ODL

Blueprint for Interactive Classrooms: Handbook

"The Blueprint for Interactive Classrooms project is about designing and building interactive classrooms for teaching distant learners using various audio-visual technologies which allow teachers and learners to interact over a variety of telecommunications networks in a cost-effective and pedagogically sound manner.

This handbook provides step-by-step guidelines for designing, building and using interactive classrooms - tailored to specific needs - which promote telepresence with audio-visual technologies such as videoconferencing and television as the main means of communication."

You can download excerpts from some of its chapters.

Table of contents: 

1. Introduction
2. Building an Interactive Classroom: The steps
Task 1: Designing the Teaching and Learning Activity
Task 2: Designing the Teaching and Learning Environment
Task 3: Sound: A Key Requirement
Task 4: Choosing and Buying the Technology
Task 5: Furniture and other items
Task 6: Installing the Classroom
3. Testing it Works
4. How to Use the Classrooms:
Guidelines for Teachers
Guidelines for Learners
Guidelines for Tutors and Facilitators
Guidelines for Managers
Guidelines for Production/Technical Staff
Guidelines for Cleaning and Room Maintenance Staff
5. Troubleshooting
6. Case Studies:
University College Dublin, (UCD)
Katholieke Universiteit Leuven, (K.U.Leuven)
Université Nancy 2 (UN2)
Politecnico di Milano, (POLIMI)
Helsinki University of Technology (HUT)
Appendices
Glossary of Terms
World TV Standards
References and Further Reading
Websites
Index

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Author

Blueprint for Interactive Classrooms project: Lisa Kilbride, Anne Phelan, Mathy Vanbuel, Loïc Deconche, Sergio Brofferio, Luca Maderna, Tuovi Manninen, Tuomo Rintamäki, Ilija-Matias Lazarov

Year

1998

Length

270 pages

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Videoconferencing Guidebook

This is a complete guidebook including technical and pedagogical tips for managing videconference sessions. A trouble shooting guide and glossary of terms are also included. This courseware is used during the videoconference training sessions offered by the university's IT Services.

Also see other videoconferencing resources: http://www.um.edu.mt/itservices/staff/facilities/videoconferencing/help

Theory and Practice of Online Learning - Second edition

Starting with a comprehensive summary of relevant educational theory, the book revisits, in a lively way, the great dichotomies that have marked the history of open and distance learning. The second edition features updates on all chapters from the first edition and the addition of 4 new chapters (on Mobile Learning, Social Software, Distance Education Philosophy and Financial Decision Making). Two chapters (Chapter 3 - Value Chain Analysis and Chapter 9 - Copyright Issues) were not updated nor included in the 2nd edition. These two chapters (in addition to all of the origional 1st edition chapters) will continue to made available at this site, however readers are encouraged to access the revised chapters to receive more current and updated content.

Awarded the Charles A. Wedemeyer Award by the University Continuing Education Association.

Theory and Practice of Online Learning, edited by Terry Anderson and Fathi Elloumi, is concerned with assisting providers of online education with useful tools to carry out the teaching and learning transactions online. It presents, in an easily readable form, the theory, administration, tools, and methods of designing and delivering learning online. By doing so, the authors bring to the teaching community a valuable product which should go a long way in popularizing the use of the learning technologies.

To download e-book, click on middle tab "e-book" at the bottom section.

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Editors Terry Anderson & Fathi Elloumi

Year

2008

ISBN

978-1-897425-08-4 (SC)

Length

484 pages

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Handson

"Wendy Adeniji finds 3T's impressive Sonica a real step forward for language learning"

From 2010 all key stage 2 pupils should have the opportunity to learn a foreign language. However, the caveat is that not all KS2 teachers will feel confident in being able to teach this. French might seem to be the safe option, but because Spanish is one of the four major world languages, the Department for Education and Skills commissioned 3T Productions to produce Sonica, a multimedia software package which covers two years' worth of Spanish teaching for non-specialist teachers.

A html-based version of this article: http://www.tes.co.uk/article.aspx?storycode=2061698

Streaming in the Digital Video Realm

This paper offers an overview of streaming video and discusses the different formats of streaming media. Various hardware and software programs used to create streaming video is examined. In addition, the paper discusses the advantages and drawbacks of using streaming video in online teaching. Finally, a discussion of how streaming video can be used in online learning and its curricular applications are addressed.

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Author

Taralynn Hartsell, Steve Chi-Yin Yuen, The University of Southern Mississippi, USA

Year

2003

Length

3 pages

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Print, Video, or the Ceo - The Impact of Media in Teaching Leadership with the Case Method

Case teaching has the potential to involve students in complex decision settings, enhancing their identification with protagonists facing difficult challenges. This article explores the impact of teaching a printed leadership case study with and without the appearance of the CEO in class—by video or in person. Our investigation shows, via qualitative and quantitative means, that the leader’s presence, even through video, significantly affects student engagement and can substantially enhance impressions of leadership effectiveness. We offer implications for teachers and propose future research directions.

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David J. O’Connell, St. Ambrose University, USA John F. McCarthy, University of New Hampshire at Manchester, USA Douglas T. Hall, Boston University School of Management, USA

Year

2004

Length

24 pages

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Looking through Three ‘I’s: the Pedagogic Use of Streaming Video

"In this paper we introduce a way to analyse video use through what we have named the Three ‘I’s Framework – image, interactivity and integration. This conceptual framework seeks to provide a practical decision tool to help teaching staff and practitioners with the pedagogic design and development of video streaming resources for online learning. Our aim is to provide a way of understanding the role of video as it changes from a presentation tool to a focus for networked learning."

Although the pedagogic use of film and video has a long history, its widespread use has always been limited by production costs and delivery difficulties. In recent years costs of production have fallen and the web has emerged as a mainstream educational distribution medium. Video itself can be used in many ways: ‘talking head’, interviews, video diaries, video labs, simulations, instructional sequences, ‘fly on the wall’, video help etc. Through the browser, ‘streaming’ video sequences can be linked to slides, text conferencing, whiteboards, video conferencing, shared applications, online assessment and third party web sites. A major element of the JISC/DNER Click and Go Video project is to move beyond the current understanding of video as a purely presentational tool. The seamless combination of digital video with other tools offers an opportunity to experiment with video as a focus for networked learning. However there is an acute lack of pedagogic resources, research and evaluation on the use of video streaming for teaching and learning. The pedagogical challenge faced by teaching staff and practitioners is not only to choose the appropriate streaming technology but also to design meaningful learning events.

Table of contents: 

Abstract
Introduction
The Value of Video Streaming and the Three ‘I’s Framework
Towards a Decision Tool
Acknowledgments
References

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Author

Clive Young, University of Manchester, UK Maria Asensio, Lancaster University, UK

Year

2002

Length

11 pages

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