"Is it better to present large amounts of information the same way to all learners, or should the presentation depend on the reader’s level of knowledge about the topic? The results of a study offer important insights about this question for eLearning design."
"In 2011, the respective roles of higher education institutions and students worldwide were brought into question by the rise of the massive open online course (MOOC). MOOCs are defined by signature characteristics that include: lectures formatted as short videos combined with formative quizzes; automated assessment and/or peer and self–assessment and an online forum for peer support and discussion. Although not specifically designed to optimise learning, claims have been made that MOOCs are based on sound pedagogical foundations that are at the very least comparable with courses offered by universities in face–to–face mode. To validate this, we examined the literature for empirical evidence substantiating such claims. Although empirical evidence directly related to MOOCs was difficult to find, the evidence suggests that there is no reason to believe that MOOCs are any less effective a learning experience than their face–to–face counterparts. Indeed, in some aspects, they may actually improve learning outcomes."
In the last quarter-century or so that has made up the digital revolution, one universal axiom has held true: evolve or die. Record labels were too busy suing pirates in the 1990s to adapt their business model...
For authors who want to use their own home equipment to narrate an audio version of their own books, or if you want to record your kids reading their favorite stories for posterity, you can do it with a microphone, and iPad and GarageBand.
"Great report from the University of Edinburgh on their six 2013 Coursera MOOCs. The report has good data, tries to separate out active learners from window shoppers and not short on surprises. It’s a rich resource and a follow up report is promised. Well done Edinburgh – this is in the true spirit of HE – open, transparent and looking to innovate and improve.Introduction to Philosophy: 98,129Critical Thinking: 75,884E-learning & Digital Cultures: 42,844Equine Nutrition: 23,332 Rather than summarise the report, I’ve plucked out the Top Ten surprises, that point towards the future development of MOOCs:1. Large no of enrolments (309,628)3. Huge subject-sensitive gender range (13-87%)4. Low no. students/ in teaching & education (36.8%)5. Learners from 176 countries (61% outside US/UK)6. Close to zero from China7. Main driver – learning, low interest in certification9. Big range on SoA across courses (4-44%)10. Expectations – met more or completely (77%)"
"The ultimate destination is to align education with the requirements of a process-based world. This means we need to invent and agree on a set of clearly prescribed methods that promote inquiry, permeate the learning environment, and become as embedded in education as the current content standards. The move to integrate 21st century skills into the curriculum is a start. But to really advance the cause, the following ideas will need to take root."
Mind mapping is a method that works for quite a lot of people. Brain storming, idea mapping, thought generation, think tanks – call it what you will. Traditionally done on large pieces of paper, why not use your iPad to create mind maps? You could use these for your own purposes, or “convert” those large flip charts into a smaller, digital version.
Preview and download the course iTunes U: A Course Creation Guide for Educators on iTunes U. (RT @sjunkins: An iTunes U Course on How to Create an iTunes U Course from the brilliant mind of @TresslerTech.
Learning is a dynamic function that each person experiences in a vastly different way. For instance, one individual may retain knowledge the best by studying a textbook while another may need to link an idea to a physical activity they perform.
From Web-enhanced face-to-face courses to MOOCs, flipped, blended, and fully online courses, videos are an integral component of today’s educational landscape—from kindergarten all the way through higher education.
Good overview of how to better produce instructional videos and why some of the current video layouts in MOOCs cause low information retention. Tips for better design of in-video quizzes are also covered. Links to further research and references are provided.
"Students in Chris Haskell’s teacher training classes at Boise State University learn by completing digital “quests.” If an assignment has mistakes, Haskell will return it to the student to correct. If it doesn’t, the student will be rewarded a certain number of “experience points” counting toward the final grade.
This is how learning takes place in a quest-based classroom, which Haskell, a clinical assistant professor of educational technology, has helped develop at Boise State. In 2010, Haskell and Lisa Dawley, an educational technology professor, created an online gaming, quest-based learning platform called 3D GameLab, which is now being tested by 560 teachers at secondary schools and higher educational institutions around the world..."
Ease of joining meetings: Adobe Connect is much more user friendly for attendees to join meetings because there is no download required for attendees. That means just about anyone can instantly access meetings without ...