Despite the fact that the term e-learning was coined in 1999, the roots of machine-based teaching can actually be traced backed decades before then. Ever since, more and more interpretations have offered to provide learners with the ultimate in education and instruction. But that doesn’t mean to say we have reached the pinnacle of e-learning. Although psychologists have used science to prove that e-learning techniques such as spaced repetition and gamification are much more effective at long-term memory retention than traditional training methods, you never know when new or novel innovations could transform knowledge acquisition yet again. So, how far has e-learning come since its inception and what does the future have in store for this teaching technique?   The history of e-learning Similar to e-learning, distance courses were in existence as early as the 1840s when Isaac Pitman taught students about symbolic writing via long-distance correspondence. However, it wasn’t until 1924 that Ohio State University professor Sidney Pressey invented a self-testing machine known as "Automatic Teacher," which to all intents and purposes failed. Fast forward 30 years and students at Harvard University were invited to follow a set of instructions on the "Teaching Machine" created by professor and pioneer BF Skinner. He also developed a more advanced system in 1960, the same year the first fully-fledged computer-based training program was developed, known as PLATO: Programmed Logic for Automated Teaching Operation. It featured learning drills and even the ability to skip questions. In the 1970s, the British Open University made plans to embrace the e-learning principle with its long-distance courses. Around this time, the computer mouse as well as the GUI was invented, while personal computers followed soon after. Before long, virtual learning environments began to thrive and educational institutions were able to deliver teaching to people unable to attend in person due to geographical or time constraints. Corporate training providers picked up on this too and the 21st century’s digital landscape meant that employees could access e-learning materials on virtually any device, in any place, and at any time.   The future of e-learning Today you could argue that e-learning has evolved just as much since the term was coined as it did from Isaac Pitman’s first long-distance courses. Thanks to rapid advancements in technology, e-learning has had to adapt to the ever-changing digital preferences of modern-day learners. Therefore, it is safe to assume that e-learning will continue to adjust its offering in order to remain relevant to learners and effective at teaching new information. But how will it do this?   Cloud-based learning We live in a world that is one big marketplace, where companies have customers all over the globe. Therefore, several organisations have members of staff in multiple locations too, which calls for a unified training solution. Rather than installing e-learning programs on separate computers, businesses want a platform where employees can access content wherever they may be. "There is an increasing demand for inexpensive, high-quality, global training," says Jeffrey Roth of Topyx. "Currently, business is transitioning from costly in-person training routines to eLearning programs. "In the coming years, any stigmas attached to online learning will be abolished. Instead, cloud-based technology will streamline corporate training procedures and open doors to customised learning options for small and medium sized businesses."   Bring Your Own Device There is no reason why e-learning should be confined to the walls of your workplace. Some employees might learn more effectively at home on their laptops, while others prefer to acquire knowledge during lunch on their smartphones. Therefore, organisations must adjust to Bring Your Own Device trends when it comes to e-learning. "Learners at colleges and in the work place are becoming smarter about the way they learn, so organisations need to continually develop e-learning content to keep ahead of market trends," notes Jane Scott Paul of AAT. "Like it or not, people of all ages are bringing their own devices into the work and learning environment and this will only continue to become more common moving forward."   Mobile-friendly The transition from e-learning to m-learning or mobile learning is not just a future prediction, it’s happening right now. A recent benchmark study by Towards Maturity found that 71 per cent of organisations now deploy mobile devices for learning. "Tablets are growing exponentially and soon they may become the preferred choice for e-learning," notes Rob Caul of Kallidus. "With the proliferation of smartphones too, HTML5 and responsive design are growing rapidly in popularity, enabling learners to access learning content at their point of need, using the device of their choice." "As we move towards the new paradigm of learning anytime, anywhere, on any device, one of the biggest challenges for L&D departments is finding the best way to ensure learning content can be viewed across any device or platform."   