video Training

Macro-Level Learning through Massive Open Online Courses

Title: Macro-Level Learning through Massive Open Online Courses: Strategies and Predictions for the Future

Author: Elspeth McKay
2015 | ISBN-10: 1466683244 | 307 pages Macro-Level Learning through Massive Open Online Courses: Strategies and Predictions for the Future

To some in academia, Massive Open Online Courses are a paradigm shift in online education, while others perceive them as a threat to traditional styles of pedagogy. In this regard, the time-honored model of the university lecture is seen as being a potential casualty of the rise of MOOCs.

Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future provides insight into the emerging phenomenon of MOOCs as a design manual for the course designer with a collection of chapters that deal with all facets of the MOOC debate. Industry training developers, corporate trainers, educators, post graduate students, and others will benefit from the information provided in this book.

The Battle For Open: How openness won and why it doesn't feel like victory
The Battle For Open: How openness won and why it doesn’t feel like victory
Author:Martin Weller
English | Oct. 31, 2014 | ISBN: 1909188336 | 244 Pages

With the success of open access publishing, Massive open online courses (MOOCs) and open education practices, the open approach to education has moved from the periphery to the mainstream. This marks a moment of victory for the open education movement, but at the same time the real battle for the direction of openness begins. As with the green movement, openness now has a market value and is subject to new tensions, such as venture capitalists funding MOOC companies. This is a crucial time for determining the future direction of open education. In this volume, Martin Weller examines four key areas that have been central to the developments within open education: open access, MOOCs, open education resources and open scholarship. Exploring the tensions within these key arenas, he argues that ownership over the future direction of openness is significant to all of those with an interest in education.

Bootcamp · Emerging Trends · Teaching · Video Training

Building Data-driven React Applications

Title: Building Data-driven React Applications with Relay, GraphQL, and Flux

Building Data-driven React Applications with Relay, GraphQL, and Flux [Repost]

 English,  | 3 hrs 9 mins
Instructor: Samer Buna

Build a full-stack JavaScript web application from scratch using React with Flux/Relay on the frontend and Node/Express with GraphQL and MongoDB on the backend.

In this course, we create a React.js application on top of an Express.js project on Node.js. We’ll have our data stored in MongoDB and exposed with a GraphQL endpoint on the server. For the clients on the frontend, we’ll see examples of how to work with data using the Flux pattern first, then using the Relay.js framework. We’ll be using Babel and Webpack in this project, and we’ll install all our dependencies with npm. The application we will be building is a list of educational resources about React, GraphQL, and Relay. Users can add new resources and browse and search the list.

Building Data-driven React Applications with Relay, GraphQL, and Flux [Repost]
Computer Science · Emerging Trends · ICT · Springer · Video Training · Web Resources

Media Convergence

Title: Media Convergence Handbook – Vol. 1: Journalism, Broadcasting, and Social Media Aspects of Convergence

(Media Business and Innovation)
Authors: Artur Lugmayr, Cinzia Dal Zotto
2015 | ISBN: 3642544835 | English | 429 pages
Media Convergence Handbook - Vol. 1: Journalism, Broadcasting, and Social Media Aspects of Convergence

The Media Convergence Handbook sheds new light on the complexity of media convergence and the related business challenges. Approaching the topic from a managerial, technological as well as end-consumer perspective, it acts as a reference book and educational resource in the field. Media convergence at business level may imply transforming business models and using multiplatform content production and distribution tools. However, it is shown that the implementation of convergence strategies can only succeed when expectations and aspirations of every actor involved are taken into account. Media consumers, content producers and managers face different challenges in the process of media convergence.

Volume I of the Media Convergence Handbook encourages an active discourse on media convergence by introducing the concept through general perspective articles and addressing the real-world challenges of conversion in the publishing, broadcasting and social media sectors.

