Teaching techniques, methods and devices

  • Online pedagogy

    Heiner, M., Schneckenberg, D. and Wildt, J.: Online pedagogy – innovative teaching and learning strategies in ICT-environments. Background paper of the CEVU workgroup online pedagogy.
    The workgroup "online pedagogy for virtual learning environments" is part of the research project collaborative European Virtual University. The cevu - project is funded by the European Commission with the objective to develop concepts and frameworks for the realisation of a common virtual learning environment based on the collaboration between various european universities. One main idea of cevu is to examine the whole process of integration of ICT into higher education with the focus of understanding the organisational changes in the participaring universities.

  • Experienced-Based Pedagogical Designs for eLearning in Education

    Ip, A., & Naidu, S.(2001) Experienced-Based Pedagogical Designs for eLearning in Education. In: Technology vol XLI No 5, September-October 2001 pp53-58 Magazine for Managers of Change in Education, Publisher: Educational Technology Publications.
    In this paper the authors examine the potential role of ICT from two angles: 1. the sources of experience and stories, and 2. the need for peers to support the building of experience and whether such peer group support can be organized in a technological environment.

  • Towards a Virtual Classroom. An Assessment of Approaches

    Hardy, S. and Nestor, G.: Towards a Virtual Classroom. An Assessment of Approaches.
    This document presents the results of the research carried out by a collaborative academic partnership for the Towards a Virtual Classroom - An Assessment of Approaches interim study, commissioned by the NHS Information Authority in Spring 2000. It represents a ‘snap shot’ study into the ways that the Internet (& Intranets) is currently being used to support, provide and enhance learning. This report provides extended information on different approaches to virtual(managed) learning environments (VMLEs), especially in educational and commercial organisations, ensuring that a broad range of examples is available for comparison in assessing NHS learner preferences. The project builds on a previous study undertaken by the NHS on a Towards a Virtual Classroom – Phase One Scoping and Needs Assessment, and completed in July 1999.

  • Sozialformen für E-Learning

    Iberer U. and Müller, U.: Sozialformen für E-Learning. 2002.
    In traditional learning and teaching a strong focus is put on working in different social constellations: classroom, group work, working in pairs etc. The authors try to establish a nexus between these models and elearning.

  • European Commission, Directorate-General for Education and Culture

    European Commission, Directorate-General for Education and Culture (ed.): Better eLearning for Europe. Bruxelles, 2003. Overview on European wide initiatives.

  • Interactions

    Electronic journal of the Educational Technology Service at the University of Warwick.

  • The Technology Source

    A free peer-reviewed bimonthly e-journal. Provides articles that assist educators as they integrate information technology tools into teaching.

  • Featured Articles

    Covers how to begin, how to operate, and how to make e-learning successful and enjoyable.

  • EdBlogger Praxis

    Directory of and resources for educational bloggers.

  • Developing an Infrastructure for Online Learning

    In Developing an Infrastructure for Online Learning, Allan Davis presents an online learning system framework that provides an overview of an online learning system. The components included in Davis' framework are development of courseware, the learning management system, library and digital resources, learner services, student information systems, user portal, and finally quality assessment. The last part of the article discusses various aspects of change management.

  • Technologies of Online Learning

    Technologies of Online Learning is an informative article by Rory McGreal and Michael Elliot. It examines several of the newer web technologies that have interesting educational implications. The technologies discussed include multimedia, streaming audio and video, push technologies and data channels, audio chat and voice over internet, web whiteboarding, instant messaging, hand-held and wireless technologies, peer-to-peer file sharing, and learning objects. All technologies are backed up by suggested educational use and a number of recommended links for further information.

  • Media Characteristics and Online Learning Technology

    In Media Characteristics and Online Learning Technology, Patric J. Fahy presents a theoretical introduction on Fleming's six-element typology of teaching tasks and objectives. He continues with an in-depth discussion of advantages, concerns, and opportunities with various media types and how they can be applied in online learning. The media types discussed include print and text, still graphics and static displays, sound and music, video and animation, and finally multimedia. The article includes a host of practical examples for instructional design and useful advice on how the technologies could be applied in online learning.

  • The Development of Online Courses

    In The Development of Online Courses, Dean Caplan discusses course development teams. The article states that it is not reasonable to believe that just one or two people can create a high caliber online course. A course development team is perceived as beneficial and the core of a development team should include several key roles: subject matter expert, instructional designer, web developer, graphic designer, programmer and multimedia designer. Each role is discussed including practical information about typical tasks and much used software applications.

  • Developing Team Skills and Accomplishing Team Projects Online

    Developing Team Skills and Accomplishing Team Projects Online, starts to claim that the primary weakness attributed to distance education at the MBA or professional education level has been in the teaching of team or leadership aspects. The authors, Deborah C. Hurst and Janice Thomas, present an article focusing on the experiences from three cases in which they provide examples of team training, team dynamics and project work in online environments.

  • Value Added - The Editor in Design and Development of Online Courses

    Value Added - The Editor in Design and Development of Online Courses by Jan Thiessen and Vince Ambrock discusses the editor's role in course design and delivery at the AU School of Business. There the editors are titled MIDE - Multimedia Instructional Design Editor. They are key members of the school's online course design, development, and production teams, they add value to the courses by improving course material quality, enhancing students' learning experiences, and ensuring that course quality standards are set and maintained for the delivering institution.

  • Teaching in an Online Context

    Teaching in an Online Context, by Terry Anderson focuses on teaching functions. It presents a model for a community of learning, which claims that meaningful online learning occurs when there is sufficient social, cognitive and teaching presence available. It also distinguishes between two fundamentally different models of online education: the model of community of learning and the model of independent learners.

  • Supporting Asynchronous Discussions among Online Learners

    Supporting Asynchronous Discussions among Online Learners, is written by Joram Ngwenya, David Annand and Eric Wang. The article sets out that web-based courses generally consist of cohort students who proceed through the course at about the same pace. This is reflected in LMS systems that usually adhere to a cohort-based learning model, and in a research focus on cohort-based learning experiences. This article describes some of AU's experiences from the use of a self-developed prototype learning system (ASKS) developed for learning with individualized pacing. The system is based on a gating strategy, which creates online cohorts that are not based on a rigid schedule of submission deadlines, but rather on students' place in the course.