Extractions: http://www.letstalkonline.com/ weblog bio interview ... Heike Philp's Weblog July 09, 2005 On June 15, 2005 the European Commission granted approval for the development project LANCELOT in the framework of LEONARDO DA VINCI, Language Competence II. A total of 23 partners in 8 European countries participate in a 2-year development project from September 2005. In a series of articles, I will explore the main points out of the main application written in German, which I helped to create. What is LANCELOT all about and who are part of the Consortium? The following is a reprint of the summary of the official proposal. 1) Introduction The EU as an organization operates in 20 official languages. The 2004 enlargement of the EU, which nearly doubled the number of official languages from 12 to 20 , focused attention on the role of languages in the EU as never before. The Union actively encourages its citizens to learn other European languages, both for reasons of professional and personal mobility within its single market, and as a force for cross-cultural contacts and mutual understanding.
Muirhead While partnership, collaboration, and consortium all represent different In ZL Berge MP Collins (Eds.), Wired together The online classroom in K12 http://www.acs.ucalgary.ca/~iejll/volume3/muirhead.html
Extractions: Helen G. Langford The emergence of online schooling is a recent phenomenon within Alberta. Since 1995, 23 online programs have begun operating in the province. Online education depends on new network technologies to expedite access to information while simultaneously making it possible it to post lessons and course content on the Internet. The development of online programs to address the needs of K-12 students has resulted in duplication of effort among the programs. One solution to the duplication of effort to build course content and the identification of "best practices" for online education is the formation of a provincial consortium. This paper will argue that the formation of a provincial consortium for online education holds many potential benefits for online programs within Alberta. The emergence of online schooling as an educational option is a recent phenomenon. Within Alberta, since 1995, 23 virtual schools (online programs) have begun to offer services to students (
IEARN : News What behaviors should the coordinator encourage in the online classroom, Teaching English and Writing for International collaboration Projects. http://www.iearn.org/events/event_cairo2000.html
Extractions: iEARN CIVICS - CAIRO, November 10-14, 2000 I*EARN for Beginners. Getting started in iEARN projects, overview of online forums and website, reading and posting the online project forums, getting involved in projects, integrating projects into the curriculum. Local Organizational Development. This workshop will focus on how to develop a sustainable iEARN program in your local community or country, and will also provide a general overview of the structure of I*EARN as an international network.
Access Excellence: An Ideal Collaboration Home Business Partnerships Access Excellence An Ideal collaboration classroom discussions, facilitated by the instructor, take place in an online http://www.edutopia.org/php/article.php?id=Art_504&key=008
Extractions: American University (Washington DC, USA) The author shares her experiences in developing and implementing a collaborative Internet project connecting American University in Washington, D.C., and the Federal University of Parana in Curitiba, Brazil. Topics discussed include identifying an appropriate partner, designing a viable online environment, setting realistic goals, and encouraging interactive and authentic communication among students. Since September of 2000 my colleague Luci Collin from the Federal University of Parana in Curitiba, Brazil, and I have been involved in a collaborative Internet project. This article will discuss the background of the AU-UFPR project, its development and implementation, the problems and solutions, benefits, and suggestions for similar Internet projects. First, let me define Computer- Mediated Communication. According to John December, editor of Computer-Mediated Communication Magazine , CMC is ãthe phenomenon of human communication and information retrieval on global networks.ä It is also defined as ãhuman interaction via computer networks and in online environments.ä CMC is an interdisciplinary mix of communication, technology, education, and journalism. Of course, in education, CMC offers multiple possibilities in terms of distance learning, which is the context for our project.