Title: Media Convergence Handbook – Vol. 2: Firms and User Perspectives

Media Convergence Handbook - Vol. 2: Firms and User Perspectives
(Media Business and Innovation)
Author: Artur Lugmayr, Cinzia Dal Zotto
2016 | ISBN: 364254486X | English | 473 pages

Volume II of the Media Convergence Handbook tackles these challenges by discussing media business models, production, and users’ experience and perspectives from a technological convergence viewpoint.

Blended · Emerging Trends · Mobile · Teaching · Video Training

Google Classroom

Title: Learn Google Classroom 2016

Author: Lynda.com and Oliver Schinkten
MP4 | Video: AVC 1280×720 | Audio: AAC 44KHz 2ch | Duration: 1 Hours 11M
Genre: eLearning | Language: English

Technology is changing the way we teach, and Google’s leading the charge. Google Classroom is the latest offering from Google Apps for Education. It gives educators access to a free tool that’s already seamlessly integrated with Google Drive, and is designed to simplify elearning, including paperless assignments and grading. In this course, staff author Oliver Schinkten explores how to create and administer a brand-new course in Google Classroom.

He covers adding students, sharing content, communicating with students, creating assignments, and integrating with other Google Apps. Plus, get a look at Google Classroom from the student perspective: Oliver simulates what it’s like to join a class, take an assignment, and communicate with a teacher.

Title: Google Drive & Docs In 30 Minutes

Format: MP4 | Video: AVC 1280×720 | Audio: AAC 44KHz 2ch | Duration: 34M
Genre: eLearning | Language: English

How to use Google’s free online storage service and word processor.

Do you have 30 minutes to spare? It’s all you’ll need to get up to speed with Google Drive and Google Docs, two free programs in Google’s online productivity suite. Millions of people use Drive and Docs every day on their computers and mobile devices. You, too, can use Drive and Docs to perform the following tasks:

Write reports, letters, and resumes with Google Docs
Collaborate online with classmates and colleagues
Sync files from your home computer to a work computer, and vice versa
Perform limited editing of Microsoft Word documents
Print documents using Google Cloud Print
Export PDFs
Publish documents and spreadsheets online
Use the Google Drive app and the Google Docs app on your Android phone or tablet, or iPhone or iPad to create and edit files on the go
This 30-minute class is narrated by the author of the top-selling guide, Google Drive & Google Docs In 30 Minutes. The course includes lectures on registration, finding and organizing files, creating documents and formatting them, working with Microsoft Word documents in Google Docs, and a complete review of the interfaces for Google Drive and Google Docs on the Web and mobile devices. The tone of this guide is friendly and easy to understand, with lots of step-by-step instructions and examples that show exactly what to do.

In addition to serving as a solid introduction to new users, it’s great for people making the transition from Microsoft Office, not to mention teachers using Google Drive for education and Google Docs in the classroom.

Title: Google Drive: A Beginner’s Guide to Google Drive: Master Google Drive, Docs, Sheets, and Slides Now

Author: Steven Dota
English | Feb. 8, 2016 | ASIN: B01BLL9KUW | 79 Pages | AZW3/MOBI/EPUB/PDF (conv) | 2.36 MB

This book contains proven steps and strategies on how to use Google Drive to the fullest.

This eBook will explain the basics of Google Drive and how people can benefit from it. By reading this book, you will know how to create, upload, edit, share, remove, and restore files using the Google Drive system. In addition, you will learn how to use Docs, Sheets, and Slides – powerful services from Google that you can use for free.

Google Classroom for Beginners: Learn How to Use Google Classroom Effectively

One of the latest innovations from online giant Google, Google Classroom is deemed as an online web-based educational platform that’s set to change the face of academics anywhere in the world.
This book contains proven steps and strategies on how to understand Google Classroom—from what it is, to how it works, and everything else you can do with it, you’ll find them all right here!

