Before becoming a writer, I spent a year-and-a-half training as a science teacher and then working at a secondary school in Croydon. During my short stint in education, the biggest buzzword was “di...
Sam Brenton's insight:
More on the myth of learning styles (just sharing things I come across as this interests me very much, always has since I entered UK HE and found an unsettling consensus/orthodoxy in the academic development world).
Georgia Institute of Technology is about to take a step that could set off a broad disruption in higher education: It’s offering a new master’s degree in computer science, delivered through a series of massive open online courses, or MOOCs, for...
I attended this one day conference in May. It was an invigorating day, and at the height of interest in MOOCs, FutureLearn and the current debate about what online education means for UK universities today. Thsi is the conference report.
"Online learning – however blended with on- or off-campus interactions, whether delivered in the UK or overseas – provides real opportunity for UK institutions to develop responsive, engaging and interactive provision which, if offered at scale, can deliver quality and cost-effectiveness while meeting student demands for flexible learning."
I've been reading around the old question of Learning Design vs Instructional Design and found this recent document. It argues for (gives a history of) an expansive definition of LD, such that it probably ceases to be a direct alternative or comparator to ID. (I'm interested in this because I work for a US company where instructional design has more currency as a term than in Europe).
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