Digital Learning - beyond eLearning and Blended Learning in Higher Education
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IPR For Educational Environments - IPR Education | openSpace - Specialist Art, Design, Media and Performance Open Education

IPR For Educational Environments - IPR Education | openSpace - Specialist Art, Design, Media and Performance Open Education | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
This free IPR course introduces intellectual property rights (IPR), Creative Commons and how to create learning objects.

 

The free online Intellectual Property Rights for Educational Environments course is a HEFCE funded, and Higher Education Academy (HEA)/JISC managed, project created to introduce and build awareness of aspects of intellectual property rights and copyright.

 

The intended audience is primarily people in higher education designing online learning resources. These course materials are also appropriate for academics working in HE staff development.

 

The course is divided into three units each comprising a number of sessions. Each element of the course can either be used independently or as a part of a complete learning experience.

 

While the course primarily addresses IPR in the UK, the course materials can be adapted and re-used to represent IPR issues in non-UK countries.

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Digital Learning - beyond eLearning and Blended Learning in Higher Education
The many dimensions of Digital Learning - edtech, eLearning, blended, authentic, online
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Curtin Teaching and Learning - eLearning: eLearning advisors

Curtin Teaching and Learning - eLearning: eLearning advisors | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
The diverse team of eLearning advisors provide elearning workshops, send out periodic newsletter, provide customised consultation, support the eScholar program and more.

 

Use the 'Filter' pull-down menu above to search for topics by keywords.


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Craig Patterson's comment, June 13, 2013 1:52 AM
Is this link working?
Kim Flintoff's comment, June 13, 2013 2:12 AM
The website was redesigned and we disappeared ... This scoop is simply a flag about who's curating... We didn't expect anyone wold ever want to visit us.....
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Digital dawn: open online learning is just beginning - The Tech Edvocate

Digital dawn: open online learning is just beginning - The Tech Edvocate | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Universities are traditionally seen as exclusive institutions for the few, not the many. But that is changing as a new wave of online courses throws open the doors of academia to all.

Led by world renowned American institutions like MIT and Harvard, this push to democratise learning is being taken up in Australia too.
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Learning Designer: Power Tools for Teachers

Learning Designer. Produced by Xube, this video gives an overview of the Technology Enhanced Learning (TEL) Research Programme's Learning Designer projec
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Curtin Uni IT team pulls itself together

Curtin Uni IT team pulls itself together | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
There was a time when Richard Addiscott scoffed at the idea of working in higher education: “My perception was that it was somewhere to go in the twilight of your career. And that tweed jackets with elbow patches and corduroy pants were the order of the day.”

The stereotypes quickly faded when Addiscott arrived at Curtin University in Perth at the beginning of last year, working as director of IT planning, governance and security.

“It reset my thinking,” the former BAE Systems information security consultant told a Gartner Security and Risk Management summit in Sydney. “It’s one of the most forward thinking, dynamic and complex environments a security professional can work in. And that’s only been amplified since joining. It’s far more competitive than I could have imagined.”

Last year, Western Australia's largest university identified a shadow IT problem caused by a lack of trust between the IT department and the fast-moving innovative business units. Addiscott described it as a ‘trust chasm’. But there's now a plan to fill the gap.
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VR, PBL, and OERs: 4 High Hopes for Learning with Edtech in the New School Year (EdSurge News)

VR, PBL, and OERs: 4 High Hopes for Learning with Edtech in the New School Year (EdSurge News) | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

Using technology in schools is no longer just about preparing our students for college and career. Not only do they need the skills to navigate and utilize technology, but they need to understand how technology can connect them with people, places, and resources that were previously unreachable.

In 2014, I wrote about strategies for edtech success in the new school year, and in 2015, I wrote about edtech teaching trends for the new school year. Well, I’ve spotted some tools and strategies that have amazing potential to empower students and teachers to engage and learn more with the world beyond their school. So this year, I’m sharing my high hopes for how some of the new powerful tools out there could be used in your school or classroom.

