, & Pivec, M. (2003). A Multimedia Knowledge Module Virtual Tutor Fosters Interactive Learning. Journal of Interactive Learning Research, 14(2), 231.
This work demonstrates an example of how software can and has been developed to be interactive in the learning process, and especially good for tutoring individuals on concepts they have previously been challenged by. The authors are both international educators from Austria reviewing emerging developments in elearning technology through the journal venue. The work is important to this bibliography and its audience of educators as it outlines the development of interactive technologies that more naturally answer remedial instruction.
Knowlton, D.S. (2005). A Taxonomy of Learning through Asynchronous Discussion. Journal of Interactive Learning Research, 16(2), 155.
The challenges and development of discussion models of elearning are outlined here as so much progress has been made in this area with regard to elearning technology and application. Discussion formatting and investment of interactive student environments has been something frequently seen as a barrier to elearning applications and many problems are now solved or being solved. The authors are educators and contributors to a journal dedicated to watching elearning and other education technology emerge into use. The audience of this work is again educators and it applies some of the traditional concerns of the elearning environment, i.e. The stifling of discussion and interaction between participants and instructors. This makes it important o the bibliography and similar to the other works in this work that are identifying and eradicating myths about elearning technological development.
Late Breaks. (2000) the Journal (Technological Horizons in Education), 27(11), 22.
This work demonstrates an example of a particular partnership between several educational entities to bring elearning technology to underserved populations. The work describes developmental technology acceptance and hopefully utilization in areas where technology has been underutilized and student shave been neglected. The author is the editor of the Journal and is demonstrating a success story to an audience of any who will read it. The work is important to this bibliography as it outlines acceptance in the educational community of utilizing elearning effectively to reach those who have been challenged by technology learning in the past.
Littlejohn, a. (Ed.). (2003). Reusing Online Resources: A Sustainable Approach to E-Learning. London: Kogan Page.
Technology and elearning, in the past have been focused on developing newer and better systems to facilitate the process, the editors and contributors of this work stress the need to use old systems as models and to actually trickle down the older technology to other areas, so as to disseminate and create sustainability in the industry. This approach is novel even though it seems to be accepted by many in principle but not applied, for lack of networks to do so. The editors and contributors of this work are all experts in the elearning field and are stressing this need in a novel way, it is unlike any other book in this bibliography but offers sustainable goals and needs that reflect current civic social responsibility, and should be heeded by the education audience.
Mitchem, K., Wells, D.L., & Wells, J.G. (2003). Effective Integration of Instructional Technologies (it): Evaluating Professional Development and Instructional Change. Journal of Technology and Teacher Education, 11(3), 397.
This work demonstrates best and worse case scenarios where integration between technologies is needed. The work is a proponent of elearning but like other works in this bibliography demands that the systems available answer to the need to integrate technology to develop better more seamless delivery of technology-based learning to students. The authors are teacher educators and see again a specialized need to utilize elearning to teach disseminated populations, without disrupting their work. The importance of this article for this bibliography is the fact that it stresses...
(2003) the Journal (Technological Horizons in Education), 31(1), 41.
This article demonstrates an elearning technology that has created opportunities for people in areas that have been internationally, traditionally underserved and shows the scientific and education audience how success can be had sharing such information in this elearning setting. The importance of this work is that it demonstrates successes of elearning in international scientific communities which have traditionally been in isolation of one another and have therefore been unable to collaborate effectively. It is different from other works in the bibliography because it offers an even more specialized and positive application that reflects globalization.
Morrison, D. (2003). E-Learning Strategies: How to Get Implementation and Delivery Right First Time. New York: Wiley.
This is an outline for educators, applying elearning technologies, a sort of checklist that aides in novel applications of elearning technologies to reduce the stress of potential failure of systems. The book is written again by an expert in elearning technology but offers the application information in language that could be understood by a novice educator, its intended audience. The work demonstrates a good source of overall knowledge of concerns and problems which can be eradicated before real use of technology. It is novel from other works in this bibliography excluding the introduction book above. It is very practical. http://www.questia.com/PM.qst?a=o&d=5013705495
Pan, C., & Sullivan, M. (2005). Promoting Synchronous Interaction in an eLearning Environment: Cyber-Instructors Continually Seek Instructional Tools That Will Hold Students' Attention, and Make Online Communications More Efficient and Effective. Skype Is the Latest One to Test the Journal (Technological Horizons in Education), 33(2), 27.
