Blended Learning and Instruction

Professional Electronic Portfolio (PEP) Webconference

2010-08-10T01:34:00.000-07:00

Free professional electronic portfolio online event on WiZiQ on August 21, 2010 at 9 AM EST: http://go.wiziq.com/1gnw

A Professional Electronic Portfolio (PEP) is a way for an individual to organize and share information about his or her personal and professional learning experiences. The workshop will provide background information on Professional Electronic Portfolio (PEP) and Personal Learning Environments (PLEs) and help participants develop a PEP.

BlendedLearning in Higher Education

2010-08-04T12:14:00.000-07:00

Introduction to WebQuest for ALL

2010-07-01T16:25:00.000-07:00

Instructor Experiences with Implementing Technology in Blended Learning Courses

2010-06-29T03:09:00.001-07:00

Abstract of a Doctoral Research Study

Organizational leaders in institutions of higher education expect instructors to implement blended learning courses without understanding instructor experiences with technology. Requiring faculty to teach blended learning courses without fully understanding the experiences instructors had implementing technology may lead to developing inappropriate professional training programs, ineffective use of technology, or to instructor disuse of technology in the future. The purpose of this qualitative phenomenological research study was to explore the experiences instructors had implementing technology in blended learning courses in campus-based institutions of higher education worldwide. This qualitative phenomenological research study used a modified van Kaam method by Moustakas (1994) with in-depth, semi-structured interviews to explore the experiences instructors had implementing technology in blended learning courses. The analysis of the transcribed interviews revealed four themes: (a) facilitates instruction and learning, (b) frustrating, (c) satisfying and rewarding, and (d) socially connecting. The conclusions derived from the study suggest that learning about the experiences instructors had implementing technology in blended learning courses may guide educational leaders in providing support and in preparing professional development workshops on how to teach blended learning courses.

Live Online Presentation on the WebQuest

2010-05-24T12:23:00.000-07:00

Blended Learning for Lunch at Surrey University

2009-05-21T10:10:00.000-07:00

Live Online Classes

2009-05-16T11:27:00.001-07:00

Learning in Virtual Classroom by Nellie Deutsch

Get your own Virtual Classroom

Live Online Events at WiZiQ

2009-02-15T21:54:00.000-08:00

I have been getting amazing feedback on my live online sessions at WiZiQ. I think the energy of a live synchronous exchange where participants can hear and view each other is of incredible value to sustainability of online and face-to-face workshops and courses. I only wish other educators would give technology a chance and enjoy the creative process of becoming lifelong learners.

Quality Learning

2009-01-16T06:44:00.001-08:00

Register for a free online workshop on Wikieducator to find out how you can use Wikieducator to collaborate and share content worldwide.

I was very pleased to read
At M.I.T., Large Lectures Are Going the Way of the Blackboard because it's high time we understood that education is about quality learning. The debate of education vs learning and student vs teacher centered instruction should have been resolved by now. Learning should be the focus of both instructor and learner as they engage in the learning-teaching-learning process. It should be a give and take situation where teachers and students interact and learn from each other. Teachers learn about student needs and best practices on how to make instruction conducive to learning for the specific students at hand and for future instructional learning improvements and students learn from interacting with the content, instructor, and each other. Learning is a collective process.

Education

2008-12-30T12:35:00.000-08:00

Blended Learning and Instruction

2008-12-17T04:18:00.002-08:00

Hi,
After getting negative responses from educators and researchers in institutes of higher learning in my country of residence, I contacted experts in the field of blended learning. I got negative responses from almost all of them saying that one campus would not have 20 willing instructors who use blended learning. I contacted my mentor and got the go to use multiple campuses worldwide and use virtual technologies to conduct the interviews. I am now feeling a lot better and ready to accept volunteers. If you combine e-learning with face-to-face instruction in higher education or know instructors who do and are willing to be interviewed, please let me know.

Thank you for your help.

Warm wishes,
Nellie
nelliemuller@email.phoenix.edu

Blended Learning and Instruction

2008-12-17T04:18:00.001-08:00

Facilitating Online Communities (FOC08): My Feedback

2008-12-13T02:08:00.000-08:00

Now that Facilitating Online Communities (FOC08) has officially finished, I would like to add my feedback by answering the following questions as Leigh Blackall suggested:

1. What were the most enjoyable aspects of this course?
2. What were the most challenging aspects of this course?
3. Did the course meet your expectations? How or how not?
4. What improvements would you suggest?
5. Any other comments?

1. The most enjoyable and engaging part of the course was preparing for and taking part in the min-conferences. The assignment catered to my learning style and needs. I felt useful because I was able to contribute and use my skills. I enjoyed the collaboration. Another great aspect of the course that I got hooked on was using "blogs". I am not new to blogs, but I am new to blogging. However, I had never really blogged before FOC08. I am finding the process beneficial in my personal and professional development.

2. The most challenging aspect of the course was keeping up with the discussions in the google group. I found some of the topics of discussions unrelated to what I wanted from the course. I also learn when people are open and less defensive.

3. I had no expectations when I started the course. I don't usually have expectations from courses that I take, because I learn from every situation. However, I did expect the facilitator to be more "present" as is the case at the University of Phoenix online and in many other e-learning courses I have taken.

4. I prefer being part of positive learning environments and applying a positivist approach to knowledge, learning, and reality. I would be interested in researching positivism and e-learning. You may find the podcasts by Dr. Banzon-Bautista of interest.

5. Leigh, thank you for taking the time to facilitate the course. I would be interested in learning about your reflections on facilitating the course.

Storytelling on WiZiQ

2008-11-12T02:15:00.000-08:00

Ning Social Network Blogs

2008-11-12T01:58:00.000-08:00

FOC08: Feedback on Storytellling Mini-Conference Video and Recordings

2008-11-08T09:58:00.000-08:00

Please add your feedback on the storytelling conference that took place on November 7, 2008 at 4PM EST as part of the FOC08 online course.

Thank you.
Participants of the session

Multimembership in Social Networks Miniconference Course

2008-11-04T13:06:00.000-08:00

I took the liberty of adding a thread taken from SCoPE Moodle Mini Conference Course (FOC08) on Multimemebership.

Hi All

Sue asked, so this is just a quick attempt to explain the role that blogging plays for me in my managing of multimemberships.

As I mentioned in my first post, I sometimes feel like a conduit - so much information passes through me from my various networks and i want to make some of this 'stick'. One of the best ways of evaluating, processing and assimilating that information is quite simply to write about it! This process of writing about and adapting information to the priorities of my profession, helps me to really understand what's happening in the flow ( or great wave) of information and communication that goes on every day. It also helps me to then adapt and feed back into that flow ( I sometimes feel like I'm one of those Yahoo Pipes that aggregates feeds and makes them relevant to the readers who com from my profession (EFL ESL / Learning technology) and I hope add some value to it.

