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Creativity tools for higher education
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Rescooped by Geraldine Lefoe from E-Learning and Online Teaching
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Is Content Curation in Your Skill Set? It Should Be. by David Kelly : Learning Solutions Magazine

Is Content Curation in Your Skill Set? It Should Be. by David  Kelly : Learning Solutions Magazine | Creativity tools for higher education | Scoop.it

“Curation is an important skill to develop, especially in an environment in which more and more organizations shift towards self-directed learning for their workers. Now is the time for learning and performance professionals to develop this new skill set.”


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MAría Rosa Arias's curator insight, September 24, 2013 7:21 AM

Muy bien explicado que es Curació de Contenidos

Elizabeth B's curator insight, October 21, 2013 5:04 PM

Insight into the value of social media and curation, and how to make sense of overwhelming amount of information online. Ideas about new ways to think about learning I.e. Informal and learner-led education.

Claudie Graner's curator insight, January 20, 2:25 AM

To avoid being swamped....curate...

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Blended, Online Learning and Distance Education

Blended, Online Learning and Distance Education | Creativity tools for higher education | Scoop.it
Geraldine Lefoe's insight:

Great resource collection

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Learning {RE}imagined

Learning {RE}imagined | Creativity tools for higher education | Scoop.it
how the connected society is transforming learning
Geraldine Lefoe's insight:

Blog from Graham-Brown Martin to follow the process of writng the third WISE book ... 

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Rescooped by Geraldine Lefoe from CT231 - IT Professional Skills module
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Pecha Kucha: tips, resources & examples

Pecha Kucha: tips, resources & examples | Creativity tools for higher education | Scoop.it

Pecha Kucha is not just a useful presentation format for conferences, it can be a great learning experience for students. Here are some PK tips and resources for presenters, organisers, teachers, lecturers and students.


Via Catherine Cronin
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Rescooped by Geraldine Lefoe from Voices in the Feminine - Digital Delights
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Assessment in Open Spaces

Keynote presentation for eAssessment Scotland conference #easc13, University of Dundee, 23rd August 2013

Via Ana Cristina Pratas
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Catherine Cronin's comment, August 26, 2013 2:55 PM
...as well as work by primary and secondary students in schools in Ireland and the UK. Learning and assessment in open spaces provide powerful opportunities for communication and feedback, as well as for new types of pedagogical relationships between learners and teachers/educators.
Paula Silva's curator insight, September 2, 2013 11:33 AM

Link to the blog post: http://catherinecronin.wordpress.com/2013/09/02/assessment-in-open-spaces/

Rescooped by Geraldine Lefoe from E-tivities
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E-tivites: Stories from the front line- Guest Post Gabi Witthaus

E-tivites: Stories from the front line- Guest Post Gabi Witthaus | Creativity tools for higher education | Scoop.it
Background/BIO Gabi Witthaus (about) Distance Learning Manager at Bradford University School of Management. and Teaching Fellow at University of Leicester Connect with Gabi: Twitter: @twitthaus...

Via Gilly Salmon
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Rescooped by Geraldine Lefoe from ULT
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Working in groups: a facilitator's and student's guide

 Derek Bok Center for Teaching and Learning, Harvard University


Via Diane Goodman
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Diane Goodman's curator insight, August 11, 2013 8:21 PM

A really useful guide for working in groups: it speaks to both students and group facilitators. What I like best is that it includes examples of what to say for almost every ocassion, to foster effective group dynamics and encourage individual participation.

