Camtasia Studio 8 Tutorial: Visual Properties and Animations This Camtasia Studio 8 Tutorial provides information on how to add animations. Specifically, it covers the following topics: 0:00 - Intro 0:15 - Review of callouts 0:55 - Adding animations 1:15 - Positioning animations on the timeline 1:30 - Editing animation behavior 2:45 - Animation examples 3:00 - Wrap up / Next tutorial The post Camtasia Studio 8 Tutorial: Visual Properties and Animations appeared first on VivaeLearning: The Best Free Video Tutorials Online.

10 Study Tips For Online Learners Taking online courses can be very convenient for many people. However, online learning requires time management skills, self-discipline, willpower, and strong motivation, as it may be challenging for online learners to successfully complete their eLearning courses. In this article, I'll share 10 key study tips for online learners, in order to help you stay focused and motivated when taking courses online. Understand online learning practices and expectations. The first thing you need to realize is that online courses are not an easier way to learn, but rather a more convenient one. To successfully learn online, you need to dedicate a significant amount of your time, consistently attend the program, be concentrated while studying, and fully commit to your learning process, just as you would do for a regular course. You should also have in mind that when you take an online course, you may be expected to: Fully commit yourself and participate in the virtual classroom as required. Be, or be willing to become, tech-savvy. Work with others effectively.  Complete your learning tasks and assignments on time. Be self-disciplined. If you are not able or willing to do all of the above, you will probably not be a very happy online learner. Make sure that you have reliable internet access.  Technology glitches happen all the time. Imagine you are working in the middle of the night and your computer crashes. To avoid mishaps, ensure that you save your work repeatedly and backup regularly using cloud storage, for example Dropbox or Google Documents, in order to be able to access your previous work from your smart phone or tablet, if needed. Furthermore, ensure that you not only have a backup of your online course material and assignments, but also you have saved your instructor’s or trainer's contact information in your cell phone or in your email. A reliable internet access will also give you the opportunity to check in, stay current with your eLearning course, and deal with sudden schedule changes. Have a dedicated study space. Whether you decide to study in your office or in your living room, ensure that this place is quiet, organized, distraction-free, and available for use at any time. Your study environment should be one of your main concerns when you are an online learner, so make sure that it enables your study routine. Furthermore, ask your friends, relatives, and colleagues to respect your "work mode" and consider turning off your phone and logging off of all social networks when studying; you will want to be neither interrupted nor distracted. Identify your learning objectives and goals.  To stay on track with your online course, make sure that you always keep in mind what you hope to accomplish by the end of it. The learning objectives and goals of the eLearning course can be an excellent road map during online learning; read carefully your online course requirements, create notes that are closely related to your objectives, and make sure that you review them thoroughly every time you start an assignment, so that you stay focused on your goals. Finally, consider starting with the most difficult tasks, as this will improve both the effectiveness of your study and your performance. Build a study plan. An study plan is critical to online learning. Here are some tips to help you build it: Plan ahead.  Never wait until the day before an assignment due date to start working on it. It will stress you and stress will prevent you from effectively completing the online task. Furthermore, knowing when all of your assignments are due until the end of the eLearning course will facilitate your time management; for instance, if you are going on vacation in the middle of the eLearning course, you can study ahead. Have an effective calendar system.  Online learning needs structure; create a study calendar that will help you remember all important dates, like exams, or deadlines for submitting your assignments. You can save your calendar in your computer or in your mobile device, or you can even create a wall planner, which you can mark up and check every time you study. Create to-do lists.  At the start of each week, make a to-do list of the tasks you need to complete by the end of the week. This is an excellent way to prioritize your study plan and stay on track with your studying. Set time limits.  