Written by Rob Reynolds on January 25, 2006
(This is a text summary of the He Said She Said podcast from January 25, 2006. This is a weekly podcast that deals with a wide range of topics on Education and Educational Technology. The show's host is Rob Reynolds and he is joined by Susan Smith Nash. The He Said She Said podcast is available every Tuesday evening on Xplana Radio.)
The topic of this podcast is monetizing the Web and its impact on education. This is the first of a two-part (at least) series. In this podcast, Rob and Susan start off by outlining the primary ways that people are using to monetize Web sites -- affiliate marketing, monetizing domains, and direct navigation. Susan expresses concern about the results of these trends on Web site design and content. Rob suggests that the genie is out of the bottle and that increased ad appearance and usage is but another example of content moving from broadcast --> narrowcast --> microcast --> nanocast. Susan rounds off the conversation by saying that there are responsible ways to monetize the Web, particularly when it comes to education. For more on this topic, please read Susan's article from Monday: "Business Trends and E-Learning: Affiliates, Monetizing, Direct Navigation."
Written by Rob Reynolds on January 20, 2006
Welcome to the new Lone Star Learning -- a fictitious take on the lessons of school and life in a very small town in Texas.
Episode Title: Every Generation Has the Right to do Stupid Things
Episode Air Date: January 20, 2006
Episode Summary: Cooper drives Bubba Jenkins to Aggressive Driving classes and the two discuss parents' motivations for reacting to their children the way they do.
Written by Rob Reynolds on January 17, 2006
This is a text summary of the He Said She Said podcast from January 17, 2006. The topic of this podcast is the use of social networking tools to enhance online communities in distributed education. It's an icy night outside and tonight Susan and Rob begin by talking about the importance of Communities of Interest and how these can provide a meaningful and contextualized learning experience for students.
Written by Rob Reynolds on January 10, 2006
This is a text summary of the He Said She Said podcast from January 10, 2005. The topic of this podcast is the importantce of communities in distance learning. In particular, Susan and Rob address informal and formal communities and then segue into Communities of Practice and Communities of Interest. Both agree that Communities of interest are the key to real peer-to-peer involvement and learning, but they also ralize that current tools and learning models don't always make this easy. The podcast ends with a discussion of how we can incorporate social networking concepts like tagging into old tools like Discussion Boards to make Communities of Interest a reality in an otherwise virtual experience.
Written by Rob Reynolds on January 4, 2006
In the January issue of
Wired Magazine, Sonia Zjawniski lays out a three-point plan for gadget manufacturers who want to stand out. I think her plan makes a lot of sense for educational technology as well and, in this podcast, I apply her three points to products in our field of work.
Written by Rob Reynolds on November 10, 2005
The reality is that building online instruction these days is an awful lot like creating a good Sci-Fi movie. The temptation is to get caught up in the special effects and action. But the box office payoff is going to depend on a great story and strong performances by actors. Similarly, our temptation is to become preoccupied with LMS platforms, media decisions, and newfangled ways to get students to talk to each other. The truth is that none of these things matter at all without a clear course vision, sound pedagogy, and a great content story. If you have those things, they will play in any learning theater regardless of the technology available.
Don't get me wrong. I love using and promoting the use of technology in education. It's just that, the more I use it, the more clearly I understands its limitations.
Written by Rob Reynolds on November 8, 2005
What makes me sad is simply that the upcoming generation may never get to enjoy the same TV commercial excitement that the rest of us have. Of course that may be like saying they won't have the pleasure of going through hazing. But they will have the opportunity to witness the growth of the next ad frontier and witness all the new and clever ways that product owners try to get them to spend their money.
Written by Rob Reynolds on November 7, 2005
I had an interesting conversation with a friend recently about the importance of context in writing. He was opining about why students have difficulty transferring what they learn in their composition classes to other subject areas. His comments made me ponder some of the basic tenants of learning in general.
Written by Rob Reynolds on October 20, 2005
It's a plot for a great novel. A decade after leading efforts against the illegal trade of artifacts, a museum's recently departed antiquities curator faces trial next month in Rome over allegations that she knowingly received dozens of stolen items. But it's the Getty Museum and it's not a novel. It is, however, the perfect backdrop for our discussion as we talk about the effect of digital reality and "copies" on culture and education.
Written by Rob Reynolds on October 20, 2005
(This is a text summary of the He Said She Said podcast from October 20, 2005. This podcast addresses the concept of the Learning Management System (LMS) and the role it should and does occupy in the education space. In particular, we're concerned with the over-valuation of the LMS as a solution for designing good learning content and experience.