The work outlines Skype and interactive communications tool that has been applied to elearning and is now being evaluated by users. The overall flavor of the article is favorable outcomes on the use of Skype and continuing need for application and evaluation. The audience is anyone wishing to utilize or seek out skype as an elearning business or education tool. The author is a contributor to a leading journal on education technology and the work is an addition to the bibliography in it describes the utilization of a specific software, integration application, something only a few of the other articles do, and none in a general rather than specialized setting.
Pittinsky, M. (2005). No Teacher Left Behind: Online Learning Tools Provide the Foundation for Today's Professional Development Programs the Journal (Technological Horizons in Education), 32(11), 32.
This article expounds on the utilization of elearning in teacher education as a way to meet many distant minds and to familiarize teachers with the options they may have for student sin the future. The author is an educator and contributor to a specialized elearning journal and the audience is current and potential users of this technology. It is important in that it is again an application of elearning in the teacher education specialty.
Podoll, S., & Randle, D. (2005). Building a Virtual High School. Click by Click: South Dakota's Rapid City Academy Finds out Just What it Takes to Provide a Diverse Population of Students the Flexibility Offered by Online Learning the Journal (Technological Horizons in Education), 33(2), 14.
This work outlines the trials and tribulations of developing a virtual secondary school. The work expounds on the possibilities as well as the challenges of such an undertaking and demonstrates these experiences through an actual trial of such a system. The author is a reviewer for a specialized journal on education technology and an educator. The work is demonstrative of anecdotal examples of real life application in compulsory level education, something very few of the other articles do.
Shield, L., & Kukulska-Hulme, a. (2006). Are Language Learning Websites Special? towards a Research Agenda for Discipline-Specific Usability. Journal of Educational Multimedia and Hypermedia, 15(3), 349.
This article outlines a topic, language learning, which is highly evocative of elearning technologies as it is often a specialized service that is not offered to many, but can be the most logical step toward human success. This is especially true of elementary level education, where language learning is rarely offered at all. The authors are professional language educators that have chosen to evaluate the language learning offerings in an elearning setting, i.e. The net. The work demonstrates how some are good and some are bad but all a step in the right direction, and especially those which are geared toward younger children and involve interactive capabilities. The audience is anyone seeking to teach or learn a language and needing advice or information on…
Communication: Beyond Verbal Communication The world around us is filled with people communicating with one another. A smile, a shouted hello, a handshake, an "I love you" -- with these and other forms of communication comes the basis of humanity and all that sets us apart from the animal world. It is in how we communicate that we are able to project our true selves to the world in which
Nonverbal / Demonstrative Communication Nonverbal Communication The functions of nonverbal communication, according to Professor Mark Frank, include: a) nonverbal communication actually defines communication by "providing the backdrop for communication" (for example, a dimly lit room means communication should be subdued but a brightly lit room with cheerful colors offers a chance for loud talking, laughter and even frivolity); b) nonverbal communication can "regulate" how verbal communication takes place (when the listener nods
An example of effective demonstrative communication is when a person is nodding while receiving information from the sender. However, when a person is talking to someone who has his/her arms folded, it's likely to be interpreted that he/she is defensive, cold, or uncomfortable, which is ineffective demonstrative communication. Listening and Responding in Demonstrative Communication: Similar to other forms of communication, listening and responding is an important aspect of demonstrative communication (Sheridan, 2011).
Communication is defined as both, the imparting or exchanging of information or news, and it is the successful conveying or sharing of ideas and feelings. The methods of communication can be verbal or non-verbal. In particular, the latter is known as demonstrative communication, which includes, the use of facial expression, body language, appearance, and various gestures to convey how he or she feels. Non-verbal communication is might be used to reinforce
communication includes nonverbal and unwritten communication and involves facial expressions, the tone of a person's voice, body language, and related issues. Smiles, handshakes, crossed arms, raised eyebrows, and comments that appear to be "dripping" with sarcasm are all part of demonstrative communication (Barnlund, 2008; Montana & Charon, 2008). Both listening and responding are involved in the interaction between individuals who use demonstrative communication, because this kind of communication can
The event is held yearly but has only limited opportunity for profit, as the venue, rather than direct ticket sales incur the cost of the events. In other words the venue is slightly different than the standard concert or tour experience, because the overall support of the whole event (the County Fair) offsets the costs incurred by the label and the artist's tour systems. The Label has been actively