Before you start studying, estimate how much time each task will take to complete, whether it is a specific assignment or simply reading a chapter. Try to stick to your time limits, as this will help you develop your self-discipline. Furthermore, when you realize that despite your best efforts you cannot concentrate, consider stopping for an hour or for the night; it is better to wait until you are able to start afresh than to waste your time trying to focus. Stay on schedule.  Finally, stick to your study plan. Procrastination is the worst enemy of online learners, so make sure that you stay organized and you are not falling behind in your online class. If you are having difficulties submitting your assignments on time, contact your online course instructor and let them know, so that they can help you create a consistent study routine. Ask for help when you need it. While it may be constructive to look for answers to your online course-related questions independently, hesitating to contact your online instructor when you are stuck may be problematic. If you don’t ask for help when necessary, you may end up falling behind, which may lower your self-esteem, as you may not be able to keep up with the online course. Build a relationship with your online instructor and avoid misunderstandings by contacting them regularly and informing them who you are, and how you could use their help. By asking your online instructors to clarify problems, you will also help them not only to evaluate learners' level of understanding of the online material, but also to get an idea of the overall effectiveness of the online course. Finally, due to the open nature of online courses, by asking a question, you also help at the same time your virtual classmates, in case they are having similar difficulties. Keep in mind that if you don’t ask for help when you need it, your online instructor may never know that something is wrong. Review, revise, repeat.  Regular revisions of the things you have already studied will not only improve your memory, but they will also help you better understand what you are learning. Create your own flash cards for your key notes and quiz yourself on the key concepts of the online course. Furthermore, consider having one or more study partners; working in groups will offer you alternative views of difficult concepts, motivation to achieve better results, and help in completing your online assignments more quickly by reviewing what you have learned. Share your study notes and habits with your virtual classmates and support each other throughout the online learning process. Take study breaks. Your performance will decrease if your are feeling tired or frustrated while studying. Integrate some personal time into your study routine and you will be able to work more effectively on your online course goals. When taking a break, make sure that you get away from your study space; you need to have a change of scenery. A mild physical activity, such as a walk around the block, will help you maintain balance, renew energy, and go back to studying with a clear mind. Participate in online discussions.  Online learning doesn’t necessarily mean learning in isolation. Connecting with your virtual classmates on social media or your online course’s forum will enhance tremendously your eLearning experience, especially if you are an introvert and visual barriers hinder you in expressing yourself. Participate actively in online discussions and group activities, suggest study tricks, offer your input on the eLearning course, and engage in new ideas. Just ensure that you are mindful of your online tone; be respectful when you disagree with other members of your online group, and always write in complete and clear sentences to avoid misunderstandings and tone mishaps. Stay motivated.  Finally, don’t underestimate the effort needed to fully commit to your online course. To make sure that you stay motivated and engaged in your online learning experience, consider following these tips: Feel free to create your study routine at your own comfortable pace. Decorate your study space with inspirational quotes and pictures. Never forget the reason why you took this online course. Accept that you will have productive and less productive days. Have healthy snacks nearby to boost your energy. Reward yourself every time you complete a challenging task. Make sure that you take some time for yourself from time to time. Stay positive and keep your chin up. Follow these study tips for online learners and you will be able to make your online learning a fun and enjoyable eLearning experience. If you are not sure about how an online course can fit into your busy schedule, read the article The Top 7 eLearning Benefits For Busy Adult Learners and discover a few of the many benefits of eLearning for busy adult learners who are always on the run. This post was first published on eLearning Industry.

