際際滷shows by User: blauridsen / http://www.slideshare.net/images/logo.gif 際際滷shows by User: blauridsen / Wed, 13 Apr 2011 11:58:46 GMT 際際滷Share feed for 際際滷shows by User: blauridsen NU EdTech LearnerCenteredParadigm Tips 1-6 /slideshow/nu-edtech-learnercenteredparadigm-tips-16/7616585 nuedtechlearnercenteredparadigmtips1-6-110413115850-phpapp02
Tip # 1 Become Story Centered Tip # 2 Open evaluation of learning experience increases awareness/trust Tip # 3 Teach Around the Circle Tip # 4 Build upon a problem-oriented approach Tip # 5 Encourage goal orientation Tip # 6 Build upon prior knowledge]]>
Tip # 1 Become Story Centered Tip # 2 Open evaluation of learning experience increases awareness/trust Tip # 3 Teach Around the Circle Tip # 4 Build upon a problem-oriented approach Tip # 5 Encourage goal orientation Tip # 6 Build upon prior knowledge]]> Wed, 13 Apr 2011 11:58:46 GMT /slideshow/nu-edtech-learnercenteredparadigm-tips-16/7616585 blauridsen@slideshare.net(blauridsen) NU EdTech LearnerCenteredParadigm Tips 1-6 blauridsen Tip # 1 Become Story Centered Tip # 2 Open evaluation of learning experience increases awareness/trust Tip # 3 Teach Around the Circle Tip # 4 Build upon a problem-oriented approach Tip # 5 Encourage goal orientation Tip # 6 Build upon prior knowledge <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/nuedtechlearnercenteredparadigmtips1-6-110413115850-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Tip # 1 Become Story Centered Tip # 2 Open evaluation of learning experience increases awareness/trust Tip # 3 Teach Around the Circle Tip # 4 Build upon a problem-oriented approach Tip # 5 Encourage goal orientation Tip # 6 Build upon prior knowledge
NU EdTech LearnerCenteredParadigm Tips 1-6 from National University
]]> 414 1 https://cdn.slidesharecdn.com/ss_thumbnails/nuedtechlearnercenteredparadigmtips1-6-110413115850-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 NU EdTech LearnerCenteredParadigm Tips7-12 /slideshow/nu-edtech-learnercenteredparadigm-tips712/7616543 nuedtechlearnercenteredparadigmtips7-12-110413115254-phpapp02
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]]> Wed, 13 Apr 2011 11:52:51 GMT /slideshow/nu-edtech-learnercenteredparadigm-tips712/7616543 blauridsen@slideshare.net(blauridsen) NU EdTech LearnerCenteredParadigm Tips7-12 blauridsen <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/nuedtechlearnercenteredparadigmtips7-12-110413115254-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br>
NU EdTech LearnerCenteredParadigm Tips7-12 from National University
]]> 492 3 https://cdn.slidesharecdn.com/ss_thumbnails/nuedtechlearnercenteredparadigmtips7-12-110413115254-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 TCC value chain analysis online learning /slideshow/tcc-value-chain-analysis-online-learning/7616358 tccvaluechainanalysisonlinelearning-110413113529-phpapp02
Prepared as an interactive session focuses on participating in shifting the paradigm toward learner-centered curriculum delivery. The key factors for adult education are maturity, accumulation of experience; readiness for learning; being problem vs. subject centered; intrinsic vs. extrinsic motivation; and curriculum that is anchored as problem-centered rather than content-oriented. Where there is a challenge achieving true innovation, this paper and the planned interactive session offers a series of framework based on Porter's idea on Value Chain Analysis to identify factors which leverage activities along a "chain" of delivering an educational service to self-directed learners. Specifically, course design for online delivery is the scenario for open dialog on shifting the paradigm. This paper contains diagrams for discussion slides that introduce the topic and support open dialog among practitioners at the TCC conference 2011]]>
Prepared as an interactive session focuses on participating in shifting the paradigm toward learner-centered curriculum delivery. The key factors for adult education are maturity, accumulation of experience; readiness for learning; being problem vs. subject centered; intrinsic vs. extrinsic motivation; and curriculum that is anchored as problem-centered rather than content-oriented. Where there is a challenge achieving true innovation, this paper and the planned interactive session offers a series of framework based on Porter's idea on Value Chain Analysis to identify factors which leverage activities along a "chain" of delivering an educational service to self-directed learners. Specifically, course design for online delivery is the scenario for open dialog on shifting the paradigm. This paper contains diagrams for discussion slides that introduce the topic and support open dialog among practitioners at the TCC conference 2011]]> Wed, 13 Apr 2011 11:35:26 GMT /slideshow/tcc-value-chain-analysis-online-learning/7616358 blauridsen@slideshare.net(blauridsen) TCC value chain analysis online learning blauridsen Prepared as an interactive session focuses on participating in shifting the paradigm toward learner-centered curriculum delivery. The key factors for adult education are maturity, accumulation of experience; readiness for learning; being problem vs. subject centered; intrinsic vs. extrinsic motivation; and curriculum that is anchored as problem-centered rather than content-oriented. Where there is a challenge achieving true innovation, this paper and the planned interactive session offers a series of framework based on Porter's idea on Value Chain Analysis to identify factors which leverage activities along a "chain" of delivering an educational service to self-directed