Some excellent educational content can be found on YouTube. However, many teachers cannot access YouTube in their classrooms. Therefore, I compiled a list of other places to find educational videos that don't rely on YouTube.
examples of student directed digital literacy projects- addressing digital literacy issues they ( or the institution) face. Varied examples and quality given- may re-purposable.Project has aimed to include students as change agents.****
This paper explores how, in the light of global economic downturn and rising student populations, new academic–industrial models for research collaboration based upon specific technological expertise and knowledge can be developed as potential mechanisms for preserving and extending central university research infrastructure. The paper explores two case studies that focus upon the new serious games sector: the UK-based Coventry University's Serious Games Institute – a hybrid model of applied research and business, and the Netherlands-based TU-Delft University's Serious Game Center – a networked model of semi-commercial funding and public–private co-operation between industry, public sector and research partners. To facilitate these kinds of academic–industrial collaborations, the paper introduces the Innovation Diffusion Model (IDM) which promotes innovation diffusion by bringing academic and industrial experts into close proximity. Overall, the benefits include: sustained intellectual property development and publication opportunities for academics, employment creation, accelerated development and real commercial benefits for industrial partners.
Journal of Higher Education Policy and Management Industrial and academic collaboration: hybrid models for research and innovation diffusionDOI: 10.1080/1360080X.2013.825413Sara de Freitas, Igor Mayer, Sylvester Arnab & Ian Marshall
What is micro-learning? When and where does it work well? What characteristics define micro-learning?In this post, I have looked at micro-learning from the point of view of efficacy as well as applicability
Evernote is well established as the go-to app for organizing just about everything in your life. Whether it's notes for a novel or bookmarks from the Web, Evernote can take pretty much anything you want to throw at it. But are you using the platform to its full potential? Here are 10 quick tips for turning yourself into an Evernote power user.
In 2011, the respective roles of higher education institutions and students worldwide were brought into question by the rise of the massive open online course (MOOC). MOOCs are defined by signature characteristics that include: lectures formatted as short videos combined with formative quizzes; automated assessment and/or peer and self–assessment and an online forum for peer support and discussion. Although not specifically designed to optimise learning, claims have been made that MOOCs are based on sound pedagogical foundations that are at the very least comparable with courses offered by universities in face–to–face mode. To validate this, we examined the literature for empirical evidence substantiating such claims. Although empirical evidence directly related to MOOCs was difficult to find, the evidence suggests that there is no reason to believe that MOOCs are any less effective a learning experience than their face–to–face counterparts. Indeed, in some aspects, they may actually improve learning outcomes.
Because of mandated institutional engagement expectations, the discussion boards may take up the bulk of an online instructor’s time. To help alleviate discussion board burn-out, here are some strategies that can be used to promote student learning while reducing instructor workload:
Some online learning designers write their assessment items first, as they can match the assessment to the objectives or competences before being distracted by the detail in content. This avoids the trap of writing test items that simply test atomic facts and words from the presented text.
Shannon Mersand: "This is a resource I am building to help myself, and possibly others, as they work toward building and facilitating online courses. It was inspired by my interactions with fellow students, Deb Kabler and Dr. Kay Lehmann in Collaborative Communities in eLearning. It is very much a work in progress."
The academic journey of university students on Facebook: an analysis of informal academic-related activity over a semester
This paper reports on an observation of 70 university students’ use of their personal social network site (SNS), Facebook, over a 22-week university study period. The study sought to determine the extent that university students use their personal SNSs to support learning by exploring frequencies of academic-related content and topics being discussed. The findings reported in the paper reveal that students used their personal SNSs to discuss academic-related topics, particularly to share experiences about doing work or procrastinating, course content and grades. Mapping academic-related activity frequencies over the 22 weeks illustrated that around certain points in the academic calendar, particularly times when students’ assignments or exams were nearing, academic activity increased, suggesting that SNSs may play an important role in a students’ academic experience.
The findings suggest that many students today may be leaving traces of their academic journey online and that academics should be aware that these interactions may also exist in their own students’ online social spaces. This study offers opportunities for future research, particularly research which seeks to determine differences between individuals’ academic activity, the extent that intensive SNSs use supports or distracts students from learning, as well as the extent to which universities should or can harness SNSs to improve the student experience.
Keywords: informal learning; social networking; Facebook; university students; social network sites
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