Digital Learning - beyond eLearning and Blended Learning in Higher Education
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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.

 

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Craig Patterson's comment, June 13, 2013 1:52 AM
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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
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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Rescooped by Kim Flintoff from Curtin iPad User Group
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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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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 …

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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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Online education observers see glowing report as intriguing, incomplete

Online education observers see glowing report as intriguing, incomplete | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Arizona State's report on digital learning draws cheers from online proponents -- and a few raised eyebrows from those who think the future is more complicated and warrants broader research.
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Arizona State's report on digital learning draws cheers from online proponents -- and a few raised eyebrows from those who think the future is more complicated and warrants broader research.
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Digital Ghosts in the Modern Classroom

Students often explain that they take the courses I teach because they want to learn how to make GIFs, YouTube videos, and HTML/CSS websites. They want to make funny photoshopped pictures of their friends and make their own, personalized GIFs. They also tell me that they see these digital skills as increasingly important for jobs, both summer internships and careers after graduation. Students enter my class convinced that what they will learn to do will be useful in their professional and personal lives.

But, for nearly all students in the classes I teach, all they know of digital making are the template/shortcut platforms that have enabled them to participate in digital culture up until this point. And, perhaps, rightfully so, they assume that the experience of making digital media will be similar to the experience of using Canva and WIX. Students I work with assume that digital media making is:

drag-and-drop;
a series of well-laid out, linear, and standard steps; and
a guaranteed working product at the end with little risk of failure.
Kim Flintoff's insight:
Students often explain that they take the courses I teach because they want to learn how to make GIFs, YouTube videos, and HTML/CSS websites. They want to make funny photoshopped pictures of their friends and make their own, personalized GIFs. They also tell me that they see these digital skills as increasingly important for jobs, both summer internships and careers after graduation. Students enter my class convinced that what they will learn to do will be useful in their professional and personal lives. But, for nearly all students in the classes I teach, all they know of digital making are the template/shortcut platforms that have enabled them to participate in digital culture up until this point. And, perhaps, rightfully so, they assume that the experience of making digital media will be similar to the experience of using Canva and WIX. Students I work with assume that digital media making is: drag-and-drop; a series of well-laid out, linear, and standard steps; and a guaranteed working product at the end with little risk of failure.
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Tool to Convert Tweets into Properly Formatted APA and MLA Citations via Educators' technology

Tool to Convert Tweets into Properly Formatted APA and MLA Citations via Educators' technology | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Free resource of educational web tools, 21st century skills, tips and tutorials on how teachers and students integrate technology into education

Via Tom D'Amico (@TDOttawa)
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Creative Computing: An Introductory Computing Curriculum Using Scratch

Creative Computing: An Introductory Computing Curriculum Using Scratch | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Creative Computing: An Introductory Computing Curriculum Using Scratch
Kim Flintoff's insight:
Are you looking for ways to assess #ComputationalThinking fluency? Check out pages 141-145 in this guide http://scratched.gse.harvard.edu/guide/ The guide has a focus on @scratch but can be applied to many different tools.
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Most institutions developing online programs have it all wrong—here’s how to do it right - Page 2 of 2

Most institutions developing online programs have it all wrong—here’s how to do it right - Page 2 of 2 | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Every day, we speak to universities that are looking to launch new online-learning initiatives, and many of these conversations start with the same question: “How do we put these courses online?”

By asking a few initial questions of our own, we’ve found that most institutions tend to anchor their thinking to their existing on-campus courses. This approach is limiting at best, and a recipe for mediocrity in many cases.

Instead of thinking about your new online initiative—whether it’s a single course or an entire degree program—as a generic rework of your on-campus courses, we recommend thinking of it as an entirely new educational experience. A new product. One that demands that you carefully evaluate all your requirements and ensure the program is designed specifically with your target audience of current students and prospective students in mind.

In other words, approach the process as a product company would when planning to launch a new offering.
Kim Flintoff's insight:
Instead of thinking about your new online initiative—whether it’s a single course or an entire degree program—as a generic rework of your on-campus courses, we recommend thinking of it as an entirely new educational experience. A new product. One that demands that you carefully evaluate all your requirements and ensure the program is designed specifically with your target audience of current students and prospective students in mind.
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That digital program your school bought will never transform learning

That digital program your school bought will never transform learning | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

"It seems like most teachers and students have access to a paid-for digital learning program. You know the kind – RAZ kids, IXL, Spelling City, any one of those listed in the featured image of this article – and they all promise to raise achievement while making learning “fun”. These CAI (computer assisted instruction) programs can be traced back to when Skinner first created his “teaching machine”, the original solution for replacing the teacher, pictured below. 


