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Business and Economics: E-Learning and Blended Learning
Resource for academia in the areas of business, management, accounting and economics.
Curated by Jenny Pesina
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Project

Project | Business and Economics: E-Learning and Blended Learning | Scoop.it
Responsive Open Learning Environments (ROLE) is a European collaborative project with 16 internationally renowned research groups from 6 EU countries and China.

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How Do Learners Experience Open Online Learning? | Open Education | HYBRID PEDAGOGY

How Do Learners Experience Open Online Learning? | Open Education | HYBRID PEDAGOGY | Business and Economics: E-Learning and Blended Learning | Scoop.it
Learner Experiences with MOOCs and Open Online Learning is an e-book in which student authors describe and reflect upon their open online learning experiences. Current conversations around educational innovations in general, and MOOCs in particular, lack student voices. This book enables learners to share their stories, thus contributing to our understanding of open online learning. A number of questions guided the development of this book. These included: What are learner experiences with open online courses, MOOCs, and other forms of open online learning? What is it like to participate in open online learning? What are learners’ perspectives on open education? Answers to these questions clarify the nature of open online learning, help us focus innovations on learners, and aid us in improving digital learning initiatives. Learner experiences arise from the ways learners interact with and respond to content, activities, instructional methods, instructors, and the context within which learning and instruction happen (Parrish, 2005). At a time when researchers and online learning providers are embracing the use of learning analytics and big data to examine learner behaviors, activities, and actions, very few researchers have sought to gain a deep, qualitative, and multidimensional understanding of learner experiences with open forms of learning. Yet, understanding learner experiences is vital. A nuanced appreciation of how users experience open learning, including the successes and obstacles they face, will assist learning designers, researchers, and providers in refining and improving open online learning. - See more at: http://www.hybridpedagogy.com/Journal/files/Learners_Experience_in_MOOCs.html#sthash.gDM7bagq.dpuf
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How do we deal with unwilling corporate learners?

How do we deal with unwilling corporate learners? | Business and Economics: E-Learning and Blended Learning | Scoop.it

...But then I realised I was confusing two, albeit, related issues : willingness to learn and ability to learn for oneself. So I decided to try and plot these two issues on a chart.

Whereas those who are willing and keen to learn (in the top left-hand quadrant), just do it and pretty much sort themselves out, it is those in the bottom right-hand quadrant – the directed, unwilling learners who are not motivated or interested in learning, and expect to be taught. And this is clearly where most training efforts are placed. Hence the constant stream of advice about how to make learning effective, appealing, engaging – how to use the right colours or font sizes or images or whatever – in a desperate attempt to motivate the unwilling learner.

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The 50 Best Education Apps For Android

The 50 Best Education Apps For Android | Business and Economics: E-Learning and Blended Learning | Scoop.it

Mobile learning. Tablets in the classroom. Apps replacing textbooks. Apple may have started the craze, but the trend is now platform and device-agnostic. While iOS remains the system of choice for most developers (if for no other reason than the wild-west of the Google Play Marketplace versus Apple’s more streamlined iTunes store), learning-with-apps is as accessible on Android devices as it is on the venerable iPad. 

 

The following 50 educational apps–a mix of learning simulations, games, organization tools, and traditional learning apps–is a great place to get started.

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How Real-Time Data in Online Training Benefits the Learner

How Real-Time Data in Online Training Benefits the Learner | Business and Economics: E-Learning and Blended Learning | Scoop.it
We all know there’s no substitute for real-life experience. But sometimes setting up a real-world, immersive learning scenario for your training is too expensive, or time-consuming and difficult. 
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Free Massive Online Education Provider, Coursera, Begins To Find A Path To Profits | TechCrunch

Free Massive Online Education Provider, Coursera, Begins To Find A Path To Profits | TechCrunch | Business and Economics: E-Learning and Blended Learning | Scoop.it
Online education providers may very well disrupt the higher education establishment, but, first, these for-profit companies need to find a way to finance the mammoth technical infrastructure needed to support millions of students.
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Assessment in open spaces

Assessment in open spaces | Business and Economics: E-Learning and Blended Learning | Scoop.it
"We have to build our half of the bridge, no matter who or where we happen to be." - Colm McCann Summary: Learning and pedagogical relationships are transformed when we engage with students in open...
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Big Data 4Dx: MIT Sloan Management School Online Course Taps Avatars « Online Learning Update

by NANCY DUVERGNE SMITH, MIT Alumni Life

Webinars are old news at MIT, but the Sloan School of Management is taking online instruction to a new dimension. Last spring, Sloan launched a new Executive Education program called Big Data 4Dx, an online version of its popular program Big Data: Making Complex Things Simpler. Unlike online courses where participants watch lectures, Big Data 4Dx uses AvayaLive EngageTM, a web-based, immersive collaboration environment that allows participants to interact with each other in a virtual classroom.The next two-day session—both in person and online—is set for October.

http://alum.mit.edu/pages/sliceofmit/2013/08/19/big-data-4dx-online-learning-moves-into-the-4th-dimension/
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What is a Course?

