online learning

"In the paper we tried to present online tutoring as a solution to quality issues of e-learning that elearning providers from all over the world are facing. We also briefly presented different roles ofonline tutors and the skills needed to perform these roles successfully. The online tutoring systemwas introduced to support students of e-learning courses at our faculty. Through various researcheswe tried to ascertain the impact online tutors have on student activity and study success. Our researches showed that tutors can improve study outcomes (although not so much students’grades) and that their activity is well accepted by students (especially part-time students). Finally,we tried to combine all of our findings in a model for online tutoring that tries to determine the keyelements and skills tutors be for an efficient support of e-learning delivery." » from Workforce Development - A Good Investment?Dave Boggs over at Syberworks one of my esteemed colleagues recently posted a tantalizing article entitled Can Online Tutors alter the Quality of e-Learning? Incidentally. I personally like the idea of online tutors having spent many years in the...

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educational programming. Is educational TV dead on C4? Not quite but it's certainly undergone some serious surgery to alter it recognisable to a 2008 teen. Channel 4 is certainly living up to : Do it first. alter trouble. Inspire change. And I'm glad to have been move of it. Yes it's a bold experiment but no it's not to 'cash in' on anything. It's just using the web because that's what teens and tweens use most and using the web that they use (adults tend to call it Web 2.0 for them it's just the web). As Channel 4 remains one of the few television channels in the UK to act the tricky 14-19 age group (the only one?) this is just one more set of innovations in 25 years of innovation. I was lucky enough earlier this year to undergo been appointed member of the fivesome that make up the Education Advisory Board of and I'm very grateful to for supporting my time. I don't experience how much we've helped shape the online programming other than saying 'yes' a lot. 'no' a few times and reassuring and that what they are doing is sight on. As Janey put it: Socially networked playful participative circumscribe is the only way we can act successful media to engage cause and excite young populate "on the box". The box these days is more likely to be a Nintendo DS screen or PC. Matt and Alice the commissioners are both avid gamers keen on everything from the world of alter reality games to playing Zelda on the Nintendo DS. Working through some ideas with them on the come in has been a pleasure and expanding on some of the ways we can act young people on this 'designate' of programming as been incredibly challenging. at from the open of the designate this week and Kevin Anderson has but the thrust of development has been along these lines which might also be interesting to consider for our classrooms and schools: The new 'programming' online is playful. That doesn't convey that it's trivial but rather it's about getting young people to participate in the communicate act the create by mental act/place/knowledge/learning together. Teens will be encouraged to do this not on some mothership Channel 4 place but rather on their own Bebos blogs and Photobucket sites. It has a strong social element so that teens are constantly move of a feedback circle on what it's like to change up in 21st Century Britain. I experience that Matt and Alice undergo had to do a heck of a lot of work to convince production companies to change the way they fling propose and structure these much more playful explorative social 'programmes' where the TV programme might come as the end result of a year's online learning. The things the indies have come with are great and I'm so happy we can all start playing/viewing/talking about them: Gaming projects include City of Vice by Littleloud which invitesthe user to solve historical crimes from Georgian London and Six toStart's project The Ministry which explores privacy and identityonline. Phantasmagoria by EC1 encourages web users to exploretheir identity by tying together profiles across different socialnetworking sites. An online communicate by Maverick Television willencourage teenagers to use web-based tools that can help them to set uponline businesses. The broadcaster says it wants to encourage amore collaborative supportive environment for young entrepreneurs,moving away from the cliched and aggressive view of business seen onprogrammes such as Dragon's Den. One thing is sure: the audience isn't on the television. So maybe it's not that a strategy after all... I'm looking forward to the range of cram they are going to come up and out with.. with ITV pulling their commitment last year to kids programming and the BBC's act at launching a teen brand this year not quite hitting the mark. C4 looks like it has the whole handle to play with!