Written by Rob Reynolds on October 18, 2005
If you've been in the teaching trenches, you know that learning is ultimately about relationships. And I'm not talking about the superficial relationships, the ones from which we can't even dredge up a name or a face. I'm talking about the relationships that serve as accurate measurements of time, growth, and erosion in our journey of learning.
Written by Rob Reynolds on October 13, 2005
BlackBoard and WebCT announced their wedding plans yesterday and who in the community can say they are really surprised? I mean, if ever there was a marriage made in history, this has got to be it. We've been watching them since the early days, when they were two hormone-driven adolescents who did most of their flirting by fighting.
Written by Rob Reynolds on October 10, 2005
This podcast addresses the concept of the the inherent technological weaknesses in distributed education.Our programs and courses depend on the reliability of technology that is beyond our reach and out of our control. How reliable is the Internet as an institutional platform? How can new models of distributed education portend better curricula and more flexible courses?
Written by Rob Reynolds on September 12, 2005
I hate to state the obvious, but things have certainly changed from when I was a kid. Schools and teachers today are increasingly interested in kids' gadgets and how those can be applied more formally to the education process. And, as technology becomes more integrated into our classrooms, that interest will only increase. I guess that's why I love this time of year. This is when companies make announcements about the new toys for Christmas. This is when the kids really start making their lists. And, just as important, this is when we start getting glimpses of new toys or technologies that may have an impact in education.
Written by Rob Reynolds on September 6, 2005
This He Said She Said podcast addresses the concept of the "utopian" teacher. We define this as the teacher who marches to the beat of a different, yet very creative drum -- a teacher who does not fit into petty and structured places. The utopian teacher is an innovator and has an approach to teaching that cannot be easily replicated or taught. You may be a utopian teacher. We've all known and been influenced by them. Our primary question to day is this: "How does the online learning environment affect utopian teachers?"
Written by Rob Reynolds on September 5, 2005
U.S. holidays like "Labor Day" aren't the only place we see the abuse of inaccurate or confusing labeling. Heck, we don't have to look any further than online learning to find some real doozies. I ask you to consider the following labels that might seem confusing, at least from a philosophical point of view.
Written by Rob Reynolds on September 2, 2005
As I was swapping tales of bi-lingualism with my friend Alex this week,I realized that our experiences have a lot in common with being an evangelist for educational technology. Such a calling necessarily requires that we exist in two cultures simultaneously. It means working with different vocabularies depending on which community we're with, and it means doing a lot of translating. It can also lead to some funny stories about things that get lost in translation.
Written by Rob Reynolds on August 30, 2005
In this podcast, I use the now-defunct Doe Doe Park from Lawton, Oklahoma as my primary illustration. At least one of the morals of my story is about change and evolution. You have to know when it's time to get along and leave old notions behind. We've been thinking along those lines at XplanaZine and realize that a couple of our features are outdated and need change.
Written by Rob Reynolds on August 25, 2005
In this segment of He said She Said Rob and Susan share their ideas regarding rising textbook prices. She argues the value of good content and puts the burden on administrators and departments. He blames instructors. This is part of our bi-weekly podcast feature that is available on Tuesdays and Thursdays.
Written by Rob Reynolds on August 24, 2005
I'm a big advocate of tools like blogs and wikis that provide online, natural expressions of this self-organization process for learning. After twenty-five years of teaching, I am well aware that it doesn't matter how much I try to prevent community-building in my classes -- students will find a way to self organize with or without my help. Looking back, I can see that I've taught entire courses where there were huge analog or digital backchannels of which I was shamefully unaware. Somehow I thought I was the center of the show and that, by fiat, I could stand in the middle of a course and control all information and social connections.
Written by Rob Reynolds on August 23, 2005
In this segment of He said She Said Rob and Susan share their ideas regarding good ways and bad ways (yes, they agree that there are unsavory ways) to use podcasting for education. This is part of our bi-weekly feature that is available on Tuesdays and Thursdays.
Written by Rob Reynolds on August 18, 2005
This week marks ths debut of our He Said She Said podcast featuring Rob Reynolds and Susan Smith Nash. Today's topic deals with podcasting as a viable technology for education. Both participants see it as something that's here to stay, and they offer their own reasons why it's important.