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Adaptive learning clearing hurdles in higher ed

Adaptive learning clearing hurdles in higher ed | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Adaptive learning, which brings the benefits of one-on-one tutoring to large numbers of students with instruction tailored to the learner, has garnered attention since the 1970s.

But while it’s a common topic in education circles and technology is now widely available to make it happen, translating traditional lectures to an adaptive learning format takes time, expertise and budget dollars. In other words, adopting adaptive learning is arduous.

Broadly, adaptive learning involves computers being used for interactive teaching, with the materials adapted based on each student’s needs, as their responses demonstrate.
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Walter Gassenferth's curator insight, September 2, 7:39 AM
Very interesting subject to be considered and discussed. I will disclose the post to my contacts and subscribers in http://www.quanticaconsultoria.com
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WCCE2017 - 2017 World Conference on Computers in Education - 
Tomorrow’s Learning: Involving Everyone
Printworks Conference Hall, Dublin Castle - 3-6 July 2017

WCCE2017 - 2017 World Conference on Computers in Education - <br/>Tomorrow’s Learning: Involving Everyone<br/>Printworks Conference Hall, Dublin Castle - 3-6 July 2017 | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

The World Conference on Computers in Education (WCCE 2017), organised by the International Federation for Information Processing and hosted by the Irish Computer Society, will take place in Dublin on 3rd-6th July 2017.

It is my great pleasure to welcome you to the World Conference on Computers in Education 2017 (WCCE 2017), to be held in Dublin, Ireland, 3rd – 6th July 2017. On behalf of the International Programme Committee (IPC), we ask you to join us for this significant conference. I am delighted that we are being hosted in the heart of Dublin by the Irish Computer Society, who have supported and been responsible for particularly important developments in this field.

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The Paradox of Classroom Technology: Despite Proliferation and Access, Students Not Using Technology for Learning

The Paradox of Classroom Technology:  Despite Proliferation and Access, Students Not Using Technology for Learning | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Governments, schools and systems as well as the philanthropic community have invested heavily in technology to keep up with the demands of 21st century learners. Even after years of huge public and private investments and the sheer number of technology-in-education initiatives (1:1 computing, e-Rate, P-TECH, STEM), one would think that students’ use of digital tools and technology for learning in K-12 settings would be ubiquitous. It is in fact the contrary. While the pervasive use of tablets, smartphones, laptops and digital education content is expanding around us, in the classroom, students are not actively using these technologies for learning—even within well-equipped classrooms where access is not the problem. AdvancED® research has found that examples of technology being put to use by students to strengthen learning are barely evident in classrooms today.

After conducting over 140,000 direct classroom observations in K-12 schools in the U.S. and across the globe, AdvancED has uncovered that there are still relatively few classrooms in which students’ use of digital tools and technology is a regular part of a student’s school experience.
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5 Higher-Ed Innovators Share Challenges, Ideas for the Future of Digital Learning

5 Higher-Ed Innovators Share Challenges, Ideas for the Future of Digital Learning | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

Last Wednesday, on August 17, EdSurge hosted a meetup on the ‘Future of Digital Learning’ at the NovoEd company headquarters in the SOMA neighborhood of San Francisco. The event was organized by the EdSurge HigherEd group and drew about 100 educators, learning experts, and professionals from a wide spectrum of higher education and educational institutions (check out the Twitter hashtag #dlnchat).

An Auspicious Assembly


The evening provided ample opportunity for networking time, while enjoying snacks and beverages and listening to inspiring talks. We kicked off with our host for the evening, Allison Salisbury, Director of Higher Education Strategy at EdSurge. Allison shared the four main categories through which EdSurge provides its unique value: News & Information, Concierge, Community & Events, and Jobs. She also discussed their recent beta launch of their Digital Learning Network community, a new forum to share innovations in higher ed digital learning.