Online video Video is quickly becoming the most admired content medium online, as they are now easy and quick to produce yet grab the audience’s attention and keep viewers interested in what you have to say. The success of TED Talks and similar platforms only goes to show just how significant video could be for e-learning. "I reckon we’ll see an even greater use of video in the workplace," believes Clive Shepherd of Fastrack Consulting. "Learners like it and it’s much easier to produce than it ever was. [Video] is more engaging, more versatile and less impersonal. "It can be used to trigger interaction, both individual and group - and can be blended with more reflective materials such as web articles, blogs and PDFs."   Informal learning If employees want to learn a new piece of information, they no longer need to wait for a training course to roll around. They can go online and find the answer almost immediately. For this reason, e-learning needs to facilitate informal learning in the future too. "With the easy availability of new social media tools, individuals are already managing their informal learning," notes Rajesh Thambala of ValueLabs. "This trend is only likely to catch up more in the future as the users increasingly search for and access learning resources freely available on the web, such as, podcasts, videos, and blogs, whenever needed." Do you have any predictions on what the future holds for e-learning? Let us know by commenting below. Share this post with your own audience

Welcome to my first post of 2016! I thought I’d share some of my classroom goals for 2016 for two reasons. First because blogging about my goals helps me reflect and actually list my goals in an achievable way, and second because writing and sharing my goals with the world (ok,[Read more] The post Goals for My Classroom in 2016 appeared first on Teaching with Technology.

The power of association—and associations—is never more clear to me than when I’m participating in an association conference, so I’m in Association/Associations Heaven right now as the 2016 American Library Association (ALA) Midwinter Meeting is blossoming here in Boston. While I often hear colleagues—generally those who opt out of participating in the professional associations that represent and bring together colleagues within their professions—cite all the reasons why they don’t see value in joining and being active in their industry’s association, I can’t imagine not being part of ALA, ATD, and others that facilitate the critically important connections and opportunities that the act of associating and associations themselves so effectively foster. And even though I’m currently benefitting from being among thousands of colleagues arriving here in Boston, I also recognize that association is no longer something that is at all completely dependent on physical proximity. Anyone with Internet access quickly realizes that the size of our conference "room" is expansive, that the room is permeable, and that it is fairly inclusive; it includes the physical meeting spaces, as well as the extensive set of corridors in which so much important and rewarding associating occurs, and can extend to being a regional, national, and international association space if we’re a bit creative in the way we approach the act of associating. The latest associating—via the very active #alamw16 hashtag that is bringing offsite and onsite colleagues together in a variety of ways—began for me several days before I arrived. It has also been facilitated through the use of a well-designed and highly-used conference app that allows us not only to browse schedules and access a treasure-trove of conference information and learning resources, but to locate and contact conference attendees through a list of those who registered. T is for Training Logo Those who care about associating and about this Association conference also are welcome participants in the conversations via their/our exchanges on what is increasingly a incorrectly-named hashtag (#alaleftbehind), for the very act of interacting via #alaleftbehind means they are not as far out of the loop as they may initially feel they are. I have, in fact, written extensively about being on both sides of the "left behind" equation—about participating virtually and about helping draw in participants who are not onsite. I remain excited by the many opportunities we can be exploring together in an effort to make sure no interested colleague is completely left behind. And, in the spirit of bringing onsite and offsite colleagues together, a couple of us, as I’m writing this piece, just finished our latest experiment in virtual conference engagement by having a conversation that started here in the conference Networking Uncommons and linked us to our T is for Training colleague Maurice Coleman via a phone call that brought the conference into the taping of Episode 176  of his long-running podcast series. To give credit where credit is due, let’s not overlook the critically important role association management and staff play in fostering strong association through an association. ALA Marketing Director Mary