- Mar 2019
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en.wikipedia.org en.wikipedia.org
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Fair Use explains exceptions to copyright for specific uses, including education.
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en.wikipedia.org en.wikipedia.org
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Copyright Law can have a bearing on what you can use in the classroom and how you can use it.
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www.copyright.gov www.copyright.gov
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The US government's Website for Copyright Law
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www.symbaloo.com www.symbaloo.com
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Symbaloo is an example of a Personal Learning Environment platform
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www.netvibes.com www.netvibes.com
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Netvibes is an example of a Personal Learning Environment platform
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Using Personalized Learning Environment in the classroom
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theelearningcoach.com theelearningcoach.com
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Personal Learning Environments (PLE)
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www.lifewire.com www.lifewire.com
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Social Bookmarking
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www.itdl.org www.itdl.orgJan05_011
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A look at Connectivism
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ineducation.ca ineducation.ca
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Open Learning Network as a hybrid of the traditional Course Management System and Personal Learning Environment
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www.aupress.ca www.aupress.ca
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Book available as Free PDF for download. Discusses Learning and Social Media
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drive.google.com drive.google.com
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A look a Massive Open Online Courses (MOOC)
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edutechwiki.unige.ch edutechwiki.unige.ch
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Definition for Personal Learning Environment (PLE)
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www.edweek.org www.edweek.org
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Personal Learning Environments (PLE) applied to K-12 classroom
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www.irrodl.org www.irrodl.org
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Social networks as formal learning environments
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Using social media as a learning environment
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www.teachthought.com www.teachthought.com
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25 examples of mobile teaching This is a brief page that is cluttered with some irrelevant content that occurs in the form of rather large graphics. It is oriented toward higher education environments though the ideas would be quite easy to implement in other contexts, such as for training adult learners. The text is not in depth enough to be tremendously helpful but this resource does nonetheless make a contribution not made by other resources in that it shows actual teaching techniques. rating 4/5
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ieeexplore.ieee.org ieeexplore.ieee.org
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A context aware personalize M-learning application based on m-learning preferences This is a scholarly paper presented in the context of engineering and is not readily accessible by the layperson; it is also dated. Nonetheless it includes some scenarios and recommendations for consideration of learner preferences. It is included in this list solely because it introduces the concept of context aware personalized mobile learning. rating 1/5
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elearningindustry.com elearningindustry.com
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Top ten benefits of personalization of e-learning The text that addresses this question is toward the bottom of the page. These include increased ROI (a rationale for this is not presented).It is an enumerated list with sufficient readability and usability although the viewer does have to scroll past less relevant information to get to the list. rating 3/5
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www.elearninglearning.com www.elearninglearning.com
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2018 mobile learning This is a Pinterest style presentation of various posts related to mobile learning and its advantages. It relates primarily to adult learning and also includes information about trends and apps. It is neatly presented. rating 5/5
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onlineprograms.smumn.edu onlineprograms.smumn.edu
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The benefits of personalized learning through technology This resource is included in part because it connects personalized learning and technology. A brief list of benefits, such as increasing student engagement and bridging the gap between teachers and students, are listed. This is presented by a marketing unit of a university so there may be an agenda. Nonetheless it provides useful considerations such as helping learners develop 'design thinking.' rating 3/5
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tomorrow.org tomorrow.org
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learning in the 21st century mobile devices + social media = personalized learning This appears to be oriented toward K-12 students but several components seem applicable to professional learning. The context is schools. Key findings are listed at the beginning of the report. The report is somewhat dated but still makes some points worth considering, such as the potential for devices to serve as a distraction just as much as a tool. rating 2/5
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www.inacol.org www.inacol.org
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What's possible with personalized learning: an overview of personalized learning for schools, families, and communities. This 32 page PDF is included in part due to its credibility and also to its breadth. The focus is personalized learning in schools. All ages are considered and there is a discussion of 'what personalized learning means for teachers.' It is sufficiently readable and rather attractively presented for a report. rating 5/5
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www.inacol.org www.inacol.org
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A national landscape scan of personalized learning in K-12 education in the United States This is included because it is associated with the Bill and Melinda Gates foundation, among other indicators of credibility, and because it provides (as the title suggests) a portrait of the state of personalized learning in schools, addressing topics that are not addressed by other resources in this list. rating 5/5
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blog.edmentum.com blog.edmentum.com
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defining personalized learning This link is included because there is a degree of research-based sources behind their comments. There is an easy to read graphic that succinctly characterizes personalized learning. It is written for someone who is beginning their understanding of this type of learning and plans to implement it at a future point. rating 3/5
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elearninginfographics.com elearninginfographics.com
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personalize learning infographic
This is not quite what it sounds like. It is a Pinterest style page with links to assorted articles that relate to personalized learning, most of which are presented in an infographic. It is sufficiently useful if one has the patience to click through to the infographics. Usability is satisfactory although the top half of the page is taken up with graphics that are not directly related to the content. rating 3/5
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blogs.onlineeducation.touro.edu blogs.onlineeducation.touro.edu
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personalized learning: how does it differ from traditional learning Some of the text here is gray and it is also small, so that does not make it easy to read. Nonetheless it is an infographic about personalized learning from which a fair amount of information can e learned in a short time. rating 4/5
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kathleenmcclaskey.com kathleenmcclaskey.com
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stages of personalized learning: infographic This is here because it shows the progression of personalized learning from teacher centered to learner center to learner driven. It has other links to learn more about personalized learning. Usability for the article is adequate but less than ideal for the infographic (which nonetheless has useful information).
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knowledgeworks.org knowledgeworks.org
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How a non traditional approach to professional development supports personalized learning This article is on point, discussing personalized learning among teachers that can conceivably be done by mobile devices. It discusses one specific school district. While the article is presented in a reasonable manner, it lacks substance. rating 1/5
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www.opencolleges.edu.au www.opencolleges.edu.au
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25 apps for professional development As the title suggests, this lists 25 apps for professional development. They are suited to micro and mobile learning, for the most part. In some cases, the apps seem suited to an early career employee rather than a mid career employee. There are reader comments. rating 3/5
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www.shiftelearning.com www.shiftelearning.com
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is your company embracing just in time learning This article, by shift learning (a credible if not foremost publisher) lists benefits of just in time learning. Among those are the ability to provide up to date and easily accessed information. They argue that it creates more engaged employees but do not provide data to support this argument. rating 3/5
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business.udemy.com business.udemy.com
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4 tips to implement just in time learning at your organization This article is published by Udemy so it would appear to be credible. Reading is a bit difficult because of the light font and a sales orientation can be discerned. Nonetheless it does have some useful tips such as encouraging professional developers to 'redefine how you measure learning.' rating 3/5
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wp0.vanderbilt.edu wp0.vanderbilt.edu
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just in time teaching This article provides practice strategies by which one can use just in time teaching. This was authored for use in higher education environments but can easily be used in other settings. It appears to have practical use. rating 5/5
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elearningindustry.com elearningindustry.com
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5 technology enabled learning trends in 2017 This article was produced by a credible publisher and is included here because it points to the need for both mobile learning and micro learning. The authors assert but do not provide data for the increasing need for microlearning. This form of learning is said to be important because it is associated with the real world. Rating 4/5
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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Evaluation of technology enhanced learning programs for health care professionals: systematic review This article is included because it is a systematic review. It is presented in academic language. The intention is to evaluate the quality of the articles themselves, not to guide e-learning development. Criteria for evaluating articles was established in advance. The utility of the article for my purposes may be a new search term, continuous professional development. rating 2/5
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www.growthengineering.co.uk www.growthengineering.co.uk