Elluminate Employment - Online Collaboration Solution online collaboration Solution. We pride ourselves on developing marketing In the virtual classroom, students and an instructor interact using voice, http://www.elluminate.com/employment_online_instructor.jsp
Tentative Session Titles A Discussion About teaching in online Classrooms Using online Vocal collaboration to teach and Learn Spanish and Its Side Effects http://www.league.org/2004cit/tentative_titles.html
Extractions: Conference participants are reminded that, although the Opening General Session is scheduled for Sunday evening, a full program of Hands-On Alley Labs, Special Sessions, Forums, and Learning Center Courses is available starting at 8:30 Sunday morning. Below is a tentative list of presentation titles for the 2004 CIT. Subject to Change 3D Modeling and Animation Demo A 12-Hour Recruitment Plan for High-Tech Manufacturing A Better Way to Pick an LMS A Collaborative Model Using IT Skills Standards to Connect High Schools, Community Colleges, and Universities
TechLEARNING.com Technology Learning - The Resource For Embanet Collaborative classroom A collaboration tool powered by FirstClass Disney Learning Partnership In addition to its monthly online workshops, http://www.techlearning.com/content/profes/articles/resources.html
Extractions: Home Home Resources > Online Resources Professional Organizations Return to Top Professional Development Apple - Teacher Professionalism Apple Staff Development Online Self-paced courses designed to help educators integrate technology into teaching and learning. Single course, $49; annual subscription starts at $249. offers the Virtual Academy, a centralized resource of online courses from accredited colleges and universities. Autodesk Foundation Bell South's Education Gateway is organized for students, teachers, and parents and contains links to many education locations, including Teacher 2 Teacher, which offers information about professional growth, technology planning guides, collaborative projects with other schools, and more. Classroom Connect's Connected University Launches mid-September with technology training in the form of in-depth courses, a How-To Center, and premium courses featuring national consultants.
Steps To Developinga Collaborative Project Step Five Find Collaborative Project partners ePals The World s Largest K-12 online classroom and electronic penpal network http://www.k12science.org/cyberteacher/collaboratives.html
Extractions: Important Note: It is often helpful to participate in a Collaborative Project which someone else is running before you decide to develop and run your own. Skip to step five and explore the first set of links to find existing projects you can join for FREE. Obviously you want to start by identifying the theme of the project and a reason for linking up. Try to come up with a Collaborative Project which uses the Internet for a compelling reason. Here are some hints to making your project successful: Keep it simple, and I mean SIMPLE! You can always expand your project next year if it is successful. The most successful projects are small in scope and seek to answer a very finite, answerable question (e.g., Will we find the same microscopic organisms in ponds around the world?). Try to find something which will enrich an already existing part of your curriculum rather than inventing an entirely new activity. The more aligned your project is with regular teaching objectives and national standards, the more success you will have in finding other teachers to participate.
Universities/Presentations Building Community/classroom Partnerships Through ServiceLearning online collaboration in Continuum Experiences from Student to Faculty http://www.celt.lsu.edu/CFD/THE/presentations.htm
Masters In Teaching Student teach in an approved placement with a certified classroom teacher. Renaissance partnership for improving teacher quality online. http://www.itdl.org/journal/Jan_04/article05.htm
Extractions: Editors Note : University of Phoenix devised an innovative solution to the diminishing supply of new teachers entering the system. Recruitment focused on adult learners who had already had Bachelor degrees. Key predictors of success were the basis of selection. Online learning, simulations, and e-portfolios were key ingredients to ensure program quality, accessibility, and success. University of Phoenix Online Masters in Teaching Program Cindy K. Knott Participate in Field Experiences that are tied to either specific course objectives and/or program standards. Reflect on their performance and thinking throughout the coursework. Integrate technology into the curriculum. Utilize critical thinking in making decisions.
Extractions: Use ASAP to train your prospects and customers by sharing product and service presentations and demonstrations at the fraction of the cost of a physical event. Send critical documents directly to the right people as you speak with them. Publish ASAP Links to enable students to access training resources as they apply classroom techniques on the job.
