Digital Learning - beyond eLearning and Blended Learning in Higher Education
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Time for online teaching

Time for online teaching | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

I am a university lecturer and have been told that I have to put my course online. Do you have advice for a novice on where to start?

There is no "right" way to start teaching online. As is the case with instruction in face-to-face teaching, there are general principles that should underpin your approach, but how you bring these principles to life will depend on several factors.

Read more: http://www.theage.com.au/national/education/time-for-online-teaching-20130510-2jbxg.html#ixzz2T82s03zg

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Pauline Farrell's curator insight, May 13, 2013 8:17 AM

interesting but simple explanation...confirms what I have known for the past four years - I need more learning designers :)

Roberto Ivan Ramirez's curator insight, May 13, 2013 2:00 PM

Una de las problemáticas que se puede enfrentar el docente como desarrollador de contenidos cuando se ve involucrado en el proceso de diseño instruccional para construir cursos en línea, es la adaptación al equipo de trabajo (celda de producción) con el que tendrá que entablar un diálogo e interacción para "ponerse de acuerdo" en cómo va a elaborarse los materiales de consulta, la estructura de los contenidos, las ilustraciones, si va o no a tener recursos digitales multimedia, si está o no permitido emplear recursos de la Web 2.0 en el curso, si las actividades de aprendizaje requieren cierta interactividad, o si la evaluación de los alumnos se adecúa con la competencia o habilidad indicada. En sí, es toda una verdadera labor académica que requiere del entusiamo, la pasión y el interés por el quehacer de la enseñanza a distancia.

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.


Via Kim Flintoff
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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.....
Regis Elo's curator insight, January 13, 9:02 AM
LOVE #tecademics experience on line ....a matter of  learning and earning http://er972073.tcdmcs.com/ambassador
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The Difference Between Technology Use And Technology Integration

The Difference Between Technology Use And Technology Integration | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
The Difference Between Technology Use And Technology Integration
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The N^2GDLE Vision: The “Next” Next Generation Digital Learning Environment

The N^2GDLE Vision: The “Next” Next Generation Digital Learning Environment | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

Authors:
by Phillip Long and Jonathan Mott

Is it possible to have the best of both a networked learning environment and an adaptive learning model implemented in the same system? The authors share their vision of the "next" next generation digital learning environment, the N2GDLE.

Two years ago, the EDUCAUSE Learning Initiative published its widely cited white paper The Next Generation Digital Learning Environment: A Report on Research. The authors' objective was to "explore the gaps between current learning management tools and a digital learning environment that could meet the changing needs of higher education." In doing so, they joined a long line of critics and reformers who had similarly observed that the learning management system (LMS) had been "highly successful in enabling the administration of learning but less so in enabling learning itself."1

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Blended and Hybrid Environments are Driving the New Global Movement in Education

Blended and Hybrid Environments are Driving the New Global Movement in Education | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

Today’s global employers are searching for employees that have specific skills. Those skills may not be the same needed in 10 years though. In 2009, the US Department of Labor estimated 65% of today’s school children would eventually be employed in jobs that have yet to be created. The number is far higher today. The influx of technology is what has changed the shape of education forever. For this reason, schools must create opportunities for students to engage in higher level thinking skills and experience 21st century skills while using technology. Most schools are emphasizing 21st century skills to be taught to their students. It is in almost every mission statement. According to a study done by the National Association of Colleges and Employers (2016), employers want leadership skills as the prime attribute of future employees. The ability to work in teams is second on the list with 78.9% looking for the skill. This is followed closely by 70% who want good written communication skills and 70% want employees to have problem solving skills.

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The technology revolution transforming education

The technology revolution transforming education | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

A  revolution is happening in education. The instigator? Technology.

Just as workforces around the world are being transformed by devices and the cloud, so too are our classrooms – from kindergarten all the way to university research labs.

In May 2017 in New York, Satya Nadella, Microsoft CEO, spoke about the transformative power of technology in education. He said that when used in the right way, digital transformation can address one of society’s most pressing challenges: democratizing educational opportunity.