Mackay, for instance, has done her usual first-rate job of reaching out to offsite Association members via LinkedIn and other social media platforms with a series of tips on how to keep up with the onsite activities via a variety of social media and Association resources (posted January 6, 2016). But much of it comes back to our own desire and longing for connection and the connections that come from being part of an association and contributing to the strength of that association through active participation. If you haven’t yet engaged in this level of association, and want to try it, there are several easy steps to take. Identify the conference hashtag (in this case, #alamw16) and interact at a meaningful level; retweet interesting tweets you see from onsite colleagues and, more importantly, comment in a way that adds to the conversation, e.g., by adding a link to a resource that extends the conversation. (Don’t be surprised when onsite colleagues, seeing your comments, ask the inevitable question: "Are you here?" And revel in the idea that in a very significant way, you are here/there.)  Watch for links to blog posts from conference attendees, then post responses and share links to those posts so the conversations—and the learning—grow rhizomatically. If you read those posts days, week, or months after they are initially posted, remember that it’s never too late to join the very-extended synchronously asynchronous conversation by posting responses and/or sharing links. And if you have onsite colleagues who are willing to be among your conduits to the onsite action, don’t hesitate to "go onsite" with them via a Google Hangout, Skype, or even a phone call. There’s a role for everyone in this process of associating and expanding the size of the room. If you’re reading this while you at the ALA Midwinter Conference (or any other conference), you can contribute by reaching out to those you know are interested. And, with any luck, you (and the rest of us) will expand the connections that already are at the heart of successful associations—and association.

Our calling here at RMA is not consulting or training. Our calling is to help our customers get to the life they want through improved work relationships, prioritization, focus  and hope  which are required to drive better leadership and business outcomes (projects). Brittney and I have talked to many people this year who are afraid to dream a better future and who feel too swamped and exhausted to muddle their way to a different place. So, I've built a little reflection-learning-grow-yourself-in-a- newsletter experience for you to play with as the New Year begins. My goal for you is that you give yourself the gift of 20 quiet minutes to seek the future you want by reading through these thoughts and re-energizing.  This newsletter will be divided into the four areas you see in the diagram. For the analytical, I have intentionally put these in order however, we will all continue to spin through them without sequence as we move through our  New Year:ReframePrepareClear RolesCollaborate… repeat

Stop asking poor multiple choice questions. In this article, Steve Penfold explains how to write better multiple choice questions that can make your assessments more meaningful. Your course is written, the activities are working beautifully and all of the graphics have been polished. Just the 10-question assessment left to do…. This is an all too common situation. And not necessarily a good one. The questions can be the trickiest, most under-thought out and, arguably, most important part of your course. Multiple choice questions, or variations on them, are a common way to assess learners, but there are good ways and bad ways of constructing them. Consider these points when writing multiple choice questions and make your assessments more meaningful and effective. Write the questions before the content This may seem counter-intuitive, but when you think about it, it makes sense. There’s often far too much unnecessary content in an elearning course; the important material gets lost in a let’s-tell-the-learner-everything avalanche. By writing solid questions that test the learning objectives and then developing content to support those questions, your content will be leaner and tighter. I.e., there’ll only be such content as is necessary to support the questions and learning objectives. If you develop the course content before writing the assessment, you may find that you’ve spent time on developing content that isn’t aligned with the learning objectives, and worse, you’ll then write questions on the unnecessary content and waste both your and the learners’ time. Test what you want people to do, not what you think they should know Let’s assume that a course has the learning objective of demonstrating the use of the Active Voice in business writing. An assessment question for such a course might be: Should you strive to use Active Voice or Passive Voice in your business writing? Active Voice. Passive Voice. Well, the learner has a 50/50 chance of getting this right and, even if they do, it doesn’t mean that they’ll be able to apply it. A