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Fantastic learning theories infographic

Fantastic learning theories infographic | Learning design for enabling and supporting online learning | Scoop.it
Gabi Witthaus's insight:

This is a great Infographic map from the HOTEL (Holistic Approach to Technology-Enhanced Learning) project - an EU-funded project. Contains links out to the Wikipedia page for each educational theorist or learning paradigm.

More info at http://www.hotel-project.eu/content/learning-theories-map-richard-millwood
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Learning design for enabling and supporting online learning
News from the Web about learning design that enables effective online learning
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How Should I Offer This Course? The Course Delivery Decision Model (CDDM) ~ Stephen's Web

How Should I Offer This Course? The Course Delivery Decision Model (CDDM) ~ Stephen's Web | Learning design for enabling and supporting online learning | Scoop.it
Stephen's Web, the home page of Stephen Downes, with news and information on e-learning, new media, instructional technology, educational design, and related subjects
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Scaling higher education - the teacher presence conundrum

Scaling higher education - the teacher presence conundrum | Learning design for enabling and supporting online learning | Scoop.it
Terry Anderson refers to a recent study by Tomkin and Charlevoix  into whether teacher presence makes any difference to students on a MOOC.  The findings are, at first glance, encouraging to those ...
Gabi Witthaus's insight:

I have scooped this already on Open Learning News, and am adding it here as it contains a learning design message: conventional distance education providers can learn from MOOCs that well designed courses with opportunities for structured interaction between peers may be more important than teacher presence...

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Gabi Witthaus's curator insight, March 18, 5:32 AM

My first blog post in my new blog, artofelearning.wordpress.com. Some thoughts on what we can learn from emerging MOOC findings that say teacher presence is not necessary for effective learning (confirming Terry Anderson's 'interaction equivalence theorem).

 

I question whether these findings are meaningful in the widening participation debate, or whether they just give more information to conventional institutions offering conventional distance education to fee-paying students.

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Flexible Pedagogies: technology-enhanced learning

Flexible Pedagogies: technology-enhanced learning | Learning design for enabling and supporting online learning | Scoop.it

The report contributes to the development of a better understanding of how technology facilitates, enhances or supports flexible learning. The focus of this strand was to:

identify key drivers for an increasing move towards technology-enhanced learning with a focus on national and international policy initiatives;critique literature to highlight some of the challenges and opportunities technology brings to higher education;survey, collate and evaluate current activity relating to pedagogical theory and practice with a particular focus on technology-enhanced learning;identify and analyse relevant pedagogies and approaches within the context of flexible learning and delivery for technology-enhanced learning;present a selection of case studies which illustrate the nature and form of these pedagogies and approaches;provide recommendations and information about why and how institutions might work towards the implementation of these pedagogies and approaches within the context of flexible delivery.

Gabi Witthaus's insight:

The Higher Education Academy's report on flexible pedagogies, which was published on 17 Jan 2014.

 

 

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CDE seminar: Practical considerations of running a MOOC

CDE seminar: Practical considerations of running a MOOC | Learning design for enabling and supporting online learning | Scoop.it
CENTRE FOR DISTANCE EDUCATION SEMINAR >> Practical considerations of running a MOOC ..............................................................................................................
Gabi Witthaus's insight:

Useful slides from the people who set up and ran the MOOCs for University of London. You can also download a PDF version of the MOOC Report (2013) from this page.

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Evaluating academics' use of iPads for academic practices

Evaluating academics' use of iPads for academic practices | Learning design for enabling and supporting online learning | Scoop.it

The project is run by Olaojo Aiyegbayo from the Teaching and Learning Institute. It is a BERA funded project evaluating academics’ use of iPads for academic practices. Academic practice for the purpose of this project refers to three main work-related categories: (1) teaching, learning and assessment (2) research and (3) administrative productivity.

 

The project will run over a twelve-month period, between December 2012 and December 2013.

 

Universities are under pressure to both provide Post-PC devices (PPDs) such as iPads and the infrastructure for their use (Murphy, 2011). A number of UK universities have piloted these devices with their students and staff (e.g. University of Leicester, Northumbria University and University of Edinburgh). The argument for the introduction of these devices in higher education is that students are already using such mobile devices. The key findings from this project will benefit the HE sector as more UK universities invest in acquiring PPDs for their academic staff and students.

