l Centro Interamericano para el Desarrollo del Conocimiento en la Formación Profesional (Cinterfor) es un servicio técnico de la Organización Internacional del Trabajo (OIT), creado en 1963, establecido en Montevideo, Uruguay. Responde a las necesidades de las personas, las empresas y los países, en materia de formación profesional y desarrollo de los recursos humanos. Coordina una red de gestión del conocimiento de instituciones y organismos relacionados con estos temas.
The No Significant Difference database was first established in 2004 as a companion piece to Thomas L. Russell's book, "The No Significant Difference Phenomenon" (2001, IDECC, fifth edition), a fully indexed, comprehensive research bibliography of 355 research reports, summaries and papers that document no significant differences (NSD) in student outcomes between alternate modes of education delivery. Redesigned in 2010 and provided as a service of WCET, (WICHE Cooperative for Educational Technologies), a division of the Western Interstate Commission for Higher Education, the database was designed to expand the offerings from the book by providing access to appropriate studies published or discovered after its publication.
This site is intended to function as an ever-growing repository of comparative media studies in education research. Both no significant differences (NSD) and significant differences (SD) studies are constantly being solicited for inclusion in the website. In addition to studies that document no significant difference (NSD), the website includes studies which do document significant differences (SD) in student outcomes based on the mode of education delivery.
A set of generic/reusable learning design resources to assist university teachers to create high quality, flexible learning experiences for students. This site provides technology based examples including collaborative, problem-based, case based, and role play learning strategies.
This site describes a model of authentic learning, based on 9 key elements that can be used to design authentic learning environments. It has been created to support courses and units using authentic learning and authentic e-learning.
This 3 year project, which is funded through the Higher Education Authority’s Innovation and Transformation Programme, is aimed at enhancing the digital attributes and educational experiences of Irish university students through enabling the mainstreamed and integrated use of digital technologies across the teaching and learning process.
A key challenge in the 21st Century technology-rich school is how to keep track of students’ learning across time, location, media, and networks. The Next-Tell project has developed a competence-oriented approach to capture and visualise students’ learning in a holistic manner, bridging learning management systems, e-portfolios, and cloud applications and closing the gap between online learning and tablet-based learning activities. Students are offered a wide range of opportunities to practice complex skills, including 21 Century skills. Teachers can plan collaboratively for learning that cuts across the curriculum and analyse students’ learning using advanced assessment and learning analytics approaches. Teachers, students and parents benefit from having managed access to always up-to-date, information-rich, school-wide data on learning and development.
A basic assumption of the 4C/ID model is that educational programs for complex learning can always be described in terms of four basic components, namely (a) learning tasks, (b) supportive information, (c) procedural information, and (d) part-task practice (see Figure below). Learning tasks provide the backbone of the educational program; they provide learning from varied experiences and explicitly aim at the transfer of learning. The three other components are connected to this backbone.
Here you will find collections of design patterns for online learning systems, a list of environments and domains they have been used in, and evaluations of their performance in actual use. More importantly, this Wiki serves as a portal for collaborating with others in the production and refinement of online learning system design patterns.
This interactive learning theories timeline highlights 50 key ideas or research papers related to nine key theories which can inform the design of blended and online learning in Higher Education.
This Web site presents the findings and outcomes of Sally Kift’s Australian Learning and Teaching Council (ALTC) Senior Fellowship, Articulating a Transition Pedagogy to Scaffold and to Enhance the First Year Student Learning Experience in Australian Higher Education to Enhance Transition. We hope you will find this site useful.
ABC Learning Design is a high-energy, hands-on curriculum development workshop developed at UCL. In just 90 minutes teaching teams work together to create a visual ‘storyboard’. The storyboard is made up of pre-printed cards representing the type and sequence of learning activities (both online and offline) required to meet the module or programme learning outcomes.
NILOA’s Mapping Toolkit was developed alongside faculty and experts in the field to provide framing, tips, and insights into the process of mapping learning. The Mapping Learning Toolkit presents approaches to identify alignment with learning outcomes within program, co-curriculum, general education, employment, and elsewhere learning occurs. The Mapping Learning Toolkit provides resources for conducting meaningful “curriculum” mapping along with examples from institutions. Click on each banner to expand the selection and access resources.
The Faculty Resource Library is a joint project of NASPA's Faculty Council and ACPA's Commission on Professional Preparation. The goal is to avoid duplication of efforts and provide one site for faculty to begin their search for resources related to teaching, learning, and program coordination.