Contributed by Organizations or Campuses; Articles, Papers, and Reports; Instructional Technologies; and E-Learning
Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge, A 21st Century Agenda for the National Science Foundation
| Title: | Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge, A 21st Century Agenda for the National Science Foundation (ID: CSD5476) | | Origin: | Contributed by Organizations or Campuses (08/11/2008) | | Type: | Articles, Papers, and Reports | | Abstract: | The National Science Foundation defines "cyberlearning" as "the use of networked computing and communications technologies to support learning." The report of the NSF Task Force on Cyberlearning, Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge, A 21st Century Agenda for the National Science Foundation, identifies cyberlearning as having "…the potential to transform education throughout a lifetime, enabling customized interaction with diverse learning materials on any topic..." The task force report identifies potential ways in which advanced computing and communications technologies might be leveraged to support learning, highlighting opportunities for further research. In it, the task force offers 5 recommendations for the NSF to pursue: | | View this resource: | |
Emerging technologies for learning
| Title: | Emerging technologies for learning (ID: CSD5372) | | Source: | Emerging technologies for learning | | Origin: | Contributed by Organizations or Campuses (04/02/2008) | | Type: | Articles, Papers, and Reports | | Abstract: | 'Emerging technologies for learning' aims to help readers consider how emerging technologies may impact on education in the medium term. The publications are not intended to be a comprehensive review of educational technologies, but offer some highlights across the broad spectrum of developments and trends. It should open readers up to some of the possibilities that are developing and the potential for technology to transform our ways of working, learning and interacting over the next three to five years. | | View this resource: | |
Differentiated e-Learning: What it is and five approaches
| Title: | Differentiated e-Learning: What it is and five approaches (ID: CSD4903) | | Author(s): | Kathleen Scalise (University of Oregon) | | Origin: | Contributed by Organizations or Campuses (2007) | | Type: | Articles, Papers, and Reports | | Abstract: | When curriculum adjusts to fit individual learners or groups of learners, whether in the classroom or online, this is called differentiated instruction. It is an approach to teaching that acknowledges people have multiple paths for learning and for making sense of ideas. Differentiated instruction has swept through the schools in the last decade, picking up many dedicated advocates, and e-learning fits right in because technology can make curriculum adjustments easy to do. Here we outline five current strategies for differentiation in e-learning, sometimes called e-diff. | | View this resource: | |
Open Education 2006: Community, Culture, and Content
| Title: | Open Education 2006: Community, Culture, and Content (ID: CSD4683) | | Origin: | Contributed by Organizations or Campuses (2006) | | Type: | Articles, Papers, and Reports | | Abstract: | Open Education 2006: Community, Culture, and Content was a multidisciplinary event designed to promote the discussion of the variety of research, development, and other activities necessary to move the field of open education forward. The proceedings include over 30 papers on topics such as Open educational resources, Tools and software supporting open education and Reusing and remixing open educational resources. | | View this resource: | |
What Have We Learned From 15 Years of Supporting the Development of Innovative Teaching Technology?
| Title: | What Have We Learned From 15 Years of Supporting the Development of Innovative Teaching Technology? (ID: CSD3879) | | Author(s): | Myles Boylan (National Science Foundation) | | Origin: | Contributed by Organizations or Campuses (2004) | | Type: | Articles, Papers, and Reports | | Abstract: | In those disciplines, departments, and institutions that have been investing significantly in technology, there is growing evidence that this is now paying off in the form of better retention of underrepresented groups of students and better student learning. Investment in education technology across disciplines and institutions is uneven. In no single discipline has a majority of the national faculty begun to use teaching methods that rely strongly on education technology. Economics is clearly laggard when compared to disciplines in the physical sciences, engineering, and mathematics, yet on the innovation frontier, there are highly promising technologies that have been created and are being tested. Assessment is receiving growing attention, and there is high promise of large advances. | | View this resource: | |
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