Are you interested in solving the problem of digital engagement? We are too. This website is designed for practitioners that want to develop online environments to build and sustain new audiences by using facilitation techniques that affect learning in these informal spaces. Below you'll find different tools that we believe can help you successfully facilitate an online environment.
"Blended learning has taken off as one of the big trends in education over the past several years. Like flipped classrooms and 1:1 environments, it’s one of the top ways for teachers to leverage the power of technology in the classroom. It’s not a new concept, to be sure. However, there’s a new guide to understanding and implementing what’s being billed as blended learning 2.0.
"There are a few key stages of proper implementation that you should know if you’re looking to start climbing the blended learning tree. Starting from down at the roots is the planning process. It’s about a lot more than just ‘planning’ on buying some iPads. Planning involves creating appropriate blended learning spaces. That means you have a nice place for students to gather and collaborate while using technology. Scroll down to the bottom of the graphic below to get started."
"Augmented reality (AR) is a live, direct or indirect, view of a physical, real-world environment whose elements are augmented (or supplemented) by computer-generated sensory input such as sound, video, graphics or GPS data. (Wikipedia)" AR has been around for awhile but is really starting to garner interest in the educational community/sector. Using augmented reality is a great way to incorporate 21st century technology into the classroom using different types of apps, sites, and equipment."
Infographics are interesting–a mash of (hopefully) easily-consumed visuals (so, symbols, shapes, and images) and added relevant character-based data (so, numbers, words, and brief sentences).
The learning application for them is clear, with many academic standards–including the Common Core standards–requiring teachers to use a variety of media forms, charts, and other data for both information reading as well as general fluency. It’s curious they haven’t really “caught on” in schools considering how well they bridge both the old-form textbook habit of cramming tons of information into a small space, while also neatly overlapping with the dynamic and digital world.
The community that built the largest encyclopedia in history is shrinking, even as more people and Internet services depend on it than ever. Can it be revived, or is this the end of the Web’s idealistic era?
Halfakers study- "In their paper on those findings, the researchers suggest updating Wikipedia’s motto, “The encyclopedia that anyone can edit.” Their version reads: “The encyclopedia that anyone who understands the norms, socializes him or herself, dodges the impersonal wall of semi-automated rejection and still wants to voluntarily contribute his or her time and energy can edit. Because Wikipedia has failed to replenish its supply of editors, its skew toward technical, Western, and male-dominated subject matter has persisted.”
Traditionally, college students have spent long nights in campus libraries thumbing through leatherbound volumes of academic journals and research reports. The importance of these publications has remained intact over the years, but most of today’s tech-savvy students opt to access this information using online databases.
These sites generally fall into two categories. Some databases require a paid subscription in order to access materials. In many cases, students who enroll at brick-and-mortar institutions are granted complimentary access to these sites while enrolled. Other sites, known as “open-access” databases, allow users to delve into journal entries free-of-charge. These sites are ideal for online students who would otherwise be required to foot the subscription bill themselves.
This guide looks at some of the most reputable open-access journal websites, as well as paid subscription databases that are still widely used by traditional college students.
Early last year I wrote about using Scholarpress Courseware + WordPress to manage classwebsites. While I’m still a big fan of WordPress Multisite for my class websites, I have in recent semesters moved away from using Courseware. For one, Courseware hasn’t been updated in awhile, and doesn’t seem to work as smoothly with recent versions of WordPress. More practically, however, I found myself getting frustrated when making changes to a class schedule in Courseware.
In the past three weeks, Georgia Tech received nearly twice as many applications for a new low-cost online master’s program as its comparable residential program receives in a year. The degree—which uses Massive Open Online Course technology—is the first of its kind, and its popularity suggests a growing demand for online learning. The Georgia Tech program is the first master’s degree from a top-ranked university based on the technology that drives MOOCs. The only difference is it is not “open,” or free, as a MOOC is traditionally defined. Students have applied from 50 states and 80 foreign countries, according to the school. To graduate, they will never have to step foot on campus and will pay about $6,600, compared with about $44,000 for residential students.
This post introduces the emerging design principles for assessing learning with digital badges. This is the second of four posts that will introduce theDesign Principles Documentation Project’s (introduced in a previous post) emerging design principles around recognizing, assessing, motivating and evaluating learning.
At their core, digital badges recognize some kind of learning. But if one is going to recognize learning, there is usually some kind of assessment of that learning so that claims about learning can be substantiated by evidence. Over the course of the last year, we have tracked the way that assessment practices have unfolded across the 30 DML Badges for Lifelong Learning competition winners. We have categorized these practices into ten more general principles for assessing learning with digital badges. These principles are not presented as “best practices.” Rather, these principles are meant to represent appropriate practices that seemed to work for particular projects as they designed and refined their badge systems.
No one project embodies all of these principles, and the principles mean somewhat different things to different projects. The general principles have been broken down into specific practice categories, but they are still being refined. Some of these categories are discussed here. We seek input from individuals and projects at this time as we attempt to firm up these principles and categories.