By Frank Rennie
Scholar engagement with electronic studying assets and on-line social networking are powerful forces in schooling this day. How can those assets most sensible be used by educators and direction designers in greater schooling? This ebook goals to supply the reader with adequate history details to understand the price of social networking, particularly for allotted schooling. via highlighting the main suitable, attention-grabbing, and tough facets of e-learning the e-book offers functional recommendation for utilizing social networking instruments in direction layout. This quantity covers the subsequent problems with direction layout utilizing social networking: key problems with social networking as an instructional process designing for a allotted atmosphere strengths and weaknesses of supplying content material in quite a few codecs: textual content, audio and video particular media: running a blog, wikis, podcasting, webcasting constraints on target layout implementation, assessment, induction and coaching Illustrated by means of brief descriptive case experiences, it additionally highlights touch addresses, web pages, and extra interpreting to aid readers locate assets and increase their layout. This sensible advisor may help all these thinking about the layout and supply of on-line studying in larger schooling make the easiest offerings while getting ready classes for allotted studying. Robin Mason is Professor of academic know-how on the Open collage the place she is a expert within the layout and perform of on-line educating and studying. Frank Rennie is Professor of Sustainable Rural improvement on the UHI Millennium Institute within the Highlands and Islands of Scotland. Please stopover at the authors’ wiki at: www.socialnetworking.wetpaint.com
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Additional info for e-Learning and Social Networking Handbook: Resources for Higher Education
28 • E-Learning and Social Networking Handbook own blend by taking one online course plus several face-to-face courses (Young, 2002). Across the sector, provision is moving towards a pattern characterised by brief, intensive face-to-face interventions punctuating longer periods of independent or group study facilitated by learning technologies (Middlehurst, 2002). Distributed learning has arisen as a term which bridges educational practice from face-to-face to distance learning (Lea & Nicoll, 2002).
Uk). uk/projects/ compendium/). The value of these tools is currently untested on any significant scale. g. g. Phoebe) are open-ended. Early indications are that some users welcome them and others with different working and thinking practices find it preferable to design on paper or from instinct about what works with students. OUTCOMEBASED DESIGN What should drive the process of course design: pedagogical principles, specific problems to be addressed, or tools to be used? It is generally Social Networking as an Educational Tool • 21 acknowledged that there is no best approach to begin the process of course design.
Bonk & Graham, 2006); others prefer to distinguish between these terms. For example, according to Tarleton State University (2004): Although the phrases “distributed education” and “distance education” are often used interchangeably, distributed education has a broader meaning. The primary characteristic of distance education is that learning takes place independently of place and time, allowing students to absorb the content from a distance. On the other hand, the principal goal of distributed learning is to customize learning environments to better-fit different learning styles, whether students are on or off campus.