Digital Learning - beyond eLearning and Blended Learning in Higher Education
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“I Don’t Like This One Little Bit.” Tales from a Flipped Classroom | Faculty Focus

“I Don’t Like This One Little Bit.” Tales from a Flipped Classroom | Faculty Focus | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Shifting responsibility for learning basic course content onto the student, alters the instructor’s role to that of setting the stage, not being on it.

 

In the end, the benefits of the flipped approach are considerable. Students take more responsibility for their own learning. Working in class along with a master of the discipline (you), they learn to think more critically, communicate more effectively, and have a greater appreciation for the unique importance and logic of the subject. And they experience at least some of the satisfaction of learning how to think in a new and, in some cases, life-changing way.


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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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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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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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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, January 18, 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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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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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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