A free book by Tony Bates which is short and simple for those starting out in elearning.
“This booklet is now available. It can either be downloaded as a pdf from the Contact North|Contact Nord website, or printed locally on demand and then can be physically given to instructors. Of course it is likely to be most effective if used in conjunction with Teaching in a Digital Age, but the booklet is written to stand on its own.
So I am hoping that you will find the 10 Fundamentals booklet useful, that you will pass it on or make it available to ‘resistant’ or undecided instructors, and that this will encourage them to seriously consider teaching online.”
The Images and Objects Toolkit is for facilitators and teachers interested in education for sustainable development. The booklet includes step-by-step instructions for planning and implementing Education for Sustainable Development activities by using images and objects, together with a starter kit of sample images.
This is a key publication for the Prof E Sus project.
Adding Some TEC-VARIETY by Curtis J. Bonk and Elaine Khoo
Unfortunately, most online content remains lifeless today. Legions of learners are interminably bored. Part of the reason is that their online and blended courses fail to effectively utilize the smartphones, tablets, and other wireless and mobile technologies strapped to their bodies or tucked into in their tote bags. At this very moment, tens of millions of learners around the planet are navigating through seemingly endless pages of their online courses. Unfortunately, most of these learners are swimming in this sea of content without much hope for interaction, collaboration, or engagement. The emergence of massive open online courses (MOOCs), where learners in a single course can number in the hundreds of thousands, has made the present situation even more precarious and a remedy more urgent.
We propose the TEC-VARIETY framework as a solution to the lack of meaningful engagement. It can shift learners from nearly comatose states to actively engaged ones. Adding Some TEC-VARIETY helps instructors focus on how to motivate online learners and increase learner retention. It also is a comprehensive, one-stop toolkit for online instructors to inspire learners and renew their own passion for teaching. Using 10 theoretically driven and proven motivational principles, TEC-VARIETY offers over 100 practical yet innovative ideas based on decades of author experience teaching in a variety of educational settings.
E-learning für Auszubildende und Mitarbeiter in Wäschereien
Die “sustainability” Nachhaltigkeits-Internetseite umfasst 6 Aus- Weiterbildungsmodule zum Thema “Nachhaltigkeit in gewerblichen/industriellen Wäschereiprozessen”.
Die Benuzung dieser Internetseite und der Aus- und Weiterbildungsmodule ist kostenlos. Sie ist adressiert an Leiter textiler Dienstleistungsbetriebe, Qualitätsmanasgementbeauftragte und technische Leiter. Weiterhin dienen diese Unterlagen der Aus- und Weiterbildungvon Mitarbeitern und Auszubildenden in Wäschereien. Die Lerninhalte werden auch in Curricula der Universitäten/Fachhochschule der am Projekt beteiligten Partner integriert.
Das didaktische Konzept für die Ausbildungsmodule basiert auf dem e-learning und setzt sich aus verschiedenen Lern- und Lehrphasen zusammen. Der Curriculum (Lehrplan) zeigt die Unterteilung der Module in Kapitel. Darüber hinaus ist die Art der Lehrphasen im Curriculum abzulesen.
Die Module sind im Einzelnen:
Modul 1: Wasseranwendung
Modul 2: Maschinentechnologie
Modul 3: Waschprozess
Modul 4: Wasch- und Waschhilfsmittel
Modul 5: Energie in Wäschereien
Modul 6: spezielle Aspekte
Blended Learning Approach to Develop the Teachers’ TPACK
Arwa Ahmed Abdo Qasem
University of Mysore, India
Regional Institute of Education Mysore, India
A theoretical framework has emerged recently to guide research in the teachers’ use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city.
The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used.
The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers’ ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research
on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies.
This report includes the key competencies and effective practices of teachers in successful blended learning environments? This research identifies 12 key competencies, organized into 4 larger domains: mindsets, qualities, adaptive skills, and technical skills. This tool is helpful for educators to understand their evolving role in blended learning environments, and it offers insights into the knowledge, skills and dispositions needed to make make new instructional methods successful. Emphasis is placed on the mindsets, qualities, and skills that support practitioners’ creative and continuous improvement as well as ability to thrive amidst change.
Basic steps when introducing a new online programme in an educational organisation.
E-tivities are frameworks for enabling active and participative online learning by individuals and groups. E-tivities are important for the online teaching and learning world because they deploy useful, well-rehearsed principles and pedagogies for learning as well as your choice of networked technologies. They focus on the learners- the people I call the participants, who are contributing, providing, reworking, interpreting, combining most of the knowledge. They overturn the idea that learning depends on one big expert and his/her conveying of knowledge. They are based on the strong idea that knowledge is constructed by learners through and with others.
UNESCO together with UNICEF, the World Bank, UNFPA, UNDP, UN Women and UNHCR organized
the World Education Forum 2015 in Incheon, Republic of Korea, from 19 – 22 May 2015, hosted by the Republic of Korea. Over 1,600 participants from 160 countries, including over 120 Ministers, heads and members of delegations, heads of agencies and officials of multilateral and bilateral organizations, and representatives of civil society, the teaching profession, youth and the private sector, adopted the Incheon Declaration for Education 2030, which sets out a new vision for education for the next fifteen years.