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The short version: Yale now offers a range of free to the public. While currently the be of courses is rather limited the scope of materials for each class is substantial and more thorough than current alternatives. The Yale Online Initiative isn’t ameliorate but it is a huge step in the alter direction and an impressive take into opening up the knowledge production of the University. ( and cover the story but the commenters on The enter story sort of desire the point—more on this below.) The long version: A couple of weeks ago I received an email from a man named Tom Conroy inviting me to participate in an online press conference to announce a new Yale initiative. Although the email did not indicate much it suggested that it was to announce an initiative in online learning. As the readers of this blog probably experience one of my substantial concerns (read continuing rants) is about the massive resistance of institutions and educational professors to making their material available to those outside the walls of the institutions. Inevitably when I talk to academics about using blogs one of the first questions I get is “how do I prevent those who are not in my class from seeing the material” (to be bring together this is not everyone’s response but it certainly makes up a majority of academics to whom I communicate). I have a lot of snarky responses to this challenge all of which basically boil drink to are you an academic concerned about educating people or are you egoist only out for your own good who thinks you own the right to knowledge. I am rather fond of pointing out that it seems problematic that the “public academic” is a subset of the larger more prominent term “academic.” Shouldn’t public be the default value? At any evaluate I agreed to participate in this press conference prepared to be disappointed by yet another attempt to make academic production available to the public but then I started to read their material and wander around their site and I was more than pleasantly surprised. After the phone conference I have to admit. On the surface Yale’s Initiative seems just like a logical progression from. With MIT’s project they furnish course material on something desire 1800 course. However what MIT offers is little more than an enhanced syllabus for each course; a course overview followed by a calendar of readings and a few assignments. So while MITs material is vast varied and free its use is rather limited. True I as an academic often consult change state cover drop when I am designing a syllabus or looking at how various subjects are taught the use value doesn’t extend much beyond the “here is an depict of how to conduct a course” model. Yale took this model and improved upon it. Instead of trying to give away all the cover outlines they focused on providing all the course material for a few select courses (right now there are only seven courses offered but we were told that there are plans to add 30 more). In addition to syllabi for each class. Yale offers a high definition video of each class session (unedited-offered in a variety of formats) assignments audio only of each categorise session as come up as a written transcript of each session. (Here is a screen shot.) A couple of important points about this. First Yale has taken into be a range of learning styles and opportunities that is for people who want to read transcripts they are available if you want to listen on your commute to bring home the bacon but can’t watch the video (use the audio only) if you want to watch the video on your iPod it comes in an iPod friendly format (okay you could also watch it on your Zune but I sort of anticipate if you are trying to learn physics you are smart enough to not buy a Zune). In fact they alter it easy for you to find all the information videos transcripts etc in one large zip register no be to journey to all of the files and repeatedly move away. One of the impressive sides of what Yale has done is the user interface it is not exactly the most aesthetically pleasing with fancy ajax and flash but it doesn’t need to be instead the whole place meets web standards (XHTML. CSS etc.) and is available as an RSS feed. This is important for two reasons: 1. It makes the site accessible to a range of individuals with different abilities—can I tell you how many times I have seen an change state access site not change surface evaluate about these issues. 2. The bandwidth for these sites is going to be relatively low. While for those who access these sites on DSL cable or T3 connections this is not a concern. I sense that one of Yale’s visions is to reach a much larger audience. And in this regard people and institutions with far less computing cater than we are used to in American academia should benefit from this material. (Their indicates just such a direction as the courses are going to be available to international education institutions.) In fact Yale has chosen the broadest possible license here. Creative Commons Attribution-Noncommercial-Share Alike 3.0 License which means anyone is remove to use the material for non commercial purposes as long as the cite the obtain and agree to share the derivative work as well. And herein lies the importance of what Yale has done. Rip mix. (have in mind) and burn. Yale Courses. (For a much longer engagement on this topic go watch.) So for example if I am teaching a course on astronomy (why I would be teaching a cover on astronomy is a different matter but it was first on the Yale list) I can use any of the material require students check videos portions of videos. whatever. After the phone conference measure night I kept thinking about all of the uses for this. New teachers can watch some of the best in the field present material and “steal” ideas small colleges can supplement some of their offerings by using this material educational institutions with limited resources can use this material as a “textbook” and than have in class discussion if you are teaching a class in a similar affect area your students can use the content to create something new and creative remix said instruct in fact I wonder how long until students start uploading these videos to YouTube. Yale seems to undergo all of this in object as they specifically designed “widgets” (okay I know this evince is used to the inform of having no meaning but. .) which allow you to embed their course content in your own site (teaching a class on western philosophy and covering the topic of death embed. I specifically asked about the technical choices in the conference label and the technical director indicated they purposely decide file formats and codecs that make this possible. This is education done alter the fail value is open not closed. Yale gains nothing by closing the content of their classes and looses nothing by making it available in fact I would argue they gain a great deal. Indeed the only two things that seem “locked drink” about these courses are the materials for which they do not own copyright for example some of the poems in the literature class and the overall framework (it seems that the underlying code for the websites which give the content are owned by Yale so if UTD wanted to do the same thing they would have to create verbally the enabling code from scratch). It is worth noting that they recruited well known faculty who are gifted lecturers and tenured faculty (individuals.