Blended · Emerging Trends · Higher Ed · Video Training · Web Resources

Henchinger Report Column

Title: State-of-the-art education software often doesn’t help students learn more, study finds

Author: Jill Barshay

Even proponents of educational technology admit that a lot of software sold to schools isn’t very good. But they often highlight the promise of so-called “adaptive learning” software, in which complex algorithms react to how a student answers questions, and tailor instruction to each student. The computer recommends different lessons to different students, based upon what they already know and what they still need to work on.

Wonderful in theory, but does it work in practice?

The Bill & Melinda Gates Foundation sought to find out, and gave money to 14 colleges and universities to test some of the most popular  “adaptive learning” software in the marketplace, including products from a Pearson-Knewton joint venture, from a unit of McGraw-Hill Education called ALEKS and from the Open Learning Initiative. Most of the universities combined the software with human instruction, but a few courses were delivered entirely online. Almost 20,000 college students and 300 instructors participated in the experiment over the course of three terms between 2013 and 2015. It’s probably the largest and most rigorous study of adaptive learning to date. Then Gates hired SRI International, a nonprofit research institute, to analyze the data. (The Gates Foundation is among the funders of the Hechinger Report.)

What SRI found was sobering. In most cases, students didn’t get higher grades from using adaptive-learning software, nor were they more likely to pass a course than in a traditional face-to-face class. In some courses the researchers found that students were learning more from adaptive-learning software, but even in those cases, the positive impact tended to be “modest”. (Lessons Learned From Early Implementations of Adaptive Courseware: almap_final_report)lessons.png

“I wouldn’t characterize our report as cynical, just cautious,” said Barbara Means, director of the Center for Technology in Learning at SRI International and one of three authors of the report.

Although the study was conducted exclusively at colleges and universities, Means said she suspects researchers would find similar results with adaptive software used at elementary, middle and high schools.

Means emphasized that it was an analysis of the technology available back in 2013, and that better products have come to market since. “It shouldn’t be regarded as though this is the last word. It’s just a very early snapshot,” Means added.

Still, two important lessons emerged from the report, which may continue to apply even as the software improves.

1. The software in and of itself isn’t a magical teacher

“Every piece of learning software I’ve ever studied gets positive effects in some places and not others,” said Means. “When you try to understand why that is, you find out that students and instructors used it in very different ways.”

When instructors use the same language that’s used in the software during the face-to-face instruction, it’s more potent. It also matters when teachers look at the data that the software is generating, and spend class time reinforcing ideas that were troublesome after students used the software. And on a most basic level,  students need incentives to use the software. Sometimes, the instructor just says, go use it, but doesn’t monitor whether students log in or not. Not surprisingly, usage is low or sporadic. “Sometimes instructors give students the impression that what they do in the courseware doesn’t matter,” said Means.

The research also highlighted that the technology was more effective when the professor or the university completely redesigned the course around it. One example is flipping the classroom, where lectures are delivered online and the entire classroom time is spent in smaller groups with instructors who can review difficult problems, or conduct a socratic dialogue.

Another example is to use the technology to allow students to skip some prerequisite hurdles. Students still had to learn the material, but it could be taught online, by the adaptive-learning courseware, to fill in holes while the student was learning in a more advanced class. That can help students graduate on time within four years.

“We can’t expect all the power to be in a piece of software. Because we know it’s not,” said Means.

2. Universities aren’t monitoring whether the technology they’re using is working

In conducting the study, Means frequently found that colleges and universities weren’t prepared to measure student learning in a way that would stand up to academic scrutiny. To measure how much students are learning, you need to know what students knew before they started a course. You can’t just compare student grades in an adaptive-learning class with those in a traditional class because you might have stronger students in one of them. It was a particular problem to compare different semesters, because students who fail an introductory course in the fall often retake it in the spring, and the spring classes were filled with students who struggle more.

A lot of the data collected in the study couldn’t be analyzed because it was hard to make apples-to-apples comparisons.

“I think education institutions making major changes in the instruction, such as a reliance on adaptive courseware, have a responsibility to be monitoring the effectiveness of what they’re doing,” Means said. “And then try to improve it, in a kind of continuous improvement framework that you would see in some of the leading companies in any field.

