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The Zoom 5.3 desktop brings a few new features, one of which has exciting learning and teaching potential. The latest Zoom app brings ne 
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You can lock down your meetings like never before—even if you have to give up a few features to do so. Via David W. Deeds
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In university labs and edtech startups across the country, researchers are trying to crack the code of what it would take to improve education on
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Your students are Zoomed out. Here’s a way to help them connect to you and to one another.
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COVID has shown us how powerful educational uses of digital technology can be informal, impromptu and conducted on the fly.
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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
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A survey shows a majority of online postgraduate students thought online teaching was "equal or better" than face-to-face learning.
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Victorian universities have indicated online learning will be part of their future strategy going and, while it has advantages for students wanting to live in the country, support services say face-to-face experiences are vital.
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With the recent move to remote learning, due to COVI19, we have seen an increase in synchronous instruction in SEH. This move has definitely provided some benefits to students and teaching staff during this time of emergency such as providing a sense of community for students, however before semester 2 starts, we should take the time to ask the question whether this move is sustainable. Synchronous sessions are not equitable among all students especially those who don’t have a computer with a strong internet connection or for those that have special learning needs or a disability. Therefore moving forward lets explore how a mix of instructional methods (asynchronous & synchronous) can provide opportunities for all students to engage. Moving didactic lectures to online key concepts will assist in reducing the amount of synchronous timetabled sessions and enable teaching staff to use shorter synchronous sessions for engaging students in activities that help students understand difficult concepts and extend their learning to deeper levels.
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COVID-19 has not only shaken up the way we deliver instruction, but the pandemic also threatens the bonds that connect students to each other and thei
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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.A conversatio
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If you are interested in cooking with H5P, you will not want to miss the webinar on Thursday, October 29 at 9:00am PT (check for your local time). Joining us in the kitchen is “Top Chef”…
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Two startups run by ed tech experts are tailoring videoconferencing software for use in virtual college classrooms, but their approaches differ.
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If you are engaged with online learning and are confused by the terminology, you are not alone.
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Creating interactivity with H5P Overview of H5P Back to Collection Next Resource
Peter Mellow's insight:
Excellent H5P resources shared by @UTSfutures
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From professors to advisers to career counselors, colleges employ many people responsible for coaching students on how to meet their goals. Bu
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Peter Mellow's insight:
Some good tips for teaching with ZOOM at the bottom of this page. The tips for students is good.
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A video on digital classroom etiquette makes it very clear: Your home is no longer your own, and your kids must pretend to learn in it.
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You can take a remote college class from anywhere these days. From your backyard, your car, your bedroom—even your bed. In these casual settings, i
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How much money do instructional designers make? Learn more about the average instructional design salary in this detailed report.
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This paper reviews five ways to increase the effectiveness of instructional video and one way not to use instructional video. People learn better from an instructional video when the onscreen instructor draws graphics on the board while lecturing (dynamic drawing principle), the onscreen instructor shifts eye gaze between the audience and the board while lecturing (gaze guidance principle), the lesson contains prompts to engage in summarizing or explaining the material (generative activity principle), a demonstration is filmed from a first-person perspective (perspective principle), or subtitles are added to a narrated video that contains speech in the learner’s second language (subtitle principle). People do not learn better from a multimedia lesson when interesting but extraneous video is added (seductive details principle). Additional work is needed to determine the conditions under which these principles apply and the underlying learning mechanisms.
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