dmajette1 - OMDE 603 Conferencing Rubric - OMDE 603 9040 Technology in Distance Education & E-learning:
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Wednesday, October 23, 2013
Thursday, October 17, 2013
Digital Badges: An Annotated Research Bibliography v1 | HASTAC
"Digital Badges A Working Perspective"
The resource content material provided on this page is a first step effort toward organizing literature about digital badges, open badges and badge systems. The literature obtained from online education sites, learning sciences, Diigo bookmarking library and Educational Technology Research & Development, Computer Science Student Network is an emerging working bibliographic list to provide additional educational resource information on this topic.
Digital Badges: An Annotated Research Bibliography v1 | HASTAC:
http://www.cs2n.org/teachers/research
http://www.educause.edu/ero/article/digital-badges-professional-development
http://www.scoop.it/t/digital-badges-in-higher-education
http://www.usnews.com/education/blogs/the-college-solution/2011/10/04/digital-badges-could-significantly-impact-higher-education
http://net.educause.edu/ir/library/pdf/eli7085.pdf
http://www.hastac.org/digital-badges-bibliography
Abramovich, S., Schunn, C.D., Higashi, R. (2013) Are Badges Useful in
Higashi, R., Abramovich, S., Shoop, R., Schunn, C.D. (2012, June) The Roles of Badges in the Computer Science Student Network. 2012 GLS Conference.
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Tuesday, October 15, 2013
Damita Majette Blog Posting
"Tradition Challenges Change"
MOOCs and the Gartner Hype Cycle: A very slow tsunami | PandoDaily
The Hype Cycle is pretty straightforward. It suggests that each new technology goes through five phases:
a) the Technology Trigger,
b) the Peak of Inflated Expectations,
c) the Trough of Disillusionment,
d) the Slope of Enlightenment, and finally
e) the Plateau of Productivity.
MOOCs and the Gartner Hype Cycle: A very slow tsunami | PandoDaily:
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MOOCs and the Gartner Hype Cycle: A very slow tsunami | PandoDaily
The Hype Cycle is pretty straightforward. It suggests that each new technology goes through five phases:
a) the Technology Trigger,
b) the Peak of Inflated Expectations,
c) the Trough of Disillusionment,
d) the Slope of Enlightenment, and finally
e) the Plateau of Productivity.
MOOCs and the Gartner Hype Cycle: A very slow tsunami | PandoDaily:
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Monday, October 14, 2013
Online learning: Campus 2.0 : Nature News & Comment
MOOC's, an ongoing movement educating the world.
Online learning: Campus 2.0 : Nature News & Comment
Online learning: Campus 2.0 : Nature News & Comment
Saturday, October 12, 2013
Damita Majette
Damita Majette’s Reminicion of Tony Bates and Albert Sangra, “Managing Technology in Higher Education: Strategies for Transformation”
A Reflection of Me
Goals sometimes change for e-learners and often those affected reflect a sign of the times. Technology is changing the way we read, write, and think, and it has affected me in the most personal way. Technology also affects the way it interacts within society and throughout various mediated forms, theorist have named the change in terms of “transactional distance”. With cell phones, and tablets, internet web-base, online technology was just another wireless exchange. Then one day I looked up and something was strange, it was as if I were living in a millennial video game. "Generation Y, and the “Net Generation’s” of today, “Digital Natives" surrounding me every day. Closely tied to the internet while growing up, this new generational student is more developed than my last digital pressure cup.
"Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning" by Tony Bates and Albert Sangra
What has Changed?
There is no doubt that technology is a key factor for bringing about relevant and necessary change today. Students who now come to university or college already have a wide range of technological skill. Students have freedom to use these technologies for study, if they wish, or instructors, if they choose can design teaching strategies to make use of such tools (Bates & Sangra, 2011, p. 4). Teaching and learning designed and delivered in a way that it increases flexible access to learning. By using and implementing technology into educational programs, higher institutions can improve quality and control, reduce costs, and better manage core issues facing them today (Bates & Sangra, 2011, p. 4)."Although managing technology is a way that leads to the transformation of teaching and learning, the primary focus of information and communication technologies must be placed in the overall context of the role and mission of postsecondary educational institutions" (Bates & Sangra, 2011, p. 4).
Bates, A., & Sangra, A., (2011). Managing technology in higher education: strategies for transforming teaching and learning, pp. 13-14, Jossey-Bass, Wiley.
http://dmajette1.liivejournal.com
<a href="http://www.readwritethink.org/classroom-resources/student-interactives/fact-fragment-frenzy-30013.html">Fact Fragment Frenzy - ReadWriteThink</a>
Friday, October 11, 2013
Damita Majette OMDE 603
Asynchronous and Synchronous learning at a distance, it's a brand new world!