 The thing is, these “learning” programs have not been proven to be as effective as the edtech industry overlords would like us to believe. In fact, the meta-analysis of John Hattie, which was shared with me at AEC 2017 by Dr. Sonny Magana (@sonnymagana), clearly shows that telling a kid to “go do Mathletics” will not make a sizeable difference in the learning of our students."

Kim Flintoff's insight:
The effect coefficient for many of these programs simply don't equate to meaningful, nor valuable learning - what are schools actually paying for when they invest large sums in them?
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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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(99+) Transmedia Storytelling as a Framework for Effective Blended Learning Design | José Bidarra and Patrícia Rodrigues - Academia.edu

(99+) Transmedia Storytelling as a Framework for Effective Blended Learning Design | José Bidarra and Patrícia Rodrigues - Academia.edu | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
This article discusses the use of Transmedia Storytelling in blended learning, based on recent research and the need for an effective learning design. The interest in digital storytelling for educational purposes has increased over the last few
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This article discusses the use of Transmedia Storytelling in blended learning, based on recent research and the need for an effective learning design. The interest in digital storytelling for educational purposes has increased over the last few
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Let’s Engage in a Much-Needed Worldwide Discussion on the Need for and Best Use of Digital Learning Policy | teachonline.ca

Let’s Engage in a Much-Needed Worldwide Discussion on the Need for and Best Use of Digital Learning Policy | teachonline.ca | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Governments see online learning as a means of increasing access to quality learning, enabling flexibility for learners, lowering costs of higher education and a way of enabling collaboration between institutions through co-development of programs, courses and through credit transfer. But online learning creates significant policy challenges – financial arrangements to support part-time, anytime, anywhere learners; quality assurance for online learning; cyber-security for personal information; and completion rates of online versus face-to-face teaching.
Kim Flintoff's insight:
Governments see online learning as a means of increasing access to quality learning, enabling flexibility for learners, lowering costs of higher education and a way of enabling collaboration between institutions through co-development of programs, courses and through credit transfer. But online learning creates significant policy challenges – financial arrangements to support part-time, anytime, anywhere learners; quality assurance for online learning; cyber-security for personal information; and completion rates of online versus face-to-face teaching.
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Report: The Real Role of Blended Learning in Instruction

A new guide on blended learning reminds school district leaders that blended isn't a goal unto itself; nor is it a specific instructional approach. Blended can be integrated into a "variety of educational models" and serves as the "vehicle" for providing innovative instruction.

The report, "Blending Teaching and Technology: Simple Strategies for Improved Student Learning," was produced by Future Ready Schools, an initiative of the Alliance for Excellent Education. Blended learning, as the guide explained, "refers to a variety of practices and strategies" for enabling students to learn online at least some of the time and maintain a level of control over the "time, place, path or pace of their learning."
Kim Flintoff's insight:
A new guide on blended learning reminds school district leaders that blended isn't a goal unto itself; nor is it a specific instructional approach. Blended can be integrated into a "variety of educational models" and serves as the "vehicle" for providing innovative instruction.
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HOW COMMUNITIES OF INQUIRY DRIVE TEACHING AND LEARNING IN THE DIGITAL AGE | teachonline.ca

HOW COMMUNITIES OF INQUIRY DRIVE TEACHING AND LEARNING IN THE DIGITAL AGE | teachonline.ca | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
The development of communities of inquiry, highly engaged in the co- creation, discovery and development of knowledge, capabilities and skills, is enabled by learning management systems, collaborative platforms and social-constructivist teaching activities (Garrison, Anderson & Archer, 2000, 2001a, 2001b; Garrison & Anderson, 2003). This paper explores the current state of communities of inquiry (COI) in teaching and learning in the digital age, including the technology to support learner presence (Shea & Bidjerano, 2010) and personal learning environments. It also argues for the communities of inquiry model to evolve into a learning model, that recognizes the importance of motivation, self-efficacy and personal skills in effective communities of inquiry.
Kim Flintoff's insight:
The development of communities of inquiry, highly engaged in the co- creation, discovery and development of knowledge, capabilities and skills, is enabled by learning management systems, collaborative platforms and social-constructivist teaching activities (Garrison, Anderson & Archer, 2000, 2001a, 2001b; Garrison & Anderson, 2003). This paper explores the current state of communities of inquiry (COI) in teaching and learning in the digital age, including the technology to support learner presence (Shea & Bidjerano, 2010) and personal learning environments. It also argues for the communities of inquiry model to evolve into a learning model, that recognizes the importance of motivation, self-efficacy and personal skills in effective communities of inquiry.
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How does Digitalisation Affect the Universities?