Written by Rob Reynolds on August 11, 2005
It seems to me that teaching and learning works best when we focus consistently and constantly on general praxis. In other words, we do best when we think in terms of how people are really going to engage with our information rather than how they should emgage with it.
Written by Rob Reynolds on August 10, 2005
My word of advice is this. The next time you're in a discussion with a student, teacher, parent, administrator, or colleague, and you're not sure you're speaking the same language as the other person, take a look at their passion instead of their words. You'll probably find yourself thinking, "It's a discussion of some sort; participation seems to be in order; the other person is passionate about learning; I am too; we must be on the same page."
Written by Rob Reynolds on August 9, 2005
Open source, collaborative courses and curricula are just around the corner. Within a year, we'll be able to start using some free courses (pieces of the curriculum) on multiple platforms, that have been developed by the community, and that are flexible enough to meet each user's individual needs.
Written by Rob Reynolds on August 3, 2005
My greatest fear is not that we won't have adequate technology to reach the children of the world, but rather that we will lack sufficient creative teaching energy to make good use of it all. I'm afraid that our wealth of technology could potentially hamper us from doing our best teaching. I believe our best work comes when we strip away all the trappings of classes and students and computers and Google and video. I believe we are at our creative best as teachers when we start with just a subject and our imagination, wondering how we might best encapsulate the knowledge at hand to pass along the generations.
Written by Rob Reynolds on August 2, 2005
Technology -- discussion boards, wikis, blogs -- without a physical teacher, can introduce another element into groups and communities in learning -- spontaneity. The Web can actually alter that natural power that I as a teacher have in the traditional brick-and-mortar classroom. And, with my fierce gravitational pull removed from the equation, groups and communities can operate on their own in new and fresh ways.
Written by Rob Reynolds on August 1, 2005
Knowing your business strengths and having the sense not to introduce needless inefficiencies is a big key to success for most companies. Which is why I continue to struggle with the fact that publishers spend more and more money to create elaborate homework management systems or LMS platforms.
Written by Rob Reynolds on July 7, 2005
Today's podcast is a sample review lesson created for first-year Spanish students (but you don't need to know Spanish to listen!). My intent here is to provide a good example of podcasting as it can be used in education, along with some pedagogical guidelines for creating such content.
Written by Rob Reynolds on July 6, 2005
The reality is, I suspect, that I'm not all that different from everyone else. My human experience has been that most of us are crap collectors. And I also know a lot of people, like me, who are too lazy to organize their crap. They don't have the time or energy to do it. What they, what we want and need is for someone to provide a system for our crap and to organize it accordingly.
Written by Rob Reynolds on July 5, 2005
The entertainment industry acts as if it believes suing technology companies will curtail the activities of the respective community members. Well, my guess is that this will have about as much effect as suing the individual members -- that is, practically none.
Written by Rob Reynolds on July 4, 2005
Stopping in Wytheville, VA, with my wife last week made me think about the wonderful friends and colleagues I was leaving behind in Oklahoma. As I tend to be a plodder, it was only through their friendship and support that I was ever able to get around the curve of education and technology. So here is a big Lone Star Learning salute and tribute to the Oklahoman educators and technologists who made my life easier in recent years.
Written by Rob Reynolds on June 15, 2005
I learned the hard way that learning is about inquiry. If you stop asking questions, you stop learning. If you stop learning, you stop growing. In recent years I have practiced a simple Question Meditation that has kept me centered on inquiry and helped me keep moving forward in life. I have found this useful on a personal level, but also in my teaching and work with other learners.
Written by Rob Reynolds on June 14, 2005
More and more, I'm convinced that Life's Big Lesson (LBL) is like our recent family trip to NYC or like my son's experience playing Oregon Trail. Learning is about inquiry -- it's simply about making the trip. It's not about knowing how it will turn out or even if you get to win. Learning is in the experience of the lesson just as much as it is in the specific objective.
Written by Rob Reynolds on May 27, 2005
As teachers, we have to get organized but we need help. In particular, we need information help. We need common information systems that will allow us to organize all of our information -- teaching materials, assessments, reporting, and research -- in an efficient manner that also embraces collaboration with others without adding additional complexity. We need a magical set of information boxes in which to put things so that they are perfectly organized and never get lost.
Written by Rob Reynolds on May 25, 2005
Let's focus for a minute on some real content opportunities out there. Just as the gaming industry is introducing new gaming consoles with slick new features for their products, new technology and teaching opportunities are opening up for education. And we need good content if these are to be of any real use or value to us.
