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Peter Mellow
onto Digital Learning - beyond eLearning and Blended Learning June 3, 2012 10:32 PM
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Teri Charrois from the School of Pharmacy used online debates to promote critical thinking with positive results.
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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. Via Kim Flintoff
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From
er
Following the addition of accessibility questions in 2021, the latest version of the HECVAT implements several important improvements for usability an
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A video welcoming students to Leah Barlow’s African American studies course inspired Hillmantok, a virtual university of free TikTok lectures from Black academics and experts.
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Researchers are looking at how to make video meetings feel less tiring, reduce anxiety and tackle ‘Zoom dysmorphia’
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For children with long-term illness or struggling with mental health issues, No Isolation developed the AV1 robot, which can take their place in the classroom and help them stay connected with their classmates.
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As a presentation to the jointly hosted workshop between AAEEBL (The Association for Authentic, Experiential, & Evidence-Based Learning) and ePortfolios Australia. The workshop was entitled ePortfolio Stories from Down Under: Historical Reflections on Pedagogy and Practice, Research, and Technology. In this, I talk through some of the evolutions in thinking about the use of ePortfolio from a personal learning journey perspective.
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Sometimes it feels as though UK higher education likes creating reports on blended learning just as much as Warner Brother’s liked making Police Academy films. The latest in the franchise is the cross-party think tank Policy Connect's report “Digitally enhanced blended learning”, a title that, with
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Increasingly popular online platforms designed to measure student engagement pose a number of risks for children and offer questionable benefit to teachers, one expert has warned.
Peter Mellow's insight:
Engagement does not always = learning
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Learning engineering combines theories from the learning sciences with problem-solving approaches from engineering, to create a process that can transform research results into learning action. Here, Ellen Wagner guides an exploration of this transformational process.
Peter Mellow's insight:
Reminds me of about a decade ago, when we talked about 'Learning Architects'!
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The promise of digital credentials has had many people in education and employers excited for years. So why aren’t digital credentials everywhere by now?
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Best practice in creating instructional videos that efficiently impart knowledge to students learning remotely, from Judy Brooks
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If digital transformation is enabled by data and analytics and if data and analytics requires data governance, you can’t have digital transformation without data governance.
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From
www
An avatar of the long-dead British novelist is “teaching” an online writing course. But do we want to learn from a digital prosthetic built by artificial intelligence?
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GenAI crises then Lecture videos then back to GenAI
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H5P: Make learning interactive. Explore over 60 content types and create engaging and effective learning materials for your students.
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Students can feel isolated and disengaged in online settings. The promotive interactions and positive interdependence facilitated by cooperative learning activities offer opportunities for students to get to know each other and engage deeply with the course content. Promotive interactions may not occur spontaneously in online asynchronous courses, but thoughtful instructional design can overcome this barrier. By incorporating theories of cooperative learning into an online course, we have experienced first-hand that promotive interactions are possible in the asynchronous environment, helping students feel connected to each other as well as the instructors.
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New research on New South Wales students shows many do not have access to computers and the support they need to use them. This means they risk falling behind.
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Does the learning management system truly enhance instruction? I am not teaching, but I nonetheless think of this time of year as the swearing–at–the–learning management system period. The swearing at the LMS commenced from the first moment of logging on and starting the inevitable jousting as I tried to corral an interface that seemingly was set up to do everything but nonetheless stubbornly resisted my desires. The swearing was always greater in the fall semester as some task I had previously learned how to do now had a different flow inside the system, requiring a perpetual process of unlearning and relearning.
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In this provocation, Sue explores the field of learning design, where it has come from and how it has shaped the field. Questions of learning designer identity and roles come into play, and how this will look in the future in universities.
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From
h5p
The H5P Core Team is joining D2L. The organization responsible for H5P is no longer just a small team of 30 headquartered in Norway. The company behind H5P is now more than 1000 employees strong, with a global presence.
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Experts call for better alignment between research and the classroom in Capitol Hill discussions.
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Creating interactive auditing videos helped students contextualise a complex topic and provided feedback on their progress. Chu Mui Kim outlines how to do it
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At the University of California, Irvine, a data-driven transformation is fostering a collaborative environment for informed decision-making. With high
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The U.S. Department of Justice published its final regulation on web and mobile application accessibility under Title II of the Americans with Disabil
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