edX recently commissioned a study of nearly 1,000 videos, segmenting them out by by video type and production style, and discovered this among their other findings:
Shorter videos are more engaging. Engagement drops after 6 minutes.Videos with a more personal feeling are more effective than high-fidelity studio recordings. Videos in which the instructor speaks quickly and with high enthusiasm are more engaging.Khan-style tablet drawings are more engaging than power point slides.
Chris Lattner spent a year and a half creating a new programming language—a new way of designing, building, and running computer software—and he didn’t mention it to anyone, not even his closest friends and colleagues. He started in the summer of 2010, working at night and on weekends, and by the end of the following…
Centers for teaching and learning share how they help faculty retool for technology-enabled teaching.
When it comes to teaching with technology, or even teaching in general, most faculty could use a little support. To provide the resources, ideas and inspiration faculty need to become better instructors, higher education institutions typically create some form of Center for Teaching and Learning (CTL), devoted to fostering teaching excellence across the board.
The University of Northampton's Institute of Learning and Teaching in Higher Education hosted this one-day Learning and Teaching Conference, entitled Northampton 2018: Planning, Designing and Delivering Student Success, on 22 May in Avenue Campus.
A complicated role-immersion game has a few college professors handing over control of the classroom to students who are suddenly showing more passion and interest than ever before. [[ This is a content summary only.
"This fall there will be teachers trying the flipped classroom approach to lessons for the first time. In the right setting the flipped classroom model can work well. My favorite tools for creating flipped lessons include the option to insert questions for students to answer while watching the video instead of waiting until the end to answer a series of questions. I also like tools that provide students with the opportunity to submit questions to their teachers while they are watching videos. These tools offer those options."
designed to improve the academic skills and confidence of students new to, or preparing for, Higher Education. The course is eight weeks long and requires approximately three study hours per week. The course is run by The Centre for Achievement and Performance at The University of Northampton.
t id"Even more than other types of education, eLearning must struggle to attract learners' attention: the Internet is full of distractions, and adult learners are both busier and more free to indulge in distractions. Helping students to pay attention is a primary concern of training professionals, so here are some optimal methods to win the attention game in eLearning."
Brainstorm online with bubbl.us. Easily create colorful mind maps to print or share with others. Almost no learning curve. Businesses, universities, and other schools are using bubbl.us worldwide to generate ideas, map out processes and create presentations.
Traditionally computer sciences courses have been taught using laboratories full of expensive desktop computers. Although this approach may have been valid in the 80, 90s and even the early part of this decade, this paper suggests that buying, maintaining and replacing laboratories full of computers is no longer required. This paper raises the issues associated with attempting to use laptops – as thin/thick clients using virtual machines – to deliver the computer science curriculum and offers potential solutions that, in some cases, may make computer science courses at such ‘brave’ institutions more appealing.
The aim was to investigate the potential use and the student experiences of using virtual reality (Oculus Rift) devices for field trips. Virtual reality field trips have been used by a number of HE institutions for a number of reasons:
To give students the opportunity to prepare for a ‘real-life’ field trip (risk assessments, kit selection, project preparation etc)
To allow students to reflect on a recent field trip
To provide an additional field trip experience without incurring extra costs for the student or institution
To improve accessibility to field work experiences
To allow distance learning students to participate in field work
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