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Teachers outfitted with smart glasses monitoring student progress prompted students to work harder -- even when the glasses weren't working.
Via EDTECH@UTRGV
FOR SEVERAL DECADES, textbook publishers followed the same basic model: Pitch a hefty tome of knowledge to faculty for inclusion in lesson plans; charge students an equally hefty sum; revise and update its content as needed every few years. Repeat. But the last several years have seen a shift at colleges and universities—one that has more recently turned tectonic.
Impostor Syndrome (IS) is a ‘phenomena’ in which an individual doubts their abilities and lives in fear of being exposed as a fraud. Severity varies between individuals but impostor syndrome is perceived as negative. Ironically, as a shortcoming. I propose embracing your impostor syndrome. Your doubt is your strength. This is my first post in 2019 and I thought, to make a change, I would write something positive. Forbes released a good piece on this recently “Why Imposter Syndrome Is A Good Thing“. I have meant to write a post on this for some time, so here we go. (Annoyed I spelled it wrong in the tweet but NVM)
This study examines the relationship between library instruction and graduating students’ four-year cumulative grade point averages for the classes of 2012-2015. After normalizing the GPAs by departments to account for differences in departmental grading, a two-tailed t-test indicated a statistically significant increase in GPA among graduating students who were enrolled in classes in which at least one library instruction session was held (n=1,265) over students who were enrolled in no classes with library instruction (n=115). Librarians are using the results to demonstrate the relationship between the library and student success, and to promote library instruction on campus
To enable long-lasting, high-impact behaviour change digital learning must involve a process over time that includes participation, interaction, coaching, feedback, team-based problem solving and other forms of human collaboration.
Via Nik Peachey
This paper reports on data collected during an ongoing SSHRC-funded study of information literacy instruction in Canadian academic libraries. The goals of the study are: 1) to identify the outcomes of information literacy instruction (including, for students, cognitive, behavioral, and affective outcomes; and for universities and colleges, higher student achievement and program completion. .
All too often in many countries, students do not get the education they must have to prosper in the twenty-first century, and countries are not finding adequate numbers of the skilled workers they need to compete. But innovative education technologies are beginning to show potential in helping close the twenty-first-century skill gap.
Via Nik Peachey
Why are videos so prevalent in MOOCs? In this article I consider why videos and other multimedia that enable narrative and storytelling form core components of the learning design in Massive Open Online Courses (MOOCs).
Schools are measuring students in multiple ways — sometimes making that information public. The potential pitfalls are multiplying, too.
Via Anna Hu , Dean J. Fusto
xAPI, or Experience API, or Tin Can API, is one of the biggest developments in learning and development. Here's how it could impact personalised learning
Wondering how eLearning can minimize the negative effects of Self-Fulfilling Prophecy on education? Check how the prophecy can be used as an advantage.
Fresh from DC Blockchain Summit 2016, here are the top 10 things you need to know about the future of blockchain in education.
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Experts weigh in on how the sudden, forced adoption of technology-delivered instruction will affect the well-being of professors and students alike.
Via Ana Cristina Pratas, Nik Peachey
Download rates of academic journals have joined citation counts as commonly used indicators of the value of journal subscriptions. While citations reflect worldwide influence, the value of a journal subscription to a single library is more reliably measured by the rate at which it is downloaded by local users. If reported download rates accurately measure local usage, there is a strong case for using them to compare the cost-effectiveness of journal subscriptions. We examine data for nearly 8,000 journals downloaded at the ten universities in the University of California system during a period of six years. We find that controlling for number of articles, publisher, and year of download, the ratio of downloads to citations differs substantially among academic disciplines. After adding academic disciplines to the control variables, there remain substantial “publisher effects”, with some publishers reporting significantly more downloads than would be predicted by the characteristics of their journals. These cross-publisher differences suggest that the currently available download statistics, which are supplied by publishers, are not sufficiently reliable to allow libraries to make subscription decisions based on price and reported downloads, at least without making an adjustment for publisher effects in download reports.
Digital technology has enriched our lives in countless ways, and both teachers and students now rely on it for everything from conducting research to collaborating with peers. Tech has also become a big part of our downtime, and this has blurred the line somewhat between work and play. For example, for most of us, it’s become second nature to check our emails while enjoying a meal with family or scroll through Instagram while studying for a test.
In this session, we will present data from a University of Leeds ESRC Newton funded research grant conducted in collaboration with the University of Cape Town. We will contextualise the study in the existing literature around marketization, unbundling and digital technology, and give an overview of our research in South Africa. We will then focus on data collected from the UK higher education sector, through desk research and interviews with senior HE leaders. Our session will involve a presentation of our research data, including demonstration of novel interactive visualisations. Participants will be able to view these visualisations themselves during the session, and manipulate the data. We will pose several critical questions to the audience during the session, and invite responses digitally through a Padlet wall. At the end of the session, we will take questions from the audience about our research findings. The session strongly relates to the theme of critical perspectives of learning technology, as our research project is focussed on the benefits and challenges of the growth in unbundled online learning from universities, and the impact this is having on access, equality, flexibility, institutional mission and the changing nature of higher education.
The term ‘blogademia’ is cited by many as being coined by Saper (2006). Sadly however this paper is no longer accessible. I came across it as I was researching this topic having been asked to give a short 15 minute introduction to blogging as a professional tool for academics at Anglia Ruskin University. The term seemed a fitting addition to this blog post.
"Bid farewell to traditional learning methods; eLearning is the new buzz in town. In this article, we will talk about how data analytics is bringing a variety of changes in the mechanism of online education, and for good!"
Via EDTECH@UTRGV
Digital Literacy: An NMC Horizon Project Strategic Brief was commissioned by Adobe Systems to explore an increasingly pressing challenge for United States higher education institutions: advancing digital literacy among students and faculty. As technology is rapidly proliferating and becoming more ubiquitous in people’s daily lives, colleges and universities have become more adept at integrating it into every facet of campus life to enhance course design, course materials, and interactions between learners and instructors.1 While the first wave of campus technology, such as learning management systems, supported one-way communication from the institution or instructor to students, the latest incarnation of educational technology emphasizes two-way communication along with content creation — cornerstones of digital literacy.
Researchers have long been encouraged to use Twitter. But does researchers’ presence on Twitter influence citations to their papers? José Luis Ortega explored to what extent the participation of scholars on Twitter can influence the tweeting of their articles and found that although the relationship between tweets and citations is poor, actively participating on Twitter is a powerful way of promoting and disseminating academic outputs, potentially indirectly influencing the scholarly impact and improving prospects of increased citations.
A recurring question that Blended Librarians will ask is whether or not their work is having an impact on student academic success. This is part of the larger conversation about the impact academic librarians have on student learning. Do our contributions make a difference? How so?
Big Data is described as the huge sets of electronic data that is available for analysing, whereas Analytics, according to Wikipedia, is "the discovery and communication of meaningful patterns…
Bored students is the least of it – the bullet point-ization of information is making us stupid and irresponsible
Virtual reality teeters on the edge of becoming mainstream, with software development outstripping the hardware and memory storage needed. In this article, a librarian and an art historian discuss the many ways that VR may transform learning and student experiences.
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