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what is just in time learning: build an engagement engine This article helps professional developers strategize about the use of just in time learning. Some of the tips are unsurprising while others offer new ideas. It is a quick read and useful for ideas for professional developers. rating 5/5
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www.elucidat.com www.elucidat.com
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8 unexpected benefits of microlearning online training libraries While I am not sure that the benefits are unexpected, this does provide a list of advantages for employee driven voluntary professional development that happens via mobile devices in small doses. The usability of the page is satisfactory. rating 4/5
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macro to micro learning: how to transform your course library This short article has limited utility because of its lack of breadth and reading is a bit difficult because of the small gray typeface. Nonetheless it is a current article that provides a few tips for those who seek to have a greater number of micro learning opportunities among their professional development offerings. rating 2/5
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www.learning-theories.com www.learning-theories.com
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This site includes links to brief discussions of more than 100 learning theories, some of which relate to technology enhanced learning. Those include gamification and online collaborative learning among others. Usability is adequate and this is sufficient for an introduction to the theories though not necessarily a nuanced understanding. rating 4/5
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www.scholastic.com www.scholastic.com
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mobile learning technologies for 21st century classrooms This undated article discusses mobile learning in classrooms in a nonspecific way. One of the sources is Marc Prensky, whose work has been called into question by multiple authors. The type of information provided by this article seems rather basic and a function of common sense. A few apps are discussed. rating 1/5
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www.easy-lms.com www.easy-lms.com
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what is the definition of mobile learning This is a brief article that explains mobile learning for a layperson (not an academic). It is described in the context of schooling. It does not necessarily relate to informal learning specifically. The advantages (such as motivation and distance) are discussed, as well as the disadvantages (such as the potential for distraction). It is adequate as a definition. rating 3/5
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link.springer.com link.springer.com
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bridging formal and informal learning through technology in the twenty first century: issues and challenges This article is in a fully online journal. It relates to schools but the learning is by students, not teachers. However, professional development is called for. The article addresses the desired topic in that it refers to social networking and other technology enabled forms of learning; however, it does not seem to be substantive enough to be tremendously helpful. rating 1/1
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raccoongang.com raccoongang.com
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difference between formal and informal learning This article addresses the topic it proposes to: it describes the difference between formal and informal learning and to some extent provides some advice about selecting the type. It describes by example more than by definition and seems aimed at adults. rating 1/5
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www.emeraldinsight.com www.emeraldinsight.com
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Factors influencing engagement in informal learning activities This article describes features that encourage informal learning among teachers. Those are: initiative, self-efficacy, love of learning, interest in the profession, commitment to professional development, a nurturing personality, and an interesting personality. One noteworthy feature is that the factors they refer to are personal in nature. This article does appear to fill a unique niche among the collection that I have found so far. rating 5/5
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citeseerx.ist.psu.edu citeseerx.ist.psu.edu
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informal learning with mobile devices - microblogging as learning resource This article uses the work of Schon, a theorist on learning and reflection whose work is often used to address workplace learning. The paper is on topic, relating to informal learning with mobile devices, but it focuses on high school students--which seems to be a rather unusual use of Schon's writing. Also the writing itself is both general and dated. There is a 2x2 that describes the relationship of formal and informal learning to intentional and unintentional learning as well as the use of devices. rating 1/5
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equityinlearning.act.org equityinlearning.act.org
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reconceptualizing learning: a review of the literature on informal learning This is an 80 page PDF that has the support of Rutgers. It is presented in the usual manner in which reports are written. Unsurprisingly the writing is clean and accessible. The role of technology in online learning is discussed.Mentoring and communities of practice are addressed. The writing is fairly general. rating 3/5
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Simulations and games in informal learning contexts This article seems to discuss science learning, which is not my foremost interest, but it does give an example of how informal online learning can be used to allow the learner to explore his or her own interests. It is not specific enough to be of high value but is useful as a preliminary reading that can perhaps inform search terms to use for future research. rting 2/5
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www.knowledgeanywhere.com www.knowledgeanywhere.com
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This is a discussion of informal learning that focuses on ensuring that incidences of informal learning are recognized. This discussion portrays it has happening through casual conversations, online discussions, or social media. The page is easy enough to read though it does not try to be comprehensive. rating 2/5
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www.academia.edu www.academia.edu
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Using mobile devices to support formal, informal, and semi-formal learning: uses and implications for teaching and learning This online article is presented with 'draft' stamped across it; it does not appear to be from a recognized publisher. The content does connect the topics I am looking for (informal or personalized learning, mobile devices, and teacher professional development). They discuss their recommendations and connect informal mobile learning to personalized learning. rating 4/5
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- mlearning
- mobile learning
- etc556
- professional development
- personalized learning
- teachers
- informal learning
- etcnau
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circlcenter.org circlcenter.org
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The cutting edge of informal learning: makers, mobile, and more. This article discusses the features of informal learning and also discuss how it can be 'meaningful' and engaging. Constructivism and constructionism are mentioned though not at length. This may be useful given the limited resources I have but it is not one of the more impressive journal articles I have seen. rating 3/3
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www.tandfonline.com www.tandfonline.com
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designing for sustainable mobile learning: evaluating the concepts formal and informal This is a journal article that is freely available online. They argue that informal learning is more 'enriching' than formal learning. They write about mLearning (mobile learning) and state that some 'design aspects' must be left to learners. This is formatted in the standard way and has the usability one would expect of an online journal article. There are citations as one would expect but I am not qualified to evaluate the information quality. rating 5/5
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www.tandfonline.com www.tandfonline.com
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This is a dated online journal article about the use of mobile learning for teachers. The authors interviewed participants. The authors argue that mobile learning can contribute to professional learning yet this article does not seem to have multiple well-supported findings. rating 3/5
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www.tandfonline.com www.tandfonline.com
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This online journal article is a reflective piece about mobile learning for teachers. It appears to be connected to the work of Argyris and Schon (reflection in action) and it appears that they argue that adoption of mobile learning for teachers is not occurring at a fast pace. While disappointing, the article appears useful. rating 5/5
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www.getmagicbox.com www.getmagicbox.com
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personalized mobile learning solutions to create effective learning paths This appears to blend personalized learning and mobile learning. It is prepared by a specific vendor, MagicBox, so they might be assumed to have their own agenda. This page describes some of the affordances of personalized mobile learning, such as the capacity to track and presumably respond to learner preferences. rating 2/5
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www.dreambox.com www.dreambox.com
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This site explains the features that instructional designers or others would integrate with personalized design. Based on a graphic, it may have been meant for K-12 students, but appears applicable to other forms of learning as well. This appears to be more credible and more informative than other pages I have found so far. rating 4/5
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www.edelements.com www.edelements.com
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This page is meant to demonstrate what personalized learning 'looks like' and that seems to mean the principles or characteristics that it has. This page relates to kids, not adults, but the principles mostly seem relevant to adults just as much as kids. I do not know enough about this topic to evaluate the information quality, but the aspects I can evaluate, such as the writing and presentation, seem to suggest at least moderate credibility. rating 2/5
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www.talentedk12.com www.talentedk12.com
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This blends a discussion of professional development and personalized learning. This relates to the professional development of teachers, which I think I will shift my focus to since I am not finding public health education resources as I had hoped. This page discusses underlying cultural or other practices that contribute to professional development of this type. rating 2/5
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www.hanoverresearch.com www.hanoverresearch.com
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This is a research based report (of which I have found few) that connects professional development and personalized learning. I had hoped to find links that applied to health care and have not found a great many so far, but this article, which is more oriented toward professional development for teachers, still has applications since public health education professionals participate in many of the same practices. rating; 5/5
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blog.capterra.com blog.capterra.com
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I am not familiar with the sponsor, Capterra. This page describes what they consider the best e-learning apps for business. The article seems to have credible citations (such as Gartner). I notice that some of the apps may be limited to individuals whose organizations use a particular LMS. rating 3/5
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train and develop your staff with mobile apps I am not sure why the first two components of this page are included, but there is a bulleted list of contexts or applications of mobile apps for e-learning, such as leadership training, onboarding, and integrating interns who are part of the organization. This is interesting but I do not yet know how essential it is.
