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First, I've been following the recent stream of posts about "personal learningenvironments" but haven't delved in depth yet. Seeing the powerpoint slides along with the commentary helped me understand the topic. I was delighted to discover Stephen Downes screencast created with Camtasia for several reasons.
I was reminded yet again about the importance of play and experimentation as part of the online spaces, particularly those that are learningenvironments. If you are comfortable with powerpoint, it will feel very easy to use. Download pumpkins-apples-not-blogging.wmv. I used MovieMaker in Windows.
Since the workshop is essentiallly about designing more interactive face-to-face learningenvironments, I don't want to model a 85 minute lecture with 100 slide powerpoint, leaving 5 minutes for q&A at end.
You also need to consider the learningenvironment, any constraints, the delivery options, and the timeline for the project. So, expect to see regular reflections on good instructional design and delivery for any topic, but especially digital technology and social media related.
For the most part, you won’t want to host anything too extensive, like a lengthy Powerpoint presentation with nothing but words. . If you can provide a lot more color and uniqueness for your kids, you may be able to find ways to spice up the online learningenvironment. You want to make it more exciting and engaging.
For the most part, you won’t want to host anything too extensive, like a lengthy Powerpoint presentation with nothing but words. . If you can provide a lot more color and uniqueness for your kids, you may be able to find ways to spice up the online learningenvironment. You want to make it more exciting and engaging.
Support for Complex Content This measures the tool’s ability to create advanced, interactive learning experiences, such as simulations, branching scenarios, or VR content. Some tools specialize in rapid, straightforward course creation, while others are equipped for more sophisticated, immersive learningenvironments. 3.
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