Many schools see digital transformation as specific to the technology itself, but computers, electronic whiteboards and electronic books are only tools. To truly reap the benefits of digital transformation, schools and universities must recognise that students today learn differently than generations before them. Rather than replacing curriculum, technology can enhance it, leading to deeper student engagement and boosting important skills like creativity and collaboration that students will need in tomorrow’s workforce.

These skills are especially important in Europe, where there are expected to be 750,000 vacant jobs in the ICT sector by 2020 alone (The European Commission).

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This technology will dominate higher ed within 5 years - eCampus News

This technology will dominate higher ed within 5 years - eCampus News | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Like many other industries, much of the change occurring in colleges and universities is driven by the rise of mobile devices, the consumerization of IT, and higher customer expectations. With so many educational choices both on-campus and online, institutions have had to set aside their aversion for change in order to meet the digital desires of a new generation of students and compete on a global scale. But what will higher ed’s strategic digital efforts look like in the future?
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Learning from Brain-machine Interfaces - DML Central

Learning from Brain-machine Interfaces - DML Central | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
“Neurotechnology” is a broad field of technical research and development focused on the human brain. It includes advanced brain imaging but also new and emerging “brain stimulator” systems that may have the capacity to influence neural activity. The possibilities of neurotechnology have begun to attract educational interest, raising significant concerns about how young people’s mental states may be manipulated by brain-machine interfaces.
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Surface Book pivots sage on stage model and transforms learning experience

Surface Book pivots sage on stage model and transforms learning experience | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Digital technology in higher education is allowing the sage on stage to pivot; transforming the model used in lecture halls since mediaeval times. Today’s students demand a more flexible blended learning environment, with the option of mixing face-to-face and online lectures and tutorials. Dr David Kellermann, lecturer in mechanical engineering at UNSW, is a
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Harvard HMX Offers Dose of Medical School Training in Online Format -- Campus Technology

Harvard HMX Offers Dose of Medical School Training in Online Format -- Campus Technology | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Harvard University is issuing certificates for anybody who passes one or more of the same online courses that are also taken by incoming students prior to starting their Harvard Medical School curriculum and used by the institution's faculty to "flip" their classrooms.

The courses make up the university's new "HMX" program, consisting of online instruction for medical education. The HMX classes each last 10 weeks and cover physiology, immunology, genetics and biochemistry. Rather than using "traditional lectures and PowerPoint slides," these programs introduce real-world scenarios, animation, concept videos, notetaking guides, assessments, interactive components and videos that take participants into clinical settings.

The price of each course is $800, or $1,000 when taken two at a time, or $1,800 when all four are taken simultaneously. To get a taste of the experience, the university is granting free access to lessons from the immunology and physiology courses.
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How to address faculty's 3 biggest online learning concerns - eCampus News

How to address faculty's 3 biggest online learning concerns - eCampus News | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
As education becomes more accessible with advanced technology, more and more students are opting to enroll in online schools or take some of their traditional college courses online.

But as this trend grows, institutions are finding it necessary to address faculty concerns and ensure online programs are high-quality and rigorous.

Online and blended learning programs from higher-ed institutions across the nation certainly inspire innovation, but higher-ed administrators must consider faculty point of view amidst these changes, according to Building Trust: How to Address Faculty Concerns about Online Education, a new whitepaper from Wiley Education Services.

Nearly five years ago, 58 percent of professors in a Babson College survey described themselves as having “more fear than excitement” about the growth of online learning; more than 80 percent of academic technology administrators, on the other hand, said they felt more excitement than fear.

The whitepaper aims to help administrators better understand faculty concerns about online learning, and it also offers recommendations to address those concerns.
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Einstein chatbot shows Facebook Messenger's potential as an educational tool

Einstein chatbot shows Facebook Messenger's potential as an educational tool | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
An Albert Einstein chatbot on Facebook Messenger is a window into how the chat service could be used as an educational tool — at least when it comes to simple facts.

