Digital Learning - beyond eLearning and Blended Learning in Higher Education
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Digital Learning - beyond eLearning and Blended Learning in Higher Education
The many dimensions of Digital Learning - edtech, eLearning, blended, authentic, online
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Curtin Teaching and Learning - eLearning: eLearning advisors

Curtin Teaching and Learning - eLearning: eLearning advisors | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
The diverse team of eLearning advisors provide elearning workshops, send out periodic newsletter, provide customised consultation, support the eScholar program and more.

 

Use the 'Filter' pull-down menu above to search for topics by keywords.


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Craig Patterson's comment, June 13, 2013 1:52 AM
Is this link working?
Kim Flintoff's comment, June 13, 2013 2:12 AM
The website was redesigned and we disappeared ... This scoop is simply a flag about who's curating... We didn't expect anyone wold ever want to visit us.....
Regis Elo's curator insight, January 13, 2017 9:02 AM
LOVE #tecademics experience on line ....a matter of  learning and earning http://er972073.tcdmcs.com/ambassador
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Learners Without Borders: Connected Learning in a Digital Third Space - Learning & Technology Library (LearnTechLib)

Learners Without Borders: Connected Learning in a Digital Third Space - Learning & Technology Library (LearnTechLib) | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Authentic field experiences are an important aspect of most teacher education programs, yet collaboration often is difficult because of distance and limited resources. This collective case study aimed to explore the experiences of 30 ninth-grade English language arts (ELA) students and 17 preservice English education teachers as they collaborated in a digital Third Space on activities designed with Connected Learning (CL) principles. Through the free, online tool Slack (www.slack.com), the participants cocreated video remixes and built connections without actually meeting face to face. The study aimed to assess if digital Third Spaces constructed with CL principles could provide an authentic field experience, potentially offering a chance to improve preservice ELA teachers’ self-efficacy with teaching digital literacies and offer high school students an opportunity to experiment with multimodal composition. Instruction was designed with CL principles and used digital tools to help forge human connection. The findings suggest that digital Third Spaces and online collaborative networks can serve as viable sites for authentic field experiences when face-to-face partnerships are difficult. However, they also suggest a need for ELA teacher educators to work with their preservice teachers to develop strategic ways to use digital environments to build genuine relationships.
Kim Flintoff's insight:
Authentic field experiences are an important aspect of most teacher education programs, yet collaboration often is difficult because of distance and limited resources. This collective case study aimed to explore the experiences of 30 ninth-grade English language arts (ELA) students and 17 preservice English education teachers as they collaborated in a digital Third Space on activities designed with Connected Learning (CL) principles. Through the free, online tool Slack (www.slack.com), the participants cocreated video remixes and built connections without actually meeting face to face. The study aimed to assess if digital Third Spaces constructed with CL principles could provide an authentic field experience, potentially offering a chance to improve preservice ELA teachers’ self-efficacy with teaching digital literacies and offer high school students an opportunity to experiment with multimodal composition. Instruction was designed with CL principles and used digital tools to help forge human connection. The findings suggest that digital Third Spaces and online collaborative networks can serve as viable sites for authentic field experiences when face-to-face partnerships are difficult. However, they also suggest a need for ELA teacher educators to work with their preservice teachers to develop strategic ways to use digital environments to build genuine relationships.
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Shaping the Future of the IT Profession | EDUCAUSE

Shaping the Future of the IT Profession | EDUCAUSE | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
In the digital transformation ahead, IT professionals and leaders are not merely along for the ride; they are shaping the future of the IT profession.
Kim Flintoff's insight:
In the digital transformation ahead, IT professionals and leaders are not merely along for the ride; they are shaping the future of the IT profession.
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Educators report low confidence in ed-tech research

Educators report low confidence in ed-tech research | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

Although many educators rely on vendor-supplied reports for information on education technology tools, most educators have doubts about vendors’ ability to perform reliable research, according to a new survey.
Kim Flintoff's insight:
These reports are part of the landscape and do provide certain insights - as to whether the scepticism about their validity is warranted I suspect we'll need to investigate further. 

My belief is that most vendors are aware that if their claims are too far from the perceived reality that they run the risk of reputational damage.  

With rapidly changing markets - vendors who rely on disingenuous or misleading report will soon find themselves struggling.

