Today (11 May) The Open University (OU) launches its annual Trends in Learning report at the CIPD Learning and Development Show at London Olympia. The report examines how the learning experience is being influenced by rapidly advancing technology, changing the way people engage with education. It also looks at how these developments can be capitalised on, to maximise the effectiveness of learning delivery in the workplace.
Based on original research from the OU’s Institute of Educational Technology (IET), Trends in Learning 2016 examines how learning can be enhanced through technology, opening up a wealth of new opportunities to engage with learners – something that is having a huge impact on the learning and development (L&D) landscape. It reasons that learning delivery could become more effective, more efficient and more responsive to the changing needs of people and organisations if these trends were embraced.
The report identifies seven key learning trends (listed below) and explores their implications for workplace L&D, in terms of learning design, delivery and measurement:
There are nearly 700 million internet users in China, and they don’t let their connections go to waste. The country is a downloading, WeChatting, ecommercing powerhouse, and it has the statistics to prove it.
We sorted through the numbers put out by some of China’s biggest internet companies, and brought them down to scale. This is an internet minute in China. The country does in 60 seconds what some would only do over a day, week, or more. Not too shabby....
This 13th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. Six key trends, six significant challenges, and six important developments in educational technology are placed directly in the context of their likely impact on the core missions of universities and colleges, and detailed in succinct, non-technical, and unbiased presentations.
Digital intelligence or “DQ” is the set of social, emotional and cognitive abilities that enable individuals to face the challenges and adapt to the demands of digital life. These abilities can broadly be broken down into eight interconnected areas.
Students have invented lots of ways to cheat and, with the growing use of technology in education, new cheating options appear on a regular basis.
Although it seems an overwhelming problem to address, there’s no need to despair. Do your due diligence–stop violations and cultivate honesty among students by also finding technology that works for you.
Check out the list of 10 edtech tools below that can help promote academic honesty while fitting nicely into daily routines and improving the quality of your educational efforts.
A Personal Learning Network involves a group of individuals who share ideas, feedback, and experiences. In the realm of eLearning these interactions take place online, through forums, social media, and other collaborative online platforms. Online learners have the power to participate in online discussions when and how it suits their needs. Regardless of their physical location, preferences, or goals, Personal Learning Networks are a valuable eLearning resource. Here are the top benefits of Personal Learning Networks, as well as 5 tips for integrating them into your eLearning course design.
Studies suggest that many U.S. students are too trusting of information found on the internet and rarely evaluate the credibility of a website’s information. For example, a survey found that only 4 percent of middle school students reported checking the accuracy of information found on the web at school, and even fewer did so at home (New Literacies Research Team & Internet Reading Research Group, 2006).
The OER Research Toolkit is comprised of the OER Research Guidebook and several additional resources. (Resources listed below without links are coming soon.) OER Research Guidebook (PDF, Word, InDesign) Open Education Group Student Survey Open Education Group Faculty Survey OER […]
In this volume, researchers in the field of educational technology, MOOC developers and users critically analyse and discuss the current state-of-the-art from different perspectives. In addition, the volume presents views on possible future developments and influences of open and flexible digital learning and teaching.
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