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“…  in the winter of 1813 & ’14, during my first College vacations, I attended a mathematical school kept in Boston by the Rev. Francis Xavier Brosius… On entering his room, we were struck at the appearance of an ample Black Board suspended on the wall, with lumps of chalk on a ledge below, and cloths hanging at either side. I had never heard of such a thing before. There it was – forty-two years ago – that I first saw what now I trust is considered indispensable in every school – the Black Board – and there that I first witnessed the process of analytical and inductive teaching.” (Samual J. May, [abolitionist] 1855).
How People Learn Making Technology Work
Development of teaching ,[object Object],[object Object],[object Object],[object Object],[object Object]
Technology in the Classroom ,[object Object],[object Object],[object Object]
The Blackboard as a Technology ,[object Object],[object Object],[object Object]
Fast Forward to Electronic Slides ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
E-learning falsehoods ,[object Object],[object Object],[object Object]
Academic Apprentice to Expert: Using Simulations ,[object Object],[object Object],[object Object],[object Object],[object Object]
Gardner’s Multiple Intelligences ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Different Strokes for Different Folks: CMS utilization is dependent  on content and learning style
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Differential application of a CMS in eLearning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How CMS helps in Transmission instructor drives learning ,[object Object],[object Object],[object Object],[object Object],[object Object]
Typical problems posed by the transmissive learner instructor provides framework ,[object Object],[object Object]
Transmissive tools ,[object Object],[object Object],[object Object],[object Object],[object Object]
How CMS helps in Transaction instructor provides framework ,[object Object],[object Object],[object Object],[object Object]
Typical problems posed by the transactive learner ,[object Object],[object Object],[object Object]
Transactive tools ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How CMS helps in Transformation instructor facilitates learning ,[object Object],[object Object],[object Object]
Typical problems posed by the transformative learner ,[object Object],[object Object],[object Object]
Transformative tools ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Other influencing issues ,[object Object],[object Object],[object Object]
The diverse nature of curricular content and differing learner needs must be reflected in a variety of approaches. The effectiveness of a Blackboard course bore  less of a relationship to the amount of content contained within it but more to the type of content and to how this was integrated with traditional classroom-based teaching and learning activities. One size does not fit all. Typically utilized as part of a blended approach, styles of e-learning need to correlate with the methods adopted in face to face (classroom) environment. Conclusions:
The end result ,[object Object],[object Object]
Assessment ,[object Object]

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TEST for MSMITH

  • 1. “… in the winter of 1813 & ’14, during my first College vacations, I attended a mathematical school kept in Boston by the Rev. Francis Xavier Brosius… On entering his room, we were struck at the appearance of an ample Black Board suspended on the wall, with lumps of chalk on a ledge below, and cloths hanging at either side. I had never heard of such a thing before. There it was – forty-two years ago – that I first saw what now I trust is considered indispensable in every school – the Black Board – and there that I first witnessed the process of analytical and inductive teaching.” (Samual J. May, [abolitionist] 1855).
  • 2. How People Learn Making Technology Work
  • 3.
  • 4.
  • 5.
  • 6.
  • 7.
  • 8.
  • 9.
  • 10. Different Strokes for Different Folks: CMS utilization is dependent on content and learning style
  • 11.
  • 12.
  • 13.
  • 14.
  • 15.
  • 16.
  • 17.
  • 18.
  • 19.
  • 20.
  • 21.
  • 22.
  • 23. The diverse nature of curricular content and differing learner needs must be reflected in a variety of approaches. The effectiveness of a Blackboard course bore less of a relationship to the amount of content contained within it but more to the type of content and to how this was integrated with traditional classroom-based teaching and learning activities. One size does not fit all. Typically utilized as part of a blended approach, styles of e-learning need to correlate with the methods adopted in face to face (classroom) environment. Conclusions:
  • 24.
  • 25.