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Laurillard talks MOOCs on BBC Today programme « tel.ac.uk

Laurillard talks MOOCs on BBC Today programme « tel.ac.uk | Creativity tools for higher education | Scoop.it
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Digital Inclusion « tel.ac.uk

Digital Inclusion « tel.ac.uk | Creativity tools for higher education | Scoop.it
Geraldine Lefoe's insight:

Some work on digital inclusion by Jane Seale and Diana Laurillard

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Rescooped by Geraldine Lefoe from Tools for Teachers & Learners
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Nik's QuickShout: Downloading Online video

Nik's QuickShout: Downloading Online video | Creativity tools for higher education | Scoop.it

iDesktop.tv provides a really useful and user friendly service for anyone who wants to use video clips from sources like YouTube, but doesn't want their students looking around at anything unsuitable, or for anyone who has ever found a really useful clip, only to go back later and find it has moved or been removed.


Via Nik Peachey
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Ken Tyler's curator insight, August 9, 2013 5:50 AM

The future of learning requires us to have the tools and the skills of connectivity and collaboration whereby we maintain streaming sources of very relevant and rapidly processable information. This appears to be one of these tools...

Martha Schade's curator insight, August 13, 2013 3:20 AM

A great way to download videos from youtube... have a try with some of our training videos! http://www.youtube.com/watch?v=gRqKz70lAgo

 

BI Media Specialists's curator insight, August 23, 2013 6:44 AM

Use it to download videos from YouTube and other online video sites.  Great tool!

Rescooped by Geraldine Lefoe from Tools for Teachers & Learners
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Advances in Technology Enhanced Learning

Advances in Technology Enhanced Learning | Creativity tools for higher education | Scoop.it

Advances in Technology Enhanced Learning’ presents a range of research projects which aim to explore how to make engagement in learning (and teaching) more passionate. This interactive and experimental resource discusses innovations which pave the way to open collaboration at scale. The book introduces methodological and technological breakthroughs via twelve chapters to learners, instructors, and decision-makers in schools, universities, and workplaces.

 


Via Nik Peachey
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Gina Martin's curator insight, August 11, 2013 12:46 PM

Looking forward to reading this one. 

Guillermo Pérez's comment, August 11, 2013 7:21 PM
You can view mor information at: https://itunes.apple.com/book/advances-in-technology-enhanced/id663022333?ls=1
Guillermo Pérez's comment, August 11, 2013 7:22 PM
You can view mor information at: https://itunes.apple.com/book/advances-in-technology-enhanced/id663022333?ls=1
Rescooped by Geraldine Lefoe from Networked Learning - MOOCs and more
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MOOCs, MIT and Magic | Tony Bates - online learning and distance education resources

MOOCs, MIT and Magic | Tony Bates -  online learning and distance education resources | Creativity tools for higher education | Scoop.it

Why is MIT ignoring 25 years of research into online learning and 100 years research into how students learn in its design of online courses?


Via Peter B. Sloep
Geraldine Lefoe's insight:

A good question Tony

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Peter B. Sloep's curator insight, June 27, 2013 4:14 AM

This blogpost is a detailed account by Tony Bates of why he thinks this is the case and what the implications of this observation are for educational research and instructional design. He first discusses four presentations that were given at MIT's recent LINC 2013 (Learning International Networks Consortium) conference. These presentations (by MIT's Sanjay Sarma, Sir John Daniel, edX's Anant Agarwal and Tony Bates) each cover a different point from which to view online learning, specifically MOOCs. Tony Bates then goes on to focus on how MIT in particular approaches online teaching with its edX platform. As indicated, he is rather disappointed with it, as MIT seem to ignore previous and often excellent past educational research. To single out two of his comments: For its MOOCs MIT uses lecture capturing as its main technology, this fits in with their behaviourist approach to teaching. 25 years of research at open universities, spearheaded by the Open University in the UK, has not only revealed the limited effectiveness of such an approach, it also has come up with a wealth of alternatives. In spite of what MIT seems to think, these can reenact the richness of informal communications that MIT claims their campus-based teaching (and the corridors and coffee corners in its buildings, I would add) offers. 

