“This class would be a lot less fun without Hypothes.is” —–student comment about “A History of Anthropological Thought” At the recent conference for Mellon Digital Pedagogy grantees at Austin College, Brian Watkins, Assistant Professor of Anthropology, presented his project on digital annotation in the anthropology classroom. In his update posted prior to the conference, Brian briefly ... Rea
Nice example of using Hyopthes.is to stimulate student engagement and discussion.
I sat at a table with faculty, technologists, CIOs, startup founders and students, all gathered under one roof to tackle the question: How might we use application program interfaces (APIs) to empower students and faculty members to have voice, agency and digital literacy in their institutions? W
In some senses this is already starting to happen and it's being driven by individuals at the grass roots engaging in learning networks and communities like #FOAMed. Not sure many organisations are grasping that this type of learning is better than the typical click, click, click learning.
A helpful blog post from Clive Shepherd. eLearning has become a boring chore for many learners, with death by clicks. It seems increasingly that developing an elearning resource is seen as the answer to meeting a learning need. If you're thinking about developing an elearning resource it's worth considering the areas Clive highlights where learning can be useful.
So notes are important, we get that. But how do we use them to their utmost? How do we even gather them together and store them? How do we use them for our writing, for our thinking? These are all important questions which I don’t feel have been properly answered, and where those answers have been given, they’re buried or hidden somewhere out on the internet.
I want this post to get into the weeds about how to get your materials off a Kindle device, how to store it usefully on a Mac (my apologies, PC/Linux users), and how to repurpose those notes to be creative, to write, and to think.
Lots of useful references in this presentation by Stephen Downes to follow up and read round. Also Downes helpfully makes the distinction between personal and personalised learning which I think are being used interchangeably in some contexts without individuals realising they are different things.
"Maker education, when planned around skills acquisition, can enhance social-emotional development.
Self-Awareness: Making in all its forms requires a full range of skills including cognitive, physical, and affective skills. Given this need for multiple and diverse skill set, effective and successful making comes from an accurate assessment of one’s strengths and limitations as well as having optimism and confidence that challenges can be overcome within the making process. Example questions related to self-awareness and making include:
* What strategies am I using to increase my awareness of my emotions and how they influence my performance during the making-related tasks?
* What are my strengths given this particular making task?
* What are my limitations and how can I use my strengths to overcome them? ..."
This this post includes an infographic which summarises areas where students can gain self-awareness when involved in maker projects in the classroom. While the piece focuses on maker education in the school classroom it's also applicable to higher education. The areas of social-emotional development highlighted here resonate with the ones we've seen students identify in their reflective blogs when we run our Doctor as Digital Teacher SSC where they design and develop a digital learning resource.
Listed below (in the right hand column) are 20 things that you, as a learning professional, will need to have done PERSONALLY in order to be adequately prepared to support new approaches to workpla…
So much online learning in healthcare professions education still revolves around click, click, click e-tutorials SCORM packages. Whilst the attributes Jane Hart details here are second nature to advocates of #FOAMed I wonder how many involved in leading educational and learning development teams in healthcare are?
This post highlights the importance of encouaging students to reflect when they are engaged as creators of learning. It's an approach we've taken in our Doctor as Digital Teacher SSC where students document their learning on a personal blog. I think one thing that could be added to the visualisation of the learning cycle at play here is feedback. Providing feedback on students' blog posts and in class discussions can also help support students in their personal reflection.
There's a lot of hype around learning analytics so refreshing to see a piece which highlights some issues. The piece highlights that we need to be thinking more about digital learning environments than VLEs/LMSs. I agree. Looking at the various pieces of work done around minimum standards in VLEs it seems to me to be focussed on presenting information to students not on learning.
This essay proposes five models of innovation in higher education that expand our "Ideas of the University," envisioning educational start-ups in the spirit of entrepreneurial experimentation. The author seeks to realize each of these feasible utopias as a way to disrupt higher education.
Some interesting models presented here. I particularly like that it highlights:
"The university is indeed ripe for disruption, but that disruption need not be limited to the MOOC-ization of higher education. Too many of our ideas about the future of the university involve technological solutions alone, which divert our attention from other equally efficacious forms of disruption."
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