Next, Jen Hu, Director of Account Management at NovoEd welcomed the group, and described the affinity between how NovoEd helps institutions, through its social, collaborative learning platform, and the passions of the group in discussing what is next for higher education. She also let the audience know about a free four-part webinar series on Learning Experience Design being offered by NovoEd, starting next month.


The event was structured with five Lightning Talks of six-minutes each by distinguished speakers, followed by breakout groups where the audience got a chance to engage in a smaller setting with the speaker of their choice. Below is a brief recap of each of the lightning talks.

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Students to learn online from home instead of at school under major education reform - National - NZ Herald News

Students to learn online from home instead of at school under major education reform - National - NZ Herald News | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
School-age students will be able to enrol in an accredited online learning provider instead of attending school, under new Government legislation.

The move has dismayed the primary school teachers' union who say education is about learning to work and play with other children.

The radical change will see any registered school, tertiary provider such as a polytechnic or an approved body corporate be able to apply to be a "community of online learning" (COOL).

Any student of compulsory schooling age will be able to enrol in a COOL - and that provider will determine whether students will need to physically attend for all or some of the school day.
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Teachers Are Confident About Using Technology, Now More Than Ever

Teachers Are Confident About Using Technology, Now More Than Ever | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
A majority of teachers are turning to digital supports for education on a regular basis.

In Education Week’s Technology Counts 2016 survey of about 700 K–12 teachers, more than half said they felt comfortable using new technologies at school.

Twenty-four percent of respondents said they even considered themselves to be “risk takers” in trying new digital devices and programs. However, most teachers aren’t regularly using these tools to produce creative or inquiry-based learning experiences.
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[PDF] The paradox of classroom technology

[PDF] The paradox of classroom technology | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Learners’ use of digital tools and other technology to support their learning in our K-12 systems continues to be sporadic and often not observed despite the proliferation of use outside of school. Based on an analysis of three years of direct classroom observations in K-12 schools across 39 states and 11 countries, AdvancED found there are still relatively few classrooms in which the use of digital tools and technology is a regular part of a student’s school experience. In more than half (52.7 percent) of classrooms direct observations show no evidence students are using technology to gather, evaluate, or use information for learning; two-thirds of classrooms show no evidence of students using technology to solve problems, conduct research, or to work collaboratively.
 
Trained and certified observers conduct classroom observations as a part of AdvancED’s continuous improvement process which could include STEM Certification, accreditation, readiness and/or diagnostic review. Each observation lasts a minimum of 20 minutes during which observers use the learner-centric eProve™ Effective Learning Environments Observation Tool® (eleot®) to gather data focused on the activities learners are engaged in, their discussions and interactions, resources they are using for learning, their behaviors and dispositions during the learning process, etc. Observers rate each of the 30 eleot items on a four-point scale where 4 = Very Evident, 3 = Evident, 2 = Somewhat Evident and 1 = Not Observed

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malek's curator insight, August 4, 9:52 AM

While numerous surveys suggest that the pervasive use of tablets, smartphones, laptops and digital education content in the classroom is expanding and changing the role of teachers, the AdvancED study found little evidence of technology being used by students to strengthen learning in classrooms today.

Plagiarism Software Org's comment, August 19, 12:57 AM
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Barbara Dieu's curator insight, August 29, 5:59 AM
Same experience!

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6 Steps to Transition to Digital - Teacher Tech

6 Steps to Transition to Digital - Teacher Tech | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
These are some suggestions to get you started. Check out Matt Miller and Catlin Tucker and Kasey Bell and other educators who are sharing how they use technology in the classroom. Move towards having your activities and lessons online, but do not feel you need to be paperless tomorrow. First, develop a mindset around what digital can do for you. Actively find ideas you can try, one at a time.