Once the information comes out in my blog, I then also get feedback on it from other bloggers / readers etc, so I again get the chance to reprocess and re-evaluate the information that's coming though my network.

I hope that makes sense.

Nik Peachey

I know I've really benefited from following Nik's blogs where he does all that evaluating, processing and assimilating! I kind of latch on to people like him. smile

I have another story and some questions related to managing multimembership and blogging.

The topic for this seminar came about from our experiences in the Facilitating Online Communities course (FOC08). Most of our communication in that course takes place on our individual blogs. We post our reflections and observations, and responses to questions that come up in the course on our personal blogs. We also wander around reading and posting comments on other course participants' blogs.

It sounds pretty straightforward except that there are 74 individuals/blogs on the course list. Also, some individuals have set up blogs specifically for this course while others are integrating course related posts into their existing blogs, so the course related posts need to be teased out from the rest. In addition, there is a course blog which is where Leigh the facilitator posts reminders about what we should be focusing on as well as reflections on the course itself.

At the beginning of the course there was a bit of a scramble to figure out how to manage it. Many of use were new the idea of organized communication through blogs. Do we each subscribe to every single blog through our rss reader? Is there a way we can organize these subscriptions as a group? How do we remember where we posted? How do we know if somebody responded to our comments left on other blogs? What's the best way to cross-reference posts and comments?

As I was thinking about these issues early on I found this gem from Nancy White's blog archives about multimembership. The title of the blog post is It's not me or the group, it's about multimembership.

I've learned this idea of multimembership from Etienne Wenger and see the management of multimembership as one of the key technological and social issues of the online world today. There is quite a bit of interesting technological work happening in this area, from identity standards, pushes for interoperability and tools that help us collect all our digital interactions so we can make sense of them across all the groups, networks and even casual online interactions we engage in.

The phrase "key technological and social issues" really stood out. I thought yikes! I have a lot to learn and I think I'd better hurry up and figure this stuff out. So here we are 12 weeks or so into the FOC08 and frankly I'm still struggling with the whole process. What are the tools that help us to collect our digital interactions? How can we best use these tools to remain engaged in these distributed but related conversations?

Hi Sylvia,

I'm really flattered that you follow my blogging. It's nice to know that someone does!

You ask at the end of your post "What are the tools that help us to collect our digital interactions?" and I think for me it really is the blogging part that helps me to collect.

I use loads of tools to pull in information:

* Yahoo groups and other list serves
* Various Nings and other Social networks
* Plurk and Twitter
* And an accumulated network of people that I've met or worked with via email

But of all these, it's the act of blogging that helps me 'collect' pull together and make sense of it all.

I've actually been doing a small experiement with Plurk and twitter that I'll post about when I have a bit more time.

best

Nik Peachey

Sylvia,
What drives me is not only the content, but the learning process. I can easily retrieve most of the information I publish under my name or username on the Internet via google search, so nothing is really lost. The question is how much am I willing to spend on sorting, narrowing down, slowing down and reflecting? Maybe there will come a time when I will no longer have the need to organize and save information. Maybe, I will become comfortable with the knowledge that the information is out there, or perhaps my whole way of thinking will transform into something else. Isn't there a better approach to online learning than storing information? I sometimes wonder whether technology is serving me or whether I am serving technological tools. What drives us to learn this way?

Nellie's comment about content versus learning process made me pause. I wonder if we do get too hung up on knowing that our contributions to conversations and records of our work are safe, searchable, archived, organized, etc. Is it a situation of because we can?

Does anybody remember this book from 1991?
Michael Schrage: Shared Minds: The New Technologies of Collaboration.
In that book Michael Schrage compares verbal communication with digital communication in shared spaces. He describes our utterances as little bubbles floating up into the sky and disappearing -- nothing recorded, nothing to build on but our memories of what was said. I could really relate to that book because it fit so closely with my own habits of recording and revisiting group interactions and decisions. I guess that's why I appreciate online interactions so much. I like to have a record of what was said.

But I've been thinking really hard about what it is I really do want. I don't think it's so much that I need a record of my own personal contributions (although I do like having that) but I'm more interested in easy access to the conversations and people I want to follow. For example, if I'm drawn to the topic of a blog post enough to add a comment, then I want to continue to track that conversation (on that blog and also references from other places to that blog post).

Here's a real life example of someone writing about this topic my own lack of skill in keeping track of it! I recall a few years back Leigh Blackall wrote about his decision to not get attached to his own digital content. The context of his post was online services where people store heaps of data and the risks of losing that information if the service shuts down. (Common concern these days with Ning, Facebook, etc)

I would now like to find that post because it's so relevant to Nellie's points, and I'm such a stickler for citing work! I recall at the time I read Leigh's post thinking WOW, how can he be so carefree about investing all that energy into something and not worry if it all runs down a drain. I wish I had been better equipped to somehow flag that blog post at the time!

Now Leigh might be joining us here this week so the real test will be...can he find that blog post! (or was it a post to the TALO group?) And if not, does he care? smile

Sylvia,
I think I'm the wrong person to talk to about being a stickler for citing work because I cite every single statement I make in my online doctoral class. You would probably love learning online at the University of Phoenix (except the tuition). I found interesting things about Leigh Blackall as I googled his name content vs process. For one thing, I found a blog referencing TALO (2006).
Online learning is allowing my thinking to be a lot more open and flexible. The ability to delete has transformed how I learn by allowing me to let go and say next... It all seems to fit in with my mindfulness meditation practice. You may want to join the free online course that is coming up.

Thank you for taking up this thread, Sylvia. It so much better to think out loud.

Hi Nellie

I think you hit the nail on the head here. You asked at the end of your posting

"Isn't there a better approach to online learning than storing information? I sometimes wonder whether technology is serving me or whether I am serving technological tools. What drives us to learn this way?"

I think what you are describing above, is NOT online learning. It's kind of a habit that we get into and something that gives us the illusion of being in control of all this information that's flying around. I think it's even useful, BUT it isn't learning!

I think learning is really about what you describe here:
"my whole way of thinking will transform into something else"

Learning is transformative. If it doesn't bring some impact on your life, change your way of thinking, develop your practice in some however microscopic way, then you probably haven't learned anything, you've basically shifted information from one place to another to make it more manageable. Nothing wrong with that, but it just isn't learning.

