A collection of delegate blogs and speaker slides from the researchED 2013 conference on 7th September. researchED 2013 is a national conference for teachers, researchers, and anyone interested in evidence-based education.
This report from FutureLab at National Foundation for Educational Research (NFER) in England and Wales (NFR) provides an update about game-based learning and its potential impact on learning and teaching.
Community A goal of the BYOT classroom is to develop resilient students who own the learning process, just as they own their personal technology tools. Resiliency is the ability to overcome challenges and bounce back, and ...
Well, this is nice. Connecting learning communities and BYOD. A bit optimistic perhaps about the effect of technology but nevertheless.
The Washington State Library sponsors online learning for library staff across all 71,000+ square miles of the state through a statewide membership to WebJunction, an online learning community designed specifically for ...
Learning "Information Management" instead of "Evidence Based Medicine"? information overload. Keeping up with the literature these days is quite a daunting task. Medical information has increased exponentially over the ...
I think that PICO questions and information management are closely related. No need for other hunting tools.
"Each year, a two-page report on highlights from survey administrations is sent to participating institutions. Information includes number of colleges and universities participating, number of student responses, and the variety of learning communities students were enrolled in from pre-college to college-level studies.
The report also includes faculty activities or behaviors reported by students to happen “often” or “very often,” notably exceptional student outcomes or behaviors as well as what “sometimes” or “never” occurs in learning community classrooms according to students. Survey findings which relate directly to integrative learning are detailed as are students’ experiences in learning communities compared to other classes."
Recently a monograph containing (Re)views of Social Learning Literature in the context of Natural Resource Management & Environmental Education was published by the Southern African Development Cooperation (SADC) in conjuntion with WESSA, Rhodes University, Wageningen University and the Environmental Learning Centre. On the cover page it states: "This monograph provides four different reviews on social learning literature. Rather than seeking to be comprehensive, the reviews provide views on the social learning literature, from different perspectives. The papers scope aspects of the social learning literature, providing access to a wide body of literature(s) on social learning. This monograph should be useful for researchers interested in social learning in the fields of environmental education and natural resources management."
The monograph was edited by Professor Heila Lotz-Sisitka of Rhodes University and the result of collaboration between Wageningen University and Rhodes with support of SANPAD (the South Africa - Netherlands Partnership for Development funded by the Dutch government) and the UNESCO Chair on Social Learning and Sustainable Development.
Within a 25-year period, the dramatic changes from college education as a “private good” that serves a predominantly white male student population to college education as a “public good”—where almost 90% of high school students of all racial and ethnic backgrounds aspire to attend college—has forced higher education to face a new complex reality: the students present are not the ones we know how to teach. Faced with a series of problems associated with student persistence, retention, and graduation, the challenge for learning community practitioners is to provide evidence to campus leaders that “the magic ingredient” of most successful learning communities—the collaboration between student affairs and academic affairs—does make a difference in student engagement and success. Without evidence and proof, though, learning community programs will not be allocated needed resources. This transcript of a 2007 keynote was given at the 12th Annual National Learning Communities Conference by the statewide director of the P-20 alignment work at the University System of Maryland.
"... an analysis of Twitter usage surrounding a German-language MOOC that could indicate future trends in technology-enhanced learning. Our research focuses on the Twitter stream accompanying the course and ask how Twitter is used and for what purposes by the heavy twitter users, by the educators / organisers / guestspeakers in the course and if tweets from “outside” get into to the stream.."
Reference: van Treeck, T., Ebner, M. (2013) How Useful Is Twitter for Learning in Massive Communities? An Analysis of Two MOOCs. In: Twitter & Society, Weller, K., Bruns, A., Burgess, J., Mahrt, M., Puschmann, C. (eds.), Peter Lang, p. 411-424
In many online courses, it is possible to learn a great deal and earn a good grade with minimal interaction with others. You may be interacting with others to accomplish this, but the interaction can often feel limited and a bit ...
Teachers learn technological skills while developing online learning modules.
"Today's technological tools make it possible to teach in new ways -- to do things differently or even to do entirely different things. Elsewhere we build a case for the multiple forces at play today for educational reform and how these reform goals have led to a greater emphasis on collaboration and the creation of learning communities as appropriate and effective vehicles for new learning for students.
These same forces offer the opportunity for new models for the professional growth of teachers. Learning communities share a way of knowing, a set of practices, and shared value of the knowledge that comes from these procedures. These learning communities, with expanded human and technological resources, bring together students, teachers, and community members in directing the course of education in new ways."...
By Erin DeLathouwer. “What kind of job can I even get with an x degree?” I've heard this question again and again in my time as the program coordinator of learning communities, and I suggest that the anxiety that motivates ...
So, when the Education Ministry recently unveiled its plan to reform the country's curriculum, I feel compelled to call for the careful planning and evidence-based research to support the reform. Let's identify the country's ...
Creating and Evaluating Online Learning Communities. Education is undergoing a makeover. Whether or you are a teacher using 1950's style teaching methods or joining the ranks of educators trying to transform education ...
With some nice suggestions on how leraning communities (in a class setting) could be evaluated.
The Center for 21st Century Studies (C21) is hosting a roundtable entitled "What's The Matter With MOOCs? A Critical Conversation." MOOCs (or Massively Open Online Courses) are large-scale online learning communities that charge no fee for classes, often have some form of assessment and certification, but do not offer college credit. The aim of this conversation is to raise questions and concerns that may have been ignored or swept aside in the current rush to MOOCs, both nationally and locally.
Sharing your scoops to your social media accounts is a must to distribute your curated content. Not only will it drive traffic and leads through your content, but it will help show your expertise with your followers.
How to integrate my topics' content to my website?
Integrating your curated content to your website or blog will allow you to increase your website visitors’ engagement, boost SEO and acquire new visitors. By redirecting your social media traffic to your website, Scoop.it will also help you generate more qualified traffic and leads from your curation work.
Distributing your curated content through a newsletter is a great way to nurture and engage your email subscribers will developing your traffic and visibility.
Creating engaging newsletters with your curated content is really easy.