better question would be: What are the advantages of using Active Voice in your business writing? Select all that apply. It’s generally clearer than Passive Voice. It’s more direct than Passive Voice. It’s less confronting than Passive Voice. It’s usually shorter than Passive Voice. At least this shows that the learner knows why they should use Active Voice. But can they apply it? Do they know what it looks like? We still don’t know, and that’s what we really want from them. An even better question would be: Which of the following sentences would be most appropriate in your business writing? An investigation has begun into the issue that you have raised. I have begun an investigation into the issue that you have raised. The issue that you raised is now under investigation. You raised an issue that I have begun an investigation into. This tests whether the learner knows what the Active Voice looks like, and therefore begins to test the learning objective. If they can identify the Active Voice, they’re well on their way to being able to write it. And always try and put the question into a workplace context. For example, give the learner a scenario and ask which of the answer options would resolve it, or ask, "Here are the opinions of four colleagues. Whose would you follow to resolve this situation?" True/False, Multiple-choice and Multiple-select I never use True/False or two-option questions. Blindfolded, the learner has a 50% chance of guessing the correct answer. It’s often a lazy option on the question writer’s part. There’s always a more meaningful way to ask this type of question. A standard Multiple-choice (i.e. the learner can choose 1 option from several presented) is a better tool. But even then, if there are four options, the learner has a 25% chance of guessing the right answer. A Multiple-select (i.e. like a Multiple-choice, but the learner can choose several options) question is a much better tool. In a four option question, the learner has a 0.4% chance of guessing the correct answer, assuming that they don’t know whether 1, 2, 3 or 4 of the options form the correct answer. And I mix them up. Some of these will have 2 correct options, others 3, some will have 1, and sometimes all 4 are correct. Writing good distractors I like to allow 30 minutes to write a question, which often surprises people. They think it should be much quicker, especially if they’re paying by the hour! Creating a good question and the right answer is relatively easy. It’s producing realistic distractors (the incorrect answers in a multiple choice type question) that takes the time. And realistic distractors are really important. Each weak distractor that the learner can discount gives them a better chance of being able to deduce or guess the correct answer.  E.g. in a 4 option Multiple-choice question, if two of the distractors are weak, the learner suddenly has a 50% chance of guessing correctly, instead of a 25% chance. A good distractor should seem like a plausible option to someone who doesn’t know the learning content, but should be clearly wrong to someone who does. It shouldn’t, however, be incorrect on a vague technicality - especially if that technicality isn’t specifically covered in the learning content. Avoid being predictable Savvy learners will assume that if the answer to question 1 is A, and the answer to question 3 is D, then the answer to question 2 is unlikely to be A or D. I.e., consecutive questions are rarely  given the same correct option. To avoid answers being easy to guess, you need to make a systematic decision to randomize your answers. Most elearning authoring tools, like Elucidat, offer the option of randomizing answers. Use it! However, if you’re not using an authoring package that automatically randomizes answers, use a dice or toss a coin to decide on the order in which your correct answers will be displayed. Randomizing answers means that "All of the above" and "None of the above" options won’t make sense when they’re randomized and therefore probably not the last option. Good! These options are often just a sign of lazy question writing. One study showed that "All of the above" and "None of the above" answers were correct over 50% of the time. Another point to bear in mind is that within a single question your correct answer(s) and distractors should be about the same length. It is all too easy for a correct answer to give itself away by being significantly longer or shorter than the distractors. Related: Stay on top of the latest elearning ideas, trends and technologies by subscribing to the Elucidat weekly newsletter. In conclusion You’ll want your learners to pass the assessment - but because your elearning content is powerful, not because the assessment is weak. And when your learners do pass, you want it to be based on the learning objectives, not on "knowledge" that doesn’t ensure that they can perform the tasks in the workplace. Writing good questions take a little thought, but it can add a lot of strength to your elearning and its outcomes. The post How to write great multiple choice questions for your elearning appeared first on Elucidat Blog.