I think that's where the role of blogging, writing a wiki, producing a journal or writing and article of some kind is so important. Without that process of reflection, the information isn't really touching the sides (isn't transforming you) it just flows through from one place to the other.

So your question here really is the key: " The question is how much am I willing to spend on sorting, narrowing down, slowing down and reflecting?"

Here's where we get to the managing multi memberships bit. Personally I think it's probably better to let some information pass you by (after all as you said, you can probably find everything you need from a google search), but take the time to slow down and reflect on that part of it which can be transformative. Maybe we need to adopt more of a zen approach to this and start making sense of information (sorry about the pun) rather than just managing it.

I think that entering into this kind of dialogue is also a key part of that process too, many thanks to all for that.

best

Nik Peachey
Learning Technology Consultant, Writer, Trainer
http://nikpeachey.blogspot.com/
http://quickshout.blogspot.com/
http://daily-english-activities.blogspot.com/

Network vs. Groups: A Humanistic Approach to ICT

2008-11-03T11:07:00.001-08:00

Although I claim to be connecting online for peaceful coexistence, I may have hidden biases that creep up now and then just like everyone else. The purpose of this post is to reach out to those who facilitate or share information online; in formal or informal settings, and suggest a humanistic approach to information communication Technology (ICT). There are heated and less heated discussions about social networks and groups for learning. The exchange may not always seem collegial or invitational since the main idea seems to be to get the points across at all costs. Some promoters of networks as defined by Stephen Downes (see video) seem to ignore those that do not follow their reasoning. Instead of showing tolerance and willingness to open up to those who may have other views or to whom the terminologies are foreign and may need clarifications, facilitators are exhibiting impatience and an attitude of you and I, or you and them. The obvious stereotyping and group idea confuses me (see Chaos) as the conversation seems to follow the traits of a group rather than a network (see Downes video). Personally, I would like to see a humanistic approach to ICT and a lot more tolerance.

Your feedback is always appreciated.

Thank you.
Nellie

Second Life with FOC08

2008-10-21T16:28:00.000-07:00

This is what avatars do when they are involved in an online course such as FOC08 with Leigh Blackall. When Leigh says there is going to be a meeting in Second Life, the avatars set their clocks and turn up at all hours. Even when Leigh leaves, the avatars stay.

Learn about storytelling

2008-10-19T04:21:00.001-07:00

Connecting Online

2008-10-14T05:22:00.001-07:00

Promoting Peace Online

2008-09-21T12:10:00.000-07:00

Saturday, September 27, 2008, Nellie Deutsch, Doris Molero, and Steven Vance will be guest speakers at a presentation given by Buthaina Alothman from 06:50-7:10 GMT at the Women without Frontiers International Conference 2008, to be held in Rhodes, Greece, on September 26-28. The presentation will be focused on ways we can promote peace and reduce discrimination against gender, origin, religion, and color in our societies through Cross-Cultural online projects in the Language Classrooms. Buth has created a Wikispace with the abstract of the presentation, Guest Speakers bios, and slides of her previous presentation at the International Conference of WwF.org in 2004, and photo at: http://buthaina-wwf-peaceconf08.wikispaces.com

2008-09-15T05:33:00.000-07:00

Join me and share your experiences and thoughts on teaching and learning in an live online classroom.

Maybe, learners can become teachers and vice versa.

2008-09-12T15:59:00.001-07:00

Does receiving step by step guidelines, handouts, and expected goals facilitate the learning process? Perhaps allowing learners the freedom of experimenting and learning via trial and error yields more effective results in the long run. Perhaps, good facilitation is not being there. It may feel good for learners to have teachers constantly at their side advising every step of the way, but it might also interfere with the learner's pace and learning style. The learning process may take longer, but learning may be more meaningful and long lasting, if learners spend more time reflecting and learning on their own.

What do you think?

Lifelong Learner and Educator (FOC08)

2008-09-12T04:47:00.000-07:00

I am passionate about learning and sharing my reflections with others. I would love to “tear the blinkers I wear”. However, I see learning wherever I turn. I can’t get away from it. I have always considered my path as a learner. I only went into teaching so that I can learn. I can’t seem to see beyond learning and sharing.

Leigh Balck suggested I free myself from my role as an educator. I am confused because my role as an educator is intertwined with my role as a lifelong learner. How do I separate the two?

Does anyone have any suggestions?

Thank you.
Nellie

I would like to add that this blog reflects my inner thoughts which have no bearing on anyone else.

Positive Learning Connections (FOC08)

2008-09-07T12:27:00.000-07:00

I love the positive learning connections available on Wikieducator. I would like my ESL/EFL grade 11 and 12 students to learn the features of Wikieducator so they can participate in a writing course I am preparing on WE. I have started working on the school page and writing course.

Any suggestions on how to proceed?

What Would Dr. Seuss Say About Online Communities (FOC08)

2008-09-05T06:30:00.001-07:00

What Would Dr. Seuss Say about Online Communities?

View SlideShare presentation or Upload your own. (tags: dr. suess)

I am grateful to Nicola Avery for sharing the slides with me.

Learners teach themselves (FOC08)

2008-09-03T23:46:00.000-07:00

I think of online facilitators as individuals who value and respect other people enough to allow them to practice independent learning. Although the freedom to learn is inherent, many of us have been conditioned to expect teachers to teach. Carl Rogers had some interesting insights on teaching.

Connecting Online CO09 Conference 2009

2008-08-28T12:54:00.000-07:00

Connecting Online CO09 Conference 2009

Calling for proposals and papers to be presented online at Connecting Online 2009 from February 6-8 via WiZiQ flash-based conference rooms.

The 2009 Connecting Online Conference will provide wonderful opportunities for presenters to share their online experiences with others. The conference will be a venue for collaborative, professional development for educators, business people, technological developers, and students worldwide. The 2009 conference will spread over a period of three days with six sessions a day and two live hourly sessions conducted simultaneously in two live conference rooms. More information will follow after the selection of presentations.

The conference will be organized via ning and on a blogger
The Connecting Online Conference invites participation from educators, business people, technology developers, and students throughout the globe who are interested in sharing their experiences with the Internet as a learning tool.

Please contact Nellie Deutsch and Minhaaj Ur Reyman for further information.

Thank you.

Live Online Events (FOC08)

2008-08-27T10:16:00.000-07:00

I currently use asynchronous (Moodle) and synchronous via (WiZiQ) means of delivery and tools for instruction and learning. As much as I am a visual learner, I love "listening" to people's experiences and take advantage of the chat box to ask questions. However, the process of scheduling a live online event that will suit people worldwide takes a lot of planning. Although recordings of the events are usually available, the live online experience is very engaging if it's more than a lecture. Interactive live online sessions may have very strong impact on the people present. Active participation in some live online workshops are stimulating and energizing.