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This is a list of different types of mobile learning software. It seems that different categories are included, such as LMSs. I can't evaluate the products but I will note that this list would be far more helpful if they clarified what each of the software tools is supposed to do. At this point, I do not have competing lists, so I will include it for now. rating 1/5
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elearningindustry.com elearningindustry.com
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10 awesome ways to use mobile learning for employee training This is an article about strategies and applications of mobile learning for employee development. A number of ideas are presented. I lack the knowledge base to evaluate the soundness, novelty, etc. of these ideas. There are screen shots and they are interesting enough but give only a limited idea of the concept being discussed. rating 3/5
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elearningindustry.com elearningindustry.com
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This is a round-up article that describes four apps that employees can use for mobile learning. The apps are Udemy, Skill Pill, Designjot, and BoostHQ. It is not appropriate for me to evaluate the information quality; however, this particular source (eLearning industry) generally produces accurate articles. rating 4/5
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www.talentlms.com www.talentlms.com
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Using Just in Time Training for Active Learning in The Workplace
This does not necessarily seem to be of top quality but it is the only item I have found so far that addresses just in time training specifically within healthcare. It does not do so in great depth. It does briefly address technology and mobile learning but not in a way that is tremendously insightful. rating 2/2
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www.efrontlearning.com www.efrontlearning.com
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Time Training (and the Best Practices
What is just in time training This is an introductory and brief article that relates to just in time training. It describes the conditions needed to bring about adoption of this process. I am not in a position to evaluate the content but the ideas seem useful. rating 4/5
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www.edsurge.com www.edsurge.com
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This article explains just in time learning (such as that which can be done via devices) within the context of higher education. My interest is in public health education, but at this moment, I am not sure how much I can narrow in on that topic, so I will save this for now. This is obviously not a scholarly article but is of some interest nonetheless. rating 2/5
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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This is a scholarly article about mhealth (mobile health) which is a way to bring about health-related learning via mobile devices (or even wearable devices) in bite-sized ways. I am not qualified to evaluate the article but this does appear to be solid as far as I can tell. rating 4/5
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elearningindustry.com elearningindustry.com
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10 microlearning activities to add to your e-learning library These are brief activities that learners can engage in. I am not in a position to evaluate whether these are solid but they are well presented and do offer ideas. rating 4/5
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www.edume.com www.edume.com
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microlearning This app, edume, is supposed to help people with microlearning. Apparently it is endorsed by large companies. At this point, I do not have the background to assess the product but am saving it for my own use later. rating 3/5
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wp0.vanderbilt.edu wp0.vanderbilt.edu
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classroom assessment techniques These are quick ways to complete formative assessment during a class session. The results can help the instructor determine what he or she should address. it can unearth learner misconceptions. These were designed for college classrooms but can be used in other adult learning contexts. rating 4/5
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www.instructionaldesign.org www.instructionaldesign.org
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Gagne's nine events of instruction I am including this page for myself because it is a nice reference back to Gagne's nine events and it gives both an example of each of the events as well as a list of four essential principles. It also includes some of his book titles. rating 4/5
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community.articulate.com community.articulate.com
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This is specific to Articulate Rise 360 (a rapid development tool) and features brief posts that keep the reader up to date on software changes, which are made frequently. Only a portion of each comment is visible on the main page (just as only a portion of an email is visible without clicking the email) but the subject heading is usually sufficient to describe the content of the post. rating 3/5
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blogs.articulate.com blogs.articulate.com
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This is associated with the e-learning development tool "Articulate Storyline." There are frequent blog posts and they are not limited to or exclusive to the Articulate products. Posts are brief and not all of the content will be new, but there are worthwhile tips to be had and they combine theory (not to the extent that an academic would) with practice. rating 3/5
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faculty.coe.uh.edu faculty.coe.uh.edu
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Edward Thorndike's three laws of learning. The page does not explain this, but his theories came out in about 1900. His three laws of learning appear to be relevant to our course work. This simple page features black text on a white page. It is brief and it simply describes the three laws of learning. rating 5/5
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Jack Phillips and ROI. This page describes the Phillips Return on Investment model. The model as presented here is an alternative to Kirkpatrick's model. There's a bulleted list of the components of the model as well as a nice graphic that briefly describes the levels. There is an explanation about how to apply the model, though I think more information would be needed for real world practice. Rating 4/5
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nap.nationalacademies.org nap.nationalacademies.org
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This page enables one to download the book "How People Learn" for free and allows one to link to related content. This book was not originally written for adult learning but is included here because it is a valuable resource, an entire book provided for free, with immediate relevance to adult learning even if every example, etc. is not based on adult learning. Rating 4/5
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www.training-games.com www.training-games.com401
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This six-page PDF includes a list of 40 icebreakers that can be used to help learners get to know each other at the beginning of a session. Items included in this list are largely relevant to face-to-face training. The explanations are brief and may help visitors come up with their own ideas. Rating 2/5
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www.interaction-design.org www.interaction-design.org
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Shneiderman's eight golden rules of interface design This is a simple page that lists and briefly explains the eight golden rules of interface design. The rules are quite useful when designing interfaces and the explanation provided here is sufficient to enable the visitor to use the principles. Rating 5/5
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www.nwlink.com www.nwlink.com
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This is Bloom's taxonomy of cognitive objectives. I selected this page because it explains both the old and new versions of the taxonomy. When writing instructional objectives for adult learning and training, one should identify the level of learning in Blooms that is needed. This is not the most attractive presentation but it is one of the more thorough ones. rating 4/5
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www.elearninglearning.com www.elearninglearning.com
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Participate in eLearning Learning
This page is set up like a Pinterest page. There are changing (not necessarily completely current) articles on various aspects of e-learning for adults. The page is laid out in a sufficiently attractive manner and the page seems relevant to those who are training adult learners. This is not the best site to visit if one has a specific need in mind but could be used well by someone who has a few minutes and wants to browse. Rating 3/5
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www.toptools4learning.com www.toptools4learning.com
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This page, Top Tools for Learning, is updated every year. It lists and briefly describes the top tech tools for adult learning. For the current (2018) list, they are YouTube, PowerPoint, and Google Search. The list proceeds through the top 200 and there are links to each tool. The purpose of this page is to list them; tutorials, etc. are not offered. Rating 4/5
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www.nmc.org www.nmc.org
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New Media Consortium Horizon Report This page provides a link to the annual Horizon Report. The report becomes available late in the year. The report identifies emerging technologies that are likely to be influential and describes the timeline and prospective impact for each. Unlike the link to top learning tools that anyone can use, the technologies listed here may be beyond the ability of the average trainer to implement. While it is informative and perhaps a good idea to stay abreast of these listings, it is not necessarily something that the average instructional designer can apply. Rating: 3/5
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www.educause.edu www.educause.edu
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7 things you should know about This page offers two lists of technologies. One relates to learning technologies and the other to campus IT. In either case, one clicks "see all" and is shown a list of many up and coming technologies. One can click the links to get a discussion of seven things the user should know about these technologies. Reports are two pages and follow a set format that includes a brief story or illustration. These introduce the visitor to the use of the technology but do not provide extensive explanation; it is an introduction. Technologies listed on these pages are often but not always technologies that the average instructional designer may put to use. Rating: 3/5
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campustechnology.com campustechnology.com
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Campus Technology magazine This is the website for a magazine that is also published on paper. Articles are freely accessible (a subscription is not required). The design of the page is messy and as with any magazine, the content varies, but the site does give a description of the use of technology in higher education. The same technologies can sometimes be applied in adult learning in general. Rating 4/5
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www.ispi.org www.ispi.org
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ISPI offers a variety of publications, from its member-exclusive monthly and quarterly journals, "Performance Improvement Journal and Performance Improvement Quarterly,"
International Society for Performance Improvement This is the web page of the professional association. It is similar to other professional association web pages. Some content is available only to those with a membership; individuals must log in. There are links to the publications. These include Performance Improvement Journal, Performance Improvement Quarterly, Performance Xpress. Some features of the website can become a bit difficult to drill down to but there are sometimes job aids and other immediately usable content available. This topic relates to shaping performance of adult employees on the job. Rating: 4/5
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debwagner.info debwagner.info
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Behavior Engineering Model This page has a design that is not especially attractive or user friendly but it does provide an overview of Gilbert's Behavior Engineering Model. This is a model that can be used to analyze the issues that underlie performance. A six-cell model is presented. Rating 5/5
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deepblue.lib.umich.edu deepblue.lib.umich.edu
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Human Performance Technology Model This page is an eight page PDF that gives an overview of the human performance technology model. This is a black and white PDF that is simply written and is accessible to the layperson. Authors are prominent writers in the field of performance technology. Rating 5/5
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www.allisonrossett.com www.allisonrossett.com
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This plain page incorporates an overview of job aids by Allison Rossett, who is the foremost authority on the topic. Not all information is given away for free as she wants to sell her books, which are also promoted on the page. This page can be a good way of tracking her current work. Rating 3/5
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www.valpo.edu www.valpo.edu
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This link is to a three-page PDF that describes Gagne's nine events of instruction, largely in in the form of a graphic. Text is minimized and descriptive text is color coded so it is easy to find underneath the graphic at the top. The layout is simple and easy to follow. A general description of Gagne's work is not part of this page. While this particular presentation does not have personal appeal to me, it is included here due to the quality of the page and because the presentation is more user friendly than most. Rating 4/5
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www.instructionaldesign.org www.instructionaldesign.org
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This page is a simply presented list of many learning theories, both popular and less well known. The layout is clean. The pages to which the listed items link are somewhat minimal in nature so this would give a basic tour or overview of the models and would allow viewers to review the names of some of the learning theories. This page does not prioritize learning theories or identify and establish those theories that are the most prominent.
