Educational Resource List

http://www.economist.com/research/articlesBySubject/displayStory.cfm?story_id=12591038&subjectID=348963&fsrc=nwl

Article on large research study about the “Net generation”

http://www.edweek.org/ew/articles/2008/09/29/06budget-2.h28.html?tmp=845379866

EdWeek article considering the impact of the current financial climate and future funding of US education.

http://www.etprofessional.com/

From the website: “Each issue is packed with a wide range of feature articles covering practical techniques for teaching, written by leading authors, experts and professionals. In each issue, we also provide reviews of the latest books and products, competitions, practical tips, and advice on personal and professional development.”

http://www.nytimes.com/2008/07/17/books/reading-extra.html?ref=books

From the website: “It is impossible to write about any one piece of research at great length, so for those interested in more in-depth information [about reading, online and off], here are links to some studies, speeches, reading tests — old and new — and other resources.”

http://motivatedgrammar.wordpress.com/

From the website: “A lot of people make claims about what “good English” is. Much of what they say is flim-flam, and this blog aims to set the record straight. Its goal is to explain the motivations behind the real grammar of English and to debunk ill-founded claims about what is grammatical and what isn’t.”

http://www.odlaa.org/events/2005conf/ref/ODLAA2005Lowe.pdf

Abstract: “Explanatory graphics are increasingly pervasive in online and other electronic learning environments. Static and animated graphics are especially attractive to those producing resources for the international education context. While use of a specific written or spoken verbal language may be an impediment to learning, graphics are widely regarded as universally accessible. They also have the potential to address aspects of learning that are particularly challenging for open and distance education. Traditional approaches based largely on textual information can be poorly suited to the learning of subject matter that is intrinsically visual in nature. Further, for content dealing with change over time (such as processes and procedures), static forms of information may be ill-matched to the learning task. In contrast, animated graphics offer a very direct way to explain topics that are both highly visual and intrinsically dynamic. Animations can be regarded as a way to overcome previous limitations inherent in open and distance learning. One possibility is that courses previously requiring a significant on-campus component for aspects involving processes and procedures could instead now be presented largely online. Current practice in online learning suggests that conventional wisdom assumes animated graphics to be intrinsically superior to both text and static graphics for the presentation of dynamic subject matter. However, quite contrary evidence is emerging from recent research on learning from animations. This paper examines the perceptual and cognitive challenges faced by learners when they interact with animations and presents research-based recommendations for improving the design quality and educational effectiveness of dynamic visualisations.”

Design recommendations (pp. 4-5):

• “a clear distinction should be drawn between possible affective and cognitive functions of animation in supporting learning (Lowe & Schnotz, in press)” : Don’t let the flashiness of animations distract the student from what should be noticed.
• “key aspects of the subject matter need to be portrayed in such a way that the learner’s attention is specifically directed towards them as required” : Don’t assume the student knows which part of the animation they should be looking at.
• Realistic animations are not always appropriate. The history of educational illustration shows that “Simplification and the gradual build up of information” is a useful feature.
• “animations should not be expected to function effectively in isolation” : Including audio narrative can be particularly helpful

http://www.editlib.org/index.cfm/files/paper_5858.pdf?fuseaction=Reader.DownloadFullText&paper_id=5858

Samaras, H., Giouvanakis, T., Bousiou, D., & Tarabanis, K. (2006). Towards a new generation of multimedia learning research. AACE Journal, 14(1), 3-30.

Abstract: “Empirical research regarding the impact of multimedia on learning can be traced back several decades before the largescale invasion of multimedia learning resources (like CDROM titles and Internet applications) into the educational field and originated from areas outside the educational community. Although the results are not decisive, two generations of multimedia research have contributed to establishing factors that influence effective multimedia design. We summarize the conclusions of the existing research, specifying key theoretical issues, research directions, and weaknesses associated with each generation. Emerging factors, which have begun constituting a third generation of multimedia design and learning research are discussed. Suggestions are made regarding future trends of multimedia design and learning research.”

Notes:

• “In our opinion media (and most likely multiple media) is undoubtedly capable of facilitating learning but this can only occur if it is selected, designed, and examined on the basis of a number of significant characteristics, some of which we will try to analyze next.”
• “Significant factors associated
  with efforts to reduce learner cognitive load are prior knowledge, schema
  formation, automation, and chunking.” (p. 13)
• “Media environments do not cause learning; active cognitive processing by the learner causes learning.” (p. 22)

http://language.massey.ac.nz/staff/awl/

From the website: “The list contains 570 word families which were selected according to principles outlined below. The list does not include words that are in the most frequent 2000 words of English. The AWL was primarily made so that it could be used by teachers as part of a programme preparing learners for tertiary level study or used by students working alone to learn the words most needed to study at tertiary institutions. The Academic Word List replaces the University Word List.”

PDF “Tour”: http://lectrix.cambridge.org/tours/tour_aa.pdf

Home Page: http://lectrix.cambridge.org/texts/home.jsf

From the website: “The Cambridge Greek and Latin Classics commentaries focus on literary and historical questions. Lectrix includes a basic linguistic commentary to guide students in their reading of these often complex works; an electronic dictionary and parser; an English translation; and a library of web pages providing background information on grammar and context. The extra material and features of Lectrix provide a further dimension which will help students and scholars alike to engage constructively with these ancient texts.”

Available by institutional and individual subscriptions. Opportunities to license data. Prices not given.

Disclosure: The post author currently works for Cambridge University Press. The opinions expressed here are my own and are not necessarily those of my employer. This blog is not sponsored nor endorsed by my employer.

http://dictionary.cambridge.org

Online access to Cambridge University Press dictionaries. There is a subscriber upgrade version that adds audio, other features. Throughout are some extra materials like exercises.