 

Though mobile technologies (tablets) are not yet as integral to academic practice as the personal computer (PC), they are fast becoming the must-have technology in the HE sector. A critical mass is growing as more academics acquire them for personal and professional purposes

 

The University of Huddersfield’s Business School issued its entire academic staff members (119) individual iPads just before the start of the 2012/13 academic year. This intensive capital investment in mobile technologies is a CPD commitment by the school to improve the digital literacies of its academic staff members. The school believes that academic staff members need to have access to the latest mobile technology if they are to integrate its affordances into their own academic practice (teaching, research and administration). M-Learning literature reveals that the benefits of using Post-PC devices (PPDs) include – enhanced productivity (Park, 2011), connectivity (Motiwalla, 2007), and ubiquitous learning (Pettit & Kukulska-Hulme, 2007). These devices also offer five distinct affordances for educational purposes: portability, affordability, situated learning opportunities, connectivity and individualised experiences (Melhuish & Falloon, 2010).

 

This project is unique because unlike other iPad pilot studies in the literature, this is the first where the primary focus is on the academic staff and their academic practices not students.

Gabi Witthaus's insight:

It will be interesting to see the findings from this project when it ends in December 2013. I agree with the premise that 'academic staff members need to have access to the latest technology if they are to integrate its affordances into their own... teaching...'

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Innovating Pedagogy 2013 | Open University Innovations Report #2

Innovating Pedagogy 2013 | Open University Innovations Report #2 | Learning design for enabling and supporting online learning | Scoop.it

Report by Mike Sharples, Patrick McAndrew, Martin Weller, Rebecca Ferguson, Elizabeth FitzGerald, Tony Hirst and Mark Gaved

Gabi Witthaus's insight:

The Open University has published the second in its influential series of Innovating Pedagogy reports that explore new forms of teaching, learning and assessment, to guide educators and policy makers. The 2013 report updates four previous areas of innovation and introduces six new ones: Crowd Learning, Learning from Gaming, Maker Culture, Geo-Learning, Digital Scholarship and Citizen Inquiry.

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Open Education Handbook Booksprint | An EU project about the potential of open data in education

Open Education Handbook Booksprint | An EU project about the potential of open data in education | Learning design for enabling and supporting online learning | Scoop.it
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Getting Started Writing on a Wiki

Getting Started Writing on a Wiki | Learning design for enabling and supporting online learning | Scoop.it

Exerpt from 'Uncommon News', Sept 2013:

 

M.C. Morgan is a professor of English at Bemidji State University. In the following webtext, "Getting Started Writing on a Wiki," Morgan explains how writers can work in teams to continually revise and publish a working wiki text. Morgan walks through how WikiWords can link pages together, how the dialogic process of writing on ThreadMode can evolve into more polished DocumentMode writing, via refactoring, and how headings and lists can organize information. He also discusses how wikis with a single author can benefit from these techniques.

Gabi Witthaus's insight:

While wikis are supposedly 'the simplest writing space'  (in Morgan's words) for collaborative writing, I have never found them intuitive to use. Here is a guide which would be useful for educators who want to usewikis as a collaborative workspace for students, or for online communities that are looking for an open communication platform.

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The framework for higher education qualifications in England, Wales and Northern Ireland

The framework for higher education qualifications in England, Wales and Northern Ireland | Learning design for enabling and supporting online learning | Scoop.it
This guidance is about the implementation of The framework for higher education qualifications in England, Wales and Northern Ireland It applies to degrees, diplomas, certificates and other academic awards granted by a higher education.
Gabi Witthaus's insight:

The level descriptors in this document are helpful in evaluating programme activities and materials. 

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A New Pedagogy is Emerging...And Online Learning is a Key Contributing Factor | Contact North

A New Pedagogy is Emerging...And Online Learning is a Key Contributing Factor | Contact North | Learning design for enabling and supporting online learning | Scoop.it
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idealawg: What's your story, learner? Teacher? Trainer? Some reasons to write your memoir of learning

idealawg: What's your story, learner? Teacher? Trainer? Some reasons to write your memoir of learning | Learning design for enabling and supporting online learning | Scoop.it

"A dozen of the many questions I asked myself:

What is your earliest memory of learning?How do you define learning? Has your answer to this question changed as you grew older?Was learning important in your family when you were growing up? Describe the degree of importance and give some examples.Is learning important to you now? To your friends? Your colleagues? Your current family? Your community? Your work environment?What are the benefits to you of learning? Has your answer to this question changed as you grew older?How does learning challenge you? Has your answer to this question changed as you grew older?"...

- See more at: http://westallen.typepad.com/idealawg/2013/08/whats-your-story-learner-teacher-trainer.html#sthash.yUrcgk0Z.dpuf

Gabi Witthaus's insight:

Nice idea from Stephanie West Allen - and 12 great questions at the end to help teachers become more reflective about themselves as learners.

