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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Three Myths About Education Technology and the Points of Light Beyond - DML Central

Three Myths About Education Technology and the Points of Light Beyond - DML Central | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Today, we’re publishing a new report: “From Good Intentions to Real Outcomes: Equity by Design in Learning Technologies.” The report lays out in greater detail the three ed tech myths above and connects them to research findings from diverse fields and disciplines. The report then outlines a variety of examples of programs that are closing dimensions of the digital divide, and lays out a framework toward developing a set of Guiding Principles for Digital Equity, that could guide developers, philanthropists, venture capitalists, policymakers, researchers, and educators toward more effective strategies for leveraging technology in the service of equality. The report concludes with a call for efforts to consolidate all that we have learned over the last decades about education technology and equality, and to imagine from that history a new way forward.
Kim Flintoff's insight:
Today, we’re publishing a new report: “From Good Intentions to Real Outcomes: Equity by Design in Learning Technologies.” The report lays out in greater detail the three ed tech myths above and connects them to research findings from diverse fields and disciplines. The report then outlines a variety of examples of programs that are closing dimensions of the digital divide, and lays out a framework toward developing a set of Guiding Principles for Digital Equity, that could guide developers, philanthropists, venture capitalists, policymakers, researchers, and educators toward more effective strategies for leveraging technology in the service of equality. The report concludes with a call for efforts to consolidate all that we have learned over the last decades about education technology and equality, and to imagine from that history a new way forward.
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Monica S Mcfeeters's curator insight, December 30, 2017 5:54 AM
Today, we’re publishing a new report: “From Good Intentions to Real Outcomes: Equity by Design in Learning Technologies.” The report lays out in greater detail the three ed tech myths above and connects them to research findings from diverse fields and disciplines. The report then outlines a variety of examples of programs that are closing dimensions of the digital divide, and lays out a framework toward developing a set of Guiding Principles for Digital Equity, that could guide developers, philanthropists, venture capitalists, policymakers, researchers, and educators toward more effective strategies for leveraging technology in the service of equality. The report concludes with a call for efforts to consolidate all that we have learned over the last decades about education technology and equality, and to imagine from that history a new way forward.
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Why Students Should Learn to Code and How to Get Started

Why Students Should Learn to Code and How to Get Started | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Coding is something that each student can do and is a more engaging way for students to work on their collaboration, critical thinking and problem-solving skills. Coding can help to promote SEL (Social and Emotional Learning) skills as well. For example, in working through the various modules available on Code.org or through other coding programs, students develop their self-awareness as they work through the challenges of coding and they develop a greater understanding of their strengths and being able to set goals for oneself based on this self-awareness. Students will become more confident as they problem solve and experience success along the way and by helping peers as well. Students build relationship skills through the collaboration during activities, seeking and offering help when needed and learning to cooperate with one another to solve a coding challenge.

Students can also experience more inquiry-based learning, where they are exploring on their own, problem solving and discovering how to make a program work, where the steps fit in and then being able to share the experience with one another. Personally, I enjoy trying to work through the activities on my own, to experience the challenges and be better equipped to anticipate student questions, but also to be more familiar with areas of struggle.
Kim Flintoff's insight:
Coding is something that each student can do and is a more engaging way for students to work on their collaboration, critical thinking and problem-solving skills. Coding can help to promote SEL (Social and Emotional Learning) skills as well. For example, in working through the various modules available on Code.org or through other coding programs, students develop their self-awareness as they work through the challenges of coding and they develop a greater understanding of their strengths and being able to set goals for oneself based on this self-awareness. Students will become more confident as they problem solve and experience success along the way and by helping peers as well. Students build relationship skills through the collaboration during activities, seeking and offering help when needed and learning to cooperate with one another to solve a coding challenge. Students can also experience more inquiry-based learning, where they are exploring on their own, problem solving and discovering how to make a program work, where the steps fit in and then being able to share the experience with one another. Personally, I enjoy trying to work through the activities on my own, to experience the challenges and be better equipped to anticipate student questions, but also to be more familiar with areas of struggle.
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#7: Greatest lesson: Teacher buy-in is overrated