EBSCOhost: Asynchronous & Synchronous E-Learning
EBSCOhost: Asynchronous & Synchronous E-Learning
http://damitamajette@blogpost.com
Damita Majette OMDE 603 Reference List
EBSCOhost: A SIMULTANEOUS MOBILE E-LEARNING ENVIRONMENT AND APPLICATION
http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=51459424&login.asp&site=ehost-live&scope=site
EBSCOhost: A SIMULTANEOUS MOBILE E-LEARNING ENVIRONMENT AND APPLICATION
http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=51459424&login.asp&site=ehost-live&scope=site
Ed/ITLib Digital Library → Search Results : synchronous telecommunications 2013
Ed/ITLib Digital Library → Search Results : synchronous telecommunications 2013:
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Smooth Synchronous Solutions: The Truth About Synchronous Learning Environments
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2013:1
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Smooth Synchronous Solutions: The Truth About Synchronous Learning Environments
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2013:1
When former U.S. Astronaut Dr. Ron Sega came to us with a proposal to offer his Systems Engineering Masters Program online, we met the challenge. When first implemented in 2008, the Adobe Connect synchronous software posed many technical problems....
Are contextual and designed student–student interaction treatments equally effective in distance education?
http://www.damita.majette@livejournal.com
http://damita.majette@yola.com
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'Distance Education
Publication details, including instructions for authors and
subscription information:
http://www.tandfonline.com/loi/cdie20
Are contextual and designed
student–student interaction treatments
equally effective in distance education
http://damita.majette@yola.com
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'Distance Education
Publication details, including instructions for authors and
subscription information:
http://www.tandfonline.com/loi/cdie20
Are contextual and designed
student–student interaction treatments
equally effective in distance education
Taylor & Francis Online :: Continuous activity with immediate feedback: a good strategy to guarantee student engagement with the course - Open Learning: The Journal of Open, Distance and e-Learning - Volume 28, Issue 1
Taylor & Francis Online :: Continuous activity with immediate feedback: a good strategy to guarantee student engagement with the course - Open Learning: The Journal of Open, Distance and e-Learning - Volume 28, Issue 1
http://www.damita.blogspot.com
http://www.damita.majette@yola.com
http://damita.majette@weebly,com
http://damita.majette@livejournal.com
http://www.damita.blogspot.com
http://www.damita.majette@yola.com
http://damita.majette@weebly,com
http://damita.majette@livejournal.com
Sunday, October 6, 2013
Saturday, October 5, 2013
Friday, October 4, 2013
Thursday, October 3, 2013
Wednesday, October 2, 2013
Tuesday, October 1, 2013
Instructional design - Wikipedia, the free encyclopedia
History[edit]
History of the System Approach to Instructional Design[edit]
1940’s - The Origins of Instructional Design, World War II[edit]
- During the war a considerable amount of training materials for the military were developed based on the principles of instruction, learning, and human behavior. Tests for assessing a learner’s abilities were used to screen candidates for the training programs. After the success of military training, psychologists began to view training as a system, and developed various analysis, design, and evaluation procedures.[5]
1946 – Edgar Dale’s Cone of Experience[edit]
- In 1946, Dale outlined a hierarchy of instructional methods and their effectiveness.[6]
Editorial Note: The graphic associated with this section has been discredited, and the figures shown in it have no basis in research, and Dale's original model made no such claims. Further information on this can be found here: http://www.brainfriendlytrainer.com/theory/dale%E2%80%99s-cone-of-learning-figures-debunked
Mid-1950s through mid-1960s - The Programmed Instruction Movement[edit]
- In B. F. Skinner’s 1954 article “The Science of Learning and the Art of Teaching”, he stated that effective instructional materials, called programmed instructional materials, should include small steps, frequent questions, immediate feedback, and allow self-pacing.[5]
- The Popularization of Behavioral Objectives - Robert Mager popularized the use of learning objectives with his 1962 article “Preparing Objectives for Programmed Instruction”. In the article, he describes how to write objectives including desired behavior, learning condition, and assessment.[5]
- In 1956, a committee led by Benjamin Bloom published an influential taxonomy of what he termed the three domains of learning: Cognitive (what one knows or thinks), Psychomotor (what one does, physically) and Affective (what one feels, or what attitudes one has). These taxonomies still influence the design of instruction.[6][7]
Early 1960s - The Criterion-Referenced Testing Movement
Instructional design - Wikipedia, the free encyclopedia:
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OMDE 601 GROUP 3 COLLABORATIVE LEARNING PROJECT
- IDENTIFYING RESOURCES FOR GROUP COLLABORATION
TYPES OF COLLABORATING LEARNING FOUND IN ONLINE COURSES TAKES PLACE IN WHERE STUDENTS RESPOND TO DISCUSSION TOPICS: (PARTICIPATION IN GROUP)
- STUDY GROUP CONFERENCE SPACE
- ONLINE CHAT IN STUDY GROUP
- INSTANT MESSAGING
- CONFERENCE CALL
- ONLINE VIDEO CONFERENCING
- ASYNCHRONOUS LEARNING TOOL
- BLOG POST
- INTERNET
Participating group members include: Libby Austin, Susan Peterkin-Bishop, Vanita Murray, Nicol Preston
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