“They don’t really know if what they’re doing is a change for the better, or not,” she said. “Given the cost of higher education today, which we all know a lot about, students and the public really have a right to expect this kind of attention to the quality of the product.”

This is not just in the public interest. SRI is also in the business of selling analytical tools to universities. But if universities were to start tracking student learning, it might eliminate the need for “snapshot” reports like this, which quickly become obsolete.

lessons.png

Presentations · Teaching · Video Training

PowerPoint for Teachers

Lynda - PowerPoint for Teachers: Create Interactive Lessons
Title: Lynda – PowerPoint for Teachers: Create Interactive Lessons

Genre: eLearning | Level: Intermediate | Language: English

Duration: 37m

Do you want to breathe new life into your classroom? Although the lecture method of teaching may feel comfortable, today’s classroom needs an active learning experience. This can be achieved with clever use of Microsoft PowerPoint. Join Faith Brill as she demonstrates how to create dynamic, student-centered, hands-on learning activities using PowerPoint. If you’ve used PowerPoint as a book replacement in the past, learn how to transition to using it as a tool, enhancing your instruction with discussion, activities, and multimedia. Get ready to try new techniques so you can embed these new approaches into your practice. This course helps teachers of any grade level, K–12 and higher ed, to move beyond passive teaching with bullet points to teaching with interactive lessons that engage students.

Topics include:
* Transition from traditional use of PowerPoint to dynamic use
* Use speaker notes
* Design effective teaching slides
* Evaluate and revise your classroom setup
* Create activities in PowerPoint
* Teach using games
* Organize your day and your curriculum

See also the other great training resources they have specifically crafted for teachers at Lynda.com

Title: Foundations of Teaching with Technology

Duration: 2h 30m Level: Beginner Release Date: Mar 19, 2015


Put the “tech” into your teaching. Learn how to use technology to enhance course design, lesson planning, presentations, in-class activities, assessments, and student achievement and engagement.

Author Kevin Kelly explains how learning outcomes can be adapted to support technology in the classroom, and guides educators through selecting the appropriate technology for their activity, module, or class. Then he shows how to apply technology in three key areas: finding, creating, and sharing content with students; facilitating classroom activities; and assessing learning inside the classroom or online.

Topics include:

  • Including technology in your learning outcomes
  • Applying Universal Design for Learning (UDL) principles
  • Finding and creating content and instructional materials
  • Enhancing lectures and presentations with technology
  • Getting students involved
  • Facilitating in-class activities
  • Assessing learning
  • Teaching effectively online
Blended · Books · Mobile · Organizations · Teaching · Video Training · Web Resources

Moodle

Moodle trademark logo, version 2014.pngMoodle is a free and open-source software learning management system written in PHP and distributed under the GNU General Public License.1_MyHomeExample Developed on pedagogical principles, Moodle is used for blended learning, distance education, flipped classroom and other e-learning projects in schools, universities, workplaces and other sectors.

With customizable management features, it is used to create private websites with online courses for educators and trainers to achieve learning goals. Moodle (acronym for modular object-oriented dynamic learning environment) allows for extending and tailoring learning environments using community sourced plugins.

Moodle learned best learned by exploring the moodle community site, asking questions in the forums and reading the MoodleDocs. moodledocs_cov

You can also find focused 3rd-party moodle training books for teachers published by Packt Pub. Here just a few of their titles. They are well written and hands-on.

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Moodle training is also very effective in self-directed, video training. The best ones on this topic, I have found, come from Lynda.com. They have specific training titles for Teachers, Students and Administrators.

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Moodle can provide support in the following topics that we will be addressing in upcoming blog posts.

  1. Learning Management Systems (LMS)
  2. Gradebooks
  3. Online uploading and downloading of course content
  4. Rubrics and online marking
  5. Polling and Test-taking