The chatbot is intended to promote National Geographic’s new show Genius, which is about Einstein. And it does that, with a constant stream of gifs and pictures from the show. The conversation was also bookended by references by both the show and a March for Science happening on the National Mall in D.C. this weekend.
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Debunked: 8 online learning myths that need to disappear - eCampus News

Debunked: 8 online learning myths that need to disappear - eCampus News | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
These new online learning myths are spreading almost as fast as program creation.
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Engagement and targeted support critical for online students' success

Engagement and targeted support critical for online students' success | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
New research by National Centre for Student Equity in Higher Education Equity Fellow Dr Cathy Stone from The University of Newcastle has informed comprehensive new guidelines for improving student outcomes in post-secondary online learning, with a focus on undergraduate retention and course completion.

Qualitative interviews with 151 higher education practitioners from Australia and the United Kingdom consistently illustrated the need for a strategic, tailored approach to online programs, with an emphasis on student engagement and an individualised approach to monitoring, support and outreach.

The full report, Opportunity through Online Learning: Improving student access, participation and success in higher education and the 10 National Guidelines for Improving Student Outcomes in Online Learning are available on the NCSEHE website.
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Moodle Community Platform to Offer Closer Ties to OER, Crowdfunding Mechanism -- Campus Technology

Moodle Community Platform to Offer Closer Ties to OER, Crowdfunding Mechanism -- Campus Technology | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Martin Dougiamas, the founder and CEO of the Australian company that drives development of the open source learning platform Moodle, does not mince words about the conflict he sees between open and proprietary developments in educational technology and in society at large. 

"There is a bit of a war going on around the planet right now," Dougiamas said in his opening comments to a recent Future Trends Forum video chat hosted by futurist Bryan Alexander. "We find ourselves at the vanguard of people who believe in openness, who believe in social good and social justice. On the other side of the fence, as you have in your country right now, there is a corporate takeover of the government. There is an increasing effect of very large, wealthy organizations focused on profits and increasing the inequality gap and focused on commercializing public services."

Speaking from his home in Perth, Australia, Dougiamas said he has started to refocus Moodle's activities to do a more effective job of spreading openness — particularly in education. "Education affects every other thing that human beings do on this planet, so it is important work."
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There’s Nothing Personal About Big Tech and Education

There’s Nothing Personal About Big Tech and Education | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Computers should amplify and extend authentic, meaningful learning experiences, not be used to achieve rote learning and test preparation. The new disciples of Edtech are, ironically, advocating for content delivery systems that are no better than the traditional textbook that they proclaim disdain for in pseudo-enlightened voices. If we want learners to thrive, learning needs to be personal. Nothing makes learning more personal than an inspiring, caring teacher. It therefore follows that if we want teachers to be inspiring and caring, we also need to provide them with the context and culture in which they can thrive. Learners — both students and teachers — must be placed at the centre of any change agenda in education. Personalization is not personal. But a caring teacher and tech proficiency are not incompatible: in fact, they go hand-in-hand. Informed and intelligent arguments about the motivations of tech conglomerates are no justification to deny students the tools they need to become empowered learners.
Kim Flintoff's insight:
"Personalization is not personal. But a caring teacher and tech proficiency are not incompatible: in fact, they go hand-in-hand. Informed and intelligent arguments about the motivations of tech conglomerates are no justification to deny students the tools they need to become empowered learners."
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Next Steps for the NGDLE

Next Steps for the NGDLE | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Since April 2015, when the original EDUCAUSE report on the next generation digital learning environment (NGDLE) was published, the idea has decidedly taken off. I believe we are still talking about the NGDLE two years later because the framework captures the imagination without limiting the scope of what the next generation environment could be. In fact, the universe of future environments has expanded since 2015 as various elements of next generation environments (e.g., analytics, adaptive learning, and social networking) have grown — both in number and complexity. The power of the NGDLE is its richness, not its specificity, as the wide-ranging articles in this issue of EDUCAUSE Review make clear.
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Students and Faculty Talk about Personalized Learning

Students and Faculty Talk about Personalized Learning | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

Teachers and students share the value of personalized learning tools and models.