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edutechwiki.unige.ch edutechwiki.unige.ch
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Edutech wiki This page has a somewhat messy design and does not look very modern but it does offer overviews of many topics related to technologies. Just like wikipedia, it offers a good jumping off point on many topics. Navigation can occur by clicking through categories and drilling down to topics, which is easier for those who already know the topic they are looking for and how it is likely to be characterized. Rating 3/5
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educationaltechnology.net educationaltechnology.net
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This is one of many discussions of Kirkpatrick's four levels of evaluation. More of the page is taken up with decoration and graphics than needs to be the case but this page is included in this list because it offers a printable guide and because the hierarchy of the four levels is clearly shown. The text itself is printed in black on a white background and it is presented as a bulleted list (the bullets are not organized as well as they could be). Nonetheless it is a usable presentation of this model. rating 3/5
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www.schrockguide.net www.schrockguide.net
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This page is not necessarily attractive to look at but it is a thorough presentation of various features of infographics. Features are organized by topic and generally presented as a bulleted list. The focus of the page is how to use infographics for assessment; however, the page is useful to those who wish to learn how to create infographics and to identify the software tools that can be used to create them easily. Rating 4/5
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www.asist.org www.asist.org
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This link is for the Association of Information Science and Technology. While many of the resources are available only to those who are association members, there are a great many resources to be found via this site. Among the items available are their newsletter and their journal articles. As the title suggests, there is a technology focus, and also a focus on scientific findings that can guide instructional designers in the presentation and display of visual and textual information, often but not exclusively online. Instructional designers are specifically addressed via the content of this site. A student membership is available. Rating 5/5
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citl.indiana.edu citl.indiana.edu
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This page offers general guidelines for facilitating class discussions. It is written for college environments and in usable in adult learning and training settings also. The presentation is straightforward but the content is not in depth. Part of the value of the page is links on the left side that address other teaching topics related to course design and course management. Rating 2/2
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www.creativebloq.com www.creativebloq.com
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quick and dirty usability testing
This page has an irritating pop-up ad as well as quite a bit of images that surround the text. Nonetheless, it offers tips and techniques for making sure that usability testing gets done at some level and can be done by the average person who may not have time, money, or a lab. Rating 2/5
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faculty.washington.edu faculty.washington.edu
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Shneiderman's eight golden rules Here is a better presentation than the one I already posted. This is just black and white text and lists the eight rules together with a description of one or two sentences. Printable. Useful. Rating 5/5
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udlguidelines.cast.org udlguidelines.cast.org
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UDL guidelines. As I post this, I do not know whether this website will be included in our future course readings or not. This website practices what it preaches and provides the same content in multiple forms. The viewer can select/choose the manner in which items are displayed. This has essential information, such as the need to provide "multiple means" of engagement, representation, action, and expression when teaching. Rating 5/5
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www.myersbriggs.org www.myersbriggs.org
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The Myers Briggs Type Indicator can be one way to learn about oneself as a student or teacher and can be a way to help teachers consider how they should present information so as to reach learners of all types (and/or how they should be careful to present information for types other than their own). This is the main site; others can be found that focus specifically on education, but I thought their own site should be featured. Rating 3/5
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webstandards.hhs.gov webstandards.hhs.govHHS.gov1
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Usability guidelines This site seems a bit dated in its appearance but still provides the user the opportunity to review usability standards in general, together with a rating of the weight of evidence that supports each assertion. It would take some time to go through all the information available on this site. It is also usable enough that a designer can check up on guidelines while in the middle of designing a specific project. Rating 3/5
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www.plainlanguage.gov www.plainlanguage.gov
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what is plain language This government site describes the rationale for plain language and more importantly provides some tools for using it. Plain language can be useful when writing text for e-learning products, among other things; this is a useful site to review. There is a list of resources as well. rating 4/5
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www.teachthought.com www.teachthought.com
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teachthought This particular page is entitled '20 simple assessment strategies you can use every day' but the reason it is listed here is because the page itself serves as a jumping off point for reviewing or learning about many educational theories and principles. This site may have been designed for K-12 teachers - I am not sure, but it is quite usable for those who teach adults. This is a place to come if you are interested in browsing - not if you have a specific thing you need at the moment. Rating 3/5
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www.k-state.edu www.k-state.edu
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This 69 page PDF offers good advice on writing a variety of types of test questions. It is called "Is this a trick question?" Despite the length of the PDF, it is easy to browse if you are interested in writing a specific type of question. As may be suggested by the length, this resource is more comprehensive than others. Rating 5/5
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www.fresnostate.edu www.fresnostate.edu
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This is one of many pages that lists verbs at various levels of Bloom's old taxonomy (verb lists for the new version are easy to find as well). This one has green bars across the page so may not be best for those who are trying to preserve ink though it is easy and attractive to use if referring to it on the screen. Rating 4/5
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www.pblworks.org www.pblworks.orgWHAT1
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project based learning While project based learning is more frequently used with children than adults, it can be useful for limited-time instruction for adults. This is a user friendly page that provides a decent description of project based learning and also discusses the design elements and teaching practices that should be used. rating 4/5
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citl.illinois.edu citl.illinois.edu
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problem based learning This gives a brief overview of problem based learning. This is a teaching method in which learners receive an ill structured problem that they continue to define and then solve. This web page serves as an overview but if one were teaching with this approach, more information would be needed than is contained on the typical introductory web page. Rating 3/5
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teaching.cornell.edu teaching.cornell.edu
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This is better than the problem-based learning page I already posted so I will post this one too. it is easy to read and gives the instructional designer or teacher a quick and better-than-average explanation about problem based learning, which is a method of teaching in which learners form teams and learn through solving real problems. rating 4/5
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elearningindustry.com elearningindustry.com
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This page describes a method of teaching designed specifically for adults. The instructional design theory is Keller's "ARCS," which stands for attention, relevance, confidence, and satisfaction--all features that adult learning experiences should be characterized by. The text on this page is readable but the popups and graphics are a bit annoying. rating 3/5
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elearningindustry.com elearningindustry.com
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This is a reasonable list of Knowles' assumptions about adult learners -- not as complete or nuanced as one might find in a textbook, but worth having a look at when starting a new project. rating: 3/5
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www.elearningguild.com www.elearningguild.com
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This is here in part to make sure that one of my bookmarks is the E-learning Guild. They offer an executive summary on 'creating accessible eLearning: practitioner perspectives" for free at this page. The entire document is available to members. Rating 3/5
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While there are many pages that somehow 'address' adult learning, I found few insightful as I reviewed them. This page is a bit different though as it does integrate transformational learning into adult learning theory and also has a different presentation of Knowles' work that is found on many other web pages. Rating 5/5
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www.thiagi.com www.thiagi.com
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This page is associated with Thiagi's interactive lectures, which are characterized in a book that is available via this site. This particular page involves links to types of interaction, such as games, puzzles, and so forth. It would be better to read or review the book, but since that option is not available, I will provide a link here. rating 2/5
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Nine alternatives to lecturing This page briefly describes nine ways to teach other than lecture. Some of these are common, such as case study; others, such as a pro and con grid, are explained less often. This page, like the others I have bookmarked, is oriented toward teaching college students and adults.