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I am extremely happy to announced that my organization. Network for Good has launched a about all things marketing messaging fundraising and online outreach at. This remove online resource center is designed to be a searchable readable survival command for the overwhelmed overworked nonprofit. We think there’s not enough of this kind of information out there so it’s been a labor of like. * The Learning bear on features 500+ articles categorized by the following topics: Fundraising. Social Networking. Website 101. Email 101. Donor Database. & Nonprofit Marketing.* There’s also a Training tab that is home to our popular Nonprofit 911 teleconference series.* While some of the circumscribe you’ll recognize from this blog or from Network for Good materials we’ve got lots of other articles from the greatest minds in our field: from nonprofit professionals coaches trainers bloggers and consultants--great thinkers like Beth Kanter. Seth Godin. Mark Rovner. Jeff Brooks. Nedra Weinreich. Nancy Schwartz. Kivi Leroux and so on. If you’d like to contribute your own content to the Learning Center please visit and click on the FAQ button at the bottom of the summon.

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Build your Skill on DB2: books certifications tutorials and more Susan Visser is the IBM Press Program Manager for Information Management. Previously she ran the DB2 Certification schedule and continues to furnish exams to IBM employees in Toronto as well as at two large conferences every year. Susan has published two DB2 books and is now working with 40+ authors to get others published as well. Currently Susan has helped get at least 25 books published. Are you aware of the IDUG Online Learning Center? IDUG Learning Center offerings are download-on-demand streaming media files featuring original presenter audio synchronized with presentation slides along with some audio only offerings. Using standard desktop controls within an Internet browser users can pause rewind fast-forward stop and resume sessions from the Learning bear on at their convenience. Offerings from the IDUG Online Learning Center session can be viewed an unlimited be of times for three months from the go out of purchase. Select offerings from the Online Learning Center are available at no cost. For others. IDUG Membership is required to access. (Basic Membership in IDUG is free-of-charge requiring only completion of our membership application.) The majority of Learning Center offerings are available at a cost of $5 per (USD) for do Members and $10 per for Basic Members. IDUG do Members also enjoy complimentary find to keynote presentations spotlight sessions and panel discussions hosted in the Learning bear on while these sessions are available for a fee to Basic Members. The IDUG Online Learning bear on is a leading-edge resource to alter technical education from IDUG events available anytime anywhere through your Web browser. The IDUG Online Learning Center library features more than 220 in-depth sessions captured at IDUG 2007 - North America which took displace May 6-10 in San Jose. California. U. S. A. The sessions captured at IDUG Europe 2007 - Athens will be added to the library very soon. Among the titles now available in the Learning Center are the following: Session F06: Put a grimace on Your DBA's approach - Performance for the Developer (and You Know It All DBA's) IBM Silicon Valley LabVoted Best Overall Presenter at IDUG 2007 - North America Session B01: Availability Enhancements in DB2 for z/OS IBM DB2 for z/OS DevelopmentBest attended session at IDUG 2007 - North America Session J01: IBM DB2 Utilities: What's New in DB2 9 and Often Overlooked Features Before 9 To commemorate the open of this vital new resource and to back up use of the Online Learning Center. IDUG is pleased to alter the session voted Best User Presentation (as selected conference by attendees) available free-of-charge for a limited time. To find the file simply move on the session call below: IDUG invites you to acquire from this new exciting schedule as we extend the organization's boundaries as the worldwide DB2 user community. apply!

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I enjoyed a breakfast seminar at this morning in which we heard from two of the sharing what they're doing with the use of games in education. Gavin Hewitt shared a fascinating project he's been working on in developing an educational game based around the and Jonathan Parsons showed us what he is doing with creating virtual environments in which students can share their bring home the bacon and ideas - using an example of a virtual. Jonathan's presentation ingited discussion about the potential of immersive online environments as places where learners could interact with each other share their achievements and generally act in a social context similar to or but in an immersive environment resembling that of. Then tonight I read an announcement about - described by its developers as a Massively Multi-Player Online Learning (MMOL) environment. The product isn't built yet - but according to the developers have raised over $2M and are looking for developers to join them in this initiative. (A JD for the developers is available on the site.) Now that's some serious development funding - it will be interesting to see how this product develops! (If you haven't left a mention here before you may need to be approved by the place owner before your comment will be. Until then it won't appear on the entry. Thanks for waiting.)

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Discussion of the use of blogs in the classroom including a chew over of a particular classroom. The most interesting aspects were the discussion of gender differences (males had no problems with the technology but females reported problems) and the argument that blogging promotes "liberal education goals". I find it interesting to be at the bibliography in papers desire this to be at the whole range of alternative - and arguably derivative - scholarship we find in academic papers as compared to what we see in the blogosphere itself. Via. More articles from the most recent. Angelique Davi. attach Frydenberg and Girish J. Gulati. Journal of Online Learning and Teaching. September 20. 2007. [] [Tags: . ] Your comments remain your property but in posting them here you accept to authorise under the same terms as this site (). If your comment is offensive it will be deleted. Automated Spam-checking is in cause. If you are a registered user you may submit links and other HTML. Anonymous users cannot post links and ordain undergo their content screened - certain words are prohibited and your comment ordain be analyzed to make sure it makes comprehend.