In the previous post of this series, we have seen how several companies are using open-source LMSs to manage their learning activities. In this last post of the series, let us examine the Enterprise option. Enterprise Option A proprietary Learning Management System (LMS) is a software platform developed by a firm which does not permit the users of the platform to access its source code and alter its functions. Many proprietary LMSs are very effective because they: Are developed by organizations with a proven track record. Are built by experts who understand learning management needs very well. Can meet the dynamic needs of their users as these systems need to survive in a fiercely competitive market. However, it could take some time to implement a new idea. Can be integrated with ERP systems. Some developers of ERP systems such as SAP also offer learning management platforms, and LMSs developed by these organizations can be integrated with their other products. The developers of proprietary learning management software offer comprehensive technical assistance. A proprietary LMS can be used to manage enterprise-wide training activities. It enables organizations to manage their learning and development activities (online and classroom) across all departments from a single system. These include user enrollment, delivery of the content, tracking learners and generating reports. Trellis is Learning.net’s proprietary LMS. It is built on open-source, LAMP, standards and has undergone development and growth for the past ten years. Trellis is geared to large (5,000+ user) implementations and/or organizations that need a highly customized LMS. Learning.net has developed and implemented the LMS since 1998. The Trellis default user interface includes a home page with an announcement window, a course catalog page, a learner transcript page, a resources page and a support page. Every Trellis implementation configures the user interface for specific client requirements and is re-designed to match the client’s web presence. Any enterprise solution should provide single, sign-on integration with the client’s HRIS or ERP system. Trellis supports this and has integrated with Oracle, PeopleSoft and SAP to name a few. A shopping cart is a default part of the system and integrates with CyberSourse or Authorize.net as a default. PayPal integration is also available. Trellis combines administration and reports on a single user interface which is configured at implementation for specific client requirements. The Community function allows business divisions of an organization to segregate users and provide individual catalogs of courses to those users. This is a useful function for a business that operates internationally and wants to provide a multilingual solution. Communities can have their own branding and unique design in the required language. The Group function in Trellis can be used to organize customers or dealers into individual reporting units. It is also used to implement complex administrative rights to various levels of admin or reports for the system. For example, dealer managers can be given rights to view the reports only in their stores. The Program function is used to develop curriculums and/or blended learning courses. Trellis supports integration with WebEx and Citrix products and can be configured with the webinar vendor of your choice. So, blended learning can include online self-study, webinars and classroom courses. Since we use the xAPI, Trellis can track video completions and other non-traditional learning objects. Thus, these are the three options (WordPress, Moodle, and enterprise options) available for organizations, and the next step is to decide which one of these will meet your scope and feature requirements. This will allow you to focus on LMS vendors who deliver systems fitted to your needs. There are 600+ LMSs available. You can shortlist the potential sources with focus. Have anything to say? Please do share. Related PostsLMS for Your Organization - How to Select The Best Fit? Part 3: MoodleLMS for Your Organization - How to Select The Best Fit?What Does an LMS do?

Camtasia Studio 8 Tutorial: Produce and Share Your Video This Camtasia Studio 8 Tutorial provides an overview of Screencast.com. Specifically, it covers the following topics: 0:20 - Screencast.com 0:35 - The produce and share process 2:30 - Screencast options 2:50 - View your video 2:55 - Share your video 3:05 - Link via Screencast.com 3:10 - Embed via Screencast.com 3:20 - Link and embed from Camtasia Studio 8 3:30 - Share your feedback The post Camtasia Studio 8 Tutorial: Produce and Share Your Video appeared first on VivaeLearning: The Best Free Video Tutorials Online.