Putting that aside, if you don't have time, join an asynchronous session via a CMS like Moodle. I think SCoPE, Wiki, and Ning are excellent examples of effective learning via asynchronous discussions.

Should Teachers Give Technology a Chance? (FOC08)

2008-08-23T20:20:00.000-07:00

Most high school and post secondary teachers in my neck of the woods are still using traditional lecture type of instruction. The rationale for using the old way is that it worked for students in the past. According to the literature and the latest educational innovations, learners should be actively learning rather than passively listening to the teacher (Phillips, 2005).

Active learning is an instructional strategy that researchers claim transforms learners from passive to active participants of the learning process. Active learning is very different from the traditional lecture. In active learning, teachers may chose (a) collaborative; teamwork with the emphasis on student interactions, (b) cooperative or teamwork with individual assessment, (c) and problem-based self-directed learning (Prince, 2004). Students who engage in active learning even briefly during a lecture, "will remember more content" as opposed to instructional methods that overload the learner with information at one time (Prince, 2004, p. 7).

According to the literature, teachers must prepare students for active learning by taking the role of facilitators that encourage and guide learners to stay focused in achieving the learning objectives (Friedman, Harwell & Schnepel, 2006; Modell, 1996).
One way of preparing students is to conduct ongoing evaluations of students' work to learn about their knowledge, skills, and affective status. Knowing what students have learned and reflecting on the instructional method used, can facilitate and improve instruction (Friedman et al., 2006; Hunt, Touzel & Wiseman, (1999).

Another way of assuring active engagement in the learning tasks is to provide individualized learning via electronic or internet-based learning environments. Computer-based learning provides "self-directed, meaningful interaction" (Derntl & Motschnig-Petrik, 2005, p. 112). According to Derntl & Motschnig-Petrik (2005), electronic learning is potentially more effective "given the instructor was experienced as a highly open, respectful, and understanding person" (p. 128). My students' have commented on the value of using technology in language learning. I can also see that their language skills have improved a great deal as they use technology in and out of the classroom.

Do you use technology? Would be willing to give technology a chance? If not, do you have alternative ways to engage learners in the learning process?

Your comments would be greatly appreciated.

Derntl, M., & Motschnig-Pitrik, R. (2005). The role of structure, patterns, and people in blended learning. Derntl, M., & Motschnig-Pitrik, R. (2005). The role of structure, patterns, and people in blended learning. Internet and Higher Education, 8, 111-130. Retrieved August 23, 2008, from http://www.pri.univie.ac.at/Publications/2005/iheduc05-derntl.pdf

Friedman, M., Harwell, D.H., & Schnepel, K. C. (2006). Effective instruction: A handbook of evidence-based strategies. Columbia, SC: The Institute for Evidence-Based Decision-Making in Education.

Hunt, G. H., Touzel, T. J., & Wiseman, D. (1999). Effective teaching: Preparation and implementation. Springfield, IL: Charles C. Thomas Publisher, Ltd.

Modell, H. I. (1996, June). Preparing students to participate in an active learning environment. Advances in Physiology Education, 15(1), 69-77. Retrieved August 23, 2008, from http://www.physics.emory.edu/~weeks/journal/modell-aipe96.pdf

Phillips, J. M. (2005, March/April). Strategies for active learning in online continuing education. The Journal of Continuing Education in Nursing, 36(2), 77-83. Retrieved August 24, 2008, from ProQuest database.

Prince, M. (2004, July). Does active learning work: A review of the research. Journal of Engineering Education, 93(3), 223-232. Retrieved August 23, 2008, from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Prince_AL.pdf

Developing a Professional Development Collaboratory

2008-08-22T12:45:00.000-07:00

Nancy Randall has asked the following questions in a course on Professional Development Collaboratory on SCoPE:

a) How do you find out about professional development opportunities?
b) What encourages you to visit online professional development websites?
c) What are the components of exemplary online professional development sites?
d) What is missing and needed in professional development sites?
e) What aspects of online professional websites encourage you to return to the
website in order to continue sharing your contributions?

Your responses would be very helpful.

Thank you.
Nellie Deutsch

Adding Comments

2008-08-22T12:09:00.000-07:00

A reader left the following comment: "I agree with a lot of what you are saying, but if you want to convince the unconverted you are gonna have to drop some of the buzzwords".

The comment was added to one of my blog posts, however, I never managed to find where the reader got the words. I apologize if I came across as wanting to convert anyone. I am in no position to convince anyone of anything, nor do I wish to do so. I have mentioned a few times that I am in no position to convince anyone of anything. I am merely reflecting on my own experiences. I apologize if my reflections have offended anyone.

Please feel free to share your ideas even if they differ from mine.

Thank you.
Nellie Deutsch

Professional Development Courses: Making the Most (FOC08)

2008-08-22T11:29:00.000-07:00

I am constantly wondering how to get the most out of online and offline Professional Development (PD)courses. One of the ways is to engage in the discussions and learn from others. Another way is to research google scholar and access the University of Phoenix library for peer reviewed articles in order to learn about current research studies on professional development and instruction and learning. I have also been involved in Moodle sites such KnowPlace (free weekend courses) and SCoPE. I am particularly found of the courses Sylvia Currie has been providing at SCoPE (free courses). Nancy Randall is currently facilitating a course on SCoPE called Developing a Professional Development Collaboratory. Although the course started on August 18 the discussions and wiki will most likely facilitate the learning process.

e-Learning: Sharing Experiences

2008-08-20T10:54:00.000-07:00

I would like to invite e-learning experts interested in sharing their experiences with others on wiziq. If you are interested in meeting and sharing ideas in a live virtual classroom, please let me know.

Nellie Deutsch

Concepts and Reality

2008-08-19T20:45:00.000-07:00

I must confess that I wear a few hats. I not only teach EFL, but I have moderated and facilitated online conferences, and conducted workshops on marriage enrichment and effective communication according to PAIRS in prisons and community centers. I realize there is a huge difference on what teachers are required to do in the classroom and what it means to facilitate a panel of experts, online/offline conferences, and workshops.

I would like to add something you and others may find relevant and refreshing. I just finished listening to a talk by Mark Abramson on mindfulness. Abramson claims that concepts are tricky things because our concepts of what we think we do and what we actually do may be completely different. I highly recommend listening to the audio.

assessing learners for instructional improvement

2008-08-19T20:14:00.000-07:00

Planning learning assessment is important in preparation for a course of any kind. According to Popham (2005), educational assessment should aim to improve student learning. Curriculum developers and educational leaders should ask them themselves why they are assessing, what they want to assess, and how to interpret what was assessed. Educational leaders will be able to make better decisions if they base those decisions on “student knowledge, skills, and affective status” (Popham, 2005, p. 5). Not everything can be assessed. Sampling will be necessary because “when you assess students, you’ll try to represent the curricular aim in which you’re interested” (p. 7).

