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When teaching online, instructors often default to using synchronous activities, but asynchronous tools can provide effective learning opportunities i Via Peter Mellow 
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Rules requiring students to show their faces during online lessons are misguided, says Mark Heaton Via Peter Mellow
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Explore the emerging, exciting field of Digital Learning and find out how to transform your professional practice with this online course from Deakin Uni. Via Peter Mellow
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Peter Mellow's curator insight,
October 21, 2020 7:33 PM
Some good tips for teaching with ZOOM at the bottom of this page. The tips for students is good.
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A college professor and a high school senior asked college-bound seniors who were finishing high school under quarantine in the spring of 2020 what th Via Peter Mellow
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While online and remote education may not be synonymous, today's new remote educators can benefit from the "lessons learned" by experienced online edu Via Peter Mellow
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Explore research-informed, effective practices for online teaching and learning in postsecondary institutions. Via Peter Mellow
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In this post I discuss the nature (and weaknesses) of research in our field. I am broadly sympathetic with the arguments offered b Via Peter Mellow, LGA
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Teachers who want to learn more about teaching with technology will find this Massive Open Online Course (MOOC), Introduction to Technology-Enabled Learning (TEL), informative and engaging. Using up-to-date learning design and simple, accessible technology, the course runs on an easy-to-use learning platform available via the Internet. The course is designed for teachers who want to build on their knowledge and practice in teaching and learning with technology. It will run over five weeks and requires approximately three to five hours of time each week. Designed to accommodate teachers’ busy schedules, the course offers flexibility with options for learning the content. You will learn from readings, videos, discussions with other participants and instructors, meaningful exercises, quizzes and short assignments. Certification is available for those who wish to complete all required exercises and quizzes. Via Peter Mellow, Elizabeth E Charles
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Arizona State University is finding out what refugee farmers in Uganda and online course creators have to teach each other about making do with very little. Via Peter Mellow
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Building community in online classrooms is a difficult task. Here are five tips to help you get started. Via Peter Mellow
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As technology becomes ever more pervasive in teaching and learning environments, teachers in diverse contexts face many challenges as well as opportunities. This five week Massive Open Online Course (MOOC) is designed to help teachers build their knowledge and skillset in teaching and learning with technology. Instructors Dr. Martha Cleveland-Innes and Dr. Nathaniel Ostashewski are excited to connect with teachers around the world in this free, flexible, and accessible course. Via Peter Mellow, Yashy Tohsaku
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Virtual classroom and video conferencing technologies can be very effective approaches to bridge the psychological and geographic gaps between instructors and students. The use of high-definition tel Via Peter Mellow
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Via Peter Mellow
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Although remote learning may not work well for every student, there’s a lot higher education can do to improve the numbers Via Peter Mellow, LGA
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There have been many waves of emerging learning technologies over the past few decades. Some of these waves are extended, some waves are connected, and other waves are repeated. The authors discuss the special journal issue from the standpoint of their personal involvement in many such waves during their careers. They also detail the evolution of this special issue and the potential audiences and stakeholders for it. In the end, they pose several questions and points to ponder in looking toward the future. Via Peter Mellow
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These practices will help engage students and improve outcomes throughout the online learning process. Via Peter Mellow
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Schools and Universities in several countries have closed down for weeks. But life goes on. Or does it? Do educators simply give up an Via Peter Mellow
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This thesis investigates the low levels of student engagement after registering to study for a massive open online course. To do this, it adopts a mixed methods approach (Gray, 2013) by analysing two large-scale surveys (120,842 and 1,800 responses respectively) and interviewing 12 learners. This was possible because access was given to 76 presentations of 19 MOOCs produced by The Open University on the FutureLearn platform. The aim of this thesis was to answer two research questions. Why do learners engage in massive open online courses (MOOCs), and what elements of the design of MOOCS encourage learner engagement? Via Peter Mellow
Peter Mellow's curator insight,
February 17, 2020 5:28 PM
Use the 'Super Steps' for better student learning and engagement.
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This book provides an updated look at issues that comprise the online learning experience creation process. As online learning evolves, the lines and distinctions between various classifications of courses has blurred and often vanished. Classic elements of instructional design remain relevant at the same time that newer concepts of learning experience are growing in importance. However, problematic issues new and old still have to be addressed. This handbook explores many of these topics for new and experienced designers alike, whether creating traditional online courses, open learning experiences, or anything in between. Via Peter Mellow
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Florence Martin, Kiran Budhrani, and Chuang Wang wrote an interesting paper on faculty perception of their readiness to teach online: Faculty readiness to teach online is a state of faculty preparedness for online teaching. Via Peter Mellow
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The following is the latest installment of the Toward Better Teaching advice column. You can pose a question for a future column here.Dear Bonni,“An Via Peter Mellow
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