Yesterday, Google introduced add-ons for Google Docs and Sheets. These add-ons allow you to add all kinds of functionality to your documents, including signing faxes, creating bibliographies, and more. While it's still in its infancy, here are a few of the best add-ons available at launch.
Methoden frei Haus ein wachsender Pool mit Tipps für die Lehre. Sie suchen Inspirationen für Ihre Lehrveranstaltung? Sie stehen vor einer didaktischen Herausforderung? Oder möchten selbstgetestete Methoden gern weiterempfehlen? Dann sind Sie hier genau richtig! Dieser schrittweise wachsende Methodenpool wendet sich an alle Lehrenden der CAU (und darüber hinaus). Weil die Studierendenzahlen weiter steigen, halten …
A recent study of a Coursera MOOC is really interesting in that it implemented a random assignment of student to 2 conditions – one with no teacher interaction with the students and the other with teacher and teacher assistant interaction in forums. The study is
Tomkin, J. H., & Charlevoix, D. (2014). Do professors matter?: using an a/b test to evaluate the impact of instructor involvement on MOOC student outcomes. Paper presented at the Proceedings of the first ACM conference on Learning@ scale conference. Retrieved from http://dl.acm.org/citation.cfm?id=2566245
"The study concluded that teacher presence had no significant relation to course completion, most badges awarded, intent to register in subsequent MOOCs or course satisfaction."
"However, the findings is predicted by my Interaction Equivalency Theory in which I argue that if one of the three forms of student interaction (student-student, student-teacher, student content) is at a high level, the other two can be reduced or even eliminated."
That it is possible to learn on one's own is not exactly a surprise. Otherwise there would be no autodidacts, nobody would ever have been able to learn from a book. Surprising, though, that the presence of a teacher seems to have no impact on the learning outcome. On the other hand... students taking part in MOOCs usually have an academic background already. So they developed learning strategies and are able to compensate the absence of a teacher by interacting with other students or looking for other sources.
In my role, I see many module leaders present themselves with assessment questions that have been written to fit the question types offered by Blackboard (Course Resources). In my opinion this does not always lead to effective assessment as what we are presenting to students is a collection of questions that Blackboard can handle rather than an assessment. For example I recently saw 3 questions that collectively was supposed to ask about the students’ knowledge of the statistical averages. The question asked was ‘What is the mean / medium / mode of the following numbers?’. This was followed by a range of numbers and the student could pick a number from a selection presented.
This had been written after whoever wrote it had seen the question types and rather than thinking ‘what do I need to assess?’ (i.e. the students’ ability to differentiate between the different statistical averages), just simply written some simple maths questions which could be guessed at.
"If you’re running an online course and you’re finding it difficult to keep your students engaged in your community you’ll be glad to know that gamification may be the tool you’re looking for to help inspire students to engage."
Im Rahmen des WM⊃3;-Projekts gebe ich ja zwei Kurse für das HDM. Einen zusammen mit Ralf Frenger mit dem Titel „E-Learning-Grundlagen“, der nächste Woche startet, und in der Woche darauf „E-Learning ...
Ob Bonuspunkte für Einkäufe im Supermarkt, Monopoly in der Fastfood-Kette oder der Vielflieger-Status bei Fluggesellschaften, Gamification gibt es überall. Viele Unternehmen nutzen das Prinzip z.B. für Marketing oder Kundenbindung. Der Begriff Gamification bezeichnet die Integration und Nutzbarmachung von Spielelementen in spielfremden Kontexten. Solche Spielelemente sind beispielsweise
The Flexible Learning Environments eXchange – FLEXspace – is a robust, open access repository populated with examples of learning spaces. It contains high resolution images and related information that describes detailed attributes of these spaces from institutions across the globe.
The incentive for participation is to showcase innovative design solutions open to peer review ranking and comments. As more contributions are received, the repository will emerge into a very useful planning resource for education and supporting entities at multiple levels.