Popham, W.J. (2005). Assessment for educational leaders. Boston: Pearson.

Facilitation or Teaching? (FOC08)

2008-08-19T18:52:00.000-07:00

I am currently a full time doctoral student at the University of Phoenix online and a blended learning English as a foreign language teacher in a local high school. I have been engaging my students in a face-to-face workshop format for over 30 years and in blended learning for 13.

I became a high school teacher in order to facilitate rather than teach or overpower my students. I had a lot of issues throughout my 32+ years of teaching English to speakers of Hebrew and other languages with teachers, principals, students, and parents. I once told a grade 11 class that there was nothing I could teach but they could learn or I could not teach them anything they couldn't learn on their own. I was trying to explain that learning was not necessarily the outcome of teaching. I also claimed that a classroom was not a suitable place to learn a language. I encouraged my students to watch TV and use the Internet to improve their language skills. I was reprimanded by parents and ultimately by the school. My life changed when I began to integrate technology into my EFL classes in the mid 90s. I gained the confidence I now have to say that I can't teach you anything, but I may be able to facilitate your learning.

I know that my point of view may be right for me, but not right for someone else. My way of teaching has not been very conventional as I refused to interact with students who sat behind desks. I have had to prove myself over and over again, but after 30 years I finally found a principal that agrees with my views on facilitating rather controlling for the sake of controlling. The process of learning to facilitate is ongoing. I have had many issues because I view my role as a servant who must cater to the needs of the students. I am constantly reflecting on my role as a face-to-face teacher, workshop moderator, and online facilitator. I try to combine all three for the sake of the students who are accustomed to a traditional means of delivery. I cannot enforce my way on others if they are not ready, but I can facilitate the way.

Professional Learning Community and Community of Inquiry (FOC08)

2008-08-16T22:03:00.000-07:00

I was inspired by a fellow participant of Faciltating an Online Community (FOC08)to reflect on my leadership role and the connection between leading, following, and facilitating an online community. According to DuFour (2004), a professional learning community aims to improve schools so that schools become learning communities that cater to learners' and their needs. DuFour (2004) suggested that, "To create a professional learning community, focus on learning rather than teaching, work collaboratively, and hold yourself accountable for the results" (p. 1). However, from my understanding, DuFour's professional learning communities refer to K-12. Garrison and Vaughn (2008) refer to higher education. They define an educational community as "a group of individuals whose connection is that of academic purpose and interest who work collaboratively toward intended learning goals and outcomes" (p. 17). Garrison and Vaughn (2008) explain that although the social aspect may be important in creating "the climate that will support the learning process, it is the academic interests that give purpose and shape to the inquiry process" (p. 17, 18). Garrison and Vaughn (2008) call this kind of educational community a community of inquiry. A community of inquiry (Col) has three interrelated elements: "social presence, cognitive presence, and teaching presence" (p. 18). I have been following this framework in a high school setting with my EFL/ESL students very meaningful and engaging for both the students and teacher. I am finding less success with DuFour's professional learning community at my high school. Teachers in my neck of the woods do not feel accountable for student learning and find themselves constantly blaming national educational policies, the educational system, the school administration, parents, and students instead of collaborating and forming professional learning communities that drive change.

My goal in taking FOC08 has been to understand the process of facilitating an online community. For me an online community is a learning community of some kind. The population does not matter, but the process of forming and facilitating such a community, does. I would be interested in facilitating a collaborative learning community as opposed to a disjointed and fragmented group of individuals. My leadership style is both relationship and task oriented. However, I combine both authoritative, servant, transactional, and laissez faire leadership roles. I think the more I learn about my leadership style and about myself as a learner, the easier it may be for me to facilitate an online community effectively.

DuFour, R. (2004, May). What is a "professional learning community"? Educational Leadership, 61(8), 6-11. Retrieved August 17, 2008, from http://www.simagis.org/prodev/documents/PLC.pdf

Garrison, D. R., & Vaughn, N. D. (2008). Blended learning in higher education. San Francisco: Jossey-Bass.

Text Chatting: Facilitator or Distractor? (FOC08)

2008-08-14T17:35:00.000-07:00

I just participated in an incredible WiZiQ live online session on Exploding Education's Limits: Unlocking Learning with Web 2.0 with Ludmila Smirnova. Ludmila Smirnova, an Associate Porfessor at Mount Saint Mary College. Smirnova did an excellent job at facilitating and involving the particpants in the presentation. The recording is available on WiZiQ.

At the end of the WiZiQ sessionn, I raised the question about the role of text chatting during a live presentation. What does the constant text chatting do for the students and instructor? Is it distractive and/or helpful and for whom? Who can benefit from constant text messaging in the chat box? Would it force teachers and students to be flexible and tolerant of the other or annoy them? Whom do you focus on during an online presentation? The teacher, student, content, or all three? Do you allow for divese learning styles and perhaps someone's need to continually ask questions, reflect, and make comments? If teachers are going to be facilitators who learn with their students, shouldn't openness and active sharing of learning be beneficial to all?

Asynchronous e-learning environments provide students and teachers with a chance to interact with the content, the instructor, and each other. However, although synchronous live online sessions may provide teachers with opportunities to interact with the student and for learners to interact with the teacher, the content, and each other, teachers may be using live online classes and conferences in the old face-to-face tradtional means with the teacher controlling the session and with very little interactivity among the participants. The live online sessions are still being used as lecture-type learning environments.

I believe the chatbox can transform the synchronous online classroom into an active learning environment where the teacher and learner become partners in the process of learning. How can instructors facilitate the process and turn the chatbox text messaging tool into a positive learning experience for the online learner?

Connecting Mindfulness, Spirtual Computing, and FOC08

2008-08-13T05:21:00.000-07:00

“In order to achieve their potentials, spirituality needs digital technology and digital technology needs spirituality. At an essential level, the two traditions complement each other. Humanity’s survival may depend on interaction between them.”3
--- H.H. Dalai Lama

I am pleased to learn about others' interest in aligning mindfulness and e-learning. According Caig Warren Smith,
Spiritual Computing (Spiricomp) combines recent innovations in neuroscience, catalyzed by HH Dalai Lama, with trends in technology such as social computing and affective computing. In an article entitled WHERE DO YOU WANT TO GO TODAY?
Buddhism’s role in Bringing Spirituality into the Next Generation of Web Technologies, Craig "suggests five themes that form the basis for productive exchange of views and practical collaboration: 1) presence, 2) attention, 3) empowerment, 4) learning, 5) community." Furthermore, the author provides a detailed explanation of the 4 trends that connect spiritual computing and technology: (a)technological innovation; social computing, affective computing, and neuroscience marketing, (b) marketing; online communities, (c)management; innovation and empowerment, (d) ethics; anticipate the social impacts of using technologies.