Written by Rob Reynolds on May 23, 2005
This year in particular was a pretty big milestone in my parenting life. I attended my son's last middle school concert. What makes it so momentous isn't that I sat through three years of listening to him play the trumpet, but that I sat through the previous three years as well listening to my daughter play the bassoon. That's right six consecutive years of middle school band concerts. Six years of timing my entrances and exits so I didn't have to listen to the other grades playing. Six straight years of the Star Wars theme song as the year-ending finale. I swear, it's keeping me from seeing the new movie.
Written by Rob Reynolds on May 14, 2005
Maybe the real value of online education will be discovered when we untether it from traditional education models and let everyone's imagination reign and run wild. Maybe we should and can move from the concept of the digital learning space to the imagined learning space. One where people can't and won't get in the way. One where every teacher is the ideal mentor and every student is hungry to learn and participate in a community of goodwill.
Written by Rob Reynolds on April 15, 2005
Just as pornography and poker have become more ubiquitous and more accessible because of the Internet, so too have most forms of information/entertainment been affected. From books to TV, the power of information and entertainment has shifted to the user. We want to control the when, where, and how much of such things, and the Internet is giving us control of the distribution channels that make it possible. Can the same thing happen in education?
Written by Rob Reynolds on April 4, 2005
One of the things I particularly admired about Pope John Paul was the fact that he was our first Internet pope and, in reality, did pretty well with the whole thing. In fact, the Catholic Church's gradual embracing of and success with the Internet has made me think about its usefulness in education this weekend. What lessons can we learn from the way churches in general use technology and how do those apply to education?
Written by Rob Reynolds on March 30, 2005
When is it okay to give an answer to someone as opposed to making them find it for themselves? It is question critical in child rearing, teaching, and in organizing information. In this radio broadcast, I'll talk about the notion of "partial answers" that help people get to their final destination. In other words, I believe we can help without necessarily creating harmful ignorance or dangerous dependence.
Written by Rob Reynolds on March 28, 2005
If you read your Boston Globe yesterday you know that the FDA has come out with new guidelines for the prescription labels that go on the drugs we purchase. If you boil down the FDA requirements, what you'll come up with is a good set of guidelines for information tagging regarding any object or substance.
- Tell us right up front where the stuff is coming from;
- Tell us what the thing really does ;
- Make it easy for us to read;
- Give us a picture so we can make sure we've got the right stuff;
- Get rid of any jargon. Put in in plain terms.
Written by Rob Reynolds on March 7, 2005
We see articles these days about children who suffer injuries from excessive training for sports at early ages. My question is why don't we see articles about kids suffering from injuries related to excessive learning?
Written by Rob Reynolds on February 27, 2005
I seem to remember that, as a kid, getting sick wasn't such a bad thing. Well, after having spent the last two weeks ill, I can definitely say that it's not near as much fun these days. On the other hand, our online world does offer some advantages for sick teachers and students.
Written by Rob Reynolds on February 9, 2005
Some days you wake up and it seems like there's a quick shift in the technology universe. Take yesterday, for example. As I scanned the headlines, I noticed a number of important confirmations, signs that technology momnetum had crested in a number of areas.
Written by Rob Reynolds on February 7, 2005
The impending U.S. launch of Sony's new PSP reminds us of our neverending search for the right all-in-one device. This search is not just about gaming and communications, however, but also about education. We're looking for our own Swiss Army knife for learning in higher education and in K-12.
Written by Rob Reynolds on February 3, 2005
Each semester I allow students to add my online course well into the third week. I give them extra time to catch up with their work while the rest of my students enjoy a "no-late-work" policy. Is this fair? Am I really helping these students by letting them add so late?
Written by Rob Reynolds on February 2, 2005
The cancellation of a popular TV show makes me think again about narrowcasting and how content programming will evolve. The good news? If you have a big enough audience for anything you can get it to DVD!
Written by Rob Reynolds on January 31, 2005
Why don't we stop trying to complete the paintings for our learners and, instead, just give them some broad outlines and a free choice of colors. I say it's time to make at least part of the education process about real participation, about the kind of scarcity that requires the learners in our system to find their own creative solutions.
Written by Rob Reynolds on January 31, 2005
For the most part, we cram our online courses with material designed only for people who are seeing "in focus." That is, we build content that is immediate, task-based, and requires full and concentrated attention. The problem with this is that it bypasses one of the important weapons in every person's learning arsenal -- unfocused contemplation. The ability to stare off in space and gradually let the pieces all fall into place.
