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ANALYZING EDUCATIONAL TECHNOLOGY
STATISTICS + CONNECTIVISM = PURE AWESOMENESS
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Rescooped by Sanford Arbogast from E-Learning and Online Teaching
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A review of MOOCs and their assessment tools

A review of MOOCs and their assessment tools | ANALYZING EDUCATIONAL TECHNOLOGY | Scoop.it

Tony Bates: 

 

Chauhan, A. (2014) Massive Open Online Courses (MOOCS): Emerging Trends in Assessment and Accreditation Digital Education Review, No. 25 For the record, Amit Chauhan, from Florida State University, has reviewed the emerging trends in MOOC assessments and their application in supporting student learning and achievement. - See more at: http://www.tonybates.ca/2014/11/08/a-review-of-moocs-and-their-assessment-tools/#sthash.nAWTrGfI.dpuf


Via Dennis T OConnor
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Sue Walsh's curator insight, November 30, 2014 4:23 PM

Holy cow :-)

Claire Brooks's curator insight, November 30, 2014 5:14 PM

bad puns notwithstanding, lots of nuance explored here.

Anne-Marie Barrault-Méthy's curator insight, December 1, 2014 11:14 AM

Many instructional models, many ways to validate online learning

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Moving Outside the LMS: Matching Web 2.0 Tools to Instructional Purpose | EDUCAUSE.edu

Moving Outside the LMS: Matching Web 2.0 Tools to Instructional Purpose | EDUCAUSE.edu | ANALYZING EDUCATIONAL TECHNOLOGY | Scoop.it

ABSTRACT:


What considerations support the decision to either augment or replace an institution’s existing learning management system (LMS) with a cloud-based, Web 2.0 technology tool to support students’ learning? The use of instructional technologies should be evaluated against a backdrop of pedagogical objectives, and students’ selection of tools to support their learning can result in a more collaborative, constructive, and authentic learning experience. Instructors must balance the benefit of introducing new technology tools into the curriculum with the additional load—for instructors (supporting the tool) and students (learning the tool).This paper describes the experiences of an online graduate program in instructional technology at Georgia Southern University (GSU) and the program faculty who have chosen to move beyond the LMS.


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Rescooped by Sanford Arbogast from E-Learning and Online Teaching
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Benefits of Online, Face-to-Face Professional Development Similar, Study Finds

Benefits of Online, Face-to-Face Professional Development Similar, Study Finds | ANALYZING EDUCATIONAL TECHNOLOGY | Scoop.it

Researchers found similar effects on student learning and teacher behavior regardless of whether teachers took part in online or face-to-face professional development.

 

Fishman said that administrators and policymakers should see the findings as further evidence that online teacher professional development, while no silver bullet, can be a viable alternative to the traditional model.

 

"There's some hesitation on the part of teachers who think that online [professional development] is somehow less valuable to them because of a lack of personal connection," Fishman said.

 

"I think this study may make them a little more optimistic."


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Debra Evans's curator insight, June 23, 2013 7:38 AM

Interesting information, but I think I had self proved this anyway 

Gust MEES's curator insight, June 23, 2013 6:08 PM

 

Learn more:

 

http://gustmees.wordpress.com/2013/01/23/is-your-professional-development-up-to-date/

 

Halina Ostańkowicz-Bazan's curator insight, June 24, 2013 3:08 AM

It says that further evidence about online teacher professional development, can be a viable alternative to the traditional model.

Very promissing study.

Rescooped by Sanford Arbogast from Teaching and Learning Online Module -
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JOLT - Journal of Online Learning and Teaching: Instructor-Made Videos as a Learner Scaffolding Too

Abstract

Instructors have frequently found that some content, such as mathematical formulae, chemistry laboratory experiments, and business practices, are unusually difficult for students to comprehend through text-centered approaches, and that this is especially so for online students. In response, instructor-made videos (IMVs) of three to 10 minutes in length on problematic topics or subject matter areas were produced for business, chemistry, and mathematics courses. The IMVs were intended to scaffold student learning. Initial findings revealed that multimodal IMVs involving the demonstration, illustration, and presentation of key terms, knowledge, skills, and resources can help students understand important procedures, structures, or mechanisms in previously problematic content. Simply stated, IMVs can have a positive impact on student learning.


Via Dennis T OConnor, suzanne kamal
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Allan Shaw's curator insight, June 7, 2013 2:39 AM

This will inevitably prove to be useful in school education too! Thanks Dennis T Oconnor.