As instructional designers, at the start of every new eLearning project, we are called upon to think of a strategy which is best suited to the project at hand given the technical, time, and financial constraints. In this scenario, we often tend to mix up our strategies with models. Though the two might overlap, there is a fine distinction between a strategy and a model. We will understand the distinction between the two so that we have a very clear idea of what each is and what is its place in the scheme of things. Strategy A strategy is a high-level, all encompassing plan. It is usually a long term plan and impacts the aspects of day-to-day operations. It is not subject to frequent changes. A strategy is an umbrella which covers all the tactical decisions. The strategy you select for your project will depend on your overall goal. Selecting the perfect strategy is both an art and a science. It is an art because it needs creative thinking to come up with a strategy that addresses all issues of your project. It is a science since it needs to be selected keeping in mind certain parameters dictated by a model. Model A model tries to explain concepts or phenomena that have no physical laws. Models are mostly neotic. They are abstract representations which aid in understanding concepts that have no physical metrics or observable behavior. This is where models help us. They attempt to set guidelines or boundaries to abstract phenomena to help us understand. This gives us a frame of reference to base our understanding on. Learning is the best example of a phenomenon which has no tangible representation. Several centuries since the dawn of mankind, we are still trying to come to grips with how the human brain accepts and assimilates knowledge. We are still in the dark about how learning occurs. There are close to fifty published models on learning todate. The well-known models include ‘The ADDIE Model’, ‘Gagne’s Nine Step Model’, and ‘The Learning Cycle’. Strategy and Model in the Context of eLearning In our eLearning courses, we have to select our strategy based on certain parameters including but not limited to the following: The target audience Their prior experience in the subject and level of knowledge Intended learning outcomes from the course Technical, time,and financial constraints Cultural background of the audience For example, in the Eaestern world where authority figures are revered and held in great esteem, having a guided avatar for a course would be a good strategy. The same won’t hold good in the Western world where people are self-driven. Similarly, a course meant for a predominantly or exclusive male audience is bound to have a different strategy (in terms of langauage, visuals, etc.) compared to a course with a good mix of male-female audience. So, your strategy should address these issues and deliver optimal learning. It will usually lie within the framework of the selected model - the steps can overlap or the order can be changed based on the strategy selected. For example, you can start with questions to start with the unkown and answer them in your course or you can proceed from the known to the unkown and end with review questions. Hence, your whole eLearning course will be curcumscribed by your strategy, ably supported by the models. Related PostsImportance of Content Comprehension in E-learningHow Descriptive is Your E-learning Course Description? Right or Wrong!3 Brilliant Ways to Present Timelines - An Infographic

3 Technological Strategies To Raise University Completion Rates Today, approximately 40 to 45% of US students entering universities for some form of doctoral degree failed to complete within six years [1]. The statistics change according to the general class of the institution. As an example, students attending an Ivy League university have an 85-95% chance of completion [2], while those at State run public universities more widely report 50% in five years [3]. Those concerned with special populations: minority students, the older, online, or working adults report statistics as low as 30% [4]. Behind these data are not only stories of disappointment and disillusionment, but also loss of tax revenue [5], increased costs overall of Higher Education (Gansemer-Topf & Schuh, 2006; Schneider & Yin, 2011) [6], and loss of local community leadership that these people, as graduates, would have provided. The promise of doctoral education holds a special place as the terminal degree, not only for the individual but also for their families, with as high as 70% of all newly minted doctors being the first in their family to achieve that level of intellectual and academic success (Kniffin, 2007). These graduates provide an entire family group more opportunities for the future. Recent research shows that University orchestrated socialization is often the key to student retention and completion (Felder, Stevenson, & Gasman, 2014; Gardner, 2010; Gordon, 2014; Jazvac‐Martek, 2009; McKinley, 2011; Pyhältö, Vekkaila, & Keskinen, 2012). Certainly the graduation statistics of the higher ranked universities bear this out. However, a full time student attending classes on college campus is no longer the norm it once was, and institutions must ask themselves: How can technology take up some of the slack in socialization created by the prevalence of online education? Drawing on the latest research, this document identifies key strategies where technology enhanced learning options should be able to significantly improve socialization and therefore graduate completion rates. It offers specific examples, based on the latest evidence about the