 Your new post is loading...
Your new post is loading...
Scoop.it!
Modest investments in the Internet of Things can have a significant impact on students' journey through college. Here's how one institution implemented IoT tech to provide extra student supports in key areas. 
No comment yet.
Sign up to comment
Scoop.it!
As digital initiatives for teaching and learning continue to gain ground within institutions of higher education, how should associated terms includin
Scoop.it!
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.
Scoop.it!
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.
Scoop.it!
Creating a system for developing and revamping online courses can be challenging -- but is increasingly essential -- for institutions with growing programs.
Scoop.it!
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.
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.
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.
Kim Flintoff's insight:
Learning engineering has the potential to create new opportunities for learning and technology stakeholders that drive greater value and results, ultimately improving student success.
Scoop.it!
As new technologies enable the development of digital ecosystems, campus constituents must work together to create those environments.
Kim Flintoff's insight:
As new technologies enable the development of digital ecosystems, campus constituents must work together to create those environments.
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.
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.
Kim Flintoff's insight:
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.
Scoop.it!
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.
Scoop.it!
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).
|
Scoop.it!
The latest Educause Horizon report names six major barriers to the innovation, adoption or scale of technology in higher education.
Peter Mellow's insight:
Share your insight
Scoop.it!
The State University of New York at Oswego launched an IT strategic plan initiative to complement its campus strategic plan. The collaborative process
Scoop.it!
Nice promo page for @uoe_online, but the page title gives it away a little! Perhaps not the best #SEO option?
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
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.
Scoop.it!
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.
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 …
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.
Scoop.it!
Yes. In brief, the cognitive process of learning has four basic stages:
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.
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."
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.
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.
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.
|
