To copy sections to your pages, use the copy button to the right of each item.
Then, use the "Paste from Clipboard" button on the pages you want to paste to.
Hotcomm. (2003). Synchronous tools and the emerging online learning model. Retrieved August 12, 2011, from http://hotcomm.com/tec/dlwp.pdf
Keegan,D. 1995. Distance education technology for the new millennium: Compressed video teaching. ZIFF Papiere IO 1. ERIC, ED 3 89-93 1.Marjanovic, O. (1999). Learning and teaching in a synchronous collaborative environment. Journal of Computer Assisted Learning, 15, 129-138.
Pena-Shaff, J. B., & Nicholls, C. (2004). Analyzing student interactions and meaning construction in computer bulletin board discussions. Computers & Education, 42(3), 243 265.
People’s Open Access Education Initiative. Ettiquette of using Discussion forums. Retrieved , July 31, 2011, from http://www.peoples-uni.org/book/ettiquette-using-discussion-forumsRichardson, W. (2006) Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. Thousand Oaks, California: Corwin PressShale, D. 1988. Toward a reconceptualization of distance education. The American Journal of Distance Education 2 (3): 25-35.
Teachers first home, 2007. Blogs basic for the classroom. The source for learning Inc. Retrieved July 31, 2011. From http://legacy.teachersfirst.com/content/blog/blogbasics.cfmThomas, M. J. W. (2002). Learning within incoherent structures: The space of online discussion forums. Journal of Computer Assisted Learning, 18, 351–366.
Clark, R.C. and Mayer, R.E. (2002) E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning. San Francisco: Jossey- Bass Pfeiffer.
De Gara, C., & Boora, R. (2006). Using Elluminate as a simple solution for telehealth initiatives for continuing medical education. In T. Reeves & S. Yamashita (Eds.), Proceedings of world conference on e-learning in corporate, government, healthcare, and higher education 2006 (pp. 476-480). Chesapeake, VA: AACE.
Dorman, J. P., & Fraser, B. J. (2009). Psychosocial environment and affective outcomes in technology-rich classrooms: Testing a causal model. Social Psychology of Education, 12(1),77-99.
Efronters, April 10,2010.The three types of interaction in an open source learning management system. Retrieved July 31, 2011. From http://www.youtube.com/watch?v=S11n-E34BRw&feature=youtu.be
Google. YouTube Help. Retrieved July 31, 2011. From http://www.google.com/support/youtube/bin/topic.py?hl=en&topic=17173
Hart, J. (n.d.). Webinar. Retrieved July 30, 2011, from Hart Creative Marketing Inc.:
In conclusion,the idea of appropriate application implies that learning experiences suitable to the needs of the individual learner and the learning situation should be available and that the availability of learning experiences should be proper and timely. In other words, learning experiences that are made available to either distant or face-to-face learners should allow delivery of instructional ideas that fit the expectations and facilities available to them. Which tools are used by learners and teachers, and whether such tools will be used at all, will always depend on the specific pedagogical needs of a teaching situation. Common to all of these technologies is that they are strongly social and community based. The Blogosphere offers ongoing distributed expression of and interaction with personal news, views, and ideas. Youtube’s popularity and authentic slice-of-life offers creative opportunities to share; respond to and author content. Wikis emphasise a more task-oriented collaborative editing of content and development of “collective” interlinked knowledge. The specific focus here on blogs, YouTube and wikis have presented for the reader some initial ideas in order to illustrate and prompt some thought in relation to the use of Web 2.0 technologies. Such socially-based technologies sit well with the understanding of learning as socially constructed, which has been a cornerstone of recent pedagogical theory. Blogs, YouTube and wikis provide a means to encourage and make visible the social construction of knowledge which such theory postulates, and it is incumbent on instructor to embrace such tools where their use is beneficial to learners and teachers alike.
Email is a form of asynchronous communication use in distance learning course to interact betweens peers and instructors, via through the course management system. The students will be able to communicate privately with the instructor or other peers in the online course.
The true benefit of these resources goes well beyond cost, however. Free, collaborative tools can create paperless classrooms, build staff interaction and morale, and better promote the strengths of the organization. Multimedia tools - far easier to learn than most would think - allow InDesign to capture your attention with a variety of visuals and to use digital storytelling modules to far better engage you in their learning and sharing. While this orientation will cover a multitude of tools, their importance will be considered from two frames - how they help you learn and how they save the organization safety measures.