ways in which these ideas move higher education forward in meeting the needs of students, and thereby retaining and helping postgraduate students through to completion. Using technology to provide targeted, specific, personalized, 24/7, on demand, and yet self-guided help allows the older, working, postgraduate student to have a constant orientation to the thesis or dissertation process whenever they need it. These students are the new face of postgraduate studies everywhere in the world. They cram thesis research into the nooks and crannies between work, family life, and complex adult environmental issues (Lahenius & Martinsuo, 2011; Vekkaila, PyhältÖ, & Lonka, 2013). The right kind of technology, directed specifically at what they need when they need it, should prove to help universities raise their completion rates. This whitepaper looks at three technological strategies and makes suggestion for future research. 3 Strategies For Employing Technology Aimed At Postgraduate Studies It is widely acknowledged that postgraduate research, especially at the PhD or doctorate level, is a lonely and isolating path (Ali & Kohun, 2007; Gardner, 2010; Pyhältö et al., 2012). The student is not only completing individualized research, but often exists within an environment where no one else they know is currently pitting themselves against the challenges of the final dissertation or thesis (Cohen, 2009; Jazvac‐Martek, 2009). Thesis work requires academic writing skills and also detailed and specific critical analysis consistently woven throughout a document that has subtle yet concrete requirements for each section. The degree to which or at what level academic advisors or supervisors take on both the primary challenges: 1) guiding the student through their area content and yet also 2) teaching the best processes through which to efficiently complete the thesis, is inconsistent (Barnes, Williams, & Archer, 2010; Vekkaila, 2014). Clearly technological strategies that equalize the help offered to students when they need it as it socializes them to the requirements of an academic mindset should prove efficacious and fortunately three technologies have developed to fill these gaps. 1. Small Incremental Milestones Aid Efficient Progress.  Doctoral students lag when they feel confused about what to do next, they have lost their motivation surrounding their topic, or they just don’t feel up to the task (Abernathy et al., 2008; Barnes et al., 2010; McKinley, 2011). This challenge ends in students feeling overwhelmed, but can be aided by the imposition of clear, small, strategically oriented milestones that act as a self-guided accountability system. These milestones are then hooked to a variety of content, forming a GPS system which guides the student through the dissertation or thesis. Technology can be employed as a map to ask students questions about what they know about the process, and deliver content when they indicate that they do not have the full understanding they require. Further, because these are adult learners and take in information in different ways, technology allows a range of choice so that some students can learn via video while others read the work, with all content hyperlinked back to the GPS system and the milestones for achievement. Doctoral students who work full-time frequently come up against outside forces which can derail forward thesis progress (Vekkaila et al., 2013). Personal accountability is enhanced as students check in regularly to either celebrate their successful completion of milestones, or, by doing so, call to awareness the fact that they have stalled (James, E. A., 2015). 2. Automate The Common Standardized Research Criteria. The research design process is both iterative and sometimes seemingly mysterious to the doctoral student. In the old-fashioned typical manner of learning, through multiple conversations with your supervisor or mentor, strategies would have been developed like this: Student sees supervisor and discusses his or her new ideas. Supervisor points out two or three criteria that suggest areas in which these ideas need to be reworked. Student goes away, reworks the ideas and comes back for another discussion during which supervisor points out a few more considerations. Process continues through multiple iterations until the student's ideas stuck up to all standard criteria. For an online or distance student, especially one who is working full time and approaching thesis writing only on weekends or after hours, the above strategy stretches out to go on for months, as both student and supervisor become frustrated in finding mutual times to meet. The technological solution is to work out all the standard research oriented discussions and put them up in a self-guided strategy ending with all the criteria through which the student can self assess their ideas. This automation© [7] is also a neutral tool, devoid of personal interaction. This offers two advantages to the supervisor/student relationship: on the one hand, the student seriously thinks about each criterion as a hurdle which must be considered, and because students go through these tools on their own, their thinking has matured by the time they show it to the supervisor. One software as a service (SaaS) company has developed this idea, and anecdotal evidence attests to the fact that "automation© tools help the student both emotionally and logically", as they prepare for interactions with supervisors [8]. 