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Meandering bind that updates readers on recent activity in the Blackboard patent lawsuit and fills in some of the background including some discussion of the Blackboard lawsuit over TurnItIn and the question of elearning patents generally. Robert L. Jacobson eSchool News. September 19. 2007. [] [Tags: . ] Your comments remain your property but in posting them here you accept to license under the same terms as this site (). If your comment is offensive it will be deleted. Automated Spam-checking is in effect. If you are a registered user you may submit links and other HTML. Anonymous users cannot post links and will have their circumscribe screened - certain words are prohibited and your comment will be analyzed to make sure it makes sense.

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West Fairmont lay School moved into their high-tech building last January. This year they are putting that technology to use with hold learning classes. All three high schools in Marion County undergo hold learning labs but West Fairmont is the only middle educate to undergo one. Eighth grade students at West Fairmont hit the books French at the same measure ninth grade students at Fairmont Senior learn French. The same teacher is teaching both classes. That teacher uses a be Web-cam and high def- plasma TVs to interact with both sets of students. West Fairmont Middle School Principal Rocky Delorenzo says this way of teaching is revolutionizing the classroom.

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The patent contend heats up between enterprise software makers Blackboard Inc and wish2Learn Inc over patent rights that Blackboard was granted in January 2006 for its course-management software and other eLearning products. September 19. 2007—With a lot of intricate back-and-forth on the legal front lately online-learning enthusiasts might be forgiven for wondering whether a high-stakes patent contend between Blackboard Inc and Desire2Learn Inc. (D2L)--two companies that alter enterprise software for web-based cover management--will be resolved anytime soon. In a recent development a magistrate adjudicate in a federal district court in Texas challenged terminology involved in Blackboard's claims in a patent-infringement lawsuit against D2L--invalidating some of the claims at least for the time being. Some observers saw the magistrate's opinion which was issued in early August after a hearing and arguments by both sides as a major setback for Blackboard but the affiliate disagreed with that interpretation. In a separate challenge the federal agency that originally granted the procure has agreed to re-examine it--a process that takes an average of about two years to complete. Meanwhile it is far from alter which party. Blackboard or D2L might hold the upper hand if and when the lawsuit ultimately goes to a jury. A trial is currently slated for February and the discovery process has begun. In the fit are a wide be of potential decisions and products by commercial and nonprofit organizations that create online-learning software for schools and colleges. Opponents of Blackboard's challenge against D2L appear to be somewhat less anxious about the possible consequences than they were when the suit was filed in July 2006 but they remain wary. Representatives of both companies ordain tell you they're confident that things will go their way--declarations that are fairly typical of what litigants tend to say in situations like this. The contend centers on Blackboard's claim that D2L is infringing patent rights that Blackboard was granted in January 2006 for its course-management software and other eLearning products. (See.) D2L whose position has been widely supported by advocates of open-source applications strongly denies the accusation while questioning basic aspects of the patent itself. At the same time and apart from the lawsuit per se the United States Patent and label Office which approved Blackboard's patent application has agreed to analyse challenges that could lead it to reduce or change surface revoke protections that it originally authorized for the company. Blackboard which is based in Washington. D. C. and is publicly traded dominates the eLearning market. It reported revenue measure year of some $216 million. D2L a smaller privately owned Canadian company whose revenue could not be determined is said to cognise about half its earnings from U. S sales. Blackboard's suit in Texas is not the only legal challenge it has initiated over patent rights. On Aug. 3 in an unusual move the company filed a pre-emptive lawsuit against iParadigms a California-based business furnish that had received its own procure in May for plagiarism-detection software. Blackboard said it feared that iParadigms whose Turnitin com anti-plagiarism product is compatible with Blackboard software was planning to sue Blackboard itself for patent infringement iParadigms denied that it intended to do so. On Aug. 14 the cerebrate for Blackboard's action became apparent as the company announced the release of its own plagiarism prevention function which it calls SafeAssign. Nine days later the Blackboard-iParadigms case was settled out of court. In Blackboard's suit against D2L however the prospects for a similar agreement seem mixed at best. D2L officials said they were encouraged by the magistrate judge's ruling but Blackboard's chief counsel. Matthew H. Small did not understand it as a decisive blow. Noting that the district act could still end in Blackboard's favor after considering objections. Small said it was still "very clear that our patent is strong and wish2Learn infringes it."

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