In the age of data and algorithms - business ethics are the key to viability and sustainability.
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Sharing Learning Tools for Youth Digital Life – Berkman Klein Center Collection –

Over the past seven years, the Youth and Media team at the Berkman Klein Center has worked with young people, educators, researchers, and practitioners on co-designing tools that can be used to learn and teach, in both formal and informal environments, about the digital world. Currently, over 100 such tools, which include curriculum modules, videos, visualizations, and learning experiences, are available through our Digital Literacy Resource Platform (DLRP).
Kim Flintoff's insight:
Over the past seven years, the Youth and Media team at the Berkman Klein Center has worked with young people, educators, researchers, and practitioners on co-designing tools that can be used to learn and teach, in both formal and informal environments, about the digital world. Currently, over 100 such tools, which include curriculum modules, videos, visualizations, and learning experiences, are available through our Digital Literacy Resource Platform (DLRP).
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California’s online community college will break new ground in higher ed

California’s online community college will break new ground in higher ed | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

CALIFORNIA COMMUNITY COLLEGESCalifornia Community Colleges Chancellor Eloy Ortiz Oakley
California’s online community college will represent a new vision for higher education when it launches next year and the online education field is watching to see whether it succeeds.

The new fully online college draws from a variety of sources, including public universities’ online degree programs, corporate worker training initiatives and programs at for-profit colleges. California plans to blend those existing influences to create something without precedent: A statewide, online-only public college focused on short, career-oriented certificates.
Kim Flintoff's insight:
The new fully online college draws from a variety of sources, including public universities’ online degree programs, corporate worker training initiatives and programs at for-profit colleges. California plans to blend those existing influences to create something without precedent: A statewide, online-only public college focused on short, career-oriented certificates.
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Improving Risk Predictions | Blackboard Analytics

Improving Risk Predictions | Blackboard Analytics | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
The joint study describes the following major findings:

Early activity in learning tools is a strong predictor of whether a student will pass a class
Patterns of activity differ significantly between courses
Learning activity data is a more powerful predictor of achievement than demographics and educational background
Combining data from multiple learning tools (like Blackboard Learn and VitalSource) improves the accuracy of predictions about student achievement
Students with high levels of activity in multiple learning tools can significantly increase their chances of successfully passing a class
Kim Flintoff's insight:
The joint study describes the following major findings: Early activity in learning tools is a strong predictor of whether a student will pass a class Patterns of activity differ significantly between courses Learning activity data is a more powerful predictor of achievement than demographics and educational background Combining data from multiple learning tools (like Blackboard Learn and VitalSource) improves the accuracy of predictions about student achievement Students with high levels of activity in multiple learning tools can significantly increase their chances of successfully passing a class
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Report: Faculty Support Lacking for Wide Adoption of Digital Learning

Report: Faculty Support Lacking for Wide Adoption of Digital Learning | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Most colleges and universities are thinking and acting strategically regarding their digital learning initiatives. Most cover digital learning in their school's strategic plan, and a large number have made it a core aspect of their plans. Yet, execution is uneven and digital learning hasn't come close to meeting administrator or faculty expectations.

That summary comes out ofa new report produced by Tyton Partners in collaboration with the Babson Survey Research Group. A similar subject was undertaken in 2014 when Tyton interviewed more than 2,700 postsecondary faculty and administrators on their use and perceptions of digital courseware. The latest report updates that research and examines findings from two fall 2016 surveys of a national sample of 3,500 postsecondary respondents.
Kim Flintoff's insight:
Most colleges and universities are thinking and acting strategically regarding their digital learning initiatives. Most cover digital learning in their school's strategic plan, and a large number have made it a core aspect of their plans. Yet, execution is uneven and digital learning hasn't come close to meeting administrator or faculty expectations.
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Homepage | Heinnovate

Homepage | Heinnovate | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
HEInnovate is a self-assessment tool for Higher Education Institutions who wish to explore their innovative potential. It guides you through a process of identification, prioritisation and action planning in eight key areas. HEInnovate also diagnoses areas of strengths and weaknesses, opens up discussion and debate on the entrepreneurial / innovative nature of your institution and it allows you to compare and contrast evolution over time. You can have instant access to your results, learning materials and a pool of experts.
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Tech Tools for Student Success

Tech Tools for Student Success | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

Students who don’t succeed struggle for a variety of different reasons. As educators, we owe it to them to understand why. And to see if there are specific problems that we can address.

