Letter: In British universities, innovation, creativity, originality and critical thought, as well as notions of social justice, are being threatened by marketisation (...) - The Guardian, Letter from 121 professors, 6 July 2015
The integration of technologies such as MOOCs, lecture-capture systems, and video telepresence has broadened students' access and choice and made education more "location agnostic." But there's still a major challenge in creating high-quality, engaging, and seamless experiences for online and distance learning students and educators. Most institutions are not there yet, which means that traditional face-to-face learning models in higher education will continue. Digital learning materials such as e-books have worked to reduce costs and provide a more personalized learning experience, yet studies show that millennials prefer reading from print books for both deep reading and enjoyment.1 For this reason, I don't see traditional books going away anytime soon.
Up to the end of February 2015, after 14 months, Horizon 2020, the EU Framework Programme for Research and Innovation 2014-20, had received 45,000 applications. This represents a large surge in the number of applications.
The success rate for applications was 14% to 15% on average, while in Framework Programme 7 (2007-13), the predecessor of Horizon 2020, the success rate was between 19% and 22%. In some of the sub-programmes of Horizon 2020, notably in the Health Sciences and in Future and Emerging Technologies, or ‘FET Open’, the success rate for applications was down to between 2% and 3%. (...) - University World News, by Jan Petter Myklebust, 19 June 2015 Issue No:372
The past few years have brought mounting evidence that higher education stands at a crossroads. As with any disruptive technology, MOOCs have been viewed with enthusiasm in many quarters and skepticism in some.
The book focuses on practical ways teachers can explore and exploit the potential of the vast web-based video resources that now exist on the internet. In addition to this the book offers guidance on how to encourage students to use video as a creative tool that can support their language learning. The book has 10 chapters beyond the introduction. These chapters focus on a range practical , theoretical and technical issues which should help the reader to fully utilise digital video in a range of contexts from the classroom, blended learning and all the way through to fully online delivery. The book contains: -: 315 full colour illustrations -: 26 embedded video tutorials -: 42 detailed activities with materials and links -: 17 Cool tools with step by step illustrated guides, video tutorials, suggested activities and getting started suggestions -: 70 pages of reviewed links to tools and resources -: Detailed tips and advice on pedagogically related aspects from choosing a clip and task design to paradigms for building video into your syllabus through a range of up to date approaches. -: An interactive glossary
"It’s difficult to keep students engaged — and awake — when assigning them readings from long and often dull textbooks. Two researchers wanted to change that.
Their creation is zyBooks, a web-based platform that mixes learning activities such as question sets and animations with some written content, largely as a replacement for text. The idea is that professors can use zyBooks instead of traditional textbooks in order to help students engage with the material and perform better."
At its most basic level, the syllabus is used to communicate information about the course, the instructor, learning objectives, assignments, grading policies, due dates, the university’s academic integrity statement, and, in some cases, an...
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