EdMedia
- Technology solutions for Marketing, Training & Education | Resource Categories Click on a link below to search the resources by category. |
|
|
Action
Research |
Multimedia Development Problem Based Learning Professional Development Project Based Learning Simulations Standards & Assessment Web Design/Dreamweaver Web Quests Miscellaneous View All Resources |
| Web Resource Titles/Links | Category/Date |
||
| A Constructivist Approach to Online Training for Online Teachers http://www.aln.org/publications/jaln/v5n1/v5n1_gold.asp |
eLearning October 14, 2004 |
||
| This article examines the pedagogical role of the teacher in online education. Specifically, the transition from in-class room instruction to online instruction is a complex one involving specialized training in the technical aspects of delivering quality educational materials (or environments) to the students, and specialized training in how to foster knowledge acquisition within this new environment. The article focuses on the pedagogical training that an online instructor needs to become an effective teacher.
|
|||
| A Field Guide to Learning Objects http://www.learningcircuits.org/NR/rdonlyres/17DB7DB7-0E67-480F-BA5C-4D0A2336529 |
Learning Objects October 19, 2004 |
||
| A Learning Style Survey for College http://www.metamath.com//multiple/multiple_choice_questions.cgi |
Simulations October 01, 2004 |
||
| Interactive form for discovering your learning style preferences. |
|||
| A MODEL FOR LISTENING AND VIEWING COMPREHENSION IN MULTIMEDIA ENVIRONMENTS http://llt.msu.edu/vol3num1/hoven/index.html |
Multimedia October 19, 2004 |
||
| This paper proposes an instructional design model appropriate for humanistic multimedia Computer-Enhanced Language Learning (CELL) in a self-access environment for second language learning through listening and viewing comprehension. The model is grounded in sociocultural theory, and set against a background of research into the complexities of listening and viewing, individual learner differences and learning styles, characteristics of self-directed and autonomous learning, and user-friendly instructional software design.
|
|||
| A Review of the Use of Simulations in Teaching Economics http://ssc.sagepub.com/cgi/content/refs/22/4/426 |
Simulations November 15, 2004 |
||
| This article reviews the literature on the use of simulations and describes some of the simulations currently being distributed. In microeconomics, the simulations have taken three different forms: optimization exercises (in which students must maximize profits or utility given some fixed parameters), exploratory environments (in which students try to identify different aspects of a simulated economy), and market simulations (in which prices are determined endogenously). All macroeconomic simulations involve studentsÂ’ selecting policy variables to try to control inflation, unemployment, and, in most cases, interest rates. Supporters of simulations, like proponents of classroom experiments, argue that simulations give students the opportunity to apply economic theory, but there have been very few controlled studies of the effectiveness of simulations. |
|||
| A Roadmap for Designing WebQuests http://webquest.sdsu.edu/roadmap/index.htm |
WebQuests October 09, 2004 |
||
| A PowerPoint presentation by Bernie Dodge that explains the process for designing WebQuests. |
|||
| Action Research - Suggested Reading from NCREL http://www.ncrel.org/sdrs/areas/issues/envrnmnt/drugfree/sa3act.htm |
Action Research October 03, 2004 |
||
| List of suggested reading on action reseach. Maintained by NCREL. |
|||
| Action Research at George Mason University http://gse.gmu.edu/research/tr/TRaction.shtml |
Action Research October 03, 2004 |
||
| Action research information from the Gradutat School of Education at George Mason University. Covers topics such as: What is Action Research, History of Action Research, Related web sites, Essays on Action Research, and a free Action Research Online Course. |
|||
| Action Research at Queen's University http://educ.queensu.ca/~ar/ |
Action Research October 03, 2004 |
||
| Maintained by Tom Russell, Faculty of Education, Queen's University, Ontario, Canada |
|||
| Action Research International http://www.scu.edu.au/schools/gcm/ar/arhome.html |
Simulations September 22, 2004 |
||
| Action Research International is a refereed on-line journal of Action research. It is sponsored by the Institute of Workplace Research Learning and Development (WoRLD) within the Graduate College of Management at Southern Cross University, and by Southern Cross University Press.