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wp0.vanderbilt.edu wp0.vanderbilt.edu
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Teaching problem solving This page is included because some of our theories indicate that problem solving should be taught specifically. This page is a bit unusual; I did not find many others like it. It is rather easy to read and also addresses the differences between novice and expert learners. rating 3/5
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drive.google.com drive.google.com
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This is a description of the form of backward design referred to as Understanding by Design. In its simplest form, this is a three step process in which instructional designers first specify desired outcomes and acceptable evidence before specifying learning activities. This presentation may be a little boring to read as it is text-heavy and black and white, but those same attributes make it printer friendly. rating 3/5
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www.celt.iastate.edu www.celt.iastate.edu
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This is one of many pages that describes team based learning. The layout and typeface make this page easy enough to read. The content is rather brief and would suffice for someone who is trying to understand this approach and decide whether it is workable for their own adult learning and training context.
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www2.gsu.edu www2.gsu.edu
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Mager's tips on instructional objectives This is a very simple page that consists of black and white text without any graphics. As is, the text on the page is rather small and difficult (for me, anyway) to read, so one may wish to enlarge it. The process of creating instructional objectives in this format is explained in a clear and straightforward way. Rating 5/5
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www.aaace.org www.aaace.org
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Welcome to AAACE The mission of the American Association for Adult and Continuing Education (AAACE) is to provide leadership for the field of adult and continuing education by expanding opportunities for adult growth and development; unifying adult educators; fostering the development and dissemination of theory, research, information, and best practices; promoting identity and standards for the profession; and advocating relevant public policy and social change initiatives.
This is the website of the American Association for Adult and Continuing Education. This website offers information on the annual conference, as well as online journals and scholarly publications. There is information about membership. Rating 3/5 The site does not contain a great deal of information but it seems important to include a professional association in this set of links.
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Resources & Tools
This is the web page of the Association for Talent Development, formerly know as the American Association for Training and Development. The specific page that I am bookmarking is for their resource collection. There are job aids, job announcements, discussion boards, and professional conferences, though some items can only be accessed with membership. Rating 4/5
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- Nov 2018
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www.sciencedirect.com www.sciencedirect.com
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The author's research method is based on a comparative analysis of educational environments based on Virtual Reality (VR) and respectively on Augmented Reality (AR)/Mixed Reality (MR) as particular immersive environments for developing student's 3D spatial skills, their cultural awareness and also for enabling self-training and social and professional collaboration.
"The author's research method is based on a comparative analysis of educational environments based on Virtual Reality (VR) and respectively on Augmented Reality (AR)/Mixed Reality (MR) as particular immersive environments for developing student's 3D spatial skills, their cultural awareness and also for enabling self-training and social and professional collaboration. "
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www.researchgate.net www.researchgate.net
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However, Sykes et al. (2008) considered that the above two types of VR were originally developed for commercial and business use. In contrast, an SIE emphasizes its educational objectives by carefully incorporating pedagogy into the immersive spaces. Regardless of the original purposes for which VLEs were designed, researchers in the computer-assisted language learning (CALL) field have tried to employ pedagogical principles and practices that are innovative and theoretically grounded to understand the pedagogical values of VLEs in language learning.
This article examines the different types of VR tools that existed in the past, are currently being used and predictions for the future of SIEs (Synthetic Immersive Environments), in education.
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eds.a.ebscohost.com.libproxy.nau.edu eds.a.ebscohost.com.libproxy.nau.edu
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Online Learning Communities/Learning Management Systems
Types of LMS systems
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www.edsurge.com www.edsurge.com
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Another approach, however, can dramatically impact the effectiveness of blended learning professional development.
Although a relatively new concept in adult learning, blended learning in professional development can impact the effectiveness of PD and provide greater learning opportunities for students through well trained teachers.
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www.sourceline.net www.sourceline.net
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most importantly, however, when the group has real synergy, it will by far exceed the best individual performance. Synergy is best thought of as members of the same team feeding off one another in positive ways; as result the "whole" becomes better than "the sum of the parts". Collaboration can actually raise the "group IQ" – i.e. the sum total of the best talents of each member on the team.
Synergy.
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www.udemy.com www.udemy.com
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In effective collaboration, all people involved use their emotional intelligence well to balance emotional needs with their thinking, build authentic relationships and make good quality decisions on behalf of the organisation. Whether working with others one-to-one, in small groups or large teams, there is exemplary communication with empathy that engages hearts and minds. This occurs at all levels of the organisation.
How emotional intelligence affects collaboration.
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www.samepage.io www.samepage.io
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t turns out emotional intelligence in a group setting accelerates the group's development. Team members need EI on an individual level. And when we work together with EI, it's fascinating to see what happens. Studies are finding that collaboration among those with high emotional intelligence creates outcomes that exceed the sum of their individual talents. Shared emotional intelligence not only improves work processes, it improves the work product!
Emotional intelligence helps increase collaboration.
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ts.madison.k12.wi.us ts.madison.k12.wi.us
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Significantandlong‐lastingchangesoccurwhenaschool’s“policies,practices,culture,andfunding”arestructuredtofacilitatetheintegrationofeducationaltechnology.Successfulchangeintheclassroommustbesupportedatthebuildinganddistrictlevels.Ifaccesstoanduseoftechnologyarenotcontinuousfromyear‐to‐year,itisdifficulttoeffectmeaningfulchangeinpedagogy
Technology is ever changing, opening a door to effect meaningful change in the education sector. For these changes to be adequately implemented, it is important to provide the necessary professional development training for all stakeholders involved in the teaching and learning environment.
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www.schoology.com www.schoology.com
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Why not let teachers take the lead? Through the formation of teacher-led professional learning communities, teachers can create and discuss instructional techniques within an environment characterized by ongoing supportive mentorship and turn the single session workshop into a powerhouse for instructional improvement.
Professional development that promotes engagement and interaction amongst peers will support mentorship and create an atmosphere for instructional improvement.
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annhayesbell.org annhayesbell.org
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Application of Adult Learning in Technology Training
ISTE and adult learning technology training evaluations.
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ore.exeter.ac.uk ore.exeter.ac.uk
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In today's fast-paced knowledge-intensive economy, work of importanceis increasingly accomplished coUaboratively through informal networks. As aresult, assessing and supporting strategically important informal networks inorganizations can yield substantial performance benefits. In addition, networkrelationships are critical anchoring points for employees, whose loyalty andcommitment may be more to sets of individuals in their network than to a givenorganization. Our research (and that of others) has found that these informalnetworks are increasingly important contributors to employee job satisfactionand performance. Yet despite their importance, these networks are rarely well-supported or even understood by the organizations in which they are embedded.Social network analysis provides a means with which to identify and assess thehealth of strategically important networks within an organization. By makingvisible these otherwise "invisible" patterns of interaction, it becomes possible towork with important groups to facilitate effective collaboration
The author does a great job of examining social relationships and the effect they have in the workplace. The author asserts that by making the connections and work visible there will be a better result.
9/10
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learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com
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A number of authors argue that professional development requires adual focus on both knowledge of subject matter content and an understand-ing of how children learn specific content.
This article addresses what makes professional development effective and why. It reviews study results to show what works in a national sample of teachers. This article has good information on professional development.
9/10
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theelearningcoach.com theelearningcoach.com
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Social-based tools are gaining acceptance in the workplace.
This article explains how a wiki can be used as a collaborative tool in the workplace. The author explains how they can be used, the advantages, and tips.
8/10
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www.peergrade.io www.peergrade.io
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Copy of same article - with author and date info
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files.eric.ed.gov files.eric.ed.gov
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Key take-away from this research is that a positive outlook from the trainees on the training helps students learn new technology.
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lincs.ed.gov lincs.ed.gov
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Listening. Many different podcasts are available to add listening opportunities to almost any topic or theme33 For example, elllo (http://www.elllo.org) offers more than 1,300 podcasts for ELLs on a variety of topics, with various levels of difficulty, utilizing different voices. Each short podcast has associated comprehension and vocabulary activities. of study in the adult English language acquisition classroom. Not only can podcasts provide listening practice, they can also be used to teach a variety of specific listening or note-taking strategies to increase the rig
This brief details some practical ways that technology can be integrated in all language skills for adults and is applicable to various ESL contexts.
