Digital Learning - beyond eLearning and Blended Learning in Higher Education
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Tips For Quality Control Of Online Learning: The eLearning Coach: Instructional Design and eLearning

Tips For Quality Control Of Online Learning: The eLearning Coach: Instructional Design and eLearning | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Nothing is worse than having your client find an obvious error in a program that's already been released. Quality Control can fix that.
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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.

 

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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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Online Learning at The University of Edinburgh - Media Hopper Create - The University of Edinburgh Media Platform

Online Learning at The University of Edinburgh - Media Hopper Create - The University of Edinburgh Media Platform | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Nice promo page for @uoe_online, but the page title gives it away a little! Perhaps not the best #SEO option? 
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How to listen to 36 hours of podcasts a day

How to listen to 36 hours of podcasts a day | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
These days, Microsoft's old findings — that given the choice, people prefer to speed up to 1.3x or 1.5x to bring spoken dialogue speed into line with regular reading speed — seem to have been borne out. The big difference is that the tools available now make it easy for listeners to skip, speed and scrub at will, giving them total control and making listening more like reading a book
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Carnegie Mellon releases a treasure trove of learning science tools

Carnegie Mellon releases a treasure trove of learning science tools | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Carnegie Mellon spent millions of dollars developing tools to help instructors improve their teaching. Now other institutions are invited to use them, too.
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Survey: Instructional Designers Drive Better Student Outcomes

When faculty are compelled to work with instructional designers on development of their online courses, students have better outcomes, according to a recent survey from Quality Matters and Eduventures Research, the research division of ACT/NRCCUA. In schools where instructional design for online course development was absent or optional, 58 percent of "chief online officers" (COOs) believed that students taking those courses would perform at least as well if not better than those in face-to-face classes; that jumped to 70 percent where instructional design was mandated.
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Where’s my (educational) jetpack? The future of Technology Enhanced Learning –

Where’s my (educational) jetpack? The future of Technology Enhanced Learning – | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Image by Genty from Pixabay Read time: Approximately 9 minutes. Our upcoming March webinar is scheduled for Thursday 28th March 12pm AEDT and is centred around ‘The future of TEL’ (further details …
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Can Education Keep Up with Technology? | EDUCAUSE

Can Education Keep Up with Technology? | EDUCAUSE | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
The pace of technological change calls for changes in how higher education represents—and how employers use and understand—student learning and competency.
Kim Flintoff's insight:
The pace of technological change calls for changes in how higher education represents—and how employers use and understand—student learning and competency.
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The Science of Learning (and technology's impact on how we learn)

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

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

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

3. Storage: what happens once information enters the brain

4. Retrieval: the recall of that information or behavior

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

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

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

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

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

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

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

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

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

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

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

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

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

This white paper provides an overview of the growing field of instructional design in higher education, from why the field is growing to how designers are functioning in their role. It explores why there is a growing demand for designers, who is filling these roles, what the responsibilities of designers are, and how instructional designers are addressing the challenges they face.
Kim Flintoff's insight:
Instructional Design in Higher Education: Defining an Evolving Field This white paper provides an overview of the growing field of instructional design in higher education, from why the field is growing to how designers are functioning in their role. It explores why there is a growing demand for designers, who is filling these roles, what the responsibilities of designers are, and how instructional designers are addressing the challenges they face.
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Tips for injecting the instructor's voice into asynchronous online courses

Online courses aimed at adults sometimes lose the personal touch. Academics at two institutions discuss how to use short, informal videos to bring the courses alive.
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Survey: Online Students Interact More with Course Materials than with Faculty

In a typical online course, students are more likely to interact with course materials — 52 percent of the time — than they are with faculty, other students or staff, according to a recent survey from Quality Matters and Eduventures Research.
Peter Mellow's insight:
This is why the design and quality of online learning activities and resources is so important.
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Processes for developing and revamping online courses emerge as programs mature

Processes for developing and revamping online courses emerge as programs mature | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Creating a system for developing and revamping online courses can be challenging -- but is increasingly essential -- for institutions with growing programs.
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Rocio's curator insight, April 4, 11:24 AM
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3 Keys to Engaging Faculty in Instructional Design

Most instructional designers will tell you their work begins with getting a foot in the door with faculty and building rapport from there. Here are three ways to make that relationship a success.
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New approaches to discussion boards aim for dynamic online learning experiences

New approaches to discussion boards aim for dynamic online learning experiences | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Instructors and students alike are growing tired of the discussion board formula. Innovative approaches point to the potential for more meaningful online learning experiences.
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What Does Learning Engineering Mean for Instructional Design and EdTech? | EDUCAUSE

What Does Learning Engineering Mean for Instructional Design and EdTech? | EDUCAUSE | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
Learning engineering has the potential to create new opportunities for learning and technology stakeholders that drive greater value and results, ultimately improving student success.
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Learning engineering has the potential to create new opportunities for learning and technology stakeholders that drive greater value and results, ultimately improving student success.
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It Takes a Village to Build the Digital Campus | EDUCAUSE

It Takes a Village to Build the Digital Campus | EDUCAUSE | Digital Learning - beyond eLearning and Blended Learning in Higher Education | Scoop.it
As new technologies enable the development of digital ecosystems, campus constituents must work together to create those environments.
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As new technologies enable the development of digital ecosystems, campus constituents must work together to create those environments.
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Learners Without Borders: Connected Learning in a Digital Third Space - Learning & Technology Library (LearnTechLib)

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

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

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

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

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

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

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

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

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

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

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

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

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