#7: Greatest lesson: Teacher buy-in is overrated | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

How to Approach the Digital Transition

This imperative means that it is up to us as teachers to today take on the challenge of teaching students to use digital resources in an impactful, appropriate way, and approach the digital transition with an and, not or attitude.  Here are some suggestions:

Enhance the instructional experience by integrating digital strategies and content with “traditional” teaching strategies. This approach can be a catalyst for increasing student engagement. For example, ask students to write a five-paragraph essay, and then have them summarize their work Twitter-style in 140 characters or less. Or, have students create hypotheses about what type of sunlight, soil, and nutrition grow the best tomatoes through a virtual lab, then test those hypotheses with real tomato plants. Look for opportunities to provide both hands-on and digital learning experiences to your students. 

 
Let the content support differentiation. In a classroom powered by digital resources, a teacher can more easily assign students texts at different lexiles, or provide information through multimodal texts, empower students to access information through multiple languages, and much, much more. Digital resources can help teachers not only expand their impact, but it can be a tool that can help scale what we know is good instructional practice. 

 
Use technology to teach students how to learn. New apps.  Technologies like Siri. New types of digital content like Virtual Reality. Every day, it seems, there is something new.  Engage your students in exploring these new tools. How will a new app help their learning? When and why should it be used? We know the how is just as important as the what. Think about the Standard for Mathematical Practice that requires students to use appropriate tools strategically. Technology makes this a practicality.

Kim Flintoff's insight:
3 Reasons Why Teacher Buy-In is (Sometimes) Overrated

1. The Real World Isn’t Dependent on Teacher Buy-In 
2. Students Are Ready, Whether or Not Teachers Are Ready 
3. Digital will be Used By Students Daily and the Classroom Won’t Change That
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Robot learning improves student engagement

Robot learning improves student engagement | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Online students who use the innovative robots feel more engaged and connected to the instructor and students in the classroom, the first-ever study of a pioneering robot-learning course shows.
Kim Flintoff's insight:
The first-ever study of Michigan State University's pioneering robot-learning course shows that online students who use the innovative robots feel more engaged and connected to the instructor and students in the classroom. 

Stationed around the class, each robot has a mounted video screen controlled by the remote user that lets the student pan around the room to see and talk with the instructor and fellow students participating in-person. 

The study, published in Online Learning, found that robot learning generally benefits remote students more than traditional videoconferencing, in which multiple students are displayed on a single screen.
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Online Learning, Disruptive Innovation in Education - Michael Horn

Online Learning, Disruptive Innovation in Education - Michael Horn | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Quick Take: In a knowledge economy, we need to ensure that every student is getting the right opportunities to fulfill their potential. Online learning offers a flexibility that can help transform Education into a student-centered learning system beneficial to all.

Michael Horn is an expert in online learning, blended learning, competency-based learning and student-centered education. He works with several education organizations to improve student learning experiences and his work has also led him to serve on education organizations advisory boards. He is co-founder of the Clayton Christensen Institute for Disruptive Innovation, a non-profit think tank, and is the author of the bestseller book “Blended: Using Disruptive Innovation to Improve Schools.” Horn holds a BA in history from Yale University and an MBA from the Harvard Business School.

In this interview, he shares how to transform the educational system into a student-centered learning (SCL) approach, how to use online learning to maximize student success, and why online learning is considered a disruptive innovation in education. He also shares his perspective on the challenges of blended learning, as well as some of the trends educational institutions will experience in the coming decades.
Kim Flintoff's insight:
Quick Take: In a knowledge economy, we need to ensure that every student is getting the right opportunities to fulfill their potential. Online learning offers a flexibility that can help transform Education into a student-centered learning system beneficial to all. 

