From ABC to ABSeas

Online learning

10 fundamentals of teaching online

A free book by Tony Bates which is short and simple for those starting out in elearning.

“This booklet is now available. It can either be downloaded as a pdf from the Contact North|Contact Nord website, or printed locally on demand and then can be physically given to instructors. Of course it is likely to be most effective if used in conjunction with Teaching in a Digital Age, but the booklet is written to stand on its own.
So I am hoping that you will find the 10 Fundamentals booklet useful, that you will pass it on or make it available to ‘resistant’ or undecided instructors, and that this will encourage them to seriously consider teaching online.”

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Active learning methodology

The Images and Objects Toolkit is for facilitators and teachers interested in education for sustainable development. The booklet includes step-by-step instructions for planning and implementing Education for Sustainable Development activities by using images and objects, together with a starter kit of sample images.

This is a key publication for the Prof E Sus project.

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Adding some TEC-VARIETY

Adding Some TEC-VARIETY by Curtis J. Bonk and Elaine Khoo

Unfortunately, most online content remains lifeless today. Legions of learners are interminably bored. Part of the reason is that their online and blended courses fail to effectively utilize the smartphones, tablets, and other wireless and mobile technologies strapped to their bodies or tucked into in their tote bags. At this very moment, tens of millions of learners around the planet are navigating through seemingly endless pages of their online courses. Unfortunately, most of these learners are swimming in this sea of content without much hope for interaction, collaboration, or engagement. The emergence of massive open online courses (MOOCs), where learners in a single course can number in the hundreds of thousands, has made the present situation even more precarious and a remedy more urgent.

We propose the TEC-VARIETY framework as a solution to the lack of meaningful engagement. It can shift learners from nearly comatose states to actively engaged ones. Adding Some TEC-VARIETY helps instructors focus on how to motivate online learners and increase learner retention. It also is a comprehensive, one-stop toolkit for online instructors to inspire learners and renew their own passion for teaching. Using 10 theoretically driven and proven motivational principles, TEC-VARIETY offers over 100 practical yet innovative ideas based on decades of author experience teaching in a variety of educational settings.
Blended learning approach to developing teachers’ TPACK

Blended Learning Approach to Develop the Teachers’ TPACK
Arwa Ahmed Abdo Qasem
University of Mysore, India
Gandla Viswanathappa
Regional Institute of Education Mysore, India
A theoretical framework has emerged recently to guide research in the teachers’ use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city.
The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used.
The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers’ ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research
on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies.

Blended learning teacher competency framework
iNACOL’s blended learning teacher competency framework

This report includes the key competencies and effective practices of teachers in successful blended learning environments? This research identifies 12 key competencies, organized into 4 larger domains: mindsets, qualities, adaptive skills, and technical skills. This tool is helpful for educators to understand their evolving role in blended learning environments, and it offers insights into the knowledge, skills and dispositions needed to make make new instructional methods successful. Emphasis is placed on the mindsets, qualities, and skills that support practitioners’ creative and continuous improvement as well as ability to thrive amidst change.

Developing and managing an online programme

Basic steps when introducing a new online programme in an educational organisation.


E-tivities are frameworks for enabling active and participative online learning by individuals and groups. E-tivities are important for the online teaching and learning world because they deploy useful, well-rehearsed principles and pedagogies for learning as well as your choice of networked technologies. They focus on the learners- the people I call the participants, who are contributing, providing, reworking, interpreting, combining most of the knowledge. They overturn the idea that learning depends on one big expert and his/her conveying of knowledge. They are based on the strong idea that knowledge is constructed by learners through and with others.

Elearning experts

This article lists 8 educationalists and what significance they have for producing high quality elearning.

Forming Communities of Practice in Higher Education

Forming Communities of practice in Higher Education: a theoretical perspective
Jakovljevic, Maria; Buckley, Sheryl; Bushney, Melanie


In the light of the development of the educational process, a by this the overall system, there occurs the permanent need for its advancement. Through the realization of that aim it will be contributed to the development of the contemporary society – both regional as well as global. The quality educational process also means the achievement of quality, applicable knowledge, which is said to be power. With the thought of Francis Bacon “Knowledge is power” begins the project of the modern. René Descartes joined him as the leader of the modern with his rationalistic stance “I think, therefore I am”) which opens presumptions for the later period of the postmodern. In the new times, by applying concretization of independent constructivism, creativity, independency and working on oneself, various pedagogical models open spaces to human thinking and creation and also to interactive relations indispensable for the development of pedagogical thought and work. Then we talk about the postmodern. Readiness for quality processes can be seen in the context of formatting social competences (within the social terms), which includes educational, human potentials, strategies and structures of developing politic. What do they incline to? They aspire to the realization of the system of excellence in all fields and all levels of education. The formatting of the overall system of excellence must be accompanied quality and creative processes of managing and regulation.

From ABC to ABSeas

This first Ocean Literacy MOOC aims to sensitise and enable teachers and students to incorporate ocean literacy into educational programmes.

Education in its broader understanding (in both formal and informal settings) serves as a high potential channel to reach young citizens. As a lack of sufficient ‘Ocean Literacy’ has been identified in many countries, this clearly presents a barrier for citizens to engage in ocean responsible behaviour or consider ocean-related careers.

To overcome this, it is recommended to develop education to provide the capacity to understand environmental issues, to participate in decision-making processes and to bring about changes in behaviour.

Ocean Literacy can be seen as a way of incorporating scientific literacy in practice in education, whereby scientific literacy not only refers to a person’s knowledge of science but also to his or her ability to use this knowledge in making socially responsible decisions.

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