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.
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.
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
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.