In this interview, he shares how to transform the educational system into a student-centered learning (SCL) approach, how to use online learning to maximize student success, and why online learning is considered a disruptive innovation in education. He also shares his perspective on the challenges of blended learning, as well as some of the trends educational institutions will experience in the coming decades.
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International Perspectives on Next Generation Digital Learning Environments

International Perspectives on Next Generation Digital Learning Environments | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Authors:
by Marieke de Wit, Francesc Santanach and Jeffrey Merriman
Published:
Monday, August 14, 2017
Key Takeaways
How can higher education institutions worldwide support transforming educational needs with the right tools at the right time?
Next generation digital learning environments must meet the requirements of evolving learning methodologies, the realities of the new life-long student demographic, and constantly evolving hardware and software technologies.
New, openly defined, and evolving models, standards, and data formats for capturing and sharing educational knowledge in programmatically accessible ways will stimulate the emergence of new educational businesses and services.
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Why the culture of ‘free’ is damaging edtech & education

Why the culture of ‘free’ is damaging edtech & education | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
This leaves us constantly in the position of trying to build our tech integrations strategy on quicksand. We have to be constantly finding new apps and services to replace the ones that have folded and then starting again learning and training how to use and build ideas and materials around these.
Kim Flintoff's insight:
This leaves us constantly in the position of trying to build our tech integrations strategy on quicksand. We have to be constantly finding new apps and services to replace the ones that have folded and then starting again learning and training how to use and build ideas and materials around these.
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 Digital Futures | Curtin University

 Digital Futures | Curtin University | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

Digital Futures is a program of technology-related projects that are increasing Curtin University’s digital capabilities and equipping key areas of the business to compete in the rapidly-evolving higher education marketplace.


The expectations of students, researchers and staff are changing in light of the increasing use of digital technologies and capabilities around availability of information – anytime, anywhere and using any device.

A personalised, interactive, intuitive and collaborative experience is now the norm.

Kim Flintoff's insight:
A personalised, interactive, intuitive and collaborative experience is now the norm.
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The Academic Library and the Promise of NGDLE

The Academic Library and the Promise of NGDLE | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Key Takeaways
Academic libraries support institutional goals for student success and have embraced the use of correlation research to demonstrate connections between library services and resources and student learning, retention, completion, and postgraduation success.
Recent correlation research has revealed promising connections between academic libraries and student success; however, data difficulties seem likely to stymie continued work in this area.
To further their research and maximize library contributions to learning, librarians should prepare for next generation digital learning environments and learning analytics initiatives on their campuses by reading about related topics, engaging with library colleagues, and consulting campus partners.
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International Perspectives on Next Generation Digital Learning Environments

International Perspectives on Next Generation Digital Learning Environments | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Key Takeaways
How can higher education institutions worldwide support transforming educational needs with the right tools at the right time?
Next generation digital learning environments must meet the requirements of evolving learning methodologies, the realities of the new life-long student demographic, and constantly evolving hardware and software technologies.
New, openly defined, and evolving models, standards, and data formats for capturing and sharing educational knowledge in programmatically accessible ways will stimulate the emergence of new educational businesses and services.
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The Academic Library and the Promise of NGDLE

The Academic Library and the Promise of NGDLE | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Key Takeaways
Academic libraries support institutional goals for student success and have embraced the use of correlation research to demonstrate connections between library services and resources and student learning, retention, completion, and postgraduation success.
Recent correlation research has revealed promising connections between academic libraries and student success; however, data difficulties seem likely to stymie continued work in this area.
To further their research and maximize library contributions to learning, librarians should prepare for next generation digital learning environments and learning analytics initiatives on their campuses by reading about related topics, engaging with library colleagues, and consulting campus partners.
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Shifting the paradigm: making digital learning the norm

Shifting the paradigm: making digital learning the norm | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
As an educator, making the transition to digital can be an exciting but challenging (even frustrating) experience.  Just because you host your slides on a Digital Learning Environment doesn’t mean you are providing a digital learning experience.  Will your students absorb information more effectively just because they have read it on screen rather than on paper?  As yet, there is a lack of conclusive evidence on whether online reading accommodates more in-depth comprehension of material.  Digitising your learning resources will not necessarily improve the learner’s experience.
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Ohio Professors, Teachers Pushing Limits Of Technology In Classrooms

Ohio Professors, Teachers Pushing Limits Of Technology In Classrooms | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Teachers and professors have been working for decades to integrate the latest technologies from computers to laptops to tablets for reading electronic textbooks. Now immersive technology is being tested for application in the classroom.