This article is well-researched and is rich with resources for adult ESL teachers. Rating 10/10
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edtechmagazine.com edtechmagazine.com
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“The schools that do it well tie professional development around technology into a larger framework of learning goals and the mission of the school,” says Inman. “They’re looking for growth over time as technology is integrated into the classroom. They don’t look at it short-term, even if they’re training for a specific tool.”
This article shares the benefits of having technology integrated into professional development for three high schools in separate states. It highlights the benefits reported from small to large school districts and what technology specialists should consider when providing PD for adult learners with busy schedules.
9/10
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www.coe.int www.coe.int
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It is desirable that the common reference points are presented in different ways for different purposes. For some purposes it will however be appropriate to summarise the set of proposed Common Reference Levels in a holistic summarized table. Such a simple ‘global’ representation will make it easier to communicate the system to non-specialist users and will provide teachers and curriculum planners with orientation points.
This website will provide a point of reference for my readers to understand English proficiency levels of my students as I give the context for my essay.
This website is very credible and the CEFR scale is references worldwide in my profession. Rating 10/10
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www.thetechedvocate.org www.thetechedvocate.org
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This article takes a different perspective on technological integration, showing that sometimes technology, when used improperly, can set a class backwards.Examples in the article clearly show that effective use of technology is extremely important, otherwise the technology may cause more problems than it offers solutions.
Rating: 9/10
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www.axiomhighered.com www.axiomhighered.com
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This article takes the perspective that education should not necessarily be solely focused on educational experiences, as we tend to do. Rather, technology should also have a focus in supporting non-academic areas and using data to drive instruction.
Rating: 7/10
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www.sciencedirect.com www.sciencedirect.com
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This research takes an interesting look into the role gender plays in self-efficacy in technology. The research finds that self-efficacy in technology was primarily effected by gender and gender roles, not specifically by biological sex.
Rating: 10/10
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This article goes into detail about MOOCs (Massive Open Online Courses) and compares the effectiveness and delivery styles of several different categories of MOOC course formats.
Rating: 8/10
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www.huffingtonpost.com www.huffingtonpost.com
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Several problems and barriers to technological integration are often included in the discussion about using technology in higher education, however it is less common that solutions are presented. This article proposes solutions for transforming educational technology through personalized experiences and collaboration.
Rating: 8/10
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www.avisystems.com www.avisystems.com
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This article details several ways in which technology can impact higher education, such as being able to quickly calculate grades, collaborate with staff and students, and collect and analyze data.
Rating: 7/10
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www.educationdive.com www.educationdive.com
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This article suggests that perhaps keeping updated and informed on technology can prevent the shut-down and closure of specific degrees and the departments they come from. Technology is constantly changing, and it is expected that institutions will change with it. Rating: 7/10
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wcetfrontiers.org wcetfrontiers.org
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This page describes several theories for supporting students in academic advising with technology. There are interesting statistics on the tools most commonly used to promote online advising, with desktop computers ranking in number one and video-conferencing and social media falling near the bottom.
Rating: 9/10
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www.ijede.ca www.ijede.ca
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Facilitating Adult Learning Through Computer-Mediated Distance Education
This is an interesting article to discover the history of adult learning technology in a hybrid setting. The study included both face-to-face and online meetings/assignments.
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www.c3schools.org www.c3schools.org
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English Teachers' Barriers to the Use of Computer-assisted Language Learning
This article discusses the use of Computer-assisted Language Learning (CALL) technologies to teach English. Each stage of learning aligns with a level of computer technology. There are also many barriers that impede the process of integrating the CALL into the classroom, which include financial, access to hardware and software, teacher training, technical knowledge, and acceptance of technology.
RATING: 8/10
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files.eric.ed.gov files.eric.ed.gov
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IMPACTS OF LEARNING STYLES AND COMPUTER SKILLS ON ADULT STUDENTS’ LEARNING ONLINE
This article explores how learning styles and computer skills impact student online learning. Further consideration is also given to course format and participants who were first time online learners. This is a complex study that investigates possible skills and abilities of first time online students. It would be interesting to conduct the same study, ten years latter to see if the changes in technology has improved the learners' computer skills and therefore the results of the study.
RATING: 7/10
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pdfs.semanticscholar.org pdfs.semanticscholar.org
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The Flipped Classroom:An OpportunityTo Engage MillennialStudents Through ActiveLearning Strategies
This article discussing using the flipped classroom using accessible technology and expand learning activities. The authors point out that the use of technology must be based on training provided to teachers to implement the technology in the classroom.
RATING: 8/10
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files.eric.ed.gov files.eric.ed.gov
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Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A review of the literature
This article is a review of literature regarding what influences teachers to adopt and integrate information and communication technology (ICT) in the classroom. This discussion takes into consideration age, gender, prior exposure to technology, and teacher attitudes. Further consideration is given to institutional support, technical support, available professional development, and access to both hardware and software. The conclusion is that there are numerous levels of support that are required to make technology support and training available to educators.
RATING: 7/10
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citeseerx.ist.psu.edu citeseerx.ist.psu.edu
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Technological Pedagogical ContentKnowledge: A Framework for TeacherKnowledge
The authors discuss the fact that traditional learning has been an intersection of content knowledge and pedagogical knowledge, but with today's learning environment, it must also intersect with technological knowledge which requires further professional growth and development. The authors further discuss the challenges keeping up with the rate of change of technology and suggest that this is just a foundation for the ongoing research in educational technology.
RATING: 7/10
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jolt.merlot.org jolt.merlot.org
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Early Attrition among First Time eLearners: A Review of Factors that Contribute to Drop-out, Withdrawal and Non-completion Rates of Adult Learners undertaking eLearning Programmes
NEW - This study researches dropout rates in eLearning. There are many reasons for attrition with adult eLearners which can be complex and entwined. The researched provide different models to test and also a list of barriers to eLearning - where technology issues ranked first. In conclusion, the authors determined that further research was necessary to continue to identify the factors that contribute to adult learner attrition.
RATING: 7/10
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content.ebscohost.com content.ebscohost.com
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Techniques toBring Humorand Createa PleasantLearningEnvironmentin Adult ESLClassrooms
ESL perspectives,
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ac-els-cdn-com.libproxy.nau.edu ac-els-cdn-com.libproxy.nau.edu
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EXERCISE AND ENVIRONMENT AS AN INTERVENTION FOR NEONATALALCOHOL EFFECTS ON HIPPOCAMPAL ADULT NEUROGENESIS ANDLEARNING
This article discusses the effects of fetal alcohol exposure in adult learning by studying the effects of exercises that stimulates the hippo-campus in the adult rats that were effected by fetal alcohol exposure. The study is entirely based on the scientific research of the neurology of the participants, but provides a course of action that could be applied to human participants as well. The encouraging results indicated that partial restoration of neurological functions in the adult rats was achieved. This inspires hope of introducing exercise to human participants and warrants further exploration of the application to humans since this is not an invasive therapy with low risk to participants. This may also provide some educational changes in special education to include exercise as part of the classroom experience.
RATING: 5/10
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aornjournal-onlinelibrary-wiley-com.libproxy.nau.edu aornjournal-onlinelibrary-wiley-com.libproxy.nau.edu
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Preceptors must create an environment that is friendly to novice nurses and conducive to perioperative nurse education, particularly in light of the current nursing shortage. Effective teachers use principles of adult learning to facilitate the education of new employees. This results in increased satisfaction for preceptors, preceptees, other staff members, and ultimately, patients.
The article focuses on adult learning in the medical profession. It is a different perspective than a traditional subject and shows how much education effects all the student comes in contact with in their career.
8/10
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www.learntechlib.org www.learntechlib.org
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Adult learners face numerous challenges that include changing definitions, overcoming circumstances, relearning, and motivation. Addressing these challenges in a timely and personal way is especially important in distance learning environments. This roundtable will discuss how WGU addresses these challenges and prepares educators in a manner independent of place and time.
This article discusses ways to help adults in distance learning environments. The panelists are university workers sharing how they address the issues.