 

This observation of the state of affairs of educational research at MIT is all the more interesting as it is my impression (see my blogpost on this: http://tiny.cc/tj3bzw) that Harvard, MIT's founding partner institution in edX, takes a much more sophisticated approach to the role educational research could and should play. To them, edX is a means to carry out such research and they are aware of what insights educational research has already brought us. Nevertheless, the lack of impact of educational research could not be a matter of lack of knowledge, but a lack of status of instructional designers (as Tony Bates suggests may be the case at MIT) (@pbsloep)

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Thinking critically about critical thinking in higher education

Abstract: The literature on critical thinking in higher education is constructed around the fundamental assumption that, while regarded as essential, is neither clearly nor commonly understood. There is elsewhere evidence that academics and students have differing perceptions of what happens in university classrooms, particularly in regard to higher order thinking. This paper reports on a small-scale investigation in a Faculty of
Education at an Australian University into academic and student definitions and understandings of critical thinking. Our particular interest lay in the consistencies and disconnections assumed to exist between academic staff and students. The presumption might therefore be that staff and students perceive critical thinking in different ways and that this may limit its achievement as a critical graduate attribute.The key finding from this study, contrary to extant findings, is that academics and students did share substantively similar definitions and understandings of critical
thinking.


Via Diane Goodman
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Diane Goodman's curator insight, June 11, 2013 7:46 PM

This paper presents some interesting findings regarding assumptions about critical thinking in higher education. The Australian 2010 study involves both academics and students and suprisingly there was some alignment in terms of definitions and conceptual understanding of critical thinking. The results indicate that students are more concerned with critical thinking outcomes whereas academics are more focused on the processes that underpin critical thinking. The authors suggest that emphasis on curriculum design to promote critical thinking  will have a positive impact on both the products and processes involved.

Rescooped by Geraldine Lefoe from E-Learning and Online Teaching
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How to design your online course

How to design your online course | Creativity tools for higher education | Scoop.it
You can follow this simplified course design guide lines stage by stage. State the rational for your online course, e.g. to reach a wider audience, etc...

Via Dennis T OConnor
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miracletrain 夢想驛站's curator insight, September 29, 2013 11:43 PM

I love this mind map!!!

David Nandigam's curator insight, November 28, 2013 2:27 AM

“Now I existed solely thanks to the quantum paradox, my brain a collection of qubits in quantum superposition, encoding truths and memories, imagination and irrationality in opposing, contradictory states that existed and didn't exist, all at the same time.” ― Robin Wasserman, Crashed

Alfredo Corell's curator insight, March 23, 10:13 AM
  • WHO IS THIS COURSE FOR?

    The  key factors are: Learners’ age, back ground knowledge, the purpose of learning, the learners’ circumstances (employed, students, unemployed, etc…)

  • DO YOU HAVE THE COURSE CURRICULUM?

    In many cases the course curriculum does exist, for example: National Curriculum, University course modules , In-house corporate training.

  • WHAT EXTERNAL PROFESSIONAL STANDARDS NEED TO BE MET?

    All external examination bodies provide an exam guide or syllabus which you have to insure your course will address them.

  • WHAT IS THE LEARNING ENVIRONMENT?

    Would your learners attend any face to face classes? Do they access their course from home, work, or college? Do they work as a group or individuals?

Rescooped by Geraldine Lefoe from Educational Technology in Higher Education
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Graham Brown-Martin : 'We continue to use technology to reinforce 19th century teaching practice'

Graham Brown-Martin : 'We continue to use technology to reinforce 19th century teaching practice' | Creativity tools for higher education | Scoop.it
The new WISE Publication, to be released in 2014, will focus on the link between new technologies and learning.

Via Mark Smithers
Geraldine Lefoe's insight:

Blog link doesn't work - I have posted separately

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Rescooped by Geraldine Lefoe from CT231 - IT Professional Skills module
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Enacting Digital Identities

This presentation describes an exploration of digital identities within the context of an undergraduate IT module. The rationale (and resources) for exploring digital literacies and digital identity within the module is described, as well as student reactions and opinions.


