Contributed by EDUCAUSE Learning Initiative, Faculty Development, and Curriculum Development
ELI Discovery Tool: Guide to Podcasting
| Title: | ELI Discovery Tool: Guide to Podcasting (ID: ELI8005) | | Origin: | Contributed by EDUCAUSE Learning Initiative (2007) | | Type: | Articles, Papers, and Reports | | Abstract: | The ELI Discovery Tool: Guide to Podcasting provides an overview of the technology, case studies, user perspectives, and implementation strategies. A "know-before-you-go" compendium, the Discovery Tool is designed to assist academic technology centers, IT units, and others in making the case for integrating podcasting into teaching and learning. If you are familiar with podcasting but are curious how it could be used in teaching and learning, this guide will recap what podcasting is; give you first-hand accounts of how students use—and don't use—podcasting; show how podcasting supports learning; explain the benefits and limitations of podcasting in comparison with other tools; highlight implementation and assessment considerations; and identify valuable podcasting resources. | | View this resource: | |
Putting the Learner at the Center: Next-Generation Innovation Emphasizes Enabling Learning in Classrooms and E-Learning Environments
| Title: | Putting the Learner at the Center: Next-Generation Innovation Emphasizes Enabling Learning in Classrooms and E-Learning Environments (ID: NLI0359) | | Author(s): | Vicki Suter (EDUCAUSE) | | Origin: | Contributed by EDUCAUSE Learning Initiative (2003) | | Type: | Articles, Papers, and Reports | | Abstract: | Learner-centered practices are instructional design and teaching practices that are based on what we know about learning and cognition. Such practices encourage meaningful learning and create environments in which people learn best. The selection, use and funding of technology to enhance and support learner-centered practices is an NLII key theme and research area. This article introduces the NLII conceptual framework for looking at learning principles and how technology might be used in that context; explains the role of communities of practice such as MERLOT in refining and applying conceptual frameworks;discusses how NLII members Virginia Tech, University of Tennessee, the SUNY Learning Network, University of Arizona, University of Wisconsin-Madison, University of Southern California, University of Central Florida, Empire State (SUNY), University of British Columbia incorporate learning principles into teaching practice through learning design, faculty development and online support, technology selection and project planning and funding, and organizational restructuring. Also discussed is the need for linking learning sciences and technology research to everyday practice through faculty research and development and through resources such as LESTER. A summary of NLII resources and activities on Learner-Centered Practices is given. | | View this resource: | |
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