Perhaps they’re first-generation college students who didn’t have anyone to teach them how to succeed in school. Maybe there are challenges at work or at home. Or they have a specific weakness, like memorization, that affects them in one class, but not all classes. Maybe they just lack confidence and give up on themselves too quickly.

Kim Flintoff's insight:
Students who don’t succeed struggle for a variety of different reasons. As educators, we owe it to them to understand why. And to see if there are specific problems that we can address. Perhaps they’re first-generation college students who didn’t have anyone to teach them how to succeed in school. Maybe there are challenges at work or at home. Or they have a specific weakness, like memorization, that affects them in one class, but not all classes. Maybe they just lack confidence and give up on themselves too quickly.
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Memory-Based Adaptive Learning

Memory-Based Adaptive Learning | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

Adaptive Learning is actually not one thing, but takes several forms. Two common types, for example, are skills based and memory based. When you’re choosing courseware for your class, be sure it’s adaptive in the right way for your students.
 
Take, for example, memory: helping students remember facts and concepts. Some subjects, like Anatomy, require lots of memorization. But even subjects that focus on critical thinking need students to remember facts and concepts to make an argument.

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Digital Learning Platforms vs Processes

Digital Learning Platforms vs Processes | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

As digital learning technologies continue to grow and develop at pace we need to match that development with an ever deeper understanding about how we connect the right tools to the specific learning need. Any money spent on a scalable learning technology that doesn’t meet the learning needs is still money wasted, however ‘cost effective’ the cost-to-learner ratio is.


Via Nik Peachey
Kim Flintoff's insight:
As digital learning technologies continue to grow and develop at pace we need to match that development with an ever deeper understanding about how we connect the right tools to the specific learning need. Any money spent on a scalable learning technology that doesn’t meet the learning needs is still money wasted, however ‘cost effective’ the cost-to-learner ratio is.
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Nik Peachey's curator insight, May 10, 12:57 AM

Bit promotional at the end but a solid argument.

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20 College Alternatives - A Job Collection - AngelList

20 College Alternatives - A Job Collection - AngelList | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Startups require specialized talent, so a new wave of education providers are growing quickly to fill the skills gap with practical courses for every type of job in tech: engineering, data science, design, product management, and even sales.
Kim Flintoff's insight:
Startups require specialized talent, so a new wave of education providers are growing quickly to fill the skills gap with practical courses for every type of job in tech: engineering, data science, design, product management, and even sales.
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The Science of Learning (and technology's impact on how we learn)

The Science of Learning (and technology's impact on how we learn) | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Yes. In brief, the cognitive process of learning has four basic stages:

1. Attention: the filter through which we experience the world

2. Encoding: how we process what our attention admits into the mind

3. Storage: what happens once information enters the brain

4. Retrieval: the recall of that information or behavior

Almost everything we do or know, we learn through these stages, for our learning is memory, and the bulk of our memory is influenced by these four processes: what we pay attention to, how we encode it, what happens to it in storage, and when and how we retrieve it.
Kim Flintoff's insight:
Yes. In brief, the cognitive process of learning has four basic stages: 1. Attention: the filter through which we experience the world 2. Encoding: how we process what our attention admits into the mind 3. Storage: what happens once information enters the brain 4. Retrieval: the recall of that information or behavior Almost everything we do or know, we learn through these stages, for our learning is memory, and the bulk of our memory is influenced by these four processes: what we pay attention to, how we encode it, what happens to it in storage, and when and how we retrieve it.
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Article Does Limiting Screen Time Lead to Better Future Academic Performance in Children?

Article Does Limiting Screen Time Lead to Better Future Academic Performance in Children? | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

However, when it came to participants’ grades, researchers found that no matter students’ demographics, technology rules, regardless of reason, had a negative correlation to grades. Furthermore, having a rule limiting technology use for reasons of homework time displacement were related to lower college grades. These results show that keeping children away from technology might backfire when it comes to academic achievement and learning. Perhaps these findings simply indicate that parents of children who were already doing poorly in school restricted technology use in the hopes it would affect their performance, with little effect. But it might also reveal something more pervasive; technology cannot always be our scapegoat for 21st century children’s ills. Reconsidering how technology is used and limited in the home could help us foster the learning of young people.