Illinois Online Network: Online Courses : Course Catalog : Course Detail The Illinois online Network (ION) is a collaboration of all community colleges to traditional teaching and the student s role in the online classroom. http://www.ion.uillinois.edu/courses/catalog/C-CourseDetail.asp?course=1
EduMine - Collaboration On Mining And Geoscience Education The Partner Program aims to develop continuing education programs that integrate the best features of online learning with those of classroom peer http://www.edumine.com/xedumine/collaboration.htm
Teacher Role Of Library Media Specialist collaboration with administrators and classroom teachers is the underlying This online handbook was written by students completing the Diploma in School http://www.bcps.org/offices/lis/office/partner.html
Extractions: Tempe, Arizona, School District No. 3 Computer-mediated communications resources have a real potential to change the classroom from a rigidly controlled instructional model to a significantly more flexible and dynamic role of the teacher as a learning facilitator. Facilitation, by its very nature, is a learner and curriculum asserted, open-ended process. Computer-mediated communication-based learning models can provide a radical and positive change in the way that desired learner outcome goals are achieved. This article looks at the transition of one classroom over the course of a year and a half from the traditional teacher-controlled setting through a metamorphosis resulting in a teacher-facilitator model involving a computer-literate second grade teacher and his class. Problems with the traditional approach, experiences and issues with the transition, and an assessment of successes and failures of the project are addressed. Facilitation as an Instructional Model: Unprecedented Collaboration, a State of Flux, Simple Cell Analogy, and Navigating the Journey
Extractions: TERC, Inc., Cambridge, Massachusetts, USA The author discusses current trends in educational uses of the Internet. To become an integral part of the learning experience, the Internet should be accepted by a broad audience of teachers, educators, and policy makers. To foster this acceptance, the author suggests a new metaphor-the infosphere-a term that implies the growing unity, interdependence, and accessibility of information produced by humankind. The presentation focuses on selected features of the infosphere that have proven to be of educational value, patterns of their implementations, and the rationale for linking students to the infosphere. The telegraph, telephone, radio, and television revolutionized the flow of information on Earth, made a global village of our planet, and penetrated into all sectors of society except for one: the school. Recently, the fax machine moved paper as never before and appeared in our homes and businesses, big and small. Yet has anyone heard of fax-based curriculum? Now, as we are in the midst of the widely-heralded Information Revolution based on computer-mediated communications (CMC), will this technologies matter to classrooms? Although the Telecommunications Reform Act of 1996 mandates advanced telecommunication services be affordable to schools, the legislation alone cannot ensure that CMC technologies will become accepted by educators and parents. History tells a quite different lesson. The Telecommunications Act of 1934 set a national goal of making available "to all people of the United Sates ... communications service with adequate facilities of reasonable charge.." and generally achieved this goal. Ninety four percent of American households have basic telephone services, the highest ratio of the world, but has anybody lately tried to phone to a classroom? Moreover, schools until now have had to pay the same rates for telephone services as businesses.
Global Classroom Project - Resources By Author About online Classrooms, in New Directions for Teaching and Learning, 84 (Winter). Clark, J (2000) collaboration Tools in online Learning Environments, http://www.washington.edu/oue/faculty/author.html
UW-EPLT Learning Technologies Development content and online communication and collaboration capabilities to their course Catalyst partners Catalyst teams up with UW teaching and learning http://www.washington.edu/eplt/learningdev/
Extractions: This page is designed to work on your browser, but it may not look right because your browser does not fully support Cascading Style Sheets. You can find more recent browser versions on the UW Internet Connectivity Kit . More information about upgrading your browser is available at webstandards.org About Press Room ... Learning Technologies Computer Classrooms Consulting and Training In this drop-in workspace with 15 workstations, instructors have no-cost access to a wide variety of software and equipment, including Web-editing software, digital cameras, scanners, and digital-video editing equipment. There are also on-call consultants for both technical and pedagogical support. UW faculty members visit the center 1700 times per year. Five wired classrooms, specially designed for computer-based instruction, are available for experimental approaches to education, and to support student collaboration. These classrooms house 175 computers and serve over 200 faculty and instructors, representing nearly every UW College or school. Approximately 5,000 students per week receive instruction in these facilities, located in Mary Gates Hall and the Odegaard Undergraduate Library. This effort integrates scalable teaching technologies throughout the Health Sciences curriculum and supports innovative research and clinical applications through collaborative activities as well as through no-cost and cost-recovery services located in the new UWired Health Sciences computing lab.
Can Distance Be Used To Enhance Quality? - Ehrmann And Collins Yet how many institutions teach collaboration across the curriculum? Naive faculty, new to teaching online, are lulled by custom and system http://www.tltgroup.org/resources/Collab_Distance.html
Extractions: MM_preloadImages('images/links_2.gif'); MM_preloadImages('images/sponsors_2.gif'); MM_preloadImages('images/listserv_2.gif'); MM_preloadImages('images/resource_2.gif'); MM_preloadImages('images/programs_2.gif'); MM_preloadImages('images/calendar_2.gif'); MM_preloadImages('images/about_2.gif'); Emerging Models of Educational Technology Magazine In a 1999 paper, Murray Turoff quotes Thorstein Veblen as saying "Institutions are habits of thought" (Turoff, 1999, p. 1). So are courses and classrooms, whether paper or face-to-face. In this essay, we suggest that most instructors, administrators and software developers are missing major opportunities because they assume that online collaboration among students must follow the same forms as traditional interaction in face-to-face classrooms. Yet, dating back to the 1970s, a few educators and software developers have been pioneering far more imaginative ways of helping students learn with one another in virtual space; they have been multiplying the advantages of extended access with the strengths of enriched learning environments.