Let’s look at four inspiring examples of elearning. Don’t miss the chance of learning a thing or two from these organizations.   Curtin University: The Virtual Home Visit Why we like it: Good example of a VR program for learning and development available as a fully interactive demo. VR mask ready e.g. Oculus. Works on any smartphone, tablet or computer (you don’t have to have a Rift headset to have a go with it). Scales on all devices, and as you’d expect, you can pan around 360 degrees in the house and garden to assess risks to your client from falls and accidents. ‘Ambient’ (background sound) and ‘voice’ audio available with settings for each, so you can switch off the background sounds without interrupting the conversations. Scenario driven with decision objects for users to select response which drives the scenario. Uses gaming features to help users progress through the scenarios e.g. users progress through the conversations, they discover more about their client and ‘earn’ knowledge points. Visit elearning Delphi: Training that teaches counter staff how to sell Delphi fuel pumps Why we like it: Good example of customer product training. Simple learning design allows user control for exploring in depth or simply getting the basics and then take a test to see how much they’ve learned. Good example of rapid elearning - you can build multiple modules quickly re-using themes and templates. Works across platforms and devices. Good use of video and audio. Visit elearning Delphi: Training for technicians and DIY’s Why we like it: Good example of customer product training. Takes you through troubleshooting as well as product training. Uses audio narrative. Simple learning design allow user control for exploring in depth or simply getting the basics and then take a test to see how much they’ve learned. Simple branching lets users explore different scenarios. Good example of rapid elearning - you can build this module in a couple of hours and have it out to your audience before lunch. Works across platforms and devices, so users can access it on phones and mobiles whilst they are working with the product. Visit elearning Keith Freeman: Using stories to make a point (built with Prezi) Why we like it: Good example of using Prezi for elearning. Demonstrates how stories can be used for getting a message across and demonstrating points. Nice use of sketched images and handwritten style fonts. The Prezi transitions work really well for this kind of narrative, panning in on key points and highlighting specifics. Works well on a range of devices. Visit elearning  Related: Stay on top of the latest elearning ideas, trends and technologies by subscribing to the Elucidat weekly newsletter.   The post Elearning inspiration: Curtin University, Delphi, Keith Freeman appeared first on Elucidat Blog.

What an architectural plan is for civil engineers, an eLearning storyboard is for eLearning developers. Exactly as the architect conceptualizes the building, and provides a plan to be used by civil engineers and constructors, in the same manner, the Instructional Designer conceptualizes the eLearning course deliverable and writes down every single detail of it, providing a complete guide in terms of content, audio, visuals, and interactive elements to be included, so that all members involved in the eLearning project can be on the same page throughout the eLearning course development process. In this article, I’ll provide you with a practical guide on how to start working with eLearning Storyboards.

There is an often cited maxim, supported by a diagram such as the one below, that when it comes to being an entrepreneur you can’t have it all. Instead you can pick two of: Business success (Wealth), Fitness (Health), or Family (Love). This is further supported by articles calling ‘bullshit’ on the ability to have it all / a work-life balance. This is sad, worrying, and untrue! What’s really happened is that the author has failed to do it, so rather than look at what others who have achieved it did differently, they become cynical. They decide that if they can’t do it, nobody can. Yet there are lots of people who HAVE achieved balance and success. Few entrepreneurs are able to live it from the beginning (if they do it’s generally because they have a great mentor), whereas most (I include myself) take a few years before we figure it out. Of course some people never do, and some people don’t even aim for it. I encourage you to aim for all three (health, love and wealth), and learn how others have done it to achieve it yourself too. Don’t make the mistake of putting one area of your life on hold until later…  A friend of mine has owned a business for over 15 years. He’s poured huge amounts of his time into it, and it has made him some money as a result. However, he didn’t design the business with a vision of his life in-mind. As a result, he has two teenage girls who he doesn’t really have a relationship with. They call him by his first name, and he regrets all the mornings, evenings and weekends that he wasn’t home because he was working. He wasn’t clear on what he wanted from life, and now it’s too late to build that relationship. I regularly get approached by people after events I speak at who tell me their stories of how they’ve ended up in divorce with limited access to their children, and how they wish they could turn back the clock. Don’t fall into this trap. Instead learn how others maintain the balance, and strive for it yourself. I’m running a webinar this Monday (11th January) about the approach I use to build start-ups without sacrificing my health or time with my family. Click here to find out more (and register).