While there is a lot of reporting, analysis, and industry excitement surrounding personalized learning, we don’t often get to hear directly from real students and teachers about their experiences with it and why they find these tools and instructional models valuable. Mindwires’ new video series, which received funding from the Bill & Melinda Gates Foundation, seeks to fill that gap. The series features five 30-minute case studies (broken into 10- or 15-minute episodes) of various colleges and universities, ranging from urban community colleges to large public universities to elite New England liberal arts colleges. A number of these institutions, though not all, received grants from the foundation to deploy and evaluate the potential of adaptive learning in high enrollment, undergraduate general and developmental education courses. The goal of this program was to better understand the potential of such courseware to improve student success and provide value to institutions as well as to rigorously measure the effectiveness of such instructional innovations across a diverse set of campuses across the nation. All of the episodes feature thoughtful students and faculty reflecting on what it means to personalize learning and what they are learning from technology-enabled personalized learning on their campus.

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Blended learning is like a green smoothie

Blended learning is like a green smoothie | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

University of Western Australia’s pro vice-chancellor (education innovation), professor Gilly Salmon, included a very modern analogy in her EduTECH presentation. 


“You know when you put vegetables in a blender to make a smoothie, you whiz it up, and it tastes really bad? Blended learning is a bit like that. You need the right ingredients to make it work.” 


And for her, the most crucial ingredient is the mobile phone, which she describes as the low-cost “holy grail”.

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The Missing Link in Educational Technology

The Missing Link in Educational Technology | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
But we need someone (or several someones) in the gap. This is the missing link. You don't have to call it 'Informatics'. You could call it something like 'Educational technology coordinator', or something more creative. The key is to have these skill sets on your team.

This will allow your IT department to:

Create a platform that is 'open for academic innovation' 
Create a culture of experimentation. 
Create opportunities for teachers to try things, and share their findings. 
Move security and the complexity of managing data, applications, workflow, reporting, etc. into the network. 
Get the computer out of the equation and focus on helping your teachers develop the skills, competencies, literacies and knowledge today's learners need.
If you don't, there is the strong possibility that the IT department will be relegated to a maintenance function - keeping the services running at the lowest possible cost, but not called on for innovative ideas or having a relevant voice in the organization.
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The Disruption of Digital Learning: Ten Things We Have Learned

The Disruption of Digital Learning: Ten Things We Have Learned | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Over the last few months I’ve had a series of meetings with Chief Learning Officers, talent management leaders, and vendors of next generation learning tools. My goal has been simple: try to make sense of the new corporate learning landscape, which for want of a better word, we can now call “Digital Learning.” In this article I’d like to share ten things to think about, with the goal of helping L&D professionals, HR leaders, and business leaders understand how the world of corporate learning has changed.
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David W. Deeds's curator insight, May 10, 10:32 PM

Good stuff! Thanks to Kim Flintoff.

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On-Campus Enrollment Shrinks While Online Continues its Ascent -- Campus Technology

On-Campus Enrollment Shrinks While Online Continues its Ascent -- Campus Technology | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
More than 6 million students took at least one online course in 2015, representing more than a quarter (29.7 percent) of all higher education enrollments that year, according to a new report from Digital Learning Compass. Among that 29.7 percent, it's almost evenly split between students who took some but not all courses online (15.4 percent) and those who took every class online (14.3 percent). In contrast, total online enrollments in 2002 came in just under 10 percent.
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Google opens up Classroom so anyone can now become a teacher

Google opens up Classroom so anyone can now become a teacher | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Google is opening up its Classroom educational service to allow anyone to create and teach a class on its platform.
Kim Flintoff's insight:
Google Classroom now available for everyone...  https://classroom.google.com/
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Martin (Marty) Smith's curator insight, July 19, 7:40 AM

Cool and may have broader application. 

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5 technologies to avoid in the classroom-and what to use instead - eCampus News

5 technologies to avoid in the classroom-and what to use instead - eCampus News | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

The most popular article on eCampus News is a surprising one to the editors: “6 apps that block social media distractions.” This story, which seemed  a bit counter-intuitive for us to write (being a tech-cheerleading publication in nature), has held the top spot by a massive margin for almost three years now; which had the editors considering the question, “Are there technologies that should simply be avoided in the college classroom?”