This EdSurge article highlights that only using digital tools for remediation and drill practice has a negative impact on student achievement and engagement. The article lists some specific tips for using technology in a more effective way.
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Kit Nielsen's curator insight, August 15, 9:20 AM
Some great tips for any one who is looking to incorporate more blended learning! 
Kit Nielsen's curator insight, August 15, 9:21 AM
Some great tips for any one who is looking to incorporate more blended learning!
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Transforming the way we communicate & collaborate: Curtin IT Services

cits.curtin.edu.au/tcit See how Curtin IT Services is playing a part in forging a new and flexible digital experience for our staff, students an
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Weaknesses of online and face-to-face learning

Weaknesses of online and face-to-face learning | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Learning on smartphones is often not thought about in terms of how we live, one expert tells L&D Professional.
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Tackle teacher shortages with online learning | Christensen Institute

Tackle teacher shortages with online learning | Christensen Institute | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

The new school year is underway, but districts across the country are still struggling to fill hundreds of teaching positions. These teacher shortages are proving especially acute in certain subject areas like special education, science, and mathematics. And particular regions, like rural districts, where it’s difficult to find qualified teachers, are also especially strained. Districts in Oklahoma, for example, one of the hardest-hit states, are still trying to fill more than 500 teaching vacancies—despite eliminating more than 1,500 teaching jobs in the past year, according to the Oklahoma State School Boards Association.


These chronic shortages, in turn, tend to limit the coursework that students can access. For example, two in five high schools don’t offer physics, according to a recent Education Week Research Center analysis of data from the U.S. Department of Education’s Office for Civil Rights. The numbers are worse in some states than others, with nearly 70 percent of high schools in Alaska and Oklahoma not offering the subject.

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Leveraging Technology to Better Engage Students | EDUCAUSE Research Snapshot

Leveraging Technology to Better Engage Students | EDUCAUSE Research Snapshot | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Leveraging Technology to Better Engage Students
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shazia.wj's curator insight, September 8, 3:08 AM
Technology is pervasive in the lives of the students. #edtech
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From the frontlinesTakeaways from the 2016 Blended and Personalized Learning Conference | Christensen Institute

From the frontlinesTakeaways from the 2016 Blended and Personalized Learning Conference | Christensen Institute | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

Amidst calls to personalize learning and blend K–12 classrooms, all too often we stop short of specifics. When the Highlander Institute and the Clayton Christensen Institute came together last year to plan the 2016 Blended and Personalized Learning Conference, our goal was to organize an event that focused on the tactical and practical. We also wanted an event that put practitioners at the center of the conversation so as to ensure that practices in the field are keeping pace with blended and personalized learning rhetoric. 


To that end, we invited over 150 leaders and teachers from around the country to participate in a daylong meeting of the minds in Providence, R.I. These practitioners had demonstrated willingness to innovate in their classrooms and schools, and a number had already seen promising results since implementing blended and personalized models. 


Over the course of the conversations, participants shared their best strategies for seeding and scaling innovative instructional models. Far and away, the refrain that came up again and again was not around any one instructional model or software tool; rather, participants continuously stressed the importance of managing change. The following report synthesizes some of the key themes that emerged as these early adopters shared their change management tips from the frontlines.

Whitepaper: http://www.christenseninstitute.org/wp-content/uploads/2016/08/From-the-frontlines.pdf

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A Framework For Learning In Digital Networks

A Framework For Learning In Digital Networks | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Though the constant updates can be annoying as twitter just to iterate itself towards monetization and permanent relevancy in a finicky digital landscape, among the changes I like is the ability to embed images. Other channels like tumblr have always had this, but not so with twitter. So when Sam Boswell tweeted the image above–being the right-brain idiot that I am–I clicked, and there was much irony in what I saw. A conceptual framework for learning in digital networks! (Get it? I was learning about digital networks on a digital network? Tough crowd.)

Collaborative problem-solving is a nuanced process that folds overlapping concepts and competencies together–social interaction and knowledge building. This applies to formal training through eLearning or adaptive platforms, or informal participation in social networks (e.g., twitter).

