Research Capacity-Building in Africa
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Rescooped by Nevermore Sithole from Information and digital literacy in education via the digital path
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Reflection on Connectivism and Information Literacy

Reflection on Connectivism and Information Literacy | Research Capacity-Building in Africa | Scoop.it
NOTE: This blog post and research paper has been revised and expanded. It has been published in a peer-reviewed journal. Please access that article for my most complete treatment of this topic. Tra...

Via Dr. Susan Bainbridge, Elizabeth E Charles
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Ludmila Smirnova's curator insight, May 30, 2013 11:35 PM

AN interesting read

Unni Sørsveen's curator insight, September 17, 2014 3:20 AM

Jeg lærer stadig noe nytt!

Rescooped by Nevermore Sithole from Leadership in Distance Education
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What does pedagogy mean when it comes to online learning?

What does pedagogy mean when it comes to online learning? | Research Capacity-Building in Africa | Scoop.it

Via Dr. Susan Bainbridge
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Rescooped by Nevermore Sithole from Information and digital literacy in education via the digital path
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Evaluation of Evidence-Based Practices in Online Learning

A recent 93-page report on online education, conducted by SRI International for the Department of Education, has a starchy academic title, but a most intriguing conclusion: “On average, students in online learning conditions performed better than those receiving face-to-face instruction.”


Via Nik Peachey, Elizabeth E Charles
Nevermore Sithole's insight:

A good and interesting article

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Cultus's comment, November 13, 2013 3:43 PM
Good primary source of information if you are looking for research into online learning. Visit our page http://www.onlinecultus.com/ and learn more about online learning.
Steve Klien's curator insight, November 13, 2013 11:05 PM

Online learning outcomes

robyns tut's curator insight, November 26, 2013 8:45 AM

I understand that this may be an average, however I hope that it is kept in mund that this is not true for many students. I for one have to print out my online notes in order to use them to the best of my ability. Also, even if this is true, I believe that face- to - interaction is being lost in this technological age. but it is still as important as it has always been and that needs to be remembered - Justine Pearce

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Towards a theory or model of productivity for online learning: outcomes, scale and design

Towards a theory or model of productivity for online learning: outcomes, scale and design | Research Capacity-Building in Africa | Scoop.it

 

‘There is an impressive body of evidence on how teaching methods and curriculum design affect deep, autonomous, and reflective learning. Yet, most faculty are largely ignorant of this scholarship, and instructional practices and curriculum planning are dominated by tradition rather than research evidence [nor - my comment - by educational theory]. As a result, teaching remains largely didactic, assessment of student work is trivial, and curricula are more likely to emphasise content coverage than acquisition of lifelong learning skills. - See more at: http://www.tonybates.ca/2013/09/04/towards-a-theory-or-model-of-productivity-for-online-learning-outcomes-scale-and-design/#sthash.HUPnh3Io.dpuf‘There is an impressive body of evidence on how teaching methods and curriculum design affect deep, autonomous, and reflective learning. Yet, most faculty are largely ignorant of this scholarship, and instructional practices and curriculum planning are dominated by tradition rather than research evidence [nor - my comment - by educational theory]. As a result, teaching remains largely didactic, assessment of student work is trivial, and curricula are more likely to emphasise content coverage than acquisition of lifelong learning skills. - See more at: http://www.tonybates.ca/2013/09/04/towards-a-theory-or-model-of-productivity-for-online-learning-outcomes-scale-and-design/#sthash.HUPnh3Io.dpuf


Via Deborah Arnold, Lynnette Van Dyke, iPamba
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Deborah Arnold's curator insight, September 5, 2013 3:26 AM

The title might not make you think immediately about 21st century skills, but in this article, Tony Bates draws it all together and ask some probing questions about what higher education should be striving to acheive... and how.

ActionsFLE's curator insight, September 5, 2013 4:52 AM

Réflexions sur la façon dont l'enseignement en ligne peut permettre d'atteindre les objectifs d'apprentissage d'une université. Tony Bates s'interroge sur ces 3 questions :

"what teaching methods and/or learning environments will best achieve these outcomes? (And how do we measure/assess this?)can online learning provide an environment that enables such goals and teaching methods to be achieved?if so, can online learning do some or all these things at scale? If so, what can be scaled, and what can’t or shouldn’t be?"
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Pedagogy Of MOOCs And Benefits For Modern Professionals - eLearning Industry

Pedagogy Of MOOCs And Benefits For Modern Professionals - eLearning Industry | Research Capacity-Building in Africa | Scoop.it
The Pedagogy Of MOOCs And MOOCs' Benefits For Modern Professionals. The Pedagogical base Of MOOCs for Students and Modern Professionals!

Via Elizabeth E Charles
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Motivating Students in Math: Social Learning and Connectivism

Motivating Students in Math: Social Learning and Connectivism | Research Capacity-Building in Africa | Scoop.it

Via Dr. Susan Bainbridge
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Rescooped by Nevermore Sithole from Networked Learning - MOOCs and more
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The pedagogy of the Massive Open Online Course (MOOC): the UK view | Siân Bayne and Jen Ross, the Higher Education Academy

The pedagogy of the Massive Open Online Course (MOOC): the UK view  | Siân Bayne and Jen Ross, the Higher Education Academy | Research Capacity-Building in Africa | Scoop.it

The report contains four main sections:

• an overview of the current UK MOOC landscape, illustrating the rich and to date rather neglected history of innovation in open course delivery within the UK during the period preceding our engagement with the large MOOC platforms and the launch of FutureLearn;

• a literature review which addresses key areas of concern within the current published and grey literatures on MOOC pedagogy and associated contextual issues; here we outline what we see as the most important themes currently driving the MOOC pedagogy debate;

• a series of ‘snapshots’ of current UK MOOCs, with an emphasis on looking at the detail of teacher practice, and on approaching the question of MOOC pedagogy from the position of the active teacher-practitioner;

• a conclusion which brings together themes from the literature review with the ‘snapshots’ in order to outline what we consider to be the most pressing issues the UK higher education community should be addressing in relation to MOOC pedagogy.