Via Catherine Cronin
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Rescooped by Geraldine Lefoe from CT231 - IT Professional Skills module
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Digital Curation: A Comprehensive Resource Guide

Digital Curation: A Comprehensive Resource Guide | Creativity tools for higher education | Scoop.it

Robin Good: Excellent guide to digital curation resources by Charles W. Bailey, Jr.


Via Robin Good, ghbrett, Catherine Cronin
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slararos's comment, October 25, 2012 12:45 AM
Thanks!
Duan van der Westhuizen's curator insight, February 20, 2013 3:13 AM

Learn all about curation here

Rescooped by Geraldine Lefoe from AAEEBL -- MOOCs, Badges & ePortfolios
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MOOC Evaluation & Disruptive Technologies

MOOC Evaluation & Disruptive Technologies | Creativity tools for higher education | Scoop.it
The OLDS MOOC (Open Learning Design Studio MOOC) evaluation report by Simon Cross has just been published and I thought it was worth a quick look.  OLDS MOOC, based at The Open University, was a le...

Via Kate Coleman
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Rescooped by Geraldine Lefoe from Tools for Teachers & Learners
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Draft. Write Better.

Draft. Write Better. | Creativity tools for higher education | Scoop.it
Write better with Draft. Easy version control and collaboration to improve your writing.

Via Nik Peachey
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pohua-chen's curator insight, August 18, 2013 8:09 PM

Good for writing draft

Bart van Maanen's curator insight, August 28, 2013 3:16 AM

Dit is een mooie manier om je met schrijven te helpen, want je kan iemand uitnodigen je tekst te bekijken. Je kunt hem ook annoteren en versie vergelijken.

Nevermore Sithole's curator insight, March 12, 12:30 AM

Draft. Write Better.

Rescooped by Geraldine Lefoe from Web Resources for New Faculty
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Glossary of IDEA Terms | The IDEA Center

Glossary of IDEA Terms | The IDEA Center | Creativity tools for higher education | Scoop.it

Be sure to get well acquainted with the IDEA system for student ratings of teaching. You'll learn about it in New Faculty Orientation. Also see the Faculty Development Website for a "Best Practices" document and other helpful links. This blogpost from the national IDEA center clarifies relevant terms for you.


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Guide to Impact « tel.ac.uk

Guide to Impact « tel.ac.uk | Creativity tools for higher education | Scoop.it
Geraldine Lefoe's insight:

"The ESRC’s Impact Toolkit defines impact as ‘the demonstrable contribution that excellent research makes to society and the economy’. Impact is distinct from dissemination – which is the broadcasting or making public of key message and findings without measuring feedback and gathering information on how the message has been received and acted upon." This is the bit often left out of grant applications

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Google Glass for Photography: A Street Photographer's Perspective - PetaPixel

Google Glass for Photography: A Street Photographer's Perspective - PetaPixel | Creativity tools for higher education | Scoop.it
Street photographer and Assistant Professor at UC Berkeley Richard Koci Hernandez (known best as just Koci) lucked out when he won Google's #ifihadglas
Geraldine Lefoe's insight:

Google glass adds a whole new dimension to Street photography

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Rescooped by Geraldine Lefoe from Tools for Teachers & Learners
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Narrable

Narrable | Creativity tools for higher education | Scoop.it

Narrable is an online storytelling platform that combines your important photos with the voices that bring them to life. The Narrable iOS app includes a lightweight camera to capture memories as they happen and a built-in audio recorder to preserve the voices behind the memory. After you have uploaded your content, log in at narrable.com to view, edit and share your story.

 


Via Nik Peachey
Geraldine Lefoe's insight:

Looks liek a useful tool and worth chekcing out

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Mita Jordan's curator insight, June 29, 2013 1:04 AM

it seems useful, shall we try

AC Norman's curator insight, August 6, 2013 3:49 PM

Ett presentationsverktyg.