"Next time I will say a bit more about my criteria, but we can’t ignore the other lurking issue in this discussion: ‘coverage’, i.e. teachers marching through the pages in a textbook. I wish to claim that defining a course as a tour through the textbook, page by page, is simply not a course by ANY valid set of criteria. A textbook is merely a collection of topics, with exercises and text under each topic. The textbook does not know your personal or school priorities; the textbook does not know your students; the textbook doesn’t identify any priorities or through lines that unite all the chapters, etc. So, a march through a book is a non-design. It would be like learning English through a page by page tour of the dictionary and grammar book; it would be like learning history by reading through the Encyclopedia page by page.

It doesn’t matter how good the textbook is. My critique is not a critique of textbooks. (I have worked on over a half-dozen for Pearson, to infuse UbD). My critique is the use of books. A text – be it an algebra textbook orCatcher in the Rye - is a resource in support of clear and learning-focused goals. Goals cannot be supplied by a text; they are supplied by purposeful teachers."

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Inquiring into CoI « Learning In a Flat World

Inquiring into CoI « Learning In a Flat World | Business and Economics: E-Learning and Blended Learning | Scoop.it

"...it is a mistake to try and integrate this new media into “passive educational approaches.”

Jenny Pesina's insight:

A wonderful post on The Community of Inquiry Framework with some great references to literature, including Terry Anderson's "The Theory and Practice of Online Learning": http://cde.athabascau.ca/online_book/second_edition.html. Available as a print edition and a free ebook! Reading it now.

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[WATCH]: Enhancing students reflective practice and personal ...

[WATCH]: Enhancing students reflective practice and personal development using Pebble Pad, a pilot study. Posted in Personal Development Videos. YouTube Video Rating: 4. Tags: Pebble Pad, personal, personal development ...

Via Kate Coleman, Alfredo Calderon
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Tracey Edwards's comment, September 28, 2013 3:30 AM
I would be very interested tohear your thoughts on this subject
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Combining the formative with the summative: the development of a twostage online test to encourage engagement and provide personal feedback in large classes | Voelkel | Research in Learning Technology

The aim of this action research project was to improve student learning by encouraging more “time on task” and to improve self-assessment and feedback through the introduction of weekly online tests in a Year 2 lecture module in biological sciences. Initially voluntary online tests were offered to students and those who participated achieved higher exam marks than those who did not, but completion rate was low. Making the tests compulsory led to high completion rates, but class performance decreased, indicating that using the same assessment for formative and for summative purposes is not always beneficial for learning. Finally, these problems were resolved by introducing a two-stage approach: the first stage of each test was formative and provided prompt feedback. However, students had to achieve 80% to progress to the second summative stage of the test. The two-stage online tests led to significantly improved class performance. This novel test design ensures that students go through at least two attempts and therefore fully benefit from the learning opportunities presented by the formative stage. Two-stage online tests present the opportunity to provide regular feedback in large classes and to improve performance not only of good but also of “weak” students.

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We're on the cusp of deep learning for the masses. You can thank Google later

We're on the cusp of deep learning for the masses. You can thank Google later | Business and Economics: E-Learning and Blended Learning | Scoop.it

Google silently did something revolutionary on Thursday. It open sourced a tool called word2vec, prepackaged deep-learning software designed to understand the relationships between words with no human guidance. Just input a textual data set and let underlying predictive models get to work learning.

“This is a really, really, really big deal,” said Jeremy Howard, president and chief scientist of data-science competition platform Kaggle. “… It’s going to enable whole new classes of products that have never existed before.” Think of Siri on steroids, for starters, or perhaps emulators that could mimic your writing style down to the tone.

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A Pedagogy for Cross-cultural Digital Learning Environments | Literacies | HYBRID PEDAGOGY

A Pedagogy for Cross-cultural Digital Learning Environments | Literacies | HYBRID PEDAGOGY | Business and Economics: E-Learning and Blended Learning | Scoop.it
Online learning should originate from everywhere on the globe, not just from the U.S. and other technologically advantaged countries. The best courses will be global in design and contribution, offering multiple and multinational perspectives. They should maximize opportunities for students from different countries to collaborate with one another, to contribute local knowledge and histories and to learn one another’s methods, assumptions, values, knowledge and points of view.

