Documentos e sites sobre elearning
Avalie e deixe o seu comentário para cada recurso que consulte.
| Alle Kategorien |
ARTIGOS E DOCUMENTOS |
|---|
144 Tips on Synchronous e-Learning | ||||
|---|---|---|---|---|
"In April and May 2008, The eLearning Guild conducted a survey of its members, asking for their favorite tips relating to strategies for effectively creating,managing, and using synchronous e-Learning. (...) We began turning these tips into an organized collection simply by sorting them. The largest group is the 53 tips for Synchronous Speakers and Instructors.The next largest (49 tips) consists of recommended practices and general tips for designers." Sugestões e boas práticas na utilização de ferramentas de comunicação síncrona. | ||||
E–Learner Survival Guide | ||||
|---|---|---|---|---|
This broad–reaching collection of essays on e–learning examines accomplishments, new directions, and challenges from many perspectives. The essays are arranged in categories, which include e–learning and e–learners, teaching and instruction, student engagement, learning communities, outcomes assessment and institutional leadership, all of which relate to learners and programs from college, K–12, career, to corporate training. Of special interest is a focus on successful outcomes for students and programs, and essays on often–overlooked niches of learners, including genera-tional differences (Gamers, Boomers, Gen X, and Gen Y), stay–at–home mothers, working mother e–learners, homeschoolers, bilingual online education and training. | ||||
Estudo das Plataformas de Formação a Distância em Portugal | ||||
|---|---|---|---|---|
"É objectivo deste Estudo oferecer ao leitor uma análise das plataformas e sistemas de formação a distância utilizadas em Portugal, quer no contexto público como empresarial e apresentar uma visão prospectiva de possíveis evoluções da formação a distância suportada em plataformas / LMS's." | ||||
Evaluation of Evidence-Based Practices in Online Learning | ||||
|---|---|---|---|---|
"A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified (...) Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions." | ||||
Mind over Matter - Transforming Course Management Systems into Effective Learning Environments | ||||
|---|---|---|---|---|
"The quick acceptance of course management systems (CMSs) by college and university faculty and students is leading to numerous questions: 1. What is happening in the generally slow-to-change environment of teaching and learning that is permitting this swift adoption? 2. Why would an often clunky, nothing-new-in-the-software application become so swiftly in disciplines across higher education? 3. Why would pedagogy that changes at the pace of a snail on holiday suddenly adopt the CMS for an anytime, all-the-time classroom experience? The answer to all these questions is threefold, involving (1) the CMS itself; (2) the deeper learning principles addressed by the CMS; and (3) the effective learning environment that is created when these principles are applied to the CMS." | ||||
Rapid e-Learning, as an informal educational tool for advanced students | ||||
|---|---|---|---|---|
"Rapid e-Learning is able to answer the need of creating synchronized digital contents and blending different kinds of materials into one format compatible with common VLEs. Therefore, if used as Web 2.0-like tools, rapid e-Learning software can grant the e-learner autonomy to produce self-made contents and the possibility to use a tool which helps e-learners to reinterpret and share more complex resources implying a higher level of understanding and rebuilding." Artigo que abre perspectivas sobre novos modelos em e-Learning. | ||||
Supporting Distance Learners via Moodle Discussion Forums | ||||
|---|---|---|---|---|
"The fundamental reason for using discussion forums is that they offer the potential to bridge the distance between student and tutor and between students themselves in distance learning courses. Realising that potential, however, places the tutor in a central role, particularly in the early stages of a course as students learn to negotiate the new learning environment as well as the subject content. A second important argument for the use of discussion forums is that writing – online discussion is a written form of communication - aids thinking and reflection" | ||||
The future of e-learning is social learning | ||||
|---|---|---|---|---|
"The first of a 3-part series of presentations. This one covers What is Social Learning? Social Learning Platforms? The role of a Social Learning Professional" http://www.slideshare.net/janehart/the-future-of-elearning-is-social-learnng | ||||
PALESTRAS E ENTREVISTAS |
|---|
E-Learning: The Future Unmasked | ||||
|---|---|---|---|---|
"Are we unknowingly re-shaping the learning patterns of how we learn by spending increasing amounts of time in front of a computer? Is it helping or hindering education and learning? What are the five key things our networked world has taught people behind our back, and how are they coping with learning in a hypermedia environment? In this talk, Maffin gives you an insider's view of innovative learning projects and a peek into learning in the future."
| ||||