Alexander, B. (2006). A new way of innovation for teaching and learning. Educause Review,41(2), 32−44. Bauer, J. F. (2002). Assessing student work from chatrooms and bulletin boards. In R. S.
Anderson, J. F. Bauer, and B. W. Speck (Eds.), Assessment strategies for the on-line class: From theory to practice. New Directions for Teaching and Learning, 91. San Francisco: Jossey-Bass.
Castaneda, D. A. (2007). The Effects of Wiki-and Blog-technologies on the Students’Performance When Learning the Preterite and Imperfect Aspects in Spanish.Unpublished Doctoral, West Virginia University, Morgantown.
Text chat is a synchronous tool that will allow you to communicate via typed text in real time. You will post messages and respond to other learners’ messages when it is received. Blogs are also called online diaries which enable you, without requirement of any technical skill, to create, publish and organize your own web pages that contain dated content, entries, comments, discussion etc. in chronological order (Alexander, 2006; Castenade, 2007).You will be able to publish information which other employees can collect from various resources on safety and establish relation between them in blogs. Additionally RSS and the possibility to post comments make blogs also a collaborative and social-interactive software application (Petter et al., 2005). It is suggested that blogs will enhance your writing skills, facilitate reflecting themselves, encourage critical thinking with collaborative learning, and provide feedback and active learning (Seitzinger, 2006). The safety blogs is well suited to serve as online personal journals because it will enable you to sharing files and resources and publishing blogs on the Internet and students has the possibility of writing for reader beyond classmates (Godwin, 2003). Please use the following link to help gain knowledge on how to blog. http://www.blogger.com/tour_start.g
In the blended environment, assessment will be done in both learning environments and must be done in such a way that they complement each other. For instance, you may earn points you’re your participation in classroom discussions as well as their online discussion, points for in face-to face class activities such as group projects. “Traditional exams with multiple-choice questions are adequate for the knowledge and comprehension levels of Bloom’s taxonomy but cannot accurately measure the depth of critical thinking and reflection that occurs in an engaged learning environment. Evaluation of critical thinking and reflection requires assessment methods that encourage individual expression, perhaps through answering open-ended questions or completing a culminating project” (Conrad and Donaldson, 2004, p. 25).
All correlated videos will be in .mpeg format and will be posted to each module under the content heading. They will be linked to their internet location on YouTube. You will not need to download the videos, but will be able to view them on the course website. You will be more technology savvy than ever before. Therefore finding ways to reach you through your preferred media outlets is critical. YouTube provides faculty with a wealth of content choices, ranging from music videos, movies, television shows and other online resources that can be integrated into traditional lessons to engage you and enhance learning. The following link will allow you to learn how to download youtube videos and convert.
The term of podcast is constituted of words of iPod (portable digital audio player form apple) and broadcasting and they are basically digital audio programs that can be subscribed to and downloaded by users via RSS and listened to on either a variety of digital audio services or desktop computer (Petter et al., 2005). With on-demand nature and portability features, podcast allow you to catch up on audio content while completing other tasks without having to sit at a computer. They also have some limitations as being linear and one way, which is why they need to be integrated with blogs, online simulations and other more interactive channels (Kaplan-Leiserson, 2005). Especially as podcasting is being used with mobile devices, it can be viewed as another variant of mobile learning. Because of the time and cost resources are limitations for mobile learning, podcasting can be an alternative (Kaplan-Leiserson, 2005). Although podcasting is not a synchronous activity, it provides you with the information that will help you feel connected to learning community and this may be even pedagogically appropriate within courses to allow you to create your own podcasts for the rest of the employees to use as a reinforcement resource. Please use the following link to help make your experience with podcasting easier. http://www.rapidfeeds.com/podcasting-step-by-step.php
In the online environment your class discussions will be supplemented by using various online technologies which will allow for further discussion and collaboration among the class. For instance, the use of threaded discussion will allow you to participate in virtual conversations. You will also be required to subscribe via RSS feeds to each other’s discussion, blogs and wikis. “The chat room allows for brainstorming sessions, discussions of hot topics, team planning, and question-and-answer forums” (Bauer, 2002, p. 32). This will create a strategy that encourages more in depth participation is to ask students questions directly related to their posting. (Conrad & Donaldson, 2004). This type of medium allows time for you to reflect and brainstorm for later discussion online. This forum allows for learning that would not be possible within the confines of a traditional school setting. Online discussion boards provide a venue for you to interact and debate classmates on various topics. In addition, you are able to share valuable resources needed for safety assignments. Please use the following tutorial as a guide before starting the modules on workplace safety to see the concepts of posting to a discussion forum. This short (2:43) video will introduce you to the discussion forum as a means to communicate with others in your class as well as your instructor.