I would be interested in joining a community or communities that focuses on mindfulness and online facilitation.

What it means to be a member of a community (FOC08)

2008-08-12T05:06:00.001-07:00

I was just discussing the issue of what it means for me to be a member of a community. As I lifelong learner who is both relationship and task oriented, I pondered on what would make me commit to a community. These are some of the questions I asked:

1. Would I have to compromise for the sake of the group?
2. Would I need to change to fit into the community?
3. Who would be setting the norms of the community?
3. Would I be a willing follower or would I need to lead?
4. Will there be equality among the members?
5. How open would the members be to each other?
6. Would eveyone respect and accept one another or would some be more respected than others?

Your comments are always appeciated.

Defintions (FOC08)

2008-08-11T06:51:00.000-07:00

As a doctoral student and researcher, I fully understand the importance of definitions for clarifications, but wonder whether we are missing something in the process of defining terms. Here is what I found: what's wrong with definitions?

Coming to Our Senses (FOC08)

2008-08-10T16:23:00.000-07:00

Coming to Our Senses by Jon Kabat-Zinn

I have been reading Coming to Our Senses for a few weeks now. I am enjoying the process so much, I don't want to complete the book. I could go on reading the book indefinitely. The reason I am adding it here in the midst of FOC08 is that Kabat-Zinn states that we are so tied up in using technology to connect with others that we forget to connect to ourselves. Isn't it time we came to our senses to make sure technology facilitates our lives instead of draining us and keeping us from our true selves as Kabat-Zinn suggests in his book? Kabat-Zinn's sense of humour hits home as he keeps reminding us that we should also consider checking in on ourselves from time to time just to make sure we are still there.

Communication Among Students (FOC08)

2008-08-10T15:31:00.000-07:00

Listen to Charlotte Matthews talk about her work with blended learning and the way her students collaborate on their own. Find out how online facilitation more about the about the students than the facilitator. My experiences with post graduate online courses at the University of Phoenix have proven time and time again, that there are many benefits to facilitating and encouraging students to communicate among themselves. Learning is not about the teacher, instructor, or facilitator, it's about the learner. The teacher/instructor/facilitator should become a partner in the process of learning and cater to students' needs. The focus should be on the student and in finding ways to empower students to communicate among themselves.

How to avoid student confusion? (FOC08)

2008-08-10T07:19:00.000-07:00

Online facilitation is about the learner and ways of facilitating the learning experiences of each learner. No learner should be left behind. Michael Wesch clarifies my point in a Youtube presentation at the Library of Congress on June 23rd 2008. Read my response to the video and share your thoughts on the information provided in the video. Michael Wesch is a model facilitator who searches for ways to reach all learners even in courses that have 200 participants. Find out about some of the team techniques he uses to engage his students. Just be patient and listen to the whole the video.

I am interested in learning as much as I can about the experiences of online students. Although I realize every learner is unique, I still feel the need to learn from others' online experiences. I hope many of you will share your experiences by adding your commwents to this post or emailing me.

I found some interesting perspectives on solution or confusion from Petra Luck and Sandra Ardrey's PowerPoint presentation (2005) and a few good pointers from a study conducted on the online student Characteristics of the Online Learner: Experiences, Participation and Achievement , by Yvette M. Aqui(2005).

Facilitating Online Classes (FOC08): Clarification

2008-08-10T07:11:00.000-07:00

I feel the need to clarify my position. I am looking for answers on how to facilitate the student who feels confused as an online learner. Being senstive to others ways is my first priority. I try to learn as much as I can about the people in my online and offline classes. I try to remember that my online courses are not about me as the facilitator; they are about my students. I want my communication to empower them . I am very cautious about being a good listener so that I can relate to the issues they are having. I want to learn how to facilitate their online learning experiences and not enforce what works for me.

I would appreciate others' views on how to "facilitate" learning in order to empower the online learner. Please feel free to add your comments here or email me.

Thank you.
Nellie Deutsch

Facilitating Online Communities (FOC08)

2008-08-08T07:55:00.000-07:00

I have been teaching for over 30 years and consider myself a lifelong learner in all areas, but especially when it comes to instruction and facilitating online. Every course I teach or participate in provides me with new learning experiences. In FOC08, students are finding themselves on different pages with diverse problems as not everyone is confortable with the same e-learning technolgies. Although not everyone is publicly expressing how they feel, some are voicing and reflecting on the issues they face as they attempt to carry out the instuctor's tasks.

I am pleased to say that I am learning more from the problems other learners are facing in FOC08 as they carry out the tasks than I am from the online facilitator. This is exactly what I strive for as I encourage my students to learn from one another and to view the teacher as a facilitator or partner in learning who does not have all the answers. I seem to learn more from my students than from my colleagues on what works and what does not in both my online and offline classes because every learning situation is unique. My colleagues and I share our experiences and learn from our students. However, we realize that things are not that simple. Every online class provides new learning experiences as problems and mistakes become our textbooks.

Now, how do you suggest we resolve some of the issues encountered in this course? How do we get everyone feeling comfortable and communicating on the same page? Is it on the google group discussion forum? Perhaps, it would be easier to add student comments on the facilitator's blog as he leads us on. I am still asking questions as I ponder on the need to be in one space for every course I take or teach. I want to focus better and find that wondering around from blog to blog and from WikiEducator to the google groups and instructor's blog distracts me from being fully attentive to the course. Funny enough, my students are constantly telling me the same thing. I am also participating in a fully online course on student assessment at the University of Phoenix where everyone is anchored in one space. I find it so much easier to be in one learning environment.

Finally, should this message have gone into my blogs/vlogs/nings/facebook/myspace/pageflakes/netvibes/wikis/wetpaints/and so on...? I have so many social networking spaces. Should I update them all, all the time, some of the time, or just stick to one space and forget the rest? These are some of the questions I have been pondering on as I encourage my students and colleagues to use social networks for instruction and learning.

Your comments are always appreciated.

Have a wonderful weekend.