Kim Flintoff's insight:
"However, when it came to participants’ grades, researchers found that no matter students’ demographics, technology rules, regardless of reason, had a negative correlation to grades. Furthermore, having a rule limiting technology use for reasons of homework time displacement were related to lower college grades.

These results show that keeping children away from technology might backfire when it comes to academic achievement and learning. Perhaps these findings simply indicate that parents of children who were already doing poorly in school restricted technology use in the hopes it would affect their performance, with little effect. But it might also reveal something more pervasive; technology cannot always be our scapegoat for 21st century children’s ills. Reconsidering how technology is used and limited in the home could help us foster the learning of young people."
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Fostering Human Connection for Meaningful Learning in Technologically Advanced Learning Spaces | EDUCAUSE

Fostering Human Connection for Meaningful Learning in Technologically Advanced Learning Spaces | EDUCAUSE | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
As technologically advanced learning spaces become more abundant, how do we revise and support the role of people in teaching and learning?
Kim Flintoff's insight:
In more than a dozen contexts lately our consideration for digital learning has turned increasingly to people, engagement, culture and connection.
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Why we need to move our technology use beyond substitution —

Why we need to move our technology use beyond substitution — | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

How might computational thinking bring a new perspective on the notes we take and the information we access as we learn. A tool as simple as WordArt will perform a basic analysis of text identifying words commonly used and making this visible. A tool such as this can reveal patterns and shine a light on what might not otherwise be seen. 

What if students used a tool like ‘Prism' to collaboratively interpret text. According to the Prism website 'Users are invited to provide an interpretation of a text by highlighting words according to different categories, or "facets." Each individual interpretation then contributes to the generation of a visualization which demonstrates the combined interpretation of all the users.’

The point is that if our use of technology remains at the level of substitution we should not be surprised when it does not enhance learning. Add the very real possibility for distraction that technology brings and it should be clear that using technology as a substitute for traditional methods is not going to achieve comparable results. The challenge is to find ways by which technology can enhance learning. We can be certain that technology is not going to go away and that those who maximise the affordances that it brings are likely to gain the most from it.

Kim Flintoff's insight:
The point is that if our use of technology remains at the level of substitution we should not be surprised when it does not enhance learning. Add the very real possibility for distraction that technology brings and it should be clear that using technology as a substitute for traditional methods is not going to achieve comparable results. The challenge is to find ways by which technology can enhance learning. We can be certain that technology is not going to go away and that those who maximise the affordances that it brings are likely to gain the most from it.
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Seeding a Field: The Digital Media and Learning Initiative - MacArthur Foundation

MacArthur’s Digital Media and Learning (DML) initiative started in 2005 and focused initially on supporting workshops and projects aimed at exploring how digital media was affecting how young people were learning, the implications of gaming for learning, and to study the creative possibilities enabled by digital media for university learning.
Kim Flintoff's insight:
MacArthur’s Digital Media and Learning (DML) initiative started in 2005 and focused initially on supporting workshops and projects aimed at exploring how digital media was affecting how young people were learning, the implications of gaming for learning, and to study the creative possibilities enabled by digital media for university learning.
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Instructional Design in Higher Education: Defining an Evolving Field

Instructional Design in Higher Education: Defining an Evolving Field | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Instructional Design in Higher Education: Defining an Evolving Field

This white paper provides an overview of the growing field of instructional design in higher education, from why the field is growing to how designers are functioning in their role. It explores why there is a growing demand for designers, who is filling these roles, what the responsibilities of designers are, and how instructional designers are addressing the challenges they face.
Kim Flintoff's insight:
Instructional Design in Higher Education: Defining an Evolving Field This white paper provides an overview of the growing field of instructional design in higher education, from why the field is growing to how designers are functioning in their role. It explores why there is a growing demand for designers, who is filling these roles, what the responsibilities of designers are, and how instructional designers are addressing the challenges they face.
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Here's what makes students 200 percent more likely to pass

Here's what makes students 200 percent more likely to pass | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

A new study indicates that students who engage with digital learning tools are dramatically more likely to pass their courses.