Supporters say it could change the face of education, but only if educations can push students beyond the exhilaration of a virtual world and into real-life learning.
Kim Flintoff's insight:
Teachers and professors have been working for decades to integrate the latest technologies from computers to laptops to tablets for reading electronic textbooks. Now immersive technology is being tested for application in the classroom. Supporters say it could change the face of education, but only if educations can push students beyond the exhilaration of a virtual world and into real-life learning.
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David W. Deeds's curator insight, Today, 12:33 AM

Thanks to Kim Flintoff.

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Children’s screen-time guidelines too restrictive, according to new research | University of Oxford

Children’s screen-time guidelines too restrictive, according to new research | University of Oxford | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

Digital screen use is a staple of contemporary life for adults and children, whether they are browsing on laptops and smartphones, or watching TV. Paediatricians and scientists have long expressed concerns about the impact of overusing technology on people’s wellbeing. However, new Oxford University research suggests that existing guidance managing children’s digital media time may not be as beneficial as first thought.
Kim Flintoff's insight:
Digital screen use is a staple of contemporary life for adults and children, whether they are browsing on laptops and smartphones, or watching TV. Paediatricians and scientists have long expressed concerns about the impact of overusing technology on people’s wellbeing. However, new Oxford University research suggests that existing guidance managing children’s digital media time may not be as beneficial as first thought.
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Blended Learning – Why It Is Considered as the Future of Education System

Blended Learning – Why It Is Considered as the Future of Education System | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Are you among those who think that blended learning is just another online course? Well, in that case, you need to read this post. Blended learning is a superior training methodology that is a blend of online delivery of formal educational content and traditional classroom interaction.

This learning technique ensures that learners are engaged and driving their individual learning experience. Many students turn towards this program as it is one of the effective learning approaches in today’s world.

Here we’ll discuss in detail the significant role of this program in transforming the future of education system.
Kim Flintoff's insight:
Are you among those who think that blended learning is just another online course? Well, in that case, you need to read this post. Blended learning is a superior training methodology that is a blend of online delivery of formal educational content and traditional classroom interaction. This learning technique ensures that learners are engaged and driving their individual learning experience. Many students turn towards this program as it is one of the effective learning approaches in today’s world. Here we’ll discuss in detail the significant role of this program in transforming the future of education system.
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Provosts, Pedagogy, and Digital Learning

Provosts, Pedagogy, and Digital Learning | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Higher education provosts and chief academic officers (CAOs) have come of age, personally and professionally, with the technologies that are now ubiquitous on campus and in the consumer market. However, considerable survey data and numerous conversations suggest that many provosts and CAOs remain skeptical about the potential or claimed benefits of information technology as a resource for teaching, learning, and instruction. They are also concerned about the significant investments that institutions make to support information technology for those purposes.1
Kim Flintoff's insight:
Higher education provosts and chief academic officers (CAOs) have come of age, personally and professionally, with the technologies that are now ubiquitous on campus and in the consumer market. However, considerable survey data and numerous conversations suggest that many provosts and CAOs remain skeptical about the potential or claimed benefits of information technology as a resource for teaching, learning, and instruction. They are also concerned about the significant investments that institutions make to support information technology for those purposes
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[PDF] Instructional Design in Higher Education

[PDF] Instructional Design in Higher Education | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

Learning — to some it is the sound of chalk on blackboards,  the search through stacks of scribbled notes, and backpacks full of heavy textbooks. For others with a less traditional lens, learning is the summoning of professors with a click of a mouse, assignments no longer living on paper, but in a cloud, and the ‘classroom’ being everywhere. Education has changed considerably in recent years and we don’t expect it to slow down anytime soon.