BI Media Specialists's curator insight, August 19, 2013 12:07 PM

What a great way to have your students review a topic or concept in your classroom, and meet the CCGPS guidelines for publishing student work.

Rescooped by Geraldine Lefoe from MOOCs and OERs
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Mooc credit to apply even to students who fail to complete

Mooc credit to apply even to students who fail to complete | Creativity tools for higher education | Scoop.it

In a speech at the festival in Berkshire, Mr Martin Bean said that Moocs were no longer a “fringe idea”, and that there was now a real desire from students to “take what they have learned in the world of Moocs and carry it forward into credit-bearing higher education”.

He added that universities had always found ways to evaluate education “from non-traditional sources” for credit, and asked why this should not be the case for Moocs.


Via Learning Environments, Peter Mellow, Patricia Daniels
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Patricia Daniels's curator insight, June 24, 2013 2:04 AM

 

“As a vice-chancellor I get very annoyed when I see people who don’t complete [courses] described in negative terms. We’re trying to design Futurelearn pedagogy around a ‘mini-mooc’ model, shorter in duration and broken down into bite-sized pieces,” ( Bean, 2013)

 

 

 

My personal thoughts here after having participated in H817 Open Learn:Open Education ( OU UK)

 

I'm in favour of work being accredited throughout a course (whether it's a Mooc or not) and not just in the form of, proof of completion. In H817 Open Education, three Badges could be attained. Two were during the course and the final was for set for the last activity. Learners that I had contact with responded well to this form of accreditation and agreed that it was motivating. Other students left during the course and it was interesting to note the variation in sentiments here. Some learners perceived their non-completion as a personal failure whilst others commented, in differing communities, that they had taken what they wanted and were moving on. The learning experience was very valuable and one that has encouraged me to continue with this form of learning. 

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Will MOOCs help to democratise higher education? | Karen MacGregor - University World News

Will MOOCs help to democratise higher education? | Karen MacGregor - University World News | Creativity tools for higher education | Scoop.it

The democratisation of higher education requires widening access to studies that lead to useful qualifications, and giving people more opportunities to select study programmes themselves and easily design their own courses from the rich pool of material freely available, Sir John Daniel told the “Worldviews 2013” conference last week. The question is whether massive open online course, or MOOCs, will help or hinder that process.


Via Peter B. Sloep
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Peter B. Sloep's curator insight, June 25, 2013 1:20 PM

The article is an account of a keynote Sir John Daniel gave at the Worldviews 2013 conference. He unpacks democratisation as either widening access or as students themselves determining what they study. Widening access may simply mean increasing enrolment, but it often specifically refers to removing the stumbling blocks for access, as open universities have done over the four last decades (freedom of place, pace and time of study). Technology plays a role in this but it changes as new technologies become available. The second interpretation of democratising education has a more recent origin and is nowadays referred to as open educational resources. What I find interesting about this account of democratising education is that it connects the characteristics of open universities with the availability of open educational resources (OERs) and reveals them to be two sides of the same coin. 

 

Do these sides come together in MOOCs? From my perspective they might do in cMOOCs, which heavily rely on OERs and through their online character put no constraints on time (but they do on time and pace). They certainly don't in xMOOCs. Although access to the course materials does not require a fee, the materials are not open in the sense that they may be edited or even used by third parties (such as non-participating universities). Here too, there is no constraint on the place of study but there is on the time and pace. Which prompts the question of whether a marriage of these two kinds of democratisation would indeed be an interesting development and, consequently, whether this is something open universities should pick up. Two initiatives suggest this is already taking place. The one is FutureLearn (http://futurelearn.com), initiated by the Open University of the UK, the other is OpenupEd (http://www.openuped.eu), an initiative of the European Association of Distance Teaching Universities (http://www.eadtu.eu), backed by the EU's Lifelong Learning Programme. (@pbsloep)