Written by Rob Reynolds on January 24, 2005
The iPod, more than being a device for listening to music, is an information sharing model that allows users to have control over which information they access and the other pieces of information with which they can combine it. It's about cool but it's also about collections, sharing them and distributing them. The iPod means podcasting, images, text, and music. In the future, it and all of the clones it spawns, will be primary learning devices that play in our cars, our homes, and everywhere else.
Written by Rob Reynolds on January 21, 2005
We all remember the wonderful teachers who changed our lives by offering us new and wondrful experiences. The great educator in my life was Mrs. Watson, my kindergarten teacher. She made the world seem big, fun, and inviting.
Written by Rob Reynolds on January 20, 2005
In a recent encounter, a high school counselor asked my wife if our son would get real credit for taking an online course at the university. That started me thinking about some other things that we might reward with university credit.
Written by Rob Reynolds on January 17, 2005
Today, I'd like to talk about some current trends in the broader technology market that I think should be extended to educational technology. These are trends that I believe will make a difference for the companies that adopt them. I guarantee they'll make adopting companies more popular with their customers.
Written by Rob Reynolds on January 17, 2005
The Oracle/PeopleSoft merger kind of makes me wonder what company combinations might be productive in the education space. Why not mix it up and see if we can't find the right chemistry for the future and get some products we might really like?
Written by Rob Reynolds on January 14, 2005
Reviewing Fortune magazine's list of top employers made me realize that the same things that make a company a good employer are also the things that make an educational experience work well.
Written by Rob Reynolds on January 12, 2005
Technology hasn't been adopted more rapidly because it hasn't lived up to its promise of making us better at what we're supposed to be doing -- teaching.
Written by Rob Reynolds on January 12, 2005
With its new products announced at MacWorld this week, Apple is obviously making a hard run at the middle-of-the-road masses. Long known for their elite designs and unique functionality, Apple also has a reputation for being on the higher end of the pricing scale. These products are Apple's way of saying, "Hey, we've got something for everybody."
Written by Rob Reynolds on January 11, 2005
The real reason I don't think we should focus on cheating in schools is because of what it does to us as teachers. The more energy we focus on dishonesty and corruption, the more we begin to see all students as potentially dishonest and corrupt.
Written by Rob Reynolds on January 9, 2005
Just as TV broadcasting led to narrowcasting and the many choices provided by cable, this new, distributed model of media means we get to make even more choices.
Written by Rob Reynolds on January 6, 2005
I wonder if, in putting together all the programs for our "lifelong" learning, we have taken the time to incorporate all the things we already know from our own experience and common sense.
Written by Rob Reynolds on January 5, 2005
Regardless of how it happens, you can bet that things will continue to change. And if you're in the wrong place when the next game rolls around, you could end up being the one not chosen. Today it's about technology, but tomorrow, who knows?
Written by Rob Reynolds on January 5, 2005
Using the example of recorded music, educational technology is, currently, just between the phonograph and the 8-track tape player. We started with some basic ideas and then came up with this thing we call a learning management system (LMS). It worked well because we were still tying education to a geograhical space -- the classroom (just like hi-fi stereos assumed a living room and were often designed to match them.
Written by Rob Reynolds on January 4, 2005
My suggestion for all educators in 2005 is that we concentrate on content first. I propose that we actually pretend there is no technology available to us other than simple sticks with which we can draw in the dirt.
Written by Rob Reynolds on January 3, 2005
The real limitation of Google and other search engines is that they don't really know where I want to go. They all operate on the assumption that I have a single or primary destination in mind. And, in their efforts to be efficient on my behalf, they often deprive me of discovery.
Written by Rob Reynolds on December 31, 2004
One of the most exciting things about media convergence is that, in the next iteration, it will include interactive education as well. There's no technical reason we can't start making our courses available now through TV channels as well as over the Web. But educational content is subject to the same obstacles as the rest of media when it comes to convergence.
Written by Rob Reynolds on December 30, 2004
Online teachers have to engage in more stringent self-evaluation of their work because they lose out on most of the personal and physical guideposts available to brick-and-mortar teachers.
Written by Rob Reynolds on December 28, 2004
One recent area where the gaming and education run parallel to each other is in the growing trend of adult learners and adult players. It seems that education latched on to the adult learner much earlier than video games did the adult player(amazing -- education was ahead of a curve!), but that is as much about the age of the industry as anything.