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About flexible, distance and online learning (FDOL)

About flexible, distance and online learning (FDOL) | Learning design for enabling and supporting online learning | Scoop.it
FDOL, an open course using COOL FISh
Gabi Witthaus's insight:

This looks like a great course (it's not called a MOOC or a mOOC but it could be one) for online education practitioners. The current instance has already started, but the materials are all available and can be accessed as OERs. 

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Good (or Bad) Teaching Checklist | Saide Blog

Good (or Bad) Teaching Checklist | Saide Blog | Learning design for enabling and supporting online learning | Scoop.it
Gabi Witthaus's insight:

Nice checklist from Marc Rosenberg, via Greig Krull of Saide. And a link to that great scene from Ferris Bueller's Day Off where the teacher keeps asking questions and then answering them himself, (punctuated by his call of 'Anyone, anyone?' and students staring at him with that glazed look in their eyes. (It's better than that though - if you haven't seen it, now's your chance!)

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Fantastic learning theories infographic

Fantastic learning theories infographic | Learning design for enabling and supporting online learning | Scoop.it
Gabi Witthaus's insight:

This is a great Infographic map from the HOTEL (Holistic Approach to Technology-Enhanced Learning) project - an EU-funded project. Contains links out to the Wikipedia page for each educational theorist or learning paradigm.

More info at http://www.hotel-project.eu/content/learning-theories-map-richard-millwood
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Non-formal learners to receive credit for OERu course on Critical Reasoning

Innovative credit-by-exam demonstrator

Thomas Edison State College (TESC) is taking a leadership role in developing an end-of-course assessment for the upcoming UNISA OERu course on Critical Reasoning.  Learners will be able to work through the independent study materials as self-paced learners and take the final assessment anticipated to cost just over $100. These learners will earn actual college credit toward their degrees. With this initiative, TESC plan to demonstrate the value proposition of the OERu model by offering a full-tuition version of the OERu course including faculty facilitation hosted on the TESC learning management system (Moodle) on a full-fee basis. Unisa also hosts a full-tuition version of this OERu course for their own learners towards formal degrees, using myUnisa (an implementation of Sakai).

This demonstrator will establish the foundations to progress a parallel mode implementation where two (or more) OERu partner institutions offer a full-tuition version of an OERu course in parallel with free OERu learners. The technologies for offering an OERu course using this parallel-mode were trialled during the Scenario Planning for Educator’s micro Open Online Course hosted by the University of Canterbury last year. The OER Foundation is discussing opportunities with our OERu partners to expand the demonstrator for parallel-mode delivery.  

The Unisa / TESC initiative is an exemplary model of “South-North” collaboration within the OERu family. Offering courses in parallel mode provides full-tuition students at OERu partners with an intercultural learning experience given the large number of international students from many countries that the open online courses hosted on WikiEducator typically attract. OERu learners will benefit from peer-to-peer learning interactions with students participating in the full-tuition versions of OERu courses.    

Gabi Witthaus's insight:

This is fantastic progress by the OERu.

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Gabi Witthaus's curator insight, March 7, 9:53 AM

Fantastic progress by the OERu

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Student engagement in online content-based learning | Padilla Rodriguez | Research in Learning Technology

Student engagement in online content-based learning | Padilla Rodriguez | Research in Learning Technology | Learning design for enabling and supporting online learning | Scoop.it
Student engagement with a content-based learning design
Gabi Witthaus's insight:

This paper arises out of the research that my colleague Brenda Padilla has been doing for her PhD, which is testing Terry Anderson's equivalency theorem (http://equivalencytheorem.info/).

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Submit a proposal | Association for Learning Technology

Submit a proposal | Association for Learning Technology | Learning design for enabling and supporting online learning | Scoop.it
The call for proposals will close at Midnight GMT on Monday 31 March 2014. Whether you’ve been involved in ALT for years, are new to the learning technology domain, or are an experienced practitioner, supplier, funder, policy maker, researcher, writer, or presenter from other fields, please take the time to review the call and guidelines below. With your help the 2014 ALT Conference can be a truly outstanding, influential, and enjoyable event internationally. Categories of submissions We welcome submissions of two broad types:
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Seven Habits of the Professor of the Future | Contact North

Seven Habits of the Professor of the Future | Contact North | Learning design for enabling and supporting online learning | Scoop.it

Faculty at colleges and universities across Ontario today are busy.  They spend their days juggling lectures, student and faculty meetings,grading, and research in an attempt to provide students with the most broad and up-to-date education possible while at the same time furthering the research in their chosen field.

Will it always be this way?

 

What will a professor at a college or university be doing in 2020 and how might we understand the changed nature of their work as an opportunity? The answer to this question begins with the idea of the typical work week for the professor of the future – what will occupy his or her time? All of the examples here are based on known developments which are either in prototype, available now or in design stages.