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www.learntechlib.org www.learntechlib.org
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n recent years, college instructors have begun to abandon traditional approaches to instruction, which merely transfer knowledge from faculty to students, for cutting-edge strategies, which allow students to construct their own learning. This change in instructional strategy has also brought about a change in the tools which are used for instruction. As students gain more control over their learning, they also want to have more control over the tools that guide their learning. In many way
This article discusses some of the advantages of ebooks, but the conclusion at the end mentions that it hasn't caught on very much (at that point, this was published in 2009). The authors hypothesize that there would be a combination of printed and ebooks.
There are some helpful ideas in this article. It is a little outdated considering there have been new enough software to help with some of the downsides (such as making annotations!), but some relevant ideas are included. Rating 7/10
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files.eric.ed.gov files.eric.ed.gov
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The paper argues that the adult learning environment can in some instances be a ‘double-edged sword’, in that it can both enhance and limit student engagement.
This article is about a study performed on both students and teachers about the adult learning environment and the pro and cons. They call it a "double edge sword" because there are different positives and drawbacks.
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www.iste.org www.iste.org
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As with many teaching strategies, there are common methods in usingtechnology that can be applied across various academic disciplines and grade levels.
It's always key that technology supports teaching strategies and enables learners to develop technology rich skills (fluency) whilst independently developing critical thinking, promoting collaborations, and providing a reflective experience across all disciplines.
9/10
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www.edutopia.org www.edutopia.org
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When technology integration is at its best, a child or a teacher doesn't stop to think that he or she is using a technology tool -- it is second nature. And students are often more actively engaged in projects when technology tools are a seamless part of the learning process.
This article presents key points to implementing technology into the classroom and for clear purposes. Technology should support curriculum and not overshadow it with all its bells and whistles.
8/10
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We often talk about avoiding the use of technology for technology's sake and ensuring here is relevance in the integration. This site lays out specific characteristics of effective technologies in the classroom.
Rating: 9/10
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This article has several resources teachers can use to incorporate technology into their lessons. It also gives ideas on how to become more proficient with adding technology to the classroom and what to do if the technology enhanced lesson fails. Ratings: 4/5
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www.irrodl.org www.irrodl.org
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Learning needs analysis of collaborative e-classes in semi-formal settings: The REVIT exampl
This article explores the importance of analysis of instructional design which seems to be often downplayed particularly in distance learning. ADDIE, REVIT have been considered when evaluating whether the training was meaningful or not and from that a central report was extracted and may prove useful in the development of similar e-learning situations for adult learning.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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www.tandfonline.com www.tandfonline.com
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This article stuck me immediately as a former K-12 teacher who now works in higher education. Andragogy and Pedagogy are both extremely similar and unalike in many ways. It is important to understand technological styles in pedagogy, as this article demonstrates, in order to effectively apply similar principles in the higher education setting.
Rating: 8/10
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The latest technology and the most popular pedagogy of the day cannot be effective unless individual learner needs drive the educative process. When considering styles of teaching and learning, the central question for all educators is what should drive the process of learning – the preferences of the teacher or the needs of individual learners.
Rating: 8/10
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edtechmagazine.com edtechmagazine.com
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This site includes five highly effective technological resources that instructors can use in their higher ed classrooms. What is especially useful about this site is that it includes a rationale for all the proposed technologies, ensuring that the technology is not just including in lesson planning for technology's sake.
Rating: 10/10
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www.sciencedirect.com www.sciencedirect.com
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This article was a long, but interesting read in taking a constructivist approach to technological integration. This theory is often applied in K-12 classrooms but is equally as important and useful to adult learners.
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www.insidehighered.com www.insidehighered.com
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This article brings up the important issue of accessibility as a barrier to technology integration. It is suggested that accessibility should be a much more pressing concern than technological relevance to a lesson plan. First it is important to know whether or not all students will still have equal access and ability to reach mastery with the deliver method provided.
Rating: 7/10
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www.academia.edu www.academia.edu
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This article focuses on the importance of using technological integration in the classroom correctly and effectively. Barriers to effectiveness, as the article states, are often linked to lack of rational, vision, or necessity for including technology in instruction.
Rating: 8/10
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www.sciencedirect.com www.sciencedirect.com
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This is scholarly article that shares research findings in questions such as, to what extent is there a relationship between faculty's comfortableness with technology and perception of technology integration and student success? The data is very interesting, including the fact that students in the sample reported being most proficient with a printer and least proficient with a smarboard. This definitely indicates a shift in what technological knowledge a professor will need verses their students.
Rating: 9/10
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iris.peabody.vanderbilt.edu iris.peabody.vanderbilt.edu
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Our Sample Professional Development (PD) Activity Collection is designed to serve as a resource to PD providers creating training events both for practicing educators and beginning teachers engaged in induction experiences. In this collection, users will find examples of the ways in which information about evidence-based practices,
The page has a template, activities, and resources instructors can use to help create professional development courses. Rating: 4/5
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hrcouncil.ca hrcouncil.ca
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This web page gives trainers and trainees an outline of what make a good learning experience. It also has a template for individual development and examples of self assessment. Rating: 4/5
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www.researchgate.net www.researchgate.net
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Teachers often attend professional development that does not pertain to them and what they do. This article looks into various adult learning theories that can be implemented to make professional development more meaningful for the teachers. These learning theories are action learning, experiential learning, project based learning, and self-directed learning. The article recommends blending the different adult learning theories to create a professional development teachers will find relevant to them. The article also states leadership helps direct the relevance of the professional development. Different leadership styles are highlighted and how it helps improve professional development. Rating: 5/5
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teacherlink.ed.usu.edu teacherlink.ed.usu.eduUntitled1
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This article looks at several adult learning theories. The theories are: age and stage, cognitive development, and functional, Age and stage theory sates that a learner's age and stage of development plays a part in they way they learn. Cognitive development is when learning goes from concrete to more abstract and learning is intrinsic. Functional theory is when learning problem centered and self directed. Rating: 5/5
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www.shiftelearning.com www.shiftelearning.com
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In addition to discussing Knowles Andragogy learning theory this article also looks into two other adult learning theories: experiential and transformational. For learning to be successful in adults instructional designers need to "tap into prior experiences," "create a-ha moments," and "create meaning" by connecting to reality. Rating: 5/5
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newprairiepress.org newprairiepress.org
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In this case study the instructional designers used a contextualized model of active learning to provide professional learning to teachers in urban alternative high schools. The teachers were given reading assignments, activities that were relevant and engaging to them, and time to reflect at the end of the session. The participants enjoyed the "learner-centered" model of professional development and found it effective and worth to their learning. Rating: 4/5
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www.researchgate.net www.researchgate.net
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This article looks into the different ways technology can be incorporated into adult learning. These methods include technology as curriculum, technology as delivery mechanism, technology as complement to instruction, and technology as an instructional tool. The benefits and limitations of each method is also discussed. Rating: 4/5
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This site gives a thorough overview into the integration of technology in the classroom. The most helpful element it includes is a list of limitations to consider within this integration. The downside is you will have to "dig" a little through the article to find the solutions to these problems, as they are not immediately obvious. Rating: 8/10
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www.ijbhtnet.com www.ijbhtnet.com7.pdf1
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This article highlights how the constructive teaching model can be used to incorporate technology in learning. To do this learning has to be meaningful to the students and should allow for student discourse to compare ideas and modify if necessary. Rating: 4/5
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www.citejournal.org www.citejournal.org
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This article documents how Ohio State University trains new elementary and middle school teachers to incorporate technology into their lessons. It highlights that technology integration is a tool not a theory or education. It also states that technology integration should be used to enhance the students' learning instead of forcing it into the curriculum. Rating: 5/5
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learningpolicyinstitute.org learningpolicyinstitute.org
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While this article does not deal with technology in adult education, it does discuss several elements needed to make professional development for educators more meaningful. This helps find the learning valuable thereby creating opportunity for them to implement strategies and techniques learned into their own teaching. Rating: 5/5
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elearningindustry.com elearningindustry.com
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This article gives us seven tips on how to create a successful learning environment for adults. The takeaway from this article is that adults understand who they are. They are intrinsically motivated and want their learning to be purposeful. Ratings: 4/5
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online.rutgers.edu online.rutgers.edu
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This article discusses the main points of Malcolm Knowles main ideas of adult learning. It also mentions the different styles of learning. Additionally. the ADDIE instructional model is described. I properly constructed the ADDIE model helps merge and implement the different learning styles and needs of the adult learner. Ratings: 3/5
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er.educause.edu er.educause.edu
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This website details a case study that was performed in order to determine the effectiveness of online advising (a position I am currently involved in myself). There were several studies conducted and student responses are detailed in charts-- overwhelmingly, students felt the online advising format was a success.