Note: This video would be made specific for Ecto Learning's discussion forum in "real life." It's currently for another system, but the basic idea is the same, so I'm "borrowing."
A webinar is basically an online seminar, in which a moderator presents information to an audience, but all the participants gather virtually, each at his or her own computer, for an online meeting of sorts. While a Webinar doesn’t involve face-to-face contact it can nonetheless be a very valuable way to keep in touch with clients and colleagues without hefty travel costs.Webinar Intro, (2009). Retrieved from: http://www.youtube.com/watch?v=iUCaGQGsGWsThis 4 minute video will show you how to participate in a webinar. It gives you great tools on how to navigate the webinar site. It also provides tips and support information on how to participate in a webinar. In this webinar, you will learn how to use the valuable tools that will allow you to eventually conduct focus groups with your peers to dig beneath your company and survey data; discover how leaders are gathering qualitative information and using it to design effective strategies to promote employees to safety success; and hear from employees from sister organizations through video clips on how to promote safety focus groups.
. Blog Fundementals
Teachers first home, 2007. Blogs basic for the classroom. The source for learning Inc. Retrieved July 31, 2011. From http://legacy.teachersfirst.com/content/blog/blogbasics.cfm
Potential benefits as identified by learning specialists Fernette and Brock Eide and cited by Will Richardson (2006) in Blogs, Wikis, Podcasts, and Other Powerful Webtools for Classroooms include the following:
- can promote critical and analytical thinking;
- can promote creative, intuitive and associational thinking;
- (creative and associational thinking in relation to blogs being used as a brainstorming tool andalso as a resource for interlinking, commenting on interlinked ideas);
- can promote analogical thinking;
- potential for increased access and exposure to quality information;
- combination of solitary and social interaction
Within the structure of a blog, you can demonstrate critical thinking, take creative risks, and make sophisticated use of language and design elements. In doing so, you acquire creative, critical, communicative, and collaborative skills that may be useful to them in both scholarly and professional contexts. The growing popularity of blogs suggests the possibility that some of the work that you need to do in order to read well, respond critically, and write vigorously, might be accomplished under circumstances dramatically different from those currently utilized in education.Students will require a blog platform on which to create a blog. A blog platform is the software on which the blog is stored. Ecoto-Learn will be the software that will be used throughout the course but students will be required to create an external platform also like blogger, wordpress, and gaggle. This site will provide free resource on how to incorporate a blog as a learning resource in a course. Go through the site prior to class to you understand the fundementals of a blog.
Studies investigating the technology-rich classrooms found that the students demonstrated superior attitudes, involvement and engagement with the course content (Dorman and Fraser, 2009). Using technology tools as supportive to lectures can reinforce course information through multiple modes of knowledge representation and comprehension. This improves their learning outcomes by contributing to their intellectual growth and critical thinking (Pena-Shaff and Nicholls, 2004). Other important payoffs of using technology tools include flexibility, convenience and accessibility for you to complete your learning anytime and anyplace.
Guidelines for WebinarHart, J. (n.d.). Webinar. Retrieved July 30, 2011, from Hart Creative Marketing Inc.: http://www.hartcreativemarketing.com/marketing-articles/webinars.pdf
Students will participate in a webinar in which you will be expected to create a live asynchronous debate required for the completion of the course. This resource will provide the guidelines of participating in a webinar. A webinar is a required tool to use within this course. Students should use these guidelines to prepare for the requirements that will produce skills that is needed to create a learning environment from this course. Students should access this information prior to starting the course. There are five advantages of using the webinar tool to facilitate communication between two sites: (1) Webinar tool is affordable (de Gara & Boora, 2006). Users can participate in a webinar session with a computer, video/audio capture devices, and broadband network connections. (2) Webinar tool enables synchronous communication. Instructors can communicate with the learners in a synchronous format to provide immediate feedback to learners (Hotcomm, 2003). (3) Webinar tool facilitates real-time multimedia demonstrations. Instructors can share the application on the presenter’s site with all participants. (4) Webinar tool facilitates multi-level interaction. Instructors can lecture, interact with the audience, facilitate participant group collaboration in a real-time format (Marjanovic, 1999), and designate certain participants to be in charge of the sessions. (5) Webinar tool provides an environment in which participants can archive seminar content for personal review or for people who missed the real-time session.