 

The future is not a straight line from the past. It will be different. Let us look at the seven habits and then at the implications for the nature of the work of professors.

 

(All examples below are fictional, but based on real and emerging technologies now available).

Gabi Witthaus's insight:

This is a wonderful short article that could be used to spark a brainstorming or envisioning exercise amongst educators.

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Learning design: Consultation 2 - WikiEducator

Learning design: Consultation 2 - WikiEducator | Learning design for enabling and supporting online learning | Scoop.it
Gabi Witthaus's insight:

This is a summary of the feedback from Open Educational Resources university (OERu) members on the proposed design of the OERs that will be used by OERu learners for accredited learning.

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Undergraduate Laws Programme MOOC on English Common Law

Undergraduate Laws Programme MOOC on English Common Law | Learning design for enabling and supporting online learning | Scoop.it

Welcome to the course English Common law: Structure and Principles. The course is aimed at those of you who are interested in learning more about the development of the common law in England how this has had a profound effect on legal systems around the world. When speaking about the ‘English’ legal system, we are predominantly speaking about England and Wales. The countries that make up the UK are regulated in different ways and both Scotland and Northern Ireland have their own legal jurisdictions. For this course, when we refer to the English legal system we mean the law, and more usually, the ‘common law’ of England and Wales.

Each week on this course we will study a different topic and these are:

Week One: Introduction to Sources of LawWeek Two: The Hierarchy of the Courts and Common Law and EquityWeek Three: Legislation and Parliamentary SovereigntyWeek Four: Judicial Precedent and the role of JudgesWeek Five: Statutory InterpretationWeek Six: European Union and Human Rights

Information on open resources used to make this course

Click here to edit the title

Gabi Witthaus's insight:

I like the way this MOOC course by the University of London International is laid out. Nice and easy to navigate :-)

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An eReader breakthrough? | Open Parachute

An eReader breakthrough? | Open Parachute | Learning design for enabling and supporting online learning | Scoop.it
This looks interesting. A 13.3 inch eReader. Ideal for pdfs and annotations or note-taking. Perhaps not suitable for the casual reader, reading in bed or for people who just read thrillers. It’s far too big.
Gabi Witthaus's insight:

My quest for an e-book reader that uses e-ink, has an A4-sized screen (like a PDF printout) and enables easy annotation for academic purposes continues. This one looks promising.

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Free Online Classes Are an Unsustainable Gimmick. Here’s a Better Idea. 

Free Online Classes Are an Unsustainable Gimmick. Here’s a Better Idea.  | Learning design for enabling and supporting online learning | Scoop.it
For a year or two there, free online classes seemed like they just might be the future of higher education.
Gabi Witthaus's insight:

Nice description of how good practices from MOOCs can be used in conventional university classroom settings to support the learning. We used to call it blended learning - now some are calling it hybrid learning, and in this case they're calling it a SPOC (Small, Private Online Course). Well, the name doesn't matter. The basic idea is that some students find recorded lectures more engaging than their text books. (I wouldn't endorse the idea of replacing textbooks with recorded lectures, but some kind of combination can't be bad.)

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Building global learning communities | Cochrane | Research in Learning Technology

Building global learning communities | Cochrane | Research in Learning Technology | Learning design for enabling and supporting online learning | Scoop.it
Building global learning communities
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E-Tivities Stories from the front line- Janet Gregory

E-Tivities Stories from the front line- Janet Gregory | Learning design for enabling and supporting online learning | Scoop.it
Background/BIO Professor Janet Gregory Professor of Education Quality and Innovation Swinburne University of Technology Connect with Janet (links embedded): LinkedIn: Janet Gregory Please tell us a...
Gabi Witthaus's insight:

Yes! This is a nice account from an Australian academic about how she trains and supports colleagues at her institution to design (or redesign) their courses using the Carpe Diem workshop model. A quote from her:

 

'... Not everyone who comes to a Carpe Diem workshop will believe that their unit/course can be delivered in an online or blended mode. As the facilitator it is important to allow this concern to be aired and to work with it throughout the workshop, letting people experience the possibilities and gain confidence in the design.'

 

See previous blog posts from other guest bloggers on Gilly Salmon's blog (and the comments) if you're interested in the Carpe Diem approach and links to OER materials for the workshops. 

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How to flip your classroom | University Affairs

How to flip your classroom | University Affairs | Learning design for enabling and supporting online learning | Scoop.it
Goodbye, class lectures.
Gabi Witthaus's insight:

Another good article on the flipped classroom concept. This one includes the suggestion of using a 'Livescribe' pen as a lecture recording tool - I like that!

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