Buddhism through online learning: A global spiritual force - Janaka Perera, Asian Tribune- July 22, 2008 Realising the Internet's potential in disseminating the Dhamma worldwide, the German Dharmaduta Society, Colombo, invited the Australian Buddhist monk Ven. Pannyavaro, Founder and Web Master of the Sydney-based Buddha Net (www.buddhanet.net) - a non-sectarian Buddhist information network, to visit Sri Lanka in year 2001 and deliver a public lecture and conduct a workshop on the theme ' Buddhismhttp://people.uis.edu/rschr1/onlinelearning/2008/07/buddhism-through-online-learning-globa... Online Learning Makes it Easier for Potential New Drivers to Get Behind-the-Wheel- July 22, 2008 Millions of teens in the U.S.about to start the school year with expectations of becoming licensed drivers are looking to online distance learning to fulfill their drivers education requirement. School Districts, educators, and students alike are embracing the flexible DriversEd.com Course. Students approaching driving age have all had some sort of experience online and with interactive games,"http://people.uis.edu/rschr1/onlinelearning/2008/07/online-learning-makes-it-easier-for.ht... Online Learning in All Alabama High Schools: Good news in the distance - Press-Register- July 22, 2008 When school starts this fall, every student in Mobile's public high schools will have access to courses offered over the Internet. That's progress. Indeed, every public high school student in the state will have access to distance learning courses by 2011, through a state program that uses technology to bring advanced and remedial courses into schools that can't afford them otherwise. In thishttp://people.uis.edu/rschr1/onlinelearning/2008/07/online-learning-in-all-alabama-high.ht... Learning Objects Update: Review and Critical Approach to Content Aggregation - Panos Balatsoukas, Anne Morris & Ann OBrien, ETS- July 21, 2008 The structure and composite nature of a learning object is still open to interpretation. Although several theoretical studies advocate integrated approaches to the structure and aggregation level of learning objects, in practice, many content specifications, such as SCORM, IMS Content Packaging, and course authoring tools, do not explicitly state the aggregation level or granularity of learninghttp://people.uis.edu/rschr1/onlinelearning/2008/07/learning-objects-update-review-and.htm... Contextualised Media for Learning - Tim de Jong, Marcus Specht & Rob Koper, ETS- July 21, 2008 In this paper, we analyse how contextualised media can be used to support learning. Additionally, the advantages of contextualised learning and the types of learning that are fit to be supported are discussed. Our focus throughout the paper will be on lifelong learning, and the integration of formal and informal learning therein. However, we think, to this date, most of the research concerninghttp://people.uis.edu/rschr1/onlinelearning/2008/07/contextualised-media-for-learning-tim.... Augmenting Traditional Books with Context-Aware Learning Supports from Online Learning Communities - Gwo-Dong Chen & Po-Yao Chao, ETS- July 21, 2008 Recent advances in ubiquitous computing technologies have brought reality augmentation of traditional objects to context-aware and social supports. Although a significant proportion of students prefer poring over traditional paper textbooks over electronic books, few studies have enhanced reading practice of traditional books with ubiquitous context-aware and collaborative learning supports thathttp://people.uis.edu/rschr1/onlinelearning/2008/07/augmenting-traditional-books-with.html Using Social Networking Tools to Engage the Wisdom of Teachers - Joe Moxley & Ryan Meehan, Kairos- July 20, 2008 As compositionists, we can learn from encyclopedic enthusiasts, musicians, and news junkies who are testing the limits of new literacy tools. We need to revise our courses and practices to better account for the demands of new collaborative literacies. Because environments like the ones we listed above thrive all over the Internet, we should encourage our students to write in them; we can usehttp://people.uis.edu/rschr1/onlinelearning/2008/07/using-social-networking-tools-to-engag... Constructing a Tool for Assessing Scholarly Webtexts - Allison Warner, Kairos- July 20, 2008 This webtext presents a tool for assessing the scholarly value of online journal publications. It is part of a larger study that uses Kairos webtexts to investigate the scholarly nature of online texts. The goal of this larger study is to deliver a rubric as an instrument to facilitate the acceptance of online texts within English Studies as evidence of scholarship for professional advancement.http://people.uis.edu/rschr1/onlinelearning/2008/07/constructing-tool-for-assessing.html Does it Matter if I Take My Mathematics Test on Computer - Randy Elliot Bennett, et al; JTLA- July 20, 2008 This article describes selected results from the Math Online (MOL) study, one of three field investigations sponsored by the National Center for Education Statistics (NCES) to explore the use of new technology in NAEP. Of particular interest in the MOL study was the comparability of scores from paper- and computer-based tests. A nationally representative sample of eighth-grade students washttp://people.uis.edu/rschr1/onlinelearning/2008/07/does-it-matter-if-i-take-my-mathematic... The Effectiveness of Screencasts and Cognitive Tools as Scaffolding - Mark J. W. Lee, et al; JITE- July 19, 2008 Modern information technology and computer science curricula employ a variety of graphical tools and development environments to facilitate student learning of introductory programming concepts and techniques. While the provision of interactive features and the use of visualization can enhance students understanding and assist them in grasping fundamental ideas, the real difficulty for manyhttp://people.uis.edu/rschr1/onlinelearning/2008/07/effectiveness-of-screencasts-and.html |