Nellie Deutsch

Participants' Blogs for FOC08

2008-08-06T19:25:00.000-07:00

Participants' Blogs for FOC08

FOC08 - Participant's Blogs on Netvibes by Joao Alves

2008-08-06T11:43:00.000-07:00

Joao Alves took the initiative and created an active list of participants' blogs on Netvibes for a Wikieducator course on facilitating online communities (FOC08)course.

Social Networking: Their Space by Tamar Snyder (FOC08)

2008-08-06T05:37:00.000-07:00

According to the article published on Edutopia: What Works in Public Education by Tamar Snyder, "Increasing access to digital content will lead to exponential growth in school-based online communities on the MySpace/YouTube model."

I commend the intitiative at Woodland High School, in Woodland, Washington for promoting the changes that I would like to see in every school. Learning takes place regardless of the school system. It's time the system became learning friendly for all learners; teachers, students, parents, and other school stakeholders learn side by side and become lifelong learners. It's time society realized that the process is just as important if not more than the product and that engaging learners, focusing on understanding leads to more creative, critical thinkers who will naturally "ask better questions".

What Makes an Online Community Tick? Ask Craigslist, Yahoo and Pheedo (FOC08)

2008-08-05T10:38:00.000-07:00

What is an "online community"? Any suggestions?

I found an interesting podcast on the power of online communities.

The above podcast was taken from Knowledge Wharton website on What Makes an Online Community Tick? Ask Craigslist, Yahoo and Pheedo published on March 22, 2006.

According to Knowledge@Wharton Network, "On-line communities have become not just a major social force, but a significant driver of business activity both online and offline. Facilitating, nurturing and benefiting from those communities, however, is not a simple task. To explore what makes these communities tick, Kevin Werbach, a professor of legal studies and business ethics at Wharton, spoke with Craig Newmark, founder of Craigslist.com, Julie Herendeen, vice president of Network Products at Yahoo and William Flitter, CMO of Pheedo. All three are involved with successful online communities and efforts to leverage and facilitate online communities, but in very different ways".

Clay Shirky: Institutions vs. collaboration (FOC08)

2008-08-05T09:34:00.000-07:00

Michael Wesch and the Future of Education (FOC08)

2008-08-04T06:51:00.000-07:00

Michael Wesch is expressing exactly how I feel about the use of technology in engaging learners in the future of education. Teachers, who are passionate about learning and view other learners as partners in the learning process, realize the value of using technology in blended learning. Combining face-to-face and technology helps engage the teacher and students into a learning community where everyone benefits and grows into a lifelong learner. Learning is becoming relationship-based or a huge learning network.

I have been trying to engage learners in teams so they can collaborate and learn from each other. I find the jigsaw and WebQuest excellent means of connecting learners to each other and to the content. In the coming fall, my EFL/ESL students will be creating their own WebQuests, wikis, ning sites, and blogs. I would be interested in collaborating with other teachers and students worldwide. Please feel free to contact me so we can discuss how to engage learners as they learn English and become lifelong learners.

The Loss

2008-08-03T06:04:00.000-07:00

I was shocked to hear that Lee Baber is no longer with us. The loss is going to be felt in both the offline and online learning communities.

YouTube and Michael Wesch (FOC08)

2008-08-02T20:32:00.000-07:00

Hope you enjoyed Michael Wesch's presentation at the Library of Congress on June 23rd 2008. Keep watching to the end so you can absorb some of his ideas on student learning and schools. I wish more educators would take the time to facilitate and cater to students' nees.

Cuil Search Engine

2008-07-31T20:43:00.000-07:00

Cuil search engine has indexed more than 120 billion pages so far. I'm finding the search engine very useful.

Learning with Technology and Cognitive Flexibility

2008-07-31T16:42:00.000-07:00

I am both task and relationship oriented in my teaching and learning. However, what is suitable for me may not be for others. I like to know how people feel so that we can share our goals and needs before starting a course. The answers are not always there because some learners have difficulties reflecting and verbalizing their experiences. However, Chieu (2007) suggested using ICT-based constructivist learning environments where learners are encouraged to apply cognitive flexibilty in order to cope with the ongoing technological challenges.

Chieu, V. M. (2007). An Operational Approach for Building Learning Environments Supporting Cognitive Flexibility. Educational Technology & Society, 10 (3), 32-46. Retrieved July 31, 2008, from http://dspace.learningnetworks.org/bitstream/1820/1054/1/ets_10_3.pdf

Facilitating Online Communities

2008-07-28T22:37:00.000-07:00

I joined a course on how to facilitate online courses via Wikieduator and Otago Polytechnic. I will be using blended learning and instruction blog to document my experiences. However, I must confess I am not a blogger. I prefer to share one space with others via wiki, ning, google groups, or Moodle discussions. I have not been able to locate others' blogs to read what they are doing although I belong to pageflakes, netvibes, google reader etc. Which one do I choose? Suggestions and feedback are always welcome.

The WebQuest: The Joy of Learning

2008-07-09T08:35:00.000-07:00

Live Online sessions on wiziq introducing the WebQuest for instruction and learning. Sessions will be available from July 11-July 15, 2008

Engage your students in experiential (hands on) learning activities that promote social skills via teamwork, higher order critical thinking skills via inquiry and problem-based learning, and technological skills via the Internet and Microsoft applications. Motivate your students to become lifelong learners by using WebQuests. WebQuests are problem-based learning activities that engage students in learning.

Presenter: Nellie Deutsch of Integrating Technology: Exploring New Domains (Moodle Courses)

Nellie Deutsch is a Canadian high school English teacher (EFL/ESL) and a doctoral student of educational leadership specializing in curriculum and instruction at the University of Phoenix online.

Nellie is consultant on e-learning (web 2.0 tools for instruction and learning), professional development, and integrating technology into the curriculum. In her free time, she helps educators become aware of the value of integrating web 2.0 tools for instruction and learning. Nellie does this on a voluntary basis because she is passionate about learning and would like to see e-learning available and free worldwide.

Join WiZiQ and register for the public sessions.

Web 2.0

2008-06-18T07:45:00.000-07:00

What is Web 2.0?

Universties and web 2.0: Instructional challenges

2008-06-10T12:10:00.000-07:00

So what can instructors enthusiastic about web 2.0 for instruction and learning do about universities' "lack of adaption" ?

evaluating Instructors' best practices

2008-06-10T08:30:00.000-07:00

I think most e-learners would agree that the online environment provides "self-directed, meaningful interaction" with the content, peers, and instructor or instructors (Derntl & Motschnig-Petrik, 2005, p. 112). According to Derntl & Motschnig-Petrik (2005), e-learning is potentially more effective "given the instructor was experienced as a highly open, respectful, and understanding person" (p. 128). I agree with Derntl and Motschnig-Petrik (2005) who suggested "technological advances must go hand in hand with improved interpersonal skills and attitudes of educators" (p. 128). In fact, motivation and transfer of learning is greatly influenced by instructors' communication skills with their learners.

