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Full-Text Articles in Education
Technology: Taking The Distance Out Of Learning/New Directions For Teaching And Learning, 94, Nathan K. Lindsay, Scott L. Howell
Technology: Taking The Distance Out Of Learning/New Directions For Teaching And Learning, 94, Nathan K. Lindsay, Scott L. Howell
Faculty Publications
Lindsay and Howell review Technology: Taking the Distance Out of Learning: New Directions for Teaching and Learning, 94 edited by Margit Misangyi Watts.
A Unified Design Framework For Learning Objects And Educational Discourse, David Wiley, Sandie Waters
A Unified Design Framework For Learning Objects And Educational Discourse, David Wiley, Sandie Waters
Faculty Publications
Instructional design is largely a matter of scope and sequence, and designing instruction with learning objections is no exception. Traditionally, learning objects are considered atomic units of educational content, and designing instruction with learning objects means scoping instructional messages and determining sequences for delivering the messages. We argue that instructional methods that rely heavily on social interaction can be implemented with learning objects when these are understood to be reusable scaffolds for scoping and sequencing what learners say to each other during instructional interactions.
Distance Learning And University Effectiveness: Changing Educational Paradigms For Online Learning, Scott L. Howell
Distance Learning And University Effectiveness: Changing Educational Paradigms For Online Learning, Scott L. Howell
Faculty Publications
Howell reviews Distance Learning and University Effectiveness: Changing Educational Paradigms for Online Learning by Caroline Howard, Karen D. Schenk, and Richard Discenza.
Five Powerful Practices For Using Technology To Enhance Teaching And Learning In Higher Education, Charles R. Graham, Richard E. West
Five Powerful Practices For Using Technology To Enhance Teaching And Learning In Higher Education, Charles R. Graham, Richard E. West
Faculty Publications
This presentation reports the findings from our investigation of the professors designated as the most innovative users of technology at our university. After seeking nominations from department heads, we selected thirty-five of the most successful and innovative professors as case studies. After interviewing these cases, and in some instances observing their classes, we identified five major patterns that represented the positive impacts technology was having on their instruction. These patterns were evident in several cases across many different disciplines, indicating they might be generalizable to many different situations and contexts. In our interviews, we identified what technologies these professors were …