3. Push Notifications: The New Socialization. The traditional postgraduate student picked up much of his or her critical analysis skills through daily interactions with other students, as well as faculty, during casual encounters on campus. Late-night discussions and libraries, debriefing lectures over a beer in the local pub, meeting with a Professor casually over lunch in the cafeteria, all hone the student’s ear to understand academic language. During these casual interactions students also pick up a myriad of ideas, some of which may not have had direct bearing on their work at the moment, but which might prove interesting later. In short, the entire university environment socializes the student (Abernathy et al., 2008; Felder et al., 2014; Pyhältö et al., 2012; Quinn, 2004). The modern online student has none of these advantages, so what stands in their place? Emails and smart phone SMS messages may become the replacement for what was previously overheard in the hallways. Each can be taken in or ignored, depending on the person’s personal context and, as such, they substitute for the casual on campus interaction. Three EdTech companies are currently working with these messages: Persistence Plus focuses on the undergraduate population and their early research correlates to retention and completion (Persistence+, 2015), DoctoralNet sends daily notifications to postgraduate students, and Osmosis delivers flash cards to medical students. Most personal and social interactions, whether live or through email/SMS, have socializing power and fall into one of three categories: Must be reacted or responded to, Interesting and will be scanned for consideration, or Can be ignored. Strategic emails and push notifications take time to develop through technology, but they allow the recipient to respond in one of those three ways, depending on their own personal environment. At the same time, they enhance the person’s context and keep the PhD doctoral experience alive in the students’ life when they are at a distance from campus. Thus they meet the criteria for future education technology development in that they give the student free choice while simultaneously enriching their academic world (Siemens & Dawson, 2015). The success of this type of notification can be seen in data from PhD students. For example, DoctoralNet’s push notification system of motivational messages to encourage socialization delivers a message 365 days a year and enjoys an open rate that hovers right around 50% [9]. Follow The Leading Indicators Through To Completion Success There is only one goal in graduate education: for all students to successfully complete their independent dissertation or thesis and graduate. Still, this is a multiyear task and leading indicators are needed for measurement in order to properly test whether technological improvements, such as those discussed here, are, in fact, helping the process of socialization and research thesis completion become more efficient. More research is needed to test whether and to what extent students who succeed correlate with those who periodically engage in what this author calls "technological GPS systems" or technology designed to be employed by students when they need it that run tangentially to the rest of the systems within the university program structure. The questions relating to the technologies discussed here are: Whether and to what extent are students completing milestones? When common research discussions and criteria are automated, do students use them, and, if they do, do both the student and the supervisor believe they enhance the quality of their output? Whether and to what extent do students who read and engage with push notifications report that they find motivation, injury, or satisfaction from this socialization effort? Leading The Way To Technology Enhanced Learning For Postgraduate Studies  Three ideas for technology enhanced learning aimed specifically at postgraduate education have been discussed: Breaking large academic tasks into small incremental milestones which are then assessed through technology. Automating common standard research design decisions against criteria. Developing new styles of socialization through the use of SMS and push notifications. Each demands intensive pedagogical and technical resources in order to implement them across what is to the University a relatively small student population. This is probably the reason that few, if any, have produced these socialization tools for their students. This author believes that no single University can both keep up with all the technological advances geared towards providing a variety of tools for online coaching and motivation while, at the same time, developing specific pedagogical content for their PhD student. There just are not enough students in any given University to justify that level of cost.  