The Association for Educational Communications and Technology (AECT) offers the following definition for the concept of Educational Technology: "Educational Technology is the study and ethical...
Via Susan Bainbridge
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Rescooped by Scott Turner from The 21st Century onto Teaching and Learning in HE |
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Hans Rosling's famous lectures combine enormous quantities of public data with a sport's commentator's style to reveal the story of the world's past, present and future development. Now he explores stats in a way he has never done before - using augmented reality animation. Via Kenneth Mikkelsen, Professor Jill Jameson 
Jim Gritton's curator insight,
June 11, 3:59 AM
Great use of "augmented reality animation" to tell the history of 200 years of global health in less than 5 minutes. Highly recommended viewing. Delete the scoop?
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Public universities and systems in nine states will join a push to expand online learning. Via Rosemary Tyrrell Delete the scoop?
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2013 sees the launch of the Summer of Student Innovation pilot, to put the power to enhance the university experience directly into the hands of teams of students, academics and experts across the UK. Delete the scoop?
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Want to write good discussions for dissertations and papers? Here are a few tips from the world of EAP. Delete the scoop?
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Podcast and transcript of Biology Prof. Mohamed Noor of Duke University discussing his flipped classroom and his Coursera MOOC on Genetics and Evolution. Via Rosemary Tyrrell 
Ken Morrison's comment,
May 24, 11:09 PM
This was very valuable insight from this professor. Thanks for sharing!
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Mariana Lilley m.lilley@herts.ac.uk This paper reports on work conducted by the Computer Science Usability Group at the University of Hertfordshire in which a User-Centred Design methodology was applied to gain a deeper understanding of our undergraduate distance learning student population. Specifically, the work reported here is concerned with the approach employed to the development of personas, and how these were applied to the design of learning experiences. This paper also includes samples of the personas produced as part of this work. Discussions with staff elicited a mixed response to the approach; some colleagues felt they already had a good intuitive sense of who the learners were. However it is argued here that one of the benefits of using personas is in how they make such implicit knowledge explicit and the impact this has upon the collective understanding of who our learners are. Read More: http://journals.heacademy.ac.uk/doi/abs/10.11120/ital.2012.11010004 Delete the scoop?
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What do your online habits say about you as a person, as a student, as a teacher? We take a look at what your browser history actually means. Via Ana Cristina Pratas, Yashy Tohsaku 
Ivon Prefontaine's curator insight,
May 7, 7:09 PM
This is one of those articles I have to think about befofe I agree or disagree or find some middle ground. Is lurking an authentic behaviour? Delete the scoop?
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There are more learner interactivity options available than multiple–choice questions and ‘drag and drop’ responses, says Bob Little. Via Susan Bainbridge 
Monica S Mcfeeters's curator insight,
May 7, 4:24 PM
Many teacher want to get their classes online for various reasons. The info here will help anyone set it up more professionally. 
Anne Whaits's curator insight,
May 7, 4:34 PM
Some really interesting reflections and comments in this article. What makes the current form of MOOCs particularly challenging for the learner? Poonam argues that effective learning materials involve the learners and makes a case for the interactive MOOC - the iMOOC. "Those wanting to build iMOOCS – or at least include greater learner interactivity into their courses – could gather inspiration for their instructional design strategy from interactivity building tools." 
Richard L. Edwards's curator insight,
May 10, 12:24 PM
Certain "truisms" run through articles written on MOOCs. One of the more consistent "stories" repeated from article to article involves the completion rate of MOOCs, hovering around 7%. There are many reasons why MOOCs have low completion rates, but typically the "story" is told as one of MOOC design failure, as in this piece. Quote from this article: "“To engage learners and keep them interested in the course - and motivated to continue and complete it, there’s a need to develop MOOCs that are highly interactive (iMOOCs). No wonder that MOOCs’ learner drop-out rates are extremely high,” [Poonam Jaypuriya] commented. “According to our information, typically, we’re seeing only seven or eight per cent of learners completing courses.” I agree with the 7% completion rate, which matches my hands-on experience. But I disagree with the assessment of why 93% of my students did not complete my MOOC. In fact, let's consider the admission requirements for a MOOC. Typically, a student submits an email address. There is no transcript verification, there is no statement of commitment (i.e. how much this "learner" will prioritize a free class when other life and work events occur during the course), and no really penalty from just dropping out of the course at any time for any reason. MOOCs are a fascinating experiment, and while some MOOCs clearly have a way to go to fully leverage the full and already available possibilities of a quality engaging online education, that is not the fundamental reason for low completion rates. MOOC providers need to figure out how to secure learning commitments from students. And to play the contrarian on this issue, I would argue that the top retention tools of traditional higher education have been tuition cost, admissions standards, and verifiable transcripts, not the quality of course design (and I mean course design principles as opposed to faculty reputation). Delete the scoop?
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A new news app for the iPad is offering an in-depth look at some overlooked topics in a visually rich formula. Via academiPad 
academiPad's curator insight,
May 4, 8:53 AM
This app could be well placed in between mainstream media (con: what Vicotia Beckham ate for lunch is more important than residents of an entire region in South Darfur didn't) and blogs (con: noise, redundancy, copy and paste "journalism"). It offers an in-depth look at a particular topic through a curation by professional journalists. Here is what Track180 wants to be:
"It's essentially an engagement platform to expose readers to all sides of an issue and help form opinions. And instead of trying to chase the tail of the ever-elusive tiger that is news, Track180 focuses on under-the-radar news that has not yet trended mainstream. Instead, it's more feature-y on the cusp material like the persecution of bloggers in Russia or human rights abuses. If you're looking for entertainment gossip and sports, this isn't the place for you." Worth a try Delete the scoop?