Written by Rob Reynolds on December 28, 2004
I have my suspicions, of course, that education will be transformed by technology, but not by the traditional and current institutions or educators.
Written by Rob Reynolds on December 24, 2004
On the eve of Christmas, I want to take a few moments to thank all of the faithful bloggers in the education community. We belong to a wonderful and open community of knowledge sharing and support. It's a pleasure to be a part of the group.
Written by Rob Reynolds on December 23, 2004
My kids have been away from home all week but I'm finding that doesn't mean what it used to. Between text messaging, IM, and Xbox Live, their community seems to have traveled with them. My daughter and her friends have found some ingenious uses for blogs that make the tool the new Swiss army knife of communications. Talking about an old dog learning new tricks.
Written by Rob Reynolds on December 22, 2004
As more courses are offered online, concerns about cheating have increased as well. The truth is, there is no good way to stop cheating completely. What we must prevent, however, is letting a preocupation with cheating get in the way of learning.
Written by Rob Reynolds on December 20, 2004
It's that time a year again, when the kids and I make our annual trek to my brother's house. The "children" have gotten older, however, and this year there's a lot of talk about college. What amazes me is how different their conversations are now compared to the ones I had when I was their age.
Written by Rob Reynolds on December 19, 2004
The evolution from simple to complex is a winning formula, whether you are dealing with theater or online learning.
Written by Rob Reynolds on December 16, 2004
I believe inclusivity in education is the best hope for solving most of the world's problems. The obstacles are diversity and fear of status loss. Still, the payoff is worth the price of investment.
Written by Rob Reynolds on December 14, 2004
Yesterday, Google announced they had signed a partnership with the University of Michigan, Stanford, and Harvard to scan and catalog all of the books in their respective libraries. This is the first step in the creation of a worldwide card catalog.
Written by Rob Reynolds on December 13, 2004
Recent news items like Oracle's impending purchase of PeopleSoft and WebCT's announcement that it will discontinue support of its low-cost Campus Edition doesn't do much to ease my rising concern about the effects of technology on the cost of education.
Written by Rob Reynolds on December 13, 2004
New technologies, information types, and models for learning have created a gap between the traditional players in education -- publishers and educational institutions -- and the current demands of teachers and learners.
Written by Rob Reynolds on December 10, 2004
"Global" is a state of mind. It's an artificial construct that we use to erect bariers and create distances between us and others.
Written by Rob Reynolds on December 9, 2004
In this segment I address the key elements of Quality Assurance and how they can and should be applied to e-learning.
Written by Rob Reynolds on December 6, 2004
If Google's presence weren't already ubiquitous enough, news surfaced last month that the search giant is developing tools that will allow us to search for needle clips in the haystack of Internet digital video.
Written by Rob Reynolds on December 5, 2004
I had the good fortune to have two strong mentors in the first four years of my scholarly career. These two men made a profound difference in my life and the decisions I made. Through their examples, I learned what it takes to be a good mentor.
Written by Rob Reynolds on December 2, 2004
In this last segment, I focus on some common technologies that can be used to create your own personal online immersion masterpiece.
Written by Rob Reynolds on December 1, 2004
Location in an online immersion serves to create a meaningful context for the immersion and is also a tool for enhancing the learner's interest.
Written by Rob Reynolds on November 30, 2004
In this segment I talk about how to get learners involved in online immersions through chraracter selection and creation.
Written by Rob Reynolds on November 29, 2004
When it comes to creating stories for online immersions, not just any yarn will do. These stories have special requirements. They function as large play areas that must be structured enough to contain the potential chaos of many players while at the same time giving eveyone plenty of room to move about.
Written by Rob Reynolds on November 28, 2004
This week we focus on creating online learning immersions. Today's broadcast deals with the core components of good online immerisons.
Written by Rob Reynolds on November 25, 2004
Practice makes perfect. In the future, we'll see technology used more for simulated practice and less for traditional assessment. That's something that can be handled better via face-to-face encounters.
Written by Rob Reynolds on November 25, 2004
Harry Chapin sang the future of successful technologies decades ago. Learning is about living and growing is about sharing. Welcome to P2P.
Written by Rob Reynolds on November 23, 2004
Having a high OQ, or Obstacle Quotient, is an easy yet negative way to gain power. It is also detrimental to learning and just happens to be a key design element in today's LCMS platforms.
Written by Rob Reynolds on November 23, 2004
Technology in education has been hampered by lack of good support, and it's pretty much everyone's fault.