This is where the beauty of SaaS comes in and we hope to see more examples of how educational leaders employ it to meet the needs of online learning and Higher Education. Perhaps the time has come for universities to partner with EdTech leaders and develop specialized environments to overcome common issues such as lower than desirable rates of completion in postgraduate studies. References:          Abernathy, T. V, DeRaad, K., Beck, G., Checho, C., Furno, L., Helweg, C., Hinkson, M., & Whittier, L. E. (2008). Through the Looking Glass: Critical Reflections of Doctoral Preparation Experiences, 22(3), 149-163. Ali, A., & Kohun, F. (2007). Dealing with social isolation to minimize doctoral attrition: A four stage framework. International Journal of Doctoral Studies, 2, 33-49. Barnes, B. J., Williams, E. a, & Archer, S. A. (2010). Characteristics that Matter Most: Doctoral Students’ Perceptions of Positive and Negative Advisor Attributes. NACADA Journal, 30(1998), 34-46. Cohen, S. M. (2009). Doctoral Persistence and Doctoral, 33. Felder, P. P., Stevenson, H. C., & Gasman, M. (2014). Understanding Race in Doctoral Student Socialization. International Journal of Doctoral Studies, 9, 21-42. Gansemer-Topf, A. M., & Schuh, J. H. (2006). Institutional selectivity and institutional expenditures: Examining organizational factors that contribute to retention and graduation. Research in Higher Education, 47(6), 613-642. Gardner, S. (2010). Faculty perspective on doctoral student socialization in five disciplines. International Journal of Doctoral Studies, 5. Retrieved from http://ijds.org/Volume5/IJDSv5p039-053Gardner293.pdf Gordon, N. (2014). Flexible Pedagogies: technology-enhanced learning, (January), 25. Retrieved from http://www.heacademy.ac.uk/resources/detail/flexible-learning/flexiblepedagogies/tech_enhanced_learning/main_report?utm_medium=email&utm_source=The+Higher+Education+Academy&utm_campaign=4074096_140506 Jazvac‐Martek, M. (2009). Oscillating role identities: the academic experiences of education doctoral students. Innovations in Education and Teaching International, 46(3), 253-264. doi:10.1080/14703290903068862 Kniffin, K. M. (2007). Accessibility to the PhD and Professoriate for First- Generation College Graduates: Review and Implications for Students, Faculty, and Campus Policies. American Academic, 3, 49-80. Lahenius, K., & Martinsuo, M. (2011). Different Types of Doctoral Study Processes. Scandinavian Journal of Educational Research, 55(6), 609-623. doi:10.1080/00313831.2011.555924 McKinley, B. G. and E. (2011). Coloring the pedagogy of doctoral supervision considering supervisor, student and knowledge through the lens of indigeneity (1). Innovations in Education and Teaching International, 48(4), 377-386. Persistence+. (2015). Persistence Plus. Retrieved February 15, 2015, from http://www.persistenceplusnetwork.com/ Pyhältö, K., Vekkaila, J., & Keskinen, J. (2012). Exploring the Fit between Doctoral Students’ and Supervisors’ Perceptions of Resources and Challenges vis-à-vis the Doctoral Journey Engagement in Doctoral Research. International Journal of Doctoral Studies, 7, 395-414. Quinn, J. (2004). Understanding working-class "drop-out" from Higher Education through a sociocultural lens: Cultural narratives and local contexts. International Studies in Sociology of Education, 14(January), 57-74. doi:10.1080/09620210400200119 Schneider, M., & Yin, L. (2011). The High Cost of Low Graduation Rates: American Institutes for Research, (August). Siemens, G., & Dawson, S. (2015). Preparing Digital University. Vekkaila, J. (2014). Doctoral student engagement: The dynamic interplay between students and scholarly communities. Faculty of Behavioral Sciences. Vekkaila, J., PyhältÖ, K., & Lonka, K. (2013). Experiences of disengagement - A study of doctoral students in the behavioral sciences. International Journal of Doctoral Studies, 8, 61-81. End NOTES [1] Personal communication with Deans of Graduate Studies (2014). [Discussion of graduation rates.] [2] Council of Graduate Schools. (2008). Ph.D. Completion and Attrition: Analysis of Baseline Demographic Data from the Ph.D. Completion Project Washington DC, USA: Council of Graduate Schools [3] Personal communication with Deans of Graduate Studies as part of unpublished interview data: DoctoralNet.com, 2012, 2014 [4] Universities, D. o. G. P. U. O. (2014). [Personal communication about completion and the difficulties encountered online due to older students who work full time.] [5] US Census Bureau. (2014). Life earning estimates according to educational attainment. Washington DC: US Census Bureau. [6] American Psychological Association. (2008-2009). Table 27: Tuition for Doctoral Students in US and Canadian Departments of Psychology by Institution Type, 2008-09. Washington DC: APA. [7] Automations© is a copyrighted name for one such tool [8] Personal communication with student (JOB, 2014). [Discussion of tools on site after use] DoctoralNet Ltd offices. [9] Personal communication with personnel at the company (MTM & KM 2015). [Discussion of tools on site after use] DoctoralNet Ltd offices. This post was first published on eLearning Industry.