What experiences have you had as an e-learner or instructor?

Free e-learning

2008-06-07T14:58:00.000-07:00

I believe online learning should be free and available worldwide. What are your thoughts on the subject?

What is Produsage?

2008-05-30T23:10:00.000-07:00

Burns' Produsage: Towards a Broader Framework for User-Led Content Creation may put a perspective on how we should be viewing the current web 2.0 environments.

Free is not "free"

2008-05-30T22:16:00.000-07:00

In my efforts to make e-learning available and free worldwide via Integrating Technology: Exploring New Domains, Wikieducator, WiZiQ, and Learnhub, I came across Free! Why $0.00 Is the Future of Business by Chris Anderson on why free is not "free". However, I would like to see educators contribute to those "free e-learning zones" Curt Bonk mentions in a discussion forum at Learning Town in order to contribute to learners globally.

Head Tracking for Desktop VR Displays using the WiiRemote

2008-05-29T05:00:00.000-07:00

Using the infrared camera in the Wii remote and a head mounted sensor bar (two IR LEDs), you can accurately track the location of your head and render view dependent images on the screen. This effectively transforms your display into a portal to a virtual environment. The display properly reacts to head and body movement as if it were a real window creating a realistic illusion of depth and space. By Johnny Chung Lee, Carnegie Mellon University. For more information and software visit http://johnnylee.net

Free Tools for Instruction and Learning

2008-05-29T04:41:00.000-07:00

Are all the so called "free" web 2.0 tools for e-learning really free? What does "free" mean? I think it's time we clarified the definition of the word “free” because it seems that everything that is “free” has a “fee”. For those who don’t see it; just remove the “r” and you will get the “fee”.

Free E-Learning

2008-05-25T03:11:00.000-07:00

Hi Everyone,

I believe online learning should be free and available worldwide. If
you feel the same, join me at Integrating Technology: Exploring New
Domains where you can learn and create your own online courses using
Moodle course management system (CMS). Free Moodle training and
professional development courses will be offered free of charge to
teachers who wish to provide free learning for others. The
professional development and training will be done asynchronously via
Moodle and synchronously via WiZiQ, a free real time online classroom.

Looking forward to collaborating with you.

Warm wishes,

Nellie Deutsch

Live online meeting on web 2.0 tools for instruction and learning

2008-05-07T03:32:00.000-07:00

Join live online sessions with WiZiQ now!

WiZiQ is a free tool. It is an online virtual classroom with features (audio/video/whiteboard/files/chatbox) that enable participants to interact with the content, instructor, and other learners.

Listen and watch a recording of a session on web 2.0 tools for instruction and learning.

Please let me know if you are interested in presenting.

Is too much really too much?

2008-05-02T06:05:00.000-07:00

e-learning available and free for all

2008-04-30T01:12:00.001-07:00

My path in life is to make e-learning available and free for all. I have just started developing free online courses for educators on how to use Moodle, WebQuests, WiZiQ blogging, Second Life, and other web 2.0 tools for effective instruction and learning. You are welcome to join.

Granular Social Network

2008-04-24T14:15:00.000-07:00

Granular Social Network from Thomas Vander Wal on Vimeo.

Live Online Meeting on Audio and Video for Instruction and Learning

2008-04-24T13:15:00.000-07:00

A live online meeting and synchronous discussion is scheduled for Monday May 5, 2008 at 9.00 P.M. Jerusalem on audio and video for instruction and learning at WiZiQ. Special presentations by Chris Beall on Qlippit, David Bowman, on using social networks for important world issues, Kip Yellowjacket on Second Life in education and specifically for English as a foreign language learning, Rob Theriault, a higher education instructor, on the use of Adobe Presenter for podcasting, and Steve Hargadon on ning in education.

Please convert the date and time to your time zone, get your headsets ready, and join the WiZiQ session on web 2.0 for instruction and learning.

Lectures: Great Expectations for Higher Education

2008-04-18T14:14:00.000-07:00

ABOUT: Best Practices in Blended Learning

2008-04-18T14:11:00.001-07:00

Introduction to edu 2.0

2008-04-18T14:07:00.000-07:00

WiZiQ

2008-04-18T14:03:00.000-07:00

New Curriculum for Higher Education Part 1

2008-04-18T13:13:00.000-07:00

Adding the Blend

2008-04-18T11:46:00.001-07:00

New Curriculum for Higher Education Part 2

2008-03-30T11:54:00.001-07:00

Nellie's English Projects

2008-03-19T08:07:00.001-07:00

Make on Snapvine | Copy This

Ort Guttman

2008-02-01T04:28:00.000-08:00

Losing Our Privacy

2008-01-08T09:50:00.000-08:00

What does it mean when your name and other information about you appear on the Internet? What does it mean when you lose your privacy?

Ning Social Network Blogs

2007-12-31T06:10:00.000-08:00

I started using ning for my high school students and their peers from other countries. I find ning much better than facebook for a number of reasons. Firstly, ning allows teachers to set very high privacy settings in order to conduct professional discussions in a closed environment with other educators. Secondly, ning offers ad free pages. Finally, ning provides fast and friendly online support.

Integrating Technology

2007-12-30T10:17:00.000-08:00

The increasing number of e-learning and technology-based blended learning courses at universities raises many challenges for instructors on how to implement and use technology effectively. Although few studies have been conducted on how university instructors are using technology, effective implementation of technology affects student learning. Educators realize the importance of quality instruction. Many universities provide faculty professional courses to help instructors. However, university instructors may not be competent or feel comfortable with technology. I am interested in exploring the challenges university instructors face in implementing technology worldwide.

Are teachers slow in implementing technology? What are some faculty professional development issues in implementing technology in blended learning instruction and how can they be resolved?

Photo and Voice

2007-12-30T10:13:00.000-08:00

2007-12-15T05:33:00.000-08:00

Technorati

2007-11-29T12:43:00.000-08:00

Technorati Profile

Research

2007-11-11T18:24:00.000-08:00

Technorati Profile

I need current research-based information to support the problem statement the university instructors (need country) are ill-prepared to teach blended learning courses.

Can you help?

Thank you.
Nellie Deutsch

Blended Learning

2007-10-06T03:45:00.000-07:00

Find more photos like this on Blended Learning

Digital Natives or Digital Immigrants?

2007-09-18T10:49:00.000-07:00

View the following and decide for yourself: