E-Teaching and E-Learning with Web 2.0 Tools


Welcome to "E-Teaching and E-Learning with Web 2.0 Tools" — in this course you'll meet and greet various attitudes, approaches and armory of 'blended learning' methods. Our emphasis is on tools that should support your teaching, such as: learning management systems (LMS) like Moodle; blogs like WordPress; Web 2.0 tools for project support, and much more; but there'll also be ample opportunity to discuss other aspects. In our sessions, we'll focus on theory and examples in the morning and spend the afternoon training during structured practice sessions. This course only contains some topics that I have collected and a practice space below.

Collected before the start of the course...

  • The Hi-Tech Mess of Higher Education»Underlying the anxiety about the worth of a college degree is a suspicion that old methods and the old knowledge will soon be eclipsed by technology. (...) our education leaders seem to believe technology is a force that—independent of human intervention—will help or hurt the standing of universities in the next generation. Perhaps, they think, it will perform the work of natural selection by weeding out the ill-adapted species of teaching and learning. A potent fear is that all but a few colleges and universities will soon be driven out of business.«
  • Teaching Online (Coursera, 28.7.-22.9.): »The MOOC is designed to help existing educators establish or improve their own online or blended teaching practices, and is suitable for all teachers in higher education, elementary, college, vocational or private education. There is no requirement for you to possess prior knowledge of online teaching practices or related technologies, as the course is aimed at beginners or those wishing to expand their knowledge. As part of the course, you will have the opportunity to develop your understanding of effective online teaching practices and their relationship to the use of different technologies. You will also be encouraged to progressively design and reflect upon your own online learning activity, assessment or resource for use in your own class if you choose to undertake the course Assignments.«
  • Knowledge@Wharton on teens and social media: »Boyd noted that the prevalence of social media has altered our very notions of “public” and “private.” She gave the example of two people having a conversation in a hallway. That conversation is private unless one of the people decides to repeat parts of it to someone else. But online, all conversations are public, retained in full for anyone to read. The person posting has to make some sort of effort to make it private.«
  • Why do so many MOODLE courses suck? - »Moodle is a magnificent free product and has the potential to enable schools and teachers to build wonderfully unique interactive online learning courses in which learner interaction can be tracked, measured and responded to. Despite this the vast majority of Moodle courses I see are a long list of Word and PDF documents with at best a few forums that enable a minimum of human social interaction.«
  • While Hype Has Fizzled, Colleges Consider Giving Credit for Open Online Courses: »Over the course of a year, Jonathan Haber took 34 free online courses. His goal was to earn the equivalent of a B.A. in Philosophy. For the father of two sons, it was an existential experience: “I realized a lot of the people commenting on MOOCs all had something in common: They had not actually taken many of them, or even one of them,” Haber said. “I realized to get a real sense of what they could and couldn't do, I couldn't just take one course - I needed to take enough courses to get a real sense of what they're like from different technology platforms, different providers, different universities, different professors."«
  • Which of these video sites is better? Open Yale Course (Intro) vs. Teaching Online (intro)

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