Movie Clip of One Technology Exasperation:

Of course, the editors then had to ponder what would make a technology easier to avoid than try to implement, and came up with a list of broad technologies and technology trends that either A) caused, rather than eased, more problems and concerns in the classroom, and/or B) were not evolved enough to make an actual difference in teaching or learning.

And, not wanting to simply talk technology trash without offering some useful information, the editors then came up with the technology options that may be better suited for the intended classroom task.

See any technologies you believe should be avoided that didn’t make the list? Be sure to leave your comments in the section below.

Kim Flintoff's insight:
I suspect in some cases there is the issue of how things are used - especially in the discussion about games.  Collaborative approaches to game-play are very useful active learning processes.
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Rasmussen College Opens Learning Center to Help Close Chicago’s Digital Divide -- Campus Technology

Rasmussen College Opens Learning Center to Help Close Chicago’s Digital Divide -- Campus Technology | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

Rasmussen College, a regionally accredited private college, Tuesday unveiled a technology-infused learning center in Chicago for high schoolers, college students and community members to access the internet and receive college coaching at no cost. With the new center, Rasmussen seeks to close the digital divide in the area, while increasing the number of high school students taking dual-credit courses at the college, as well as providing a resource for degree-seeking adult students.

Its target audience will be students who lack adequate broadband to complete homework assignments, since the lack of internet access has been cited as a contributing factor to the area’s lower academic achievement statistics in recent years. Notably, a 2012 demographic survey of Chicago found that among individuals living in the area age 25 or older, less than 4 percent hold an associate’s degree and 7 percent hold a bachelor's degree, compared to national averages of 7.76 percent and 18.25 percent respectively.

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The Rise of Educational Technology as a Sociocultural and Ideological Phenomenon

The Rise of Educational Technology as a Sociocultural and Ideological Phenomenon | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

Key Takeaways


The rise of educational technology is part of a larger shift in political thought, from favoring government oversight to asserting free-market principles, as well as a response to the increasing costs of higher education.


The technocentric view that technology can solve these challenges combines with a vision of education as a product that can be packaged, automated, and delivered to students.


Unless greater collaborative efforts take place between edtech developers and the greater academic community, as well as more informed deep understandings of how learning and teaching actually occur, any efforts to make edtech education's silver bullet are doomed to fail.

Kim Flintoff's insight:
While these factors are definitely in the mix I believe there are several other dimensions that remain overlooked - personalisation, accessibility, student-agency, etc.  

The standard traditional undergraduate degree is far more of a prepackaged commodity than an unbundled pathway with stackable credentials.

The article seems to overlook the fact that many edtech developers are educators.  And that many educational institutions are developing their own tech solutions.
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Gamifying education: what is known, what is believed and what remains uncertain: a critical review

Gamifying education: what is known, what is believed and what remains uncertain: a critical review | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Abstract

Gamification of education is a developing approach for increasing learners’ motivation and engagement by incorporating game design elements in educational environments. With the growing popularity of gamification and yet mixed success of its application in educational contexts, the current review is aiming to shed a more realistic light on the research in this field by focusing on empirical evidence rather than on potentialities, beliefs or preferences. Accordingly, it critically examines the advancement in gamifying education. The discussion is structured around the used gamification mechanisms, the gamified subjects, the type of gamified learning activities, and the study goals, with an emphasis on the reliability and validity of the reported outcomes. To improve our understanding and offer a more realistic picture of the progress of gamification in education, consistent with the presented evidence, we examine both the outcomes reported in the papers and how they have been obtained. While the gamification in education is still a growing phenomenon, the review reveals that (i) insufficient evidence exists to support the long-term benefits of gamification in educational contexts; (ii) the practice of gamifying learning has outpaced researchers’ understanding of its mechanisms and methods; (iii) the knowledge of how to gamify an activity in accordance with the specifics of the educational context is still limited. The review highlights the need for systematically designed studies and rigorously tested approaches confirming the educational benefits of gamification, if gamified learning is to become a recognized instructional approach.
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