We’ve talked before about learning through social networks. The image is an artifact from a 2010 study by Patrick Griffin from the University of Melbourne in Australia. One thing that makes it interesting is the way it distinguishes between collaboration in problem-solving and learning in digital networks rather than simply making collaborative problem-solving a characteristic of learning in digital networks.
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The Rise of the Online Degree at Public and Nonprofit Universities - OnlineColleges.net

The Rise of the Online Degree at Public and Nonprofit Universities - OnlineColleges.net | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Like meeting your spouse on the Internet, earning a degree online went from unthinkable to mainstream in a few short decades.

Despite their well-documented scandals, we have for-profit universities to thank for popularizing online learning. They pioneered online degree options, and while enrollment in online degree programs at for-profit universities has dipped, overall online enrollments are up thanks to their growth at public and nonprofit universities.

We wanted to understand the emergence of online options at universities with long histories of on-campus instruction. So, using data from the U.S. government’s Integrated Postsecondary Education Data System (IPEDS), we looked at recent changes in the availability of online degrees at nonprofit 4-year colleges and universities.

We found that the number of four-year schools with online degree programs rose significantly. Among top-ranked schools, nearly 75% offer online degrees, and about half are increasing their online degree offerings. The fastest adopters of online learning include both public and private colleges and universities, including some academic heavyweights like Harvard and Johns Hopkins.
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Beyond Surface-Level Digital Pedagogy - Hybrid Pedagogy

Beyond Surface-Level Digital Pedagogy - Hybrid Pedagogy | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
In 2013–14, a remarkable 20.5% (154,636) of all Master’s degrees were earned by students in the field of education. Only the field of business boasts a higher percentage of total Master’s degrees (25.5%). It is a fair assumption that most individuals with a Master’s degree in education do not plan to teach in higher education, but rather choose graduate school for (re)certification, career advancement, and/or economic incentives. The percentage drop in the proportion of doctoral degrees earned in education adds credence to the above claim. Doctorates in education trail such fields as social and behavioral science, natural science and mathematics, and computer sciences and engineering.

Given that many individuals that have a Master’s degree in education teach, or will teach, in K-12 classrooms, I feel it is imperative to think about the ideas of digital pedagogy that run rampant in schools of education and teacher preparation programs. How do we prepare classroom teachers to use digital tools and pedagogies? What implicit or explicit assumptions do graduate education programs make about digital learning and pedagogy? How does this affect elementary and primary school students? While it is extremely important to think about how we prepare graduate teachers, I think it is equally important to think about how and what those graduate classes teach K-12 teachers. Graduate schools of education provide a pivotal opportunity for instruction with critical digital pedagogy. If graduate teachers are not trained in, or with, critical digital pedagogy, then classroom teachers may also find this skill set lacking. As a result, young students will remain unexposed to critical digital pedagogy within our schools.

One of the fundamental theses of critical pedagogy rests in the assertion that education is not an ideologically neutral task.  A critical digital pedagogy extends this line of thought to include the intrinsic non neutrality of digital tools, practices, and pedagogies. Jesse Stommel writes, “education (and, to an even greater extent, edtech) has misrepresented itself as objective, quantifiable, apolitical.” The misrepresentation Stommel highlights is evident in the pedestrian and positivist digital pedagogy common in graduate schools of education.
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Establishing a regulatory framework for online learning

Establishing a regulatory framework for online learning | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

The Education (Update) Amendment Bill (the Bill) proposes to recognise the impact that technology is having on education, by introducing a new mode of education delivery – online learning. Technological change makes it possible for students to learn anywhere, anytime, and at any pace. 


The Bill proposes to enable new partnerships between schools and online learning providers, and enable children and young people to access their education through online delivery. Online learning providers will come from the schooling, tertiary education, and private sectors, and will be able to seek accreditation as a Community of Online Learning (COOL). 