On Wednesday, December 16th, 2015  about 30 people gathered in Stokes 102 for the Fall 2015 Teaching with Technology Forum. Eight faculty members shared their approaches and experiments using digital teaching and learning tools.  Hiroyo Saito (Director of ITS) organized the Forum. Hiroyo introduced our speakers and their various learning tools. First up … Elizabeth (Liz) Evans, our locally based Director of the Liberal Arts Consortium for Online Learning (LACOL). LACOL is a partnership between Amherst, Carleton, Claremont McKenna, Haverford, Pomona, Swarthmore, Vassar, and Williams Colleges to explore and collaborate around effective instruction and use of technology. Liz is organizing many exciting working groups that look at different aspects of these goals. If you have not done so yet, stop by her office in the garden level of Founders and introduce yourself. Just what activities and tools did faculty showcase this year?   Tool #1-ZAPTION Use demonstrated: Understanding foreign language videos and vocabulary Zaption is a web-based tool that very quickly and easily lets you combine a video segment, text, and images-and then sequence those resources into what the program calls a learning tour. At any point during the tour, you can insert questions. The Zaption web site has more information and some examples. In most cases, Zaption is free to use. Monique Laird (Visiting Lecturer of French) created a Zaption learning tour to help her Intermediate French course. Monique had students read a novel and then watch a video based upon that novel.  While watching the video tour, students paused periodically to answer questions relating to particular scenes. Zaption then recorded how students responded and Monique could easily see where students needed extra instruction. Every student in Monique’s class felt that this exercise helped them to understand the materials better. Ariana Huberman (Visiting Associate Professor of Spanish) also used Zaption. In her introductory Spanish course, Ariana suggested that students create their own learning tours to review course materials using Zaption or Voicethread. One student used Zaption and created a tour of a Spanish language cooking video and sprinkled the tour with questions about the vocabulary throughout the video. The rest of the class took the tour. The result … everyone learned the material a bit better. Tool #2-VOICETHREAD Uses demonstrated: Understanding and speaking foreign languages; Presenting Computer Programming Code and Outcomes VoiceThread is a versatile tool that Haverford faculty have been using in their teaching practice for several years. Voicethread ties into Moodle and provides an easy way for people to share and comment upon texts and images. You can see one use in the T.I.P. video featuring Lindsey Reckson. At the Fall Technology forum, we saw a number of additional uses. VoiceThread is popular within our language departments and a few foreign language teachers showcased it at the forum. As mentioned above, some of Ariana’s students used VoiceThread instead of Zaption for their test review assignment. These students found images related to Spanish vocabulary and narrated a story around those images and vocabulary. Manar Darwish (Instructor of Arabic and Coordinator of Bi-Co Arabic Program) had her introductory Arabic students give an illustrated on-line presentation about their families, and then create a group skit showcasing the Arab language skills they gained over the semester. Kathryne Corbin (Lecturer of French) had each of her upper level French students read a portrait published in the French newsletter, Liberation. Then she asked students to use VoiceThread to discuss and analyze the portrait. Through VoiceThread, students could share images of the person in the portrait, and also mark up an image of the article text while discussing text passages. Tetsuya Sato (Senior Lecturer and Director of the Japanese Language Program) used VoiceThread in a few different courses. In his introductory Japanese course, students read a script and Tetsuya listened for proper pronunciation. Third year Japanese students researched an aspect of Japan or Japanese culture and created a narrated slide show to share that research with classmates. John (J.D.) Dougherty (Associate Professor of Computer Science) showed us a new and creative use for VoiceThread. In the past J.D. had asked students to write a computer program as their final project, submit that code, and then meet with him one-on-one to demonstrate and discuss the project. However, in recent years his classes have grown in size to the point that he no longer has time to meet with each student individually. Instead, he asked students to use VoiceThread to show him the code