Digital Learning - beyond eLearning and Blended Learning in Higher Education
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17 Free Tools for Creating Screen Capture Images and Videos

17 Free Tools for Creating Screen Capture Images and Videos | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

When you're trying to teach people how to do something new on their computers having screencast videos or annotated screen capture images can be invaluable to you and the people you're trying to help. Here are some free tools that you can use to create screen capture videos and images.


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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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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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What Makes e-Learning Work?

What Makes e-Learning Work? | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Ethan Edwards discusses the characteristics that make up good e-learning.

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Tony Guzman's curator insight, August 7, 10:28 PM
While many would consider the needs for successful eLearning different than traditional learning this article shows that not to necessarily be the case.
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Half of Online Students Would Not Opt for Live Courses -- Campus Technology

Half of Online Students Would Not Opt for Live Courses -- Campus Technology | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
New research into the demographics of online college students found 50 percent of them would probably not choose to attend classes on a physical campus.

By Michael Hart07/20/16
Half of higher education students taking advantage of online instruction said in a survey they either would not or were not sure they would attend live courses even if they were available to them. That's according to the fifth annual survey by Learning House and Aslanian Market Research on the demographics of students who are pursuing online college degrees.

This year's study, entitled "Online College Students 2016: Comprehensive Data on Demands and Preferences," found that while online courses were the only option for half of students, 90 percent of students who had taken live on-campus courses said they either prefer online courses or found them just as satisfying.

"Current estimates place the number of students working toward their degrees online at 3.5 million," said Learning House Chief Academic Officer David Clinefelter. "Institutions of higher learning cannot afford to ignore this population."
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Excelsior LIVE: Nick Fortugno on storytelling for learning

Excelsior LIVE: Nick Fortugno on storytelling for learning | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Nick Fortugno is recognized around the world as a leading game designer, narrative and story expert as well as an entrepreneur of digital and real-world games. The chief creative officer of Playmatics joins the podcast to discuss his upcoming presentation at Revolutionary Learning 2016: Storytelling for Learning.
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How to Do Adaptive Learning Right (EdSurge News)

How to Do Adaptive Learning Right (EdSurge News) | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
In the case of adaptive learning, education commentator Audrey Watters gave examples of how things can go badly wrong on her blog. “Serendipity and curiosity are such important elements in learning,” she asks. “Why would we engineer those out of our systems and schools?” More recently, Alfie Kohn provided another summary of the numerous reasons to be skeptical of education technology solutions.

Watters’ bleak future will only come to pass if the algorithms continue to be both naïvely developed and naïvely applied, and moreover, in the case of mathematics learning (the area we both work in) applied to the wrong kind of learning tasks. Almost all the personalized math learning software systems we have seen fall into this category. But there is another way—as our work, and a thorough review by a third-party research organization—has shown.
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Instructional Design, a report by Intentional Futures

Instructional Design, a report by Intentional Futures | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Take a look at the mysterious designers bringing student-centered pedagogy to online learning and higher-ed.
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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.

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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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Why Teachers Are Asking Students to Escape From the Classroom

Why Teachers Are Asking Students to Escape From the Classroom | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Launched in 2015, Breakout EDU is a recurring name in the educational escape-rooms space, and what the French teacher Nicole Naditz uses in her California classroom. The company sells small boxes, priced $89 to $119, filled with escape paraphernalia (think padlocks, UV lights, and hint cards), and an empty thumb drive for downloadable lesson plans, created to complement the curriculum. This allows teachers to access the large Breakout community of more than 8,700  members worldwide, and download custom escape games, as well as build their own.
Kim Flintoff's insight:
Escape Room design principles can transform and enliven online learning experiences...
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Kit Nielsen's curator insight, August 15, 9:21 AM
Something new to play with! 
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Online Learning Rocks!

Online Learning Rocks! | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
My Final Say
While online learning has seen a considerable rise in popularity, many still hold the opinion that classroom learning is more effective. However, I think online learning is the way forward for many if not all students and encourages creativity in thinking and acquisition of multiple skills. Looking at my students, I’d say the online classes have made their recent assignments more compelling and interesting to read. Their ability to interpret situations and improvise has impressed me. My little experiment has been a success!

I’d like to conclude by drawing on my personal experience. I have fond childhood memories of classroom sessions and fun with friends. But with changing times and technological advancements, it is important to embrace new trends and keep track of what works best with students. The benefits for my students are too obvious to neglect the digital space in favor of traditional face-to-face classrooms. We must pace learning and alter our teaching styles to make the best of current situations. For me, that means online teaching.
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Ivon Prefontaine's curator insight, August 3, 8:35 PM
It can. The author acknowledges that being in a classroom with others can be fun. He is a tutor and private teacher. Does that change the motiviation for students? Students continue to need teachers to guide their learning. That can be in face-to-face and on-line settings. They are not mutually exclusive choices.
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Why e-learning is better than face-to-face learning

Why e-learning is better than face-to-face learning | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Many people still tend to see e-learning as a poor alternative to face-to-face learning.
 
This is often based on poor experiences with uninspiring e-learning courses that simply plonk a slide presentation or PDF onto a web page, with little thought for engagement or interaction.
 
The question still pervades whether, despite the emergence of new digital learning technology, e-learning  can ever be ‘as good’ as the supposed exemplar of classroom learning.
 
The answer is quite simple: e-learning gives us the opportunity to extend learning beyond borders with more benefits than traditional learning could ever offer.
 
Here are four reasons why:
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Skype Meetings - online meetings built for business

Skype Meetings - online meetings built for business | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

Skype Meetings
Professional meetings built for business

Easy to set up and join · Powerful collaboration tools · Made by Microsoft

Preview new Skype Meetings
Start a free meeting - Anyone can join: 

- PowerPoint collaboration and screen sharing.
- Personalized URL to join from any device.
- Video calls with up to 10 people.*

Complete meetings experience - Get Office 365 - Check out the new enterprise capabilities 


The complete meetings solution with all the free features plus:
- Office apps – Word, Excel, PowerPoint, OneNote, and schedule meetings with Outlook.
- Instant message anytime.
- Meeting recording.
- Meetings with up to 250 people. 

 
Getting your team together is as easy as sharing a link.
With one click, anyone can join your online meeting, from any device. You can choose to meet right away, or schedule from Outlook for later. The meeting URL is personalized just for you.

Kim Flintoff's insight:
While built for business it can also serve the needs of digital learning very well.
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Digital Learning Toolkit

Digital Learning Toolkit | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
This guide expands upon best practices that could be used in both digital and face-to-face environments to highlight considerations specific to online learning, bearing in mind the following assumptions established by the panel:

Content development for online courses is more time-consuming because in the absence of face-to-face interaction, there is a greater need for creating rich media that stimulates virtual interaction.
Designing online learning activities involves a diverse set of technology and tools; instructors must learn how to use the technologies and integrate them in the online environment.
Topic- and question-driven discussion is more natural in a face-to-face environment, so instructors must intentionally plan for and build in similar engagement opportunities within online curriculum.
Because many online courses draw in learners from all over the world, careful consideration must be given to diverse demographics and backgrounds when developing material.
Learners do not have the benefit of sitting side-by-side with their classmates in an online course; thus, it is easier for learners to feel isolated, and a significant effort must be exerted to make them feel part of a community.
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If we were really serious about educational technology

If we were really serious about educational technology | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
If we were really serious about educational technology, we would… show students how to edit their privacy settings and use groups in
Kim Flintoff's insight:
Interesting challenge from 2010 - how far have our attitudes, policies and practices moved since this was published??
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