learners. Specifically, course design for online delivery is the scenario for open dialog on shifting the paradigm. This paper contains diagrams for discussion slides that introduce the topic and support open dialog among practitioners at the TCC conference 2011 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/tccvaluechainanalysisonlinelearning-110413113529-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Prepared as an interactive session focuses on participating in shifting the paradigm toward learner-centered curriculum delivery. The key factors for adult education are maturity, accumulation of experience; readiness for learning; being problem vs. subject centered; intrinsic vs. extrinsic motivation; and curriculum that is anchored as problem-centered rather than content-oriented. Where there is a challenge achieving true innovation, this paper and the planned interactive session offers a series of framework based on Porter&#39;s idea on Value Chain Analysis to identify factors which leverage activities along a &quot;chain&quot; of delivering an educational service to self-directed learners. Specifically, course design for online delivery is the scenario for open dialog on shifting the paradigm. This paper contains diagrams for discussion slides that introduce the topic and support open dialog among practitioners at the TCC conference 2011
TCC value chain analysis online learning from National University
]]> 7311 6 https://cdn.slidesharecdn.com/ss_thumbnails/tccvaluechainanalysisonlinelearning-110413113529-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 TCC TAM applied to online education /slideshow/tcc-tam-applied-to-online-education/7616324 tcctamonlineeducation-110413113224-phpapp02
How institutions make decisions to accept or reject technology innovation has been explored by academics with the assistance of the Technology Acceptance Model (TAM). Scenarios involving successful delivery of online learning from degree granting universities guide this literature review. It examines decision processes influenced by TAM methods combined with dominant research perspectives such as Self-efficacy Theory and Universal Technology Adoption and Use Theory. This paper analyzes which variables determine perceptions of usefulness, attitude and preferences and become frequent factors to influence typical TAM results. It identifies patterns about reliable predictors of outcomes (behaviors, aligning IT and preferences) for educational investments in learning environments, content delivery and teacher preferences. Adoption of technology is a complex, inherently social process guided by perceptions or misperception of value and ease of use. Thus, facilitating a decision to adopt devices, software or processes must address emotional, cognitive, and contextual concerns of all stakeholders. Prepared for TCC conference, 2011]]>
How institutions make decisions to accept or reject technology innovation has been explored by academics with the assistance of the Technology Acceptance Model (TAM). Scenarios involving successful delivery of online learning from degree granting universities guide this literature review. It examines decision processes influenced by TAM methods combined with dominant research perspectives such as Self-efficacy Theory and Universal Technology Adoption and Use Theory. This paper analyzes which variables determine perceptions of usefulness, attitude and preferences and become frequent factors to influence typical TAM results. It identifies patterns about reliable predictors of outcomes (behaviors, aligning IT and preferences) for educational investments in learning environments, content delivery and teacher preferences. Adoption of technology is a complex, inherently social process guided by perceptions or misperception of value and ease of use. Thus, facilitating a decision to adopt devices, software or processes must address emotional, cognitive, and contextual concerns of all stakeholders. Prepared for TCC conference, 2011]]> Wed, 13 Apr 2011 11:32:19 GMT /slideshow/tcc-tam-applied-to-online-education/7616324 blauridsen@slideshare.net(blauridsen) TCC TAM applied to online education blauridsen How institutions make decisions to accept or reject technology innovation has been explored by academics with the assistance of the Technology Acceptance Model (TAM). Scenarios involving successful delivery of online learning from degree granting universities guide this literature review. It examines decision processes influenced by TAM methods combined with dominant research perspectives such as Self-efficacy Theory and Universal Technology Adoption and Use Theory. This paper analyzes which variables determine perceptions of usefulness, attitude and preferences and become frequent factors to influence typical TAM results. It identifies patterns about reliable predictors of outcomes (behaviors, aligning IT and preferences) for educational investments in learning environments, content delivery and teacher preferences. Adoption of technology is a complex, inherently social process guided by perceptions or misperception of value and ease of use. Thus, facilitating a decision to adopt devices, software or processes must address emotional, cognitive, and contextual concerns of all stakeholders. Prepared for TCC conference, 2011 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/tcctamonlineeducation-110413113224-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> How institutions make decisions to accept or reject technology innovation has been explored by academics with the assistance of the Technology Acceptance Model (TAM). Scenarios involving successful delivery of online learning from degree granting universities guide this literature review. It examines decision processes influenced by TAM methods combined with dominant research perspectives such as Self-efficacy Theory and Universal Technology Adoption and Use Theory. This paper analyzes which variables determine perceptions of usefulness, attitude and preferences and become frequent factors to influence typical TAM results. It identifies patterns about reliable predictors of outcomes (behaviors, aligning IT and preferences) for educational investments in learning environments, content delivery and teacher preferences. Adoption of technology is a complex, inherently social process guided by perceptions or misperception of value and ease of use. Thus, facilitating a decision to adopt devices, software or processes must address emotional, cognitive, and contextual concerns of all stakeholders. Prepared for TCC conference, 2011
TCC TAM applied to online education from National University
]]> 1359 5 https://cdn.slidesharecdn.com/ss_thumbnails/tcctamonlineeducation-110413113224-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Learner Centered Paradigm in Online Education /slideshow/learner-centered-paradigm-in-online-education-["3768714"]/3768714 learnercenteredparadigmlauridsentcc-100418151908-phpapp02
Presented April 22, 2010 for the Technology, Colleges, Community (TCC) Online Conference Yesterday, Today & Tomorrow: Communication, Collaboration, Communities, Mobility and Best Choices]]>
Presented April 22, 2010 for the Technology, Colleges, Community (TCC) Online Conference Yesterday, Today & Tomorrow: Communication, Collaboration, Communities, Mobility and Best Choices]]> Sun, 18 Apr 2010 15:19:08 GMT /slideshow/learner-centered-paradigm-in-online-education-["3768714"]/3768714 blauridsen@slideshare.net(blauridsen) Learner Centered Paradigm in Online Education blauridsen Presented April 22, 2010 for the Technology, Colleges, Community (TCC) Online Conference Yesterday, Today & Tomorrow: Communication, Collaboration, Communities, Mobility and Best Choices <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/learnercenteredparadigmlauridsentcc-100418151908-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Presented April 22, 2010 for the Technology, Colleges, Community (TCC) Online Conference Yesterday, Today &amp; Tomorrow: Communication, Collaboration, Communities, Mobility and Best Choices
Learner Centered Paradigm in Online Education from National University
]]> 2 2 https://cdn.slidesharecdn.com/ss_thumbnails/learnercenteredparadigmlauridsentcc-100418151908-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Shifting toward a Learner Centered Paradigm /slideshow/learner-centered-paradigm-in-online-education/3767914 learnercenteredparadigmlauridsentcc-100418131925-phpapp02
TCC Online Conference April 22, 2010 Yesterday, Today & Tomorrow: Communication, Collaboration, Communities, Mobility and Best Choices session version ... prepared for 1 hour interactive seminar]]>
TCC Online Conference April 22, 2010 Yesterday, Today & Tomorrow: Communication, Collaboration, Communities, Mobility and Best Choices session version ... prepared for 1 hour interactive seminar]]> Sun, 18 Apr 2010 13:19:18 GMT /slideshow/learner-centered-paradigm-in-online-education/3767914 blauridsen@slideshare.net(blauridsen) Shifting toward a Learner Centered Paradigm blauridsen TCC Online Conference April 22, 2010 鐃渋 Yesterday, Today & Tomorrow: 鐃渋 Communication, Collaboration, Communities, Mobility and Best Choices session version ... prepared for 1 hour interactive seminar <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/learnercenteredparadigmlauridsentcc-100418131925-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> TCC Online Conference April 22, 2010 鐃渋 Yesterday, Today &amp; Tomorrow: 鐃渋 Communication, Collaboration, Communities, Mobility and Best Choices session version ... prepared for 1 hour interactive seminar
Shifting toward a Learner Centered Paradigm from National University
]]> 1611 5 https://cdn.slidesharecdn.com/ss_thumbnails/learnercenteredparadigmlauridsentcc-100418131925-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-blauridsen-48x48.jpg?cb=1625614064 Facilitation of on-campus & online courses in high tech skills Dec'07 to present - National University, Certified Adjunct Faculty, School of Engineering & Computing; on-campus & synchronous online instruction: Enterprise Architecture, Object Oriented Systems Analysis, Software Quality Assurance & Testing, Data Modelling, Enterprise Infrastructure, IT Strategy, mentor for capstone projects. Sep'98 to Jun'03 - Cuyamaca College, Instructor, CIS certificate program: Advanced Databases, SQL & PL/SQL, Database Design, MS Access. Earned a PhD in Information Technology Education at Capella University with research on team-based learning. www.barbaralauridsen.com https://cdn.slidesharecdn.com/ss_thumbnails/nuedtechlearnercenteredparadigmtips1-6-110413115850-phpapp02-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/nu-edtech-learnercenteredparadigm-tips-16/7616585 NU EdTech LearnerCente... https://cdn.slidesharecdn.com/ss_thumbnails/nuedtechlearnercenteredparadigmtips7-12-110413115254-phpapp02-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/nu-edtech-learnercenteredparadigm-tips712/7616543 NU EdTech LearnerCente... https://cdn.slidesharecdn.com/ss_thumbnails/tccvaluechainanalysisonlinelearning-110413113529-phpapp02-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/tcc-value-chain-analysis-online-learning/7616358 TCC value chain analys...