Because of the advancement of technology, institutions are able to reach more students than ever with the help of quality and accessible online courses. ‘eLearning’, ‘distance education’, ‘blended learning’, ‘online campuses,’ and other related programs have grown more prominent in higher education institutions. According to NCES data, there were 5.5 million students enrolled in distance education courses at degree-granting postsecondary institutions in fall of 2013.

There are many technologies flooding the market that help foster innovative teaching and learning. These tools, such as learning management systems, lecture capture systems, simulation creators, authoring, and video and audio tools, have flooded into the classrooms and lecture halls of higher education. However, the inference that these innovative tools aid learning should not be immediately assumed. With faculties’ full work load, learning and implementing new and often complex tools to improve their online pedagogy isn’t a priority. In fact, as the needs and tools of institutions have evolved, instructional designers have positioned themselves as pivotal players in the design and delivery of learning
experiences. Instructional designers exist to bridge the gap between faculty instruction and student online learning. But who, exactly, are instructional designers? What do they do? Where do they fit in higher education?


Via Edumorfosis
Kim Flintoff's insight:
Learning — to some it is the sound of chalk on blackboards, the search through stacks of scribbled notes, and backpacks full of heavy textbooks. For others with a less traditional lens, learning is the summoning of professors with a click of a mouse, assignments no longer living on paper, but in a cloud, and the ‘classroom’ being everywhere. Education has changed considerably in recent years and we don’t expect it to slow down anytime soon.
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JUAN NUÑEZ MESINA's curator insight, December 2, 2017 7:32 AM
Lectura recomendada. PROFESOR JUAN NUÑEZ MESINA
Nevermore Sithole's curator insight, December 7, 2017 2:04 AM
Instructional Design in Higher Education
Jorge Jaramillo's curator insight, December 15, 2017 11:06 AM
Les comparto un interesante artículo relacionado con una investigación sobre la importancia de los Diseñadores Instruccionales en Educación Superior, realizada con el auspicio de la fundación Gates.
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Cambridge University could allow laptops and iPads for exams 

Cambridge University could allow laptops and iPads for exams  | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Academics say that the move, which would bring an end to more than 800 years of tradition, has come about because students rely too heavily on laptops in lectures, and are losing the ability to write by hand.

Cambridge University has now launched a consultation on the topic as part of its "digital education strategy", having already piloted an exam typing scheme in the History and Classics faculties earlier this year.

In an online survey, students are asked whether they would like the option to type exams, and whether this would have a “significant positive impact” on their “well-being”.  
Kim Flintoff's insight:
About time...  the reliance on disused and flailing social practices - like handwriting - are discriminatory and retrograde.  
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Technology, Autonomous Learning & a Decline in Critical Thinking

Technology, Autonomous Learning & a Decline in Critical Thinking | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

A lot has been written about helping guide students to choose the 'right' materials that have 'authority' when they access the online world, but I think that's a mistake. There are no wrong or right sources of information, there is only information. We need to help students to think critically about that information understand the arguments within it, the rationale behind it, the bias that influenced it and above all how they, as individuals, personally respond to that information and apply it to their lives. There is a wonderful line from a poem by Walt Whitman

" re-examine all you have been told at school or church or in any book, dismiss whatever insults your own soul, and your very flesh shall be a great poem and have the richest fluency".


This was written in 1855, but in the world we now live in, this above all is what our children need to learn.

Kim Flintoff's insight:
book, dismiss whatever insults your own soul, and your very flesh shall be a great poem and have the richest fluency".
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Digital Learning in British Art Museums - DML Central

Digital Learning in British Art Museums - DML Central | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Disclaimer: The Tate Modern is one of my favorite museums. My previous apartment held a place of honor, above the couch, for a poster I picked up there. And, in 2014, I interviewed the developers of their awesome app, the Magic Tate Ball (re: Using “String and Sellotape” To Build the Magic Tate Ball). So, imagine my excitement when I was recently introduced to Kathryn Box at the Tate Gallery in London.