Even though there is always a mind-boggling amount of invaluable info shared on the Discovery Educator Network (DEN), one of the best resources available is the Spotlight on Strategies (S.O.S) series, a must-see DEN favorite designed to provide teachers with simple yet effective instructional practices for using digital content to support student learning. To date, there are 70+ teacher tried and tested strategies featured on the DEN blog and now thanks to Lance Rougeux, Vice President of Learning Communities and Educational Consultants at Discovery Education and all-around DEN tech guru, I will now be featuring these techniques on my space. Two thumbs up to this guy! So, enough of that. Let’s fast forward to the really good stuff… This week’s feature—The Envelope Please—is an instructional strategy that strengthens comprehension skills via predicting outcomes. Big Idea The purpose of this strategy is to allow students to use prior knowledge to make predictions and utilize discussion and reflection to solidify their understanding. The act of making a prediction is rooted in comprehension. In order to make good, strong predictions, students must have a solid understanding of the content being studied, be able to recall information, know how to use clues to make inferences, and make connections between different sources of information. Now that I have your attention, all you have to do is click here to snag a PDF version of this super cool strategy which includes info related to materials needed, steps for integrating the The Envelope Please strategy into lessons, an example and extension activities. There’s even a video overview you can check out here. Pretty cool, eh? And last but certainly not least, here’s a visual to get those wheels turning… Can’t get enough of these simple but effective instructional strategies? Click here to check out the entire S.O.S. series on the DEN blog! So, there you have it: Another S.O.S. trick to add to your edtech toolbox. Stay tuned for additional ways to activate learning in your classroom… Like what you see? Then be sure to check out other ideas in this series: » Reading Between the Lines » ABC Summary » 6-Word Stories » What Did They Say? » A-E-I-O-U » Snowball Fight » Whittle It Down » Concept Circles

Providing Blackboard Feedback on Offline Assignments Free Video Tutorial Why limit Blackboard’s feedback tools to just online assignments. The following tutorial will show you how to give your students interactive feedback on offline assignments. This Blackboard Free Video Tutorial is about using Blackboard feedback tools for offline assignments 0:13 Creating a column 1:00 Accessing the Grade Details Page 1:26 Grading with a Rubric 2:28 Audio Feedback 3:23 Video Feedback The post Providing Blackboard Feedback on Offline Assignments appeared first on VivaeLearning: The Best Free Video Tutorials Online.

Words mean more than what is set down on paper. It takes the human voice to infuse them with deeper meaning. - Maya Angelou Proper use of audio narration goes a long way in enhancing the effectiveness of an online course. According to the modality principle, put forth by Ruth Colvin Clark and Richard Mayer, using audio to explain on-screen text helps deliver better results by reducing the cognitive load on learners. But, how can you ensure that your eLearning course is effectively narrated? Well, you need to focus on 5 critical aspects to make the best use of audio in your online course. Let us see what they are and why they are important. Hope you find this post interesting. How do you use audio in your eLearning courses. We’d love to know. Related PostsEffective Voice Over in E-learning (Part 1) - An InfographicPrinciples for Effective Practice ExercisesApplying the Coherence Principle to eLearning Courses

Time for the next tech-isode in the "Tech It Up Tuesday" series in which I will share an edtech tool, app, site or other resource that can be utilized in the classroom setting. This week’s edu-goodness actually focuses on some tech-knowledge-y that all educators who create multimedia projects and/or who conduct research with their students could surely use. So here it is: When you need the answers to life’s burning questions or more along the educational lines,  information for a presentation or report, you and your students most likely default to one of the most robust resources that currently exists: The Internet. Because of the continuous evolution of mobile technology, it’s simple to use, fast and in most cases, accurate. And here’s the part where the infamous "but" word enters the equation… Yep, there’s no doubt that we have a wealth resources at our fingertips; however, the real question becomes: Is snagging this stuff for our own purposes legal? What constitutes fair usage of various form of media? Open Educational Resources (OER) to the rescue. By taking a look at the infographic shown below, teachers and students can become more aware of how to locate images, documents and videos that can be edited, remixed and shared without copyright restrictions. Check. It. Out! Props to the Center for Open Educational Resources and Language Learning for creating and sharing this helpful visual. Classroom Connection: Use the infographic as a how-to guide to search for openly licensed educational resources that can be used in conjunction with digital projects and presentations. Having this knowledge should help to avoid having the copyright police bang down your door!