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Via Yashy Tohsaku Delete the scoop?
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Here we have five useful suggestions for making professional development more interesting and engaging. Via Rosemary Tyrrell Delete the scoop?
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Alfredo Corell's curator insight,
June 7, 3:24 PM
Interesting guide por preparing e-learning content.
link to the ebook: http://www.fao.org/docrep/015/i2516e/i2516e.pdf Delete the scoop?
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Ijad Madisch started ResearchGate in 2008 to change the scientific method, and depending on where you sit, that either is or isn't as ambitious as it sounds. Delete the scoop?
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Open Educational Resources(OER) can build the creative capacity of institutions and educators if the process of developing educational materials is seen as being just as important as – and maybe mo... Via Susan Bainbridge Delete the scoop?
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Web 2.0 tools allows me to let students explore, create, receive immediate feedback, have endless practice, communicate, be independent, differentiate instruction, remediate, and be fun. Some of my favorite web 2.0 tools are ... Via Yashy Tohsaku Delete the scoop?
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In this paper we discuss how we may personalize e-learning along three distinct axes, namely: teaching and learning pedagogical philosophies, personalized educational processes to taste and the coordination of these processes during execution. In doing so we are concerned with supporting users’ choices of educational options in course delivery via the Web services. In the work presented here, we assess the practical needs of learners and tutors and then the main research problems are analysed from a practical and pragmatic point of view. Following on from this the design of an intelligent virtual learning environment (VLE) is described to map a set of extensive didactic paradigms, which is represented by a system model and architecture. In this system, the semantic information of learning units and processes (e.g. the relationships among units) can be described and integrated in terms of various requirements of our users. As a result instructional materials with a wide variety of executional options and conditions can be built. Furthermore, through reassembling the semantics of learning content according to users’ new demands, our target audience (both student and content deliverers) can change their particular educational experience dynamically. This VLE can provide high-powered pedagogy-layered personalization - thus enabling new managed e-learning Web services and applications. Delete the scoop?
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There are more learner interactivity options available than multiple–choice questions and ‘drag and drop’ responses, says Bob Little. Via Susan Bainbridge
Monica S Mcfeeters's curator insight,
May 7, 4:24 PM
Many teacher want to get their classes online for various reasons. The info here will help anyone set it up more professionally.
Anne Whaits's curator insight,
May 7, 4:34 PM
Some really interesting reflections and comments in this article. What makes the current form of MOOCs particularly challenging for the learner? Poonam argues that effective learning materials involve the learners and makes a case for the interactive MOOC - the iMOOC. "Those wanting to build iMOOCS – or at least include greater learner interactivity into their courses – could gather inspiration for their instructional design strategy from interactivity building tools."
Richard L. Edwards's curator insight,
May 10, 12:24 PM
Certain "truisms" run through articles written on MOOCs. One of the more consistent "stories" repeated from article to article involves the completion rate of MOOCs, hovering around 7%. There are many reasons why MOOCs have low completion rates, but typically the "story" is told as one of MOOC design failure, as in this piece. Quote from this article: "“To engage learners and keep them interested in the course - and motivated to continue and complete it, there’s a need to develop MOOCs that are highly interactive (iMOOCs). No wonder that MOOCs’ learner drop-out rates are extremely high,” [Poonam Jaypuriya] commented. “According to our information, typically, we’re seeing only seven or eight per cent of learners completing courses.” I agree with the 7% completion rate, which matches my hands-on experience. But I disagree with the assessment of why 93% of my students did not complete my MOOC. In fact, let's consider the admission requirements for a MOOC. Typically, a student submits an email address. There is no transcript verification, there is no statement of commitment (i.e. how much this "learner" will prioritize a free class when other life and work events occur during the course), and no really penalty from just dropping out of the course at any time for any reason. MOOCs are a fascinating experiment, and while some MOOCs clearly have a way to go to fully leverage the full and already available possibilities of a quality engaging online education, that is not the fundamental reason for low completion rates. MOOC providers need to figure out how to secure learning commitments from students. And to play the contrarian on this issue, I would argue that the top retention tools of traditional higher education have been tuition cost, admissions standards, and verifiable transcripts, not the quality of course design (and I mean course design principles as opposed to faculty reputation). Delete the scoop?
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We've selected a few that we know to be some of the most popular screencasting tools in use today by teachers, students, and many others. Via Kathleen Cercone, academiPad 
Kathleen Cercone's curator insight,
May 5, 11:14 AM
What is screencasting? Why would you want to record your computer screen, anyway? Well, I’m glad you asked! Recording what is happening on your screen can be a pretty useful tool for teachers who want to create video tutorials or presentations for their classrooms, and many teachers are usingscreencasting tools in their flipped classroom models
academiPad's curator insight,
May 5, 6:58 PM
Screencasting is a great way to recycle your conference talks on your blog Delete the scoop?
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The boring university lecture is going to be the first major casualty of the rise in online learning in higher education, says Wikipedia founder Jimmy Wales. Delete the scoop?
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Get social media traffic using social media accounts Delete the scoop?
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