|
|||
| Action Research Resources - Martin Ryder, University of Colorado, Denver http://carbon.cudenver.edu/~mryder/itc_data/act_res.html |
Action Research September 22, 2004 |
||
| Martin Ryder
University of Colorado at Denver
School of Education
|
|||
| Advance Organizers http://scied.gsu.edu/Hassard/mos/8.3a.html |
Advanced Organizers October 03, 2004 |
||
| Chapter from the book, The Art and Science of Teaching by Dr. Jack Hassard, Emeritus Professor of Science Education, Georgia State University. Published August, 2004 by Oxford Press |
|||
| Advance Organizers - What are They http://www.umit.maine.edu/~herman_weller/advorg.html |
Advanced Organizers October 05, 2004 |
||
| This site provides a definition of advance organizers and discusses some techniques for using them. It also describe three phases for using an AO in the classroom. |
|||
| Advanced & Graphical Organizers http://www.glnd.k12.va.us/resources/graphicalorganizers/ |
Advanced Organizers October 03, 2004 |
||
| Educational researchers have shown that the activation of prior knowledge is critical to learning of all types. You can view (and print, if you like) this information, organized in a cluster map.
The theories and research-backing described in this outline is derived from Classroom Instruction that Works by Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock.
|
|||
| Affective and Cognitive Domain Learning with http://www.ascilite.org.au/conferences/melbourne95/smtu/papers/goldfayl.pdf |
Multimedia October 14, 2004 |
||
| Abstract: This paper will discuss the need to incorporate affective domain considerations at the design and
development stages of the creation of multimedia materials. It will be argued that strictly cognitively
based theories of teaching and learning which have evolved throughout and alongside the various
incarnations of Computer Based Learning cannot, and do not, fully address the needs of multimedia
users at non-cognitive levels. Work practices which have evolved in Educational Television preproduction
processes are proposed as being more appropriate for multimedia teams. |
|||
| AN ADVANCE ORGANIZER APPROACH TO DISTANCE LEARNING http://www.icte.org/T01_Library/T01_153.PDF |
Advanced Organizers October 03, 2004 |
||
| This work describes a new approach to an online distance-learning environment that is based upon
the idea of an advance organizer. The Learning Environment Organizer enables the student to
access and browse online instructional materials. The Organizer provides the user with a graphical
representation of topic sequences in the course, explanatory information regarding the topics, and
tasks and completion criteria for the individual topics. The system tracks the userÂ’s progress
through the topics in the course. |
|||
| An Integrated Model of Multimedia Effects on Learning http://www.aace.org/dl/files/JEMH/JEMH112177.pdf |
Multimedia October 14, 2004 |
||
| Research on multimedia and related instructional technologies
over many years has been characterized by inconsistent
findings about their effects on learning. This is because of
the myriad of contingent factors that have been shown to
moderate multimedia effects. This article offers a model that
is designed to integrate the main elements identified in the
literature and also to describe their key inter-relationships.
There are 12 elements in the model, each representing a theoretical
construct, which can be operationalized as a variable.
Learner style constitutes the independent variable, with
learning as the dependent variable. The other elements are
visual input, auditory input, learner control, attention, working
memory, motivation, cognitive engagement, intelligence,
reflection, and long-term storage, each of which is either an
intervening or moderating variable or in some cases both.
The elements in the model have causal or associative links
with other elements. The proposed model is seen as useful in
highlighting the complex nature of multimedia effects on
learning and in fostering instructional design which addresses
this complexity. |
|||
| Annotated Bibliography on Action Research Articles http://www.scu.edu.au/schools/gcm/ar/arp/books.html |
Action Research October 03, 2004 |
||
| Annotated bibliography on action research articles published since 1993. Maintained by the International Journal on Action Research. |
|||
| Barriers to Implementing Large-Scale Online Staff Development Programs for Teach http://www.westga.edu/~distance/ojdla/winter64/meyen64.htm |
Professional Development August 26, 2005 |
||
| Benefits of Learning Online http://ts.mivu.org/default.asp?show=article&id=1059 |
eLearning October 14, 2004 |
||
| Faculty often want to know how the learner benefits from online instruction. I respond by saying that web-based education has the potential to change the way students learn. Sociology professor Mark Kassop, does a good job of outlining 10 ways in which he believes online learning excels. |
|||
| Displaying 1 through 20 of 99 Records
|
|||