- See more at: http://www.hybridpedagogy.com/Journal/files/Pedagogy_for_Cross-cultural_Digital_Learning.html#sthash.hQLqBwr7.dpuf

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How to Motivate Adult Learners » The Rapid eLearning Blog

How to Motivate Adult Learners » The Rapid eLearning Blog | Business and Economics: E-Learning and Blended Learning | Scoop.it

Assuming you have to work with adult learners, what are some things to consider to keep them motivated and engage? Here are a few quick thoughts:

Don’t waste time. People don’t like wasting time. The courses they take should be meaningful and relevant to their needs. One of the bad things about elearning is that so many courses forced upon learners are pointless and offer little tangible value. Even if it’s a compliance course, there’s usually a way to frame it in a relevant context. Do that and you’ve taken the first step towards engaging them.Account for existing understanding. Adult learners already have experience. Odds are that much of the content in your course the learners already know. Giving them an opportunity to demonstrate what they know is a good practice. Letting learners test out is another way to accommodate their needs.Build on what people know. This ties into the point above. Don’t expect that you have to take every person through the course from A to Z. Some people may need that. Others may need to start at Q. So build a course that can assess their current knowledge and let them step in where appropriate....
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Learning and Failure

Learning and Failure | Business and Economics: E-Learning and Blended Learning | Scoop.it

Failure can be very unproductive. It can stem from a lack of effort, resources, support, knowledge, and reflection. Failure can also be an amazing tool for learning, and perhaps one that every student should experience before graduation...

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Good Read: Searching For the True Value of Tablets in Education

Good Read: Searching For the True Value of Tablets in Education | Business and Economics: E-Learning and Blended Learning | Scoop.it
In this lengthy feature about the use of Amplify tablets in schools, writer Carlo Rotella expresses skepticism about the promised potential of these devices providing a better education.
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Five Mistakes to Avoid When Managing Digital Teams

As digital becomes part of every line of business, effective marshaling of digital capabilities is a critical competency. Management is often maligned (sometimes for good reason!), but strong management is an important differentiator in both digital delivery and in aligning that delivery to strategic goals.

So what’s the best way to tackle management of digital teams to keep engagement and output high? I’ve been through two Internet booms and busts in corporations, nonprofits, and startups — so I’ve made plenty of management mistakes by commission and by proxy. Here are five common ones I’ve seen or made myself...

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Using Badges to Quantify Learning at UC Davis - Getting Smart by EdCetera Staff - badging, higher ed, learning, learning outcomes

Using Badges to Quantify Learning at UC Davis - Getting Smart by EdCetera Staff - badging, higher ed, learning, learning outcomes | Business and Economics: E-Learning and Blended Learning | Scoop.it

"In college, students learn how to structure a thesis in English 101 and how to identify the parts of a plant cell in Biology 101. This is certainly useful knowledge, but the most valuable things students learn in college are often much harder to quantify. Critical thinking, time management, collaborative skills, and effective research are implied with the issue of most bachelor’s degrees, but they’re a little harder to track on a transcript. This is where badges excel. Learning outcomes typically consist of abstract skill sets and that schools within a university hope their graduates achieve, and are designed to help faculty and students keep the big picture in mind when they’re in the throes of research papers and midterms."

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animedubbedonline's comment, September 9, 2013 3:02 PM
beautiful
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Making Learning Outcomes Explicit Through Meaningful Inquiry

Making Learning Outcomes Explicit Through Meaningful Inquiry | Business and Economics: E-Learning and Blended Learning | Scoop.it

As good inquiry practices often transcend subject specific boundary lines, I hope that any teacher reading this blog post can take something away to apply in their own pedagogical environment. The process that I blog about here took place over 2 classes, 60 minutes in length each. The importance of making learning outcomes very explicit at the start of a unit can never be underestimated and the pre-assessment strategy that I used was broken down into 4 parts.

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10 Smart Apps With Built-In Adaptive Learning Mechanics

10 Smart Apps With Built-In Adaptive Learning Mechanics | Business and Economics: E-Learning and Blended Learning | Scoop.it
10 Smart Apps With Built-In Adaptive Learning Mechanics, by TeachThought.com
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10 Advanced Tips & Tricks For Google Forms

10 Advanced Tips & Tricks For Google Forms | Business and Economics: E-Learning and Blended Learning | Scoop.it
If Google Forms is not yet your go-to form maker, it’s time for us to change your mind. You may think you know everything there is to know about Google Forms, but thanks to Google’s use-it-and-you’ll-work-it-out attitude, perhaps you don’t.
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Data Drunk -- Let's Take the Ass Out of Assessment

Data Drunk -- Let's Take the Ass Out of Assessment | Business and Economics: E-Learning and Blended Learning | Scoop.it
Measuring student learning isn't like measuring the vacancy rate of a motel -- or the gross sales of a retailer or productivity in a factory.
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3 Rubric Makers That Will Save You Time And Stress - Edudemic

3 Rubric Makers That Will Save You Time And Stress - Edudemic | Business and Economics: E-Learning and Blended Learning | Scoop.it
Rubrics can be an incredibly useful tool for your classroom. They can be a bit challenging to build though. These rubric makers should save you some stress.

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The Five Components of a Successful Online Faculty Development Program | Faculty Focus

For institutions with geographically dispersed faculty who are teaching online, faculty development takes on a new level of importance.
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