Learning and Course Management Systems (LMS/CMS)
Print Version by Richard Coble, PhD, CFT Graduate Teaching Fellow Systems such as Blackboard, Canvas, and Desire2Learn are becoming a vital part of university classrooms in the 21st Century. This guide seeks to bring clarity about the definitions, use, and possibilities of such systems for both instructors and students. After differentiating the definitions and scope of Learning and Course Management Systems (LMS/CMS), the guide explores how users on Vanderbilt’s campus were employing the current system during the 2015-2016 school year based on the results of a campus-wide survey held in the spring of that year. The guide then ends with a list of best practices for classroom technology integration and shows how better integration with an LMS can further learning goals.
European Framework for the Digital Competence of Educators: DigCompEdu
Abstract: As the teaching professions face rapidly changing demands, educators require an increasingly broad and more sophisticated set of competences than before. In particular the ubiquity of digital devices and the duty to help students become digitally competent requires educators to develop their own digital competence.
Digital Competence Framework for Educators (DigCompEdu)
The teaching professions face rapidly changing demands, which require a new, broader and more sophisticated set of competences than before. The ubiquity of digital devices and applications, in particular, requires educators to develop their digital competence. Download your copy of the framework here!
Discussion Rubric
University of Wisconsin - Stout — Schedule of Online Courses, Online Certificate Programs, and Graduate Degree Follow us on Facebook. This rubric may be used for self-assessment and peer feedback. * Open class discussion is an important and significant part of an online course.
OSCQR Annotations
OSCQR 3.0 Annotations 1. Course includes Welcome and Getting Started content. Review These Explanations: By welcoming learners to the course and providing context for what they will be learning, the instructor sets a tone for success from the start of the course.
Mobile learning: pros and cons - Ceed Learning
With more than seven billion mobile devices being used worldwide (www.wearesocial.net), 271 million monthly active Twitter users, 78% of whom are on mobile (www.Twitter.com), 1,28 billion monthly active Facebook users, 70 million people on Pinterest and 200 million on Instagram, it’s no wonder mobile learning has become quite the buzz word in the learning industry! In fact, it’s a little surprising that mobile hasn’t boomed already. Mobile learning, or M-learning as it’s also known, refers to any learning where the user is not required to remain in a predetermined location (Tyagi, 2013). It’s quite a vague definition, but this is a new area of learning and it’s changing as quickly as new platforms are sprouting. What remains the same though is the fact that mobile learning has huge potential for learning and instructional designers, and for companies in terms of reaching and engaging learners.
Teaching Head & Neck Anatomy in a Blended Learning Environment - Teaching with Technology
by Robert W. Hasel, D.D.S., Associate Dean, College of Dental Medicine. The need for change in education has been an ongoing discussion for many years.
Mobile Learning: Transforming Education, Engaging Students, and Improving Outcomes
Editor’s Note: This paper is released in conjunction with the event Mobile Learning: Transforming Education and Engaging Students and Teachers hosted by the Center for Technology Innovation at Brookings on September 17, 2013. Education in the United States Education is at a critical juncture in the United States. It is vital for workforce development and economic prosperity, yet is in need of serious reform. American education was designed for agrarian and industrial eras, and does not provide all the skills needed for a 21st century economy.[i] This creates major problems for young people about to enter the laborforce.
Generic Template Structure
Over the years, a number of institutions have identified features to be included in every online course. The following model originated at Utah State University. Start Here Start Here may be a link from the home page of the blended course or announcement.
How Western University of Health Sciences is using VR to teach
Western University of Health Sciences in Pomona, Calif., has opened a first-of-its-kind virtual reality learning center that’s been designed to allow students from every program — dentistry, osteopathic medicine, veterinary medicine, physical therapy, and nursing — to learn through VR. The Virtual Reality Learning Center currently houses four different VR technologies: the two zSpace displays, the Anatomage Virtual Dissection Table, the Oculus Rift, and Stanford anatomical models on iPad. Robert W. Hasel, D.D.S., associate dean of simulation, immersion & digital learning at Western, says VR gives anatomical science teachers the ability to view and interact with anatomy in a way never before experienced. The virtual dissection table allows students to rotate the human body in 360 degrees, take it apart, identify specific structures, study individual systems, look at multiple views at the same time, take a trip inside the body, and look at holograms.