they wrote, discuss why they wrote the code as they did, and share their results when running the code. Ideas for using VoiceThread effectively All of the Forum presenters found VoiceThread useful, but some commented that students had not used the tool as effectively or creatively as they had wished. The audience shared a few ideas for using VoiceThread more effectively. These included: Asking IITS to give a short, in class demonstration on using VoiceThread. Sharing a sample VoiceThread that shows students what you are looking for in the project. Give students a rubric that includes desired items to include. This can include specific items such as using images from three different references, pointing to particular items that you are discussing, and commenting on at least two other projects from classmates. Tool #3-GOOGLE SITES Use demonstrated: Public research project Google Sites is part of our Google Apps for Education suite. It provides a relatively quick, easy, and flexible way for people to work together on a web site. As with Google Docs, you can set the sharing and editing privileges as desired-private, open to a small group, open to the world, etc. Jake Kurczek (Visiting Assistant Professor of Psychology) wanted his students to create a web site that presents psychology research in an approachable way. Each student created a web page for their final research project. Jake hoped that having students share their work publicly would give them an incentive to go a bit beyond what they may do when writing a paper that only their professor sees. Additionally, he wanted to give all his students some exposure to creating a web site and help them begin to build a portfolio that they could share with potential colleagues, graduate schools, or employers.  If you visit the site, the Psychology of…, you can see his students extensive research and creative presentations on a wide variety of topics. Tool #4-MOODLE GLOSSARY Use demonstrated: Semantic maps The Moodle Glossary is an activity in Moodle that lets students work together to create one or more glossaries specific to that course, or topics within that course. By default, words are sorted alphabetically. If you wish, you can auto-link text in your course page to entries in the glossary. Ana Lopez-Sanchez (Assistant Professor of Spanish) gave our final presentation. Ana co-edited the recently published book, Multiliteracies in World Language Education. At the Forum, she shared how she uses semantic maps to help her students learn vocabulary. Ana asked her intermediate Spanish students to work in groups as they read course texts. Each group then created a set number of Moodle Glossary entries for words that they did not understand in that text. The entries included an image describing the meaning, related words, and a couple of examples of how the word is used in the text and in other ways. Each group needed to come up with their own distinct lists. Through this process, the class was able to learn those words and concepts that they did not yet know. While Ana found the Moodle Glossary helpful, she is looking for a more flexible tool that will make it easier to visually link like words and concepts together. In the future, she plans to use Popplet, or a similar mapping tool.  

Happy New Year! Instructional Technology Services in IITS would like to invite you to a faculty-led roundtable discussion on active learning.   Meeting: Active Learning Roundtable   Discussion Leaders: Casey Londergan, Associate Professor of Chemistry John Dougherty, Associate Professor of Computer Science   Date: Friday, January 15th, 2016 Time: 1:00PM - 2:30PM Location: Haverford College KINSC Hilles 109 or online Registration: Please register online (If you are joining virtually, we will send you the access instructions for joining the web conference.)   Agenda: Professors Londergan and Dougherty have adopted active learning approaches in their classrooms, and they will share their findings with the participants. They will demonstrate what they and their students do before, during, and after the class, and explore the benefits of active learning approaches with the participants. They will share the evaluations from their students as well.   Articles related to this discussion: University learning: Improve undergraduate science education Are College Lectures Unfair? Colleges Reinvent Classes to Keep More Students in Science   Audience: Since active learning approaches can look different based on discipline, this roundtable may be more relevant for faculty in STEM fields. However, faculty members from all disciplines are welcome. This event is open to LACOL faculty members as well as Tri-Co faculty members.   Hope to see you in KINSC H109 or online!