Thursday, November 25, 2010
Friday, October 22, 2010
Wednesday, October 13, 2010
define e-learning and it's part in 21st Century Learning.
While all accrediting regions have adopted WICHE/WCET's Best Practices for the Delivery of Online Degrees and Programs, the way they play out vary.
This 2005 sampling presents how state policies express the implementation of the WICHE/WCET standards. Montana's appear to be the most explicit. In reviewing these sites for updates, some of these links are no longer available (like MT, for example). If you have updates you would like to share in email, that would be most appreciated.
Examples of States within a defined Accreditation Region
State Policy Incorporating WICHE-WCET/ CHEA DE Practices at State Higher Education Policy Level
Expressed State Policy Elements Responsive to WICHE-WCET/WICHE Standards
CO, MN, OH
North Central (NCA)
All WICHE/WICHE Standards are expressed in the Faculty and Course Management and Support sections under IV. Standards and Conditions, Policy 303.7, Delivery of Instruction via Telecommunication.
Kentucky (1998): http://www.kyvu.org/kyvu/additional-info.asp#guiding
As directly quoted from Kentucky’s site (1998,“Guiding Principles”):
North Eastern (NE
RI (1997): http://www.ribghe.org/disted.pdf
Expresses the directive that DE should build on” established system and institutional missions and quality academic programs,” and use DE to expand access, opportunity, with quality.
Oregon (1995): http://www.ous.edu/dist-learn/dist-pol.htm
Framework provides for “Planning, Quality and Program/Courses; Student Services; Faculty Issues; Tuition/Fees and Student Enrollments; and Technical Standards”
NY (2004): http://web.nysed.gov/ocue/distance/
Framework: Draws from Middle States adoption of
Hawaii (1998): http://www.hawaii.edu/ovppp/distlearn/policy.htm
Framework: Access, Instructional Quality are addressed.
Figure 1: State Policy Language Reflective of WICHE/WCET Best PracticesI have two questions about the policy issues: 1) Do the policy barriers relate to competition among a state's institutions for various student populations in a state or beyond? 2) Conversely, what can ensure transfer of quality courses among states, beyond a local attitude, that if it doesn't come from us, the student really should take our course?
Monday, October 11, 2010
Thursday, September 2, 2010
The strength of this short publication is that it connects cognitive strategies to instructional strategies to tech choices. It also names some of the limitations of those tech uses along with suggestions for types of instructional activities for a particular choice.
The section on virtual world applications clearly defines and discusses the potential for their instructional activity.
This is a useful guide for practioners and designers (and for the many who serve both roles) both early and somewhere along the road. For the more advanced, you may also be asking for more on Virtual worlds, and serious games, but this is a very good start. Nonetheless, the material here will also give the more experienced a chance to examine their current practices.
One point I think about as I design are questions to ask the learners. What are they using? Would their choices help them learn in this particular class? How?
Most recently I’ve also been thinking about the potential for certain activities across multiple applications and platforms. This choice of interoperatibility could immediately increase access to various activities for the various learners likely to come into a course.
Thank you to the authors and USDLA --- this is a clearly written, very useful contribution to the development of 21st century teaching and learning.
Wednesday, September 1, 2010
Monday, August 23, 2010
Monday, August 16, 2010
Friday, August 13, 2010
The Info Island Virtual Community Library has a wealth of online, print, and article bibs for books and articles about SL, as well as some links that show how to cite for SL: http://slurl.com/secondlife/Info%20Island/84/58/36. There's an SL archiving site also.
Thursday, August 5, 2010
In my next work, I look forward to the opportunities to
- design learning environments for specific communities of users, ones which support learning success and incorporate appropriate 21st century tools and strategies
- define and apply quality evaluation models for projects and courses
- explore, communicate, and train others on new technologies that support learning
- contribute to global efforts in the positive outcomes made possible through educational communities
Tuesday, May 25, 2010
Saturday, April 17, 2010
This week I attended the ELearning Colorado Consortium Conference.
One term referred to in a keynote was augmented reality. I had seen some examples earlier this year but had forgotten about them.
The Strange Librarian so nicely explains augmented reality as "placing computer-based or cloud-based information on real-world locations" (or items). QR codes are an augmented reality application. QR means Quick Reference and is a 2D image which transmits such digital information through scanning software.
These codes (like bar codes) are read by a reader in camera phones (though you can download them to desktops, at least in some cases). So you might have product info, or maps, or contact info, or a photo, or websites. You may now see them in magazines or on products or even on some buildings.
Sites are available to download the scanner software for a variety of phones, and sites also allow each of us create QR codes.
The keynoters had made mention of QR on t-shirts, and I did have some fun looking at QR codes on T-Shirts, bags, business cards, and caps. Coming across this video took it right over the top, though -- how to use a knitting machine to create a scarf with your desired QR code:
Sunday, March 21, 2010
Here's a video of a guest appearance he made and how personalizing a place can take away the fear of it, and this can be accomplished through travel:
He has a blog and you can also follow him on Twitter:
Rick Steves' Blog
Wednesday, February 17, 2010
As a food professional, Todd Rymer, Director of Culinary Education at the Vail /Eagle Valley Campus has been following Chefs Collaborative, one of the first organizations to directly connect chefs with food growers, for over a dozen years. Todd helped found a Slow Food convivia (chapter) in the Vail Valley about six years ago. Slow Food is an international organization promoting food that is “good, clean, and fair.” The movement focuses on local food as well as food free of chemicals, and food that provides a fair wage for the agricultural growers.
In addition to these important issues, a sustainable foodservice operation must also consider issues of energy, water consumption, chemicals, equipment, to-go containers, recycling and marketing of “green” practice. About three years ago, CMC added a course in Sustainable Cuisine to the CCCNS. As consumers and foodservice operators have further embraced sustainability, market research provided support to move this knowledge and practice into the CMC curriculum – an academic process that requires patience in the face of curriculum development that can still be timely and competitive.
So starting next fall, CMC will offer a certificate in Sustainable Cuisine Operations. In addition to many of the culinary courses already in the curriculum, the certificate includes: Intro to Sustainable Cuisine, Sustainable Food Operations and a revised course that adds vegan and vegetarian entrees preparation to Center of the Plate courses that formerly focused on beef, pork, poultry, and seafood entrees. As the certificate is expanded, courses will be offered in agro-ecology to help students learn about the environmental impacts of food production for restaurants that not only buy food, but grow it.
As we ended our conversation last week, I noticed a seed catalog on his desk—why was it on his desk? It’s part of his ongoing professional development—he’s taking a Colorado Master Gardner’s Class to forward his own expertise and share that development back with the newest of practices.
Tuesday, January 5, 2010
Sunday, January 3, 2010
These questions seem to relate to my last post--so if we move to post-literate expressions (mediums), what happens to the perception that educated persons are able to express themselves through textual communications?
Saturday, January 2, 2010
After talking with her, I did a bit of reading about "post-literacy" as well -- the development of media-based communications, which could question whether we would need textual literacy skills and came across this blog post:
I don't think that literature will go away (though it's form may change) or fully believe that post-literacy would need to fully ignore textual forms that might inform new mediums. I'd still make the case for textual literacy as an educational under-girding for wherever we are headed.