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Social software: E-learning beyond learning 
management systems
The article argues that it is necessary to move e-learning beyond
learning management systems and engage students in an active use of the web as a resource for their self-governed, problem-based and
collaborative activities. The purpose of the article is to discuss the potential of social software...
Dalsgaard, Christian (2006) European journal of open, distance and e-learning, July
One size doesn't fit all: Pedagogy in the online environment
How well has traditional teaching
practice adapted for online learning? This two-volume report looks at the process of teaching and learning
online as well as the function, work and 'art' of a teacher or trainer. Brennan examines the principles and
practices which underpin the pedagogy of online delivery from various vantage points and identifies which
features most assist student learning...
By Roslin Brennan, Report 965, May 2003, The National Centre for Vocational Education Research (NCVER)
Designing to Learn and Learning to Design: an overview of instructional
design models
The aim
of this guide is to emphasis the assumptions a learning technologist might employ
when developing technology-based learning material and integrating that material
into the appropriate educational environment
By Kyriaki Anagnostopoulo, Learning Technologies Advisor Centre for Learning Development
Middlesex University
LTSN Generic Centre, Dec 2002 The Higher Education Academy
Elements of Effective e-Learning Design
Preparing
and developing e-learning materials is a costly and time
consuming enterprise. This paper highlights the elements of effective
design that we consider assist in the development of high quality
materials in a cost efficient way. We introduce six elements of
design and discuss each in some detail.
by Andrew R. Brown and Bradley D. Voltz,International Review of Research in Open and Distance Learning
(March 2005)
Blended Learning Landscapes
This
paper is reflects current concerns about trends in learning and teaching and their
implications for the development of university campuses, the design of buildings,
and the use of space to support learning activities. It looks at current and
likely future needs of learners, and reflects on developments at Brookes and
at other universities and organizations which can help to inform our future planning.
by Richard Francis and John Raftery, Brookes eJournal of Learning and Teaching, Vol.1 Iss.3
Unbolting the Chairs: Making Learning Management
Systems More Flexible
In the physical world, it goes without saying that not all classrooms
look the same. A room that is appropriate for teaching physics is in
no way set up for teaching art history. A large lecture hall with stadium seating is not well-suited to a small graduate seminar.[---]
The situation is starkly different in most virtual classrooms. In the typical Learning Management System (LMS), the virtual rooms are fairly generic...
By Michael Feldstein and Patrick Masson, eLearn Magazine (27jan 2006)
Learning Molecules: eCornell’s Approach to Designing Learning Systems (White Paper)
Read about eCornell's patent-pending
model for designing engaging, problem-based online learning. It provides for example a set of metrics for calculating the effort it will take to
produce a course, and the time it will take the learner to complete it.
Cornell University, eCornell (2003)
Mall för kursutveckling
Den här mallen är tänkt att användas när du planerar en helt ny nätbaserad
kurs och när du ska omvandla en traditionell campuskurs till nätkurs, eller
när du ska utveckla en kurs du redan haft men som behöver ses över innan
den genomförs igen. Kort sagt när du står inför planeringen av en
nätbaserad kurs...
Mallen har utvecklats i samarbete
mellan IKS, Avdelningen för informations- och kommunikationssystem
och Forum för högskolepedagogisk utbildning och flexibelt lärande, Mittuniversitetet.
Kummel- Kursutvecklingsmodeller
Denna resursbank är framtagen i
ett samarbetsprojekt mellan Luleå Tekniska Universitet, Sveriges Lantbruksuniversitet och Blekinge Tekniska
Högskola. Den innehåller ett antal olika stödfunktioner att användas vid utveckling av nätbaserade kurser.
Designing for interaction: Six steps to designing computer-supported group-based learning by
J. W. Strijbos, R. L. Martens and W. M. G. Jochems
Computers & Education, Article in press… (Available online 2 November 2003)
There is a need for a more systematic approach to designing computer-supported group-based
learning (CSGBL) that focuses on the elicitation of expected interaction processes. A framework
for such a process-oriented methodology is proposed...
Sök upp artikeln i databasen Science Direct
Design of a Virtual Classroom
Själva utformandet och organiseringen
av system för distansutbildning kan öka studentens uppmärksamhet, motivation och kommunikation. Det är
erfarenheterna hos Mälardalens högskola, här framförda av Rune Pettersson och Carina Andersson van Limbeek,
Mälardalens högskola.
Nätuniversitetets rapporter, 2002.
Redesigning courses for the World Wide Web by
Katherine Camacho Carr and Cynthia L. Farley
Journal of Midwifery & Women’s Health, Vol.48 Issue 6 November-December 2003, Page 407
This article presents the instructional design and pedagogical aspects of redesigning a
traditional campus-based course for the World Wide Web...
Sök upp artikeln i databasen Science Direct
Design
of constructivist learning environments
How
will we know if we are engaging students in meaningful learning?
The following characteristics of meaningful learnin provide
guidelines for designing constructivist learning environments. a
course by dave Jonassen, Distinguished Professor, School of
Information Science an learning Technologies (University of
Missouri)
Constructing a Syllabus
Syllabus Handbook + Online Syllabus Workshop
This Syllabus Handbook has been written with the somewhat ambitious goal that all instructors - from
astronomers to zoologists, from senior faculty to graduate students preparing a course for
the first time - gain an appreciation of how important a course structure is in shaping educational
outcomes, and begin to take concrete steps towards maximizing student learning by designing an
effective syllabus.
Michael J.V. Woolcock, The Harriet W. Sheridan Center for Teaching
and Learning at Brown University, USA
Facilitating
distance learning in nurse education
by Jaqui Hewitt-Taylor
Nurse Education in Practice, Volume 3, Issue 1, Pages 23-29 (March
2003)
It has been suggested that distance learning is one method of
providing increased flexibility, access, and cost effectiveness in
nurse education (Department of Health 1997). This paper argues
that distance learning courses must be designed and developed
in such a way to enable the provision of adequate tutorial support...
Sök upp artikeln i databasen Science Direct
How
can we 'unstuff' the curriculum?
One issue facing learners and lecturers in higher
education is having to learn and teach more in less time. The dilemma is how to 'unstuff' the curriculum in
order to achieve quality learning. In this session, we consider how this can be done through changes in
course structure and instructional strategies.
Fox, R. and Radloff, A. (1997). How can we 'unstuff'
the curriculum? In Pospisil, R. and Willcoxson, L. (Eds), Learning Through Teaching, p118-123. Proceedings
of the 6th Annual Teaching Learning Forum, Murdoch University, February 1997. Perth: Murdoch University.
Instructional
design models
What is design? What is Instructional Design? History of Instructional Design
Martin Ryder, University of Colorado at Denver School of Education
Key questions to help
begin designing a flexible course
Artikel skriven av Liz Burge, February 22, 2001, för "gamla" Flexwebben.
Beyond the shoe box: Developing an ePortfolio for Leisure Sciences students
The
project will consist of more than an electronic storehouse for a resume and copies of evidence such as
scanned reference letters, photographs and even video clips. It will include a self-learning process to
help students identify 'gaps' in their current portfolio. One feature of this process will be an interactive
web site (Blackboard, WebCT or similar) that will allow students to identify their existing skills,
competencies and experiences.
Colyer, S. and Howell, J. (2002). Beyond the shoe box:
Developing an ePortfolio for Leisure Sciences students. Proceedings of the 11th Annual Teaching Learning Forum,
5-6 February 2002. Perth: Edith Cowan University.
Technology
and the design of open-ended learning environments
Michael Hannafin, University of Georgia
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