Among all the clutter and clatter around digital technology and education, to use or not use mobile phones for learning, to individualize and personalize learning, there is something nagging at the back of my mind: actual studying and making an...
They draw students from Estonia and Australia while enhancing the image of universities eager to be seen as innovators. Do massive online courses amplify the problems of traditional learning, or can they democratize higher education?
A new report from the Center for Digital Education explores the best practices for making digital learning work and examines the evolving roles teachers and administrators play in blended learning environments.
The 56-page "Blended & Virtual Learning Frontier" report is available in PDF format on the center's website. Readers must register on the site to download the free document.
If students are going to learn how to manage their privacy and, at the same time, share openly in a society that values transparency, when and how will students gain that valuable expertise? If contemporary parents want their children to succeed as effective communicators with the media and in the environments that will undoubtedly be part of their lives, when and where should that instruction happen?
About 15 years ago I was in a training class at my previous employer, and the person next to me was responding to emails on his Blackberry. The trainer facilitating the session stopped her lecture mi...
As enthusiasm for m-learning grows around the world, and more mobile content gets developed, the problem of "re-use" keeps growing. If I build for an iPhone, what about Android? How can I ensure that all possible learners benefit from my awesome app? What happens with that great learning content I optimised for an earlier platform that is no longer popular?
Theory and Practice of Online Learning, edited by Terry Anderson and Fathi Elloumi, is concerned with assisting providers of online education with useful tools to carry out the teaching and learning transactions online. It presents, in an easily readable form, the theory, administration, tools, and methods of designing and delivering learning online. By doing so, the authors bring to the teaching community a valuable product which should go a long way in popularizing the use of the learning technologies.
The paper identifies a set of universal instructional design (UID) principles appropriate to distance education (DE) and tailored to the needs of instructional designers and instructors teaching online. These principles are then used to assess the accessibility level of a sample online course and the availability of options in its LMS platform (Moodle) to increase course accessibility. Numerous accessibility-sensitive plug-in modules are found to be available to Moodle users, though relatively few features were included in the sample course analysed. This may be because they have not been made available to instructors at the institutional level. The paper offers a series of recommendations to improve the accessibility of online DE to learners with diverse abilities, disabilities, and needs.
Do you use Facebook, Twitter, and YouTube? Have you ever considered leveraging social media tools like these in your teaching? During this introductory online session I led on 9/28/2012, we explored what social media are and the pedagogical potential for use of social media in educational settings. We set the stage for future sessions to further explore use of social media tools and the design of engaging and innovative learning activities. Slides are available here.
The paper describes the short history of MOOCs and sets them in the wider context of the evolution of educational technology and open/distance learning. While the hype about MOOCs presaging a revolution in higher education has focussed on their scale, the real revolution is that universities with scarcity at the heart of their business models are embracing openness. . .
e-Learning and Pedagogy activities are being broadly grouped under two themes: Designing for Learning (with a practitioner planning focus on e-Learning) and Understanding my Learning (with a learner reflection focus on e-Learning).
The University of Southern Queensland turns the OERu vision of free learning opportunities with pathways to achieve formal academic credit into reality today by announcing the launch of the Regional Relations in Asia and the Pacific (AST1000) course. The course will commence on 23 November 2012 and complete during April 2013. OERu learners can enrol now and we will advise learners on the registration details for those students interested in formal assessment from USQ. 3 October 2012. . . .
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