Comunidade eLearning FCT

"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.

"One of the great benefits of rapid e-learning is it lets you create e-learning courses much faster and easier than ever before. However, going faster and making your job easier are not the only factors.

While many e-learning developers do a good job focusing their attention on the design process, they often neglect the real needs of the organization, customers, and learner. This means that the course might not deliver the results you want it to.

As a rapid e-learning pro, your job is to produce meaningful business results. You do this by balancing the needs of everyone involved--the organization, the customer, and the learner—by leveraging e-learning technology."

"Ask three teachers what constitutes an online learning community, and you’re likely to get three different examples. One teacher might point to a brainstorming e-mail exchange between two students. Another may recall a weeklong project that culminated in a 10-person podcast.(...) the definition of an online learning community is in flux. However, pioneering educators help refine the meaning as they create new online communities."

Um artigo extremamente interessante sobre comunidades de aprendizagem e sua diversidade e importância no processo ensino-aprendizagem.

We’ve looked in our previous e-learning tips at mistakes and the key role they play in e-learning design. But a mistake’s not worth making if you don’t learn from it. We’ve all been there: the e-learning leaves you hanging with the worst feedback you can get: ‘wrong – try again’.

To make sure your mistakes are coupled with support and feedback that will actually help learners, follow these tips."

"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."

Entrevista (áudio) com Tod Maffin. (GuildCasts)

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.

"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."

"Higher education is in the midst of transformative (but exciting) change. Over the next decade, the practices of teaching and learning "will undergo fundamental change"[1] as universities and colleges respond to global, social, political, technological, and learning research trends.Today, the duality of conceptual (new models of education, advancement of social learning theory) and technological (elearning, mobile devices, learning networks) revolutions offers the prospect of transformative change in teaching and learning."

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"Today’s learners exist in a digital age. This implies access to, and use of, a range of Social Web tools and software that provide gateways to a multiplicity of interactive resources for information, entertainment and, not least, communication. We looked at access to digital technologies and their use from the point of view of level and pattern, purpose, approach and consequences."

Ler conclusões do estudo em:

http://www.jisc.ac.uk/publications/documents/heweb2.aspx