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Design Guide Home Page | SAIDE

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South African institute for distance education guide to developing materials

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Learning-Teaching- Ed Tech
Assorted jottings about learning and teaching- and most recently "Teaching large classes" sub topic
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The pedagogical foundations of massive open online courses | David G. Glance, Martin Forsey & Miles Riley - First Monday

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.


Via Peter B. Sloep, Anne Whaits
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Maria Persson's comment, May 26, 2013 6:00 PM
Appreciate your comments Paulo - insightful and provokes further thought. Thanks for the comment.
Peter B. Sloep's comment, May 31, 2013 3:46 AM
Great comment Paulo!
Hein Holthuizen's curator insight, September 29, 2013 12:27 AM

A great outcome for those who don't like travelling (not me) and want to train/teach those who are in need of knowledge they are able to give.

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GPG-tlc.pdf

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Strategies for Teaching Large Classes | Office of the University Provost

If you're teaching a large class, how can you avoid being featured on the social media networks in this kind of video: http://www.youtube.com/watch?v=Ij91X-Mm1Ow? Large lecture classes have been around for a long time, recently evolving into large online sections.
Claire Brooks's insight:

yes, all true...is there something new?

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outws004.pdf

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guidelines.pdf

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Assessing Student Learning - five practical guides

Assessing Student Learning - five practical guides | Learning-Teaching- Ed Tech | Scoop.it
Claire Brooks's insight:

hmmm very little about distance on these uni sites

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Large group teaching : CATL : The University of Western Australia

Large group teaching : CATL : The University of Western Australia | Learning-Teaching- Ed Tech | Scoop.it
Large group teaching resources provided by the Centre for the Advancement of Teaching and Learning at the University of Western Australia
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Rescooped by Claire Brooks from Networked Learning - MOOCs and more
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Five myths about Moocs | Diana Laurillard

Five myths about Moocs | Diana Laurillard | Learning-Teaching- Ed Tech | Scoop.it

Diana Laurillard explains why a model based on unsupervised learning is not the answer. 

 "Free online courses that require no prior qualifications or fee are a wonderful idea but are not viable. …  Moocs are depicted as a disruptive technology because they involve no ongoing teaching expenses and cost the same to run no matter how many students enrol. But the idea that “content is free” in education is one of several myths that have helped to inflate the bubble of hype. … Another myth is that students can support each other. … Nor will Moocs solve the problem of expensive undergraduate education or educational scarcity in emerging economies. This is just a cruel myth. … [Finally], education is not a mass customer industry: it is a personal client industry."

 


Via Peter B. Sloep
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Peter B. Sloep's curator insight, February 11, 2:09 PM

Although already a month old, this article  is still worth a scoop as it addresses a number of myths, as Diana Laurillard calls them, about MOOCs. Of course, this criticism is not to be taken as an outright dismissal of MOOCs. First of all, MOOCs come in different kinds and the criticisms apply in differing degrees to the different kinds. Second, if there is value in MOOCs, one cannot expect to get everything right in the first instance. So MOOCs should be allowed time and room to evolve. But why then the fuzz about them  in the first place, one might ask.  Because, as I have argued elsewhere too, they have been able to shake up academia as we know it. Since academia's cherished and customary way of teaching is under siege, or so it seems, it now feels a pressing need to make improvements. Nothing wrong with that, as long as you don’t think that the grass in the MOOC field is greener than everywhere else.

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Universal Design Learning Explained for Teachers ~ Educational Technology and Mobile Learning

Universal Design Learning Explained for Teachers ~ Educational Technology and Mobile Learning | Learning-Teaching- Ed Tech | Scoop.it
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Sharing fast and slow: The psychological connection between how we think and how we spread news on social media

Sharing fast and slow: The psychological connection between how we think and how we spread news on social media | Learning-Teaching- Ed Tech | Scoop.it
What drives sharing? It's a mix of attention, emotion, and reaction. Here's hard data on which news stories took off and which didn't on social.

Via catspyjamasnz
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Fishtree Education's comment, November 19, 2013 6:41 AM
Interesting.. Thanks for sharing, Peter!
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Touchcast

Touchcast | Learning-Teaching- Ed Tech | Scoop.it

This is a truly amazing iPad app and 'soon to be launched' download for PCs which replaces a whole TV crew and studio. Capture your video and audio use like adjusting the sound levels, an in-build teleprompter and green screen effects to make spectacular footage. Edit your video directly in the app and add images, websites and Twitter feed as cutaways sections of the screen. You can publish online and export to YouTube. Download the app at https://itunes.apple.com/us/app/touchcast/id603258418
http://ictmagic.wikispaces.com/Video%2C+animation%2C+film+%26+Webcams


Via ICTmagic
Claire Brooks's insight:

haven't tried it out yet...