The Bill proposes that COOL will have to meet criteria relating to their capability and capacity to deliver education to students in an online environment. Some COOL will be subject to additional terms and conditions, like which students they can enrol. All COOL will be subject to a robust quality assurance regime, including requirements to meet specified student outcomes. 

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The Report – Australian Digital Inclusion Index

The Report – Australian Digital Inclusion Index | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

The Australian Digital Inclusion Index, powered by Roy Morgan Research, has been created to measure the level of digital inclusion across the Australian population, and to monitor this level over time.

Find out more about digital inclusion in Australia.


Key Findings


- Digital inclusion is about social and economic participation

- Our most detailed picture yet of digital inclusion in Australia

- Overall, digital inclusion is growing in Australia

- But many Australians are still missing out

- Access is improving overall

- But Digital Ability is an area for further improvement

- Affordability is a challenge for some groups, although value has improved

- The ‘age gap’ is substantial, but steady

- For people with disability, digital inclusion is low, but improving steadily

- Indigenous digital inclusion is also low, but improving

- The gender gap is narrow, but different attitudes toward technology remain

- Some Australian communities are digitally excluded

- Geography plays a critical role

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5 Ways Teachers Can Encourage Deeper Learning With Personal Devices (EdSurge News)

5 Ways Teachers Can Encourage Deeper Learning With Personal Devices (EdSurge News) | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

To ban or not to ban, that is always the question when it comes to personal devices in the classroom. But rather than fight this uphill battle (Generation Alpha is forecasted to be more technological than any previous), let's figure out how to leverage these little machines. If used intentionally, mobile devices can be an express pass to exploring beyond the walls of our schools. While pushing students to learn outside our classrooms is a step in the right direction, how do we ensure that these experiences lead to deeper learning? Here are 5 ways to get to curate that practice by making your class a BYOD zone.

1. Accept Immediate Inquiry
2. Devices to aid in organizing and collaborating with peers
3. Keep ‘em engaged with real-time feedback
4. Document learning and thinking through blogging when the good ideas hit you!
5. Document and debrief field work with ease

The technology our students will interact with in the next decade is guaranteed to supersede our wildest expectations, so let’s give them the foundational skills to leverage simple technologies such as personal devices so they have the building blocks for greater challenges and advances that await them.

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5 myths to debunk about online education - eCampus News

5 myths to debunk about online education - eCampus News | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Following a set of recommendations might help institutions strengthen their online education programs.

A new myth-busting report found that online education has expanded higher education access to students who previously might not have enrolled in it due to time and financial issues.

In fact, 50 percent of online college students said they “would not,” “probably would not,” or were “unsure” if they would have pursued higher education had their program not been offered online.

Online College Students 2016: Comprehensive Data on Demands and Preferences, from The Learning House, Inc. and Aslanian Market Research, debunks some of the major myths surrounding online education trends and reveals surprising facts about online students and their preferences. It also offers recommendations to help institutions break through the myths and support successful practices.
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The troublesome shortage of instructional designers (essay)

The troublesome shortage of instructional designers (essay) | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

Today’s instructional designers are creating the lexicon to describe ed tech’s rapidly evolving landscape, decoding acronyms across a maze of new products to guide faculty members and institutional leaders through smart decisions. But only a fraction of instructional designers can keep pace. 


Pedagogical shifts also present new challenges for instructional designers. Peer-reviewed research output on the efficacy of alternative pedagogical approaches for online and blended learning is picking up steam. As a result, more professors are flipping the classroom, creating blended courses and moving programs online. Institutional mandates are creating demand for high-impact practices like experiential learning that target retention and improve student success. 


The explosion of data in higher education has created yet another hurdle for instructional designers to clear. Most colleges and universities collect a wide range of analytics, but few actually use it to drive decisions and intervention. That is beginning to change. The convergence of institutional research and instructional design creates both operational and philosophical challenges for a generation of instructional designers who were not trained to leverage predictive analytics for optimized design.

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