How does Digitalisation Affect the Universities? | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Abstract

At present a substantial insecurity prevails about the future of eLearning and particularly about the future of recent MOOCs. Those who have been enthusiastic at the beginning are now more esceptical about the future development of teaching with digital media, others maintain their positive attitude and look for ways to promote and implement their use in the university. Numerous institutions publish forecasts and time frames about relevance of the upcomong innovations. We took the critique raised against the methodological background of some studies as a point of departure to discuss the possible impact of digitalization  on a future digital university from a historical and economic perspective. It shows that digitalization followed a  continuous development especially pushed by  distance education universities and that phenomena such as MOOCs turned out to be  not as “disruptive” as some providers pretend. Instead  national policies, economic sustainability and the impact of digitalization on different stakeholders will determine the future shape of the “digital University”.
Kim Flintoff's insight:
Abstract 

At present a substantial insecurity prevails about the future of eLearning and particularly about the future of recent MOOCs. Those who have been enthusiastic at the beginning are now more esceptical about the future development of teaching with digital media, others maintain their positive attitude and look for ways to promote and implement their use in the university. Numerous institutions publish forecasts and time frames about relevance of the upcomong innovations. We took the critique raised against the methodological background of some studies as a point of departure to discuss the possible impact of digitalization on a future digital university from a historical and economic perspective. It shows that digitalization followed a continuous development especially pushed by distance education universities and that phenomena such as MOOCs turned out to be not as “disruptive” as some providers pretend. Instead national policies, economic sustainability and the impact of digitalization on different stakeholders will determine the future shape of the “digital University”.
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Why schools are shifting to blended learning in Brazil - Christensen Institute

Why schools are shifting to blended learning in Brazil - Christensen Institute | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
For the past few years at the Institute, we’ve heard stories about Brazilian teachers trying out blended learning. Since then, some of these teacher-led initiatives have flourished into school-wide programs around the country. To explore these trends more deeply, we published our first international blended-learning research paper in November, Blended Beyond Borders, in partnership with the WISE Initiative. This paper offers a snapshot of blended-learning in Brazil, Malaysia, and South Africa, as well as giving policymakers and practitioners recommendations on how they can help blended efforts prosper in their context.

Our partnerships with the Lemann Foundation, Peninsula Institute, Porvir, Nova Escola, and Todos Pela Educação were instrumental in gathering data and understanding the landscape of the public and private Brazilian education system. Through these partners, we administered a survey to capture whether and why schools were going blended. After answering a series of questions asking what types of technology a teacher or school used, survey respondents told us why they started to use technology in their classrooms. Providing more options for students (73.64% of both administrators and teachers), facilitating more personalized student learning (71.82%), facilitating competency-based learning (67.27%), and improving student academic outcomes (61.82%) were the top reasons educators gave for using technology.
Kim Flintoff's insight:
For the past few years at the Institute, we’ve heard stories about Brazilian teachers trying out blended learning. Since then, some of these teacher-led initiatives have flourished into school-wide programs around the country. To explore these trends more deeply, we published our first international blended-learning research paper in November, Blended Beyond Borders, in partnership with the WISE Initiative. This paper offers a snapshot of blended-learning in Brazil, Malaysia, and South Africa, as well as giving policymakers and practitioners recommendations on how they can help blended efforts prosper in their context.
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David W. Deeds's curator insight, February 3, 8:08 AM

Thanks to Kim Flintoff. 

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7 Things You Should Read About NGDLE

7 Things You Should Read About NGDLE | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
The notion of a next generation digital learning environment (NGDLE) was articulated in a 2015 white paper as what could replace conventional learning
Kim Flintoff's insight:
The notion of a next generation digital learning environment (NGDLE) was articulated in a 2015 white paper as what could replace conventional learning management systems (LMSs). In principle, the NGDLE is an ecosystem of interconnected and flexible applications that support learning through five key domains: interoperability; personalization; analytics, advising, and learning assessment; collaboration; and accessibility and universal design. The resources below explore various aspects of the NGDLE and what will be required to realize its potential.
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