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Terri's curator insight, July 5, 2013 2:12 PM

Wow!  I just downloaded this (for FREE), and I can't wait to try using it!

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Schadenfreude for the MOOC Is Not Joy for the Higher Ed Status Quo | HASTAC

Schadenfreude for the MOOC Is Not Joy for the Higher Ed Status Quo | HASTAC | Learning-Teaching- Ed Tech | Scoop.it
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Theory and practice of online learning

THE THEORY AND PRACTICE OF ONLINE LEARNING

Via Ana Cristina Pratas
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Proceedings-Moocs-Summit-2014.pdf

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Paula Silva's comment, March 4, 11:54 AM
Will you check this scoop? Thank you so much. http://sco.lt/5okJ17 It's for my research project.
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Socrative | Student Response System | Audience Response Systems | Clicker | Clickers | Student Clickers | ARS | Mobile Clicker | Software Clicker

Socrative | Student Response System | Audience Response Systems | Clicker | Clickers | Student Clickers | ARS | Mobile Clicker | Software Clicker | Learning-Teaching- Ed Tech | Scoop.it
Socrative is a smart student response system that empowers teachers to engage their classrooms through a series of educational games and exercises via smartphones and tablets. Our apps are super simple and take seconds to load and run. Teachers control the questions and games on their laptop, while students respond and interact through their smartphones/laptops. Run it as an app or on any web browser
Claire Brooks's insight:

heard reports it functions best on chrome? need some local user stories.

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Teaching Large Classes

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AJET 15(1) Tennant (1999) - teleteaching with large groups: A case study from the Monash experience

Teleteaching with large groups: A case study from the Monash experience
Claire Brooks's insight:

Wow, golden oldie- wonder what has changed, been learnt.

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Teaching Large Groups

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LitReview_3_Teach&Assess.pdf

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Large Group Teaching | UNSW Teaching Staff Gateway

Large Group Teaching | UNSW Teaching Staff Gateway | Learning-Teaching- Ed Tech | Scoop.it
Claire Brooks's insight:

Will collect various uni sites info- but really looking for distance info so will also explore MOOC strategies

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InCurriculum > Resources > Inclusive Approaches to Teaching and Learning

InCurriculum > Resources > Inclusive Approaches to Teaching and Learning | Learning-Teaching- Ed Tech | Scoop.it
Developing the AchieveAbility of an inclusive curriculum in Higher Education drawn from learning and teaching strategies for students with specific learning differences
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MOOCs, Norway, and the ecology of digital learning

MOOCs, Norway, and the ecology of digital learning | Learning-Teaching- Ed Tech | Scoop.it
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Connecting the Dots: New Technology-Based Models for Postsecondary Learning (EDUCAUSE Review) | EDUCAUSE.edu

Connecting the Dots: New Technology-Based Models for Postsecondary Learning (EDUCAUSE Review) | EDUCAUSE.edu | Learning-Teaching- Ed Tech | Scoop.it

EDUCAUSE Review Online


Via Trish McCluskey
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ALT-C 2013 Learning in the Open ~ Stephen's Web @downes

ALT-C 2013 Learning in the Open ~ Stephen's Web @downes | Learning-Teaching- Ed Tech | Scoop.it
Stephen's Web, the home page of Stephen Downes, with news and information on e-learning, new media, instructional technology, educational design, and related subjects

Via juandoming, michel verstrepen
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MOOCs and Economic Reality - Clay Shirky

MOOCs and Economic Reality - Clay Shirky | Learning-Teaching- Ed Tech | Scoop.it

In “We’re All to Blame for MOOCs,” Patrick J. Deneen proposes a transformation away from global universities and toward identity-driven colleges as a defense against the coming shakeup from novel forms of online education. While developing this theme, he quotes me on the rise of MOOCs, and imagines this makes me an opponent of his views.


Via Ana Cristina Pratas, Alastair Creelman
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David J MacFadyen's curator insight, July 26, 2013 4:13 PM

Excellent discussion of the core issue that demands attention.  Higher Education costs exceed the benefits.

Will Stewart's curator insight, July 29, 2013 1:59 AM

"MOOCs are not the future of higher education.....but they do expand the horizon of the visible."

Domitilla Enders's curator insight, July 30, 2013 7:33 PM

"As has been widely discussed, most MOOCs reiterate the ancient form of the lecture, and do not signal much of a leap in pedagogy....the adoption of (new pedagogical models) hinges on accessibility, flexibility, and cost—not quality."