Rating: 10/10
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www.comevo.com www.comevo.com
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This page has easy-to-follow methods for integrating technology into academic advising practices. Many of the theories listed are quite similar to simply good teaching techniques such as using data to drive instruction and maintaining continuous outreach. Rating: 8/10
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www.nacada.ksu.edu www.nacada.ksu.edu
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This article gives a few quick insights into how technology is useful in academic advising. This article makes the distinction between technology "complementing" advising and actually impacting student success. In other words, technology should never be a sole substitute for success. I would like to see more numerical-based data supporting the claims listed, but there are some great resources cited.
Rating: 7/10
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This site is interesting in that it is actually a collection of resources meant to assist in a state program called TEAL (Teaching Excellence in Adult Literacy). This resource in particular lists the theories of adult learning in a concise, easy-to-understand method.
Rating: 9/10
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www.citejournal.org www.citejournal.org
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Even though features of effective PD for technology integration have been identified in research studies (e.g., O’Hara, Pritchard, Huang, & Pella, 2013; Smolin & Lawless, 2011), teachers continue to report technology PD as not effective to support their use of technology in classrooms
Effective teacher PD should help teachers understand, adapt to, and implement technology into their teaching practice with ease and comfort so as to further support the student learning environment. This paper addresses the various concerns, levels of support, experiences and methodology for effective participation of teachers in technology PD.
9/10
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www.citejournal.org www.citejournal.org
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Successful schools create “learning communities that are committed to continuous improvement, collective responsibility, and goal alignment” (Learning Forward, 2015a, para. 1), and instructional coaching offers one model of professional development that is focused on improvement through learning communities.
This paper examines the use of technology, specifically peer video coaching for inservice teachers. The use of technology in coaching is said to offer real time discussions and feedback from coaches around the world improving the traditional model of professional development.
8/10
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www.citejournal.org www.citejournal.org
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Understanding how people learn, then, should inform the process by which we support learners, both teachers and students, in moving toward that goal.
This article speaks to the theory and facilitation of professional development through technologies geared towards educators. It provides a scenario study of teachers examining their classroom instructions in order to achieve the desired learning outcomes using a problem based approach. It provides the context, method and use of technology.
8/10
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blogs.shu.ac.uk blogs.shu.ac.uk
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Reflection is well suited to situations where students are on placements, internships or otherwise in the workplace. This is because a formal reflection process helps the students to take time to think about what they have learned in their working environment, perhaps with little conscious thought, and how it fits with their existing knowledge from their studies and past experience. The reflections can also help serve as a record of learning that can be drawn upon in later assessments.
This article provides support to the reflection principle in several learning theories.
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teachonline.ca teachonline.ca
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9 themes to explore the multiple ways that Pockets of Innovation are developed and adopted for each of these applications and link to examples from Ontario, Canada and around the world.
A broad range of publications that present examples of good practices in several aspects of online teaching and learning throughout Canada and around the world.
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teachonline.ca teachonline.ca
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Today's students grew up in a world where technology is a natural part of their environment. Their expectation is that technology is used whenever appropriate to help them learn, develop essential informational and technological literacy skills, and master the fluency necessary in their specific subject domain.
This article shares relevant information about pedagogy trends and how such is being shaped by the integration of technology within the teaching and learning experience. It highlights key elements contributing to the development of this 'new' pedagogy, its impact on instructional delivery and course design, as well as three emerging pedagogy trends. Great source for faculty interested in distance education.
9/10
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learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com35871511
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Guiding adults is not easy and requires leaders to adopt a positive strengths-based approach in the way they interact with others. Biech (2007) states that a good leadercan take staff on their ownpersonal journey by establishing relationships with them, having a vision for the changes that need to be made, trusting others, and being trusted as a leader. When people feel they are making a difference in the classroom, they becomemoreinvolved in their workand their job performance improves.
It's a useful article presents the tips for coaching adults in an workplace environment.
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learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com04Huang1
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Technologies are cognitive tools help learners to elaborate on what they are thinkingand to engage in meaningful learning (Jonassen, 2000).
Using technology as a learning tool, not just new cool thing for students. Technology must be relevant and interactive to the coursework.
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learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com
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educated adults (ISCED 0–2) have lower averagenumeracy scores than intermediate-educatedadults in all countries. Country variation in themean numeracy skills of the two e
These results are not surprising. Out of the countries they studied, only Japan and Korea are places where I get students from. It would have been helpful to have Saudi Arabia, Kuwait and China on that list! However, the information is still helpful and the information can be extrapolated.
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Our anal-yses show that the two features are indeed associ-ated with country differences in the average skillslevels of, and skills gaps between, less- andintermediate-educated individuals
This information is highly relevant to my teaching context as I have students who have come straight from high school (and some of them from countries where their high school educational system is poor) and other students who have already taken some higher education classes and/or who come from countries with a much more rigorous educational system.
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learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com learn-us-east-1-prod-fleet01-xythos.s3.us-east-1.amazonaws.com109874911
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Formal learningis a learning activity that is structured and sequentially organized in which learners follow a program of study ora series of experiences planned and directed by a teacher or trainer and generally leading to some formal recognition of educational performance, such as a certificate, license, diploma, or degree. Formal adult learning is provided in the system of schools, colleges, universities and other formal educational institutions that constitute a continuous “ladder” of full-time education.Non-formal learningis structured learning that includes activities such as: participation in courses that are not part of a formal educational program; workshops; seminars; private lessons, and guided/organized workplace training. Non-formal learning may take place both within and outside educational institutions. It may cover educational programs to impart adult literacy, adultbasic education, life-skills, work-skills, and general culture. Non-formal learning does not usually follow the “ladder” system that is characteristic of formal learning.Informal learningis learning that is less organized and less structured than either formal or non-formal learning. It involves no (or very little) reliance on pre-determined guidelines for its organization, delivery and assessment, although it must be undertaken with the specific intention to develop some skills or knowledge. Informal learning may include such activities as those that occur in the workplace (e.g., on-the-job training), and any other unstructured learning activities that may occur on a self-directed, family-directed, work-directed, or other basis.Incidental learninghappens randomly and is not intentional or planned. It may occur anywhere at any time. While we recognize that incidental learning may affect outcomes, it is difficult to capture empirically and difficult to influence through policy lev
This website has a very detailed definition of what adult learning is in several different contexts and would be helpful for defining the kind of adult learning I have in my context, especially since I have two different kinds of adult learners.
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www.joe.org www.joe.org
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Thinking in Multimedia: Research-Based Tips on Designing and Using Interactive Multimedia Curricula.
This article examines various methods of delivery: multimedia integration, possibly including audio, video, slides, and animation. The recommendation is to carefully consider which online delivery mode matches with the learner, and to be cognizant that not everyone learns in the same manner. Certain topics may be best presented in live videos and not in power-point slides show as meaning may be lost or not delivered correctly. It’s important to follow-up with immediate assessment and feedback to continue to develop effective training.
RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
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eric.ed.gov eric.ed.gov
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Instructional Design Strategies for Intensive Online Courses: An Objectivist-Constructivist Blended Approach
This was an excellent article Chen (2007) in defining and laying out how a blended learning approach of objectivist and constructivist instructional strategies work well in online instruction and the use of an actual online course as a study example.
RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)
Tags
- online education growth
- Performance Factors, Influences, Technology Integration, Teaching Methods, Instructional Innovation, Case Studies, Barriers, Grounded Theory, Interviews, Teacher Attitudes, Teacher Characteristics, Technological Literacy, Pedagogical Content Knowledge, Usability, Institutional Characteristics, Higher Education, Foreign Countries, Qualitative Research
- distance education
- etc556
- instructiveness effectiveness
- Instructional systems design; Distance education; Online courses; Adult education; Learning ability; Social integration
- constructivism
- instructional design systems
- instructional technology
- etcnau
- instructional methods
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