Kathryn manages and produces content for the Tate Kids website and the Tate Kids social channels, which focuses on games and films and articles that speak to kids’ interests in art and the wider world. After three years invested at the Tate, she seemed like the perfect person to speak with to learn about their latest innovations in digital learning and across the British art scene in general.
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The Power of a Higher Education Consortium

Key Takeaways
The next generation digital learning environment presents many challenges for institutions because of its dramatically new approach to teaching and learning.
A consortium is often the most cost-effective means to explore the vision of personalized learning through technology that the NGDLE offers.
Meeting this vision will require collaboration to collectively control and govern resources and provide the infrastructure needed to enable innovation and serve each university’s mission.

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Using Technology Doesn’t Make You Innovative – George Couros – Medium

Using Technology Doesn’t Make You Innovative – George Couros – Medium | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
If a classroom gets iPads, a question you will often hear immediately is, “What apps should I download?” In our concern for machines taking over education, we often do things that encourage machines to take over our teaching. I have been privy to seeing many educators use “flashcard” apps with students, not because they see it as a better process, but because they feel they need to justify iPads in their classroom by using them (the device) in some way with their students. This is often because devices are thrust onto educators without much thought and support on what is possible to do with them and how this aligns with the vision of the community.


I always ask educators to think, “What could you create with this iPad that you couldn’t create before?” Focusing on what we can “create” versus what we “consume” only, is a great starting point. It is not that consumption and content isn’t important. It is just that both consumption and creation should be evident in education for true deep learning.

Kim Flintoff's insight:

"I always ask educators to think, “What could you create with this iPad that you couldn’t create before?” Focusing on what we can “create” versus what we “consume” only, is a great starting point. It is not that consumption and content isn’t important. It is just that both consumption and creation should be evident in education for true deep learning."

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LearningOS: The Now Generation Digital Learning Environment

LearningOS: The <em>Now</em> Generation Digital Learning Environment | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Key Takeaways
An overbuilt learning management system encumbers learning with too many features and options that require too much time to learn, customize, and perhaps disable.
The LearningOS is a thin system that gathers information about learning through data that is enhanced by external tools to create an ecosystem for learning.
Thought experiments, interactive discussions with colleagues and workshopping ideas at conferences can help shape the manner in which we proceed, the technologies we develop, and the approaches to implementation that we take in achieving the LearningOS.
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10 Practical Strategies to Integrate Technology in Your Classroom

10 Practical Strategies to Integrate Technology in Your Classroom | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Using technology in class should always be motivated by a real need to optimize students' learning and to enhance your teaching. Every time you want to digitize a teaching task ask yourself the following  questions: what are the added advantages of integrating technology in this task? And what are the alternative plans if things did not go as planned? The purpose is to make sure your use of technology is pedagogically sound and that it aligns with your own teaching goals. There are actually several ways to integrate technology in your classroom from collecting students feedback to grading paperlessly. In today's post, we are sharing with you this handy visual that features10  good examples of how you can put technology to serve your teaching. This visual is based on Marcus Guido's blog post "25 Easy Ways to Use Technology in the Classroom". We have done little bit of tweaking (with permission) on Marcus original list and ended up with the list below.
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Naked in the Garden: Privacy and the Next Generation Digital Learning Environment

Naked in the Garden: Privacy and the Next Generation Digital Learning Environment | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it

Key Takeaways


By defining NGDLE Privacy Interoperability Standards, we elevate our stewardship of learning data to more fully support the next generation of students as they cultivate their digital learning environments.


Whether an institution's NGDLE looks more like a meticulously designed garden, a patchwork of community plots, or a field of native flowers and grasses, designing privacy requirements into interoperability standards helps ensure alignment with institutional and personal privacy values.


A crosswalk between the various elements of multiple privacy frameworks categorizes related concepts from these distinct schemes into five broad themes that offer the basis for an NGDLE Privacy Interoperability Standard.

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