The research comes from Blackboard, VitalSource, and the University of Maryland, Baltimore County (UMBC), and is based on UMBC student engagement data across a diverse range of courses, including a variety of course subjects and class sizes. It assessed students’ use of Blackboard Learn and Bookshelf by VitalSource.
Kim Flintoff's insight:
A new study indicates that students who engage with digital learning tools are dramatically more likely to pass their courses. The research comes from Blackboard, VitalSource, and the University of Maryland, Baltimore County (UMBC), and is based on UMBC student engagement data across a diverse range of courses, including a variety of course subjects and class sizes. It assessed students’ use of Blackboard Learn and Bookshelf by VitalSource.
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Survey: Most Students Say Online Learning Is as Good or Better Than Face-to-Face

In a survey of 1,500 students who are seriously considering, currently enrolled in or recently graduated from a fully online program, most (86 percent) considered the value of their degree equal to or greater than the cost they paid to take it. Among those who have attended face-to-face and online courses, the majority (85 percent) said that online learning is as good as or better than attending courses on campus. In fact, two-thirds of online college students (67 percent) reported that they'd achieved the original goal that motivated them to enroll in their program; graduate students were more likely than undergraduates to feel that way (76 percent vs. 62 percent).

The survey was conducted by Learning House, a company that manages online programs for colleges and universities, and Aslanian Market Research, a research arm of EducationDynamics, which performs student prospecting and enrollment management.
Kim Flintoff's insight:
In a survey of 1,500 students who are seriously considering, currently enrolled in or recently graduated from a fully online program, most (86 percent) considered the value of their degree equal to or greater than the cost they paid to take it.
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Let The Technology Serve The Curiosity, Not The Other Way Around -

Let The Technology Serve The Curiosity, Not The Other Way Around - | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Let The Technology Serve The Curiosity, Not The Other Way Around contributed by Steve Wheeler, Associate Professor in Learning Technology Curiosity killed the cat, but it made each of us who we are today. Without curiosity, none of us would learn very much at all. Learning is based more on curiosity than any other human characteristic. …
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Continuous Formative Assessment

Continuous Formative Assessment | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

Are your students ever surprised when they fail a test? Are you ever surprised that they didn’t seem to notice they’d been struggling with the homework? Or when they did notice but didn’t do anything about it?

Some students haven’t mastered the skills of noticing and understanding the patterns in their schoolwork. Or in knowing what to do if they get stuck.

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Skill-based Adaptive Learning

Skill-based Adaptive Learning | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

Do you teach a subject with a lot of skills that build on each other? If so, then some of your students may be struggling—not because they aren’t good at your subject, but because they just didn’t master one particular skill.

That missing skill prevented them from learning all the skills that came afterward. In this kind of situation, skill-based adaptive learning products can help.

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Whose Responsibility Is It to Facilitate Digital Equity?

Whose Responsibility Is It to Facilitate Digital Equity? | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

Spread the loveTechnology is becoming a significant component of classroom curriculum and education in general. Computers, tablets, and mobile apps all promote learning on a deeper level for students. While this edtech certainly can help to promote better grades and deeper understanding, schools are now facing issues with digital equity. Students from high-income families have far more access to the technology needed to succeed than those from low-income families. The major disparity is both shocking and widespread. One of the most prevalent issues is that children from low-income families are four times more likely to be without internet than their …

Kim Flintoff's insight:
Spread the loveTechnology is becoming a significant component of classroom curriculum and education in general. Computers, tablets, and mobile apps all promote learning on a deeper level for students. While this edtech certainly can help to promote better grades and deeper understanding, schools are now facing issues with digital equity. Students from high-income families have far more access to the technology needed to succeed than those from low-income families. The major disparity is both shocking and widespread. One of the most prevalent issues is that children from low-income families are four times more likely to be without internet than their …
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(99+) Learning Object Review Instrument (LORI) | John Nesbit - Academia.edu

(99+) Learning Object Review Instrument (LORI) | John Nesbit - Academia.edu | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

In evaluating a learning object with LORI, reviewers can rate and comment with respect to eight items: 1. Content Quality: Accuracy, balanced presentation of ideas, appropriate level of detail, and reusability in varied contexts 2. Learning Goal

Kim Flintoff's insight:
In evaluating a learning object with LORI, reviewers can rate and comment with respect to eight items: 1. Content Quality: Accuracy, balanced presentation of ideas, appropriate level of detail, and reusability in varied contexts 2. Learning Goal
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