|
Rescooped by
Kim Flintoff
from Educational Technology News
September 7, 2012 8:28 AM
|
No comment yet.
Sign up to comment
Digital Learning - beyond eLearning and Blended Learning
72.8K views |
+7 today
The many dimensions of Digital Learning - edtech, eLearning, blended, authentic, online
Curated by
Learning Futures
 Your new post is loading...
Your new post is loading...
Scoop.it!
This event will be a three day professional development event in November 2012, at which we are proposing new ways of working to influence the future of policy and practice collaboratively; education, developers of digital education technologies and government.
This process has been developing over the last thirty years. The work at this conference will take further the issues that have been raised at a variety of meetings in 2012: the MirandaNet conference in Prague; two Education Futures Collaboration in London and Wolverhampton; and, initiatives being developed by the UK Coalition for evidence-based education.
Scoop.it!
At its core, Google+ Hangouts is simply a souped-up version of video chat. But when it comes to education, it’s so much more than that. It becomes a vehicle for learning, sharing, collaboration, and ideas. Via Kathleen Cercone
Scoop.it!
- Demonstrate a working understanding of strategies of use for e-learning for meeting a range of pedagogical, practical and social needs within courses of study - Work comfortably with the e-learning resources available within their own institutions including an institutional VLE - Identify opportunities and recognise limitations for the use of VLEs for teaching and the support of learning - Feel sufficiently confident to provide and support virtual learning activities within their course programmes - Reflect upon and develop their own professional practice through the use of e-learning resources.
The infoKit has been written as a series of sections comprising in-depth resources and case studies drawn from both further and higher education which emphasise the underpinning pedagogy in the use of e-learning. There are extensive links between the sections and to other infoKits on the JISC infoNet website. We have sought to synthesise key readings and research and to present this in a practical and easy to navigate format with links to additional sources for further exploration. These materials will continue to be updated on a regular basis and will draw extensively upon ongoing research and case studies especially those undertaken by the JISC.
Scoop.it!
This new and exciting program breaks the mould of traditional educator professional development will be launched in Adelaide on 25 October 2012.
‘Designing learning in the Digital Age’ is based on the 10 global meta-trends identified in the New Media Consortium’s 2012 Retreat Communique.
Modelling a ‘flipped classroom’ approach where participants will be actively curating their own learning, and will take away something more tangible than just ‘new knowledge’.
The one-day event will be followed by four weeks of synchronous and asynchronous activities so that participants can continue their learning, sharing and networking.
The goal is to enable participants to facilitate disruptive and transformative learning experiences in their own organisations.
Scoop.it!
THOUSANDS of kilometres from Kuala Lumpur in Cameroon, doctoral student Michael Nkwenti Ndongfack attends his Open University Malaysia classes online and hopes to defend his final thesis by Skype.
Scoop.it!
The world of edtech is abuzz this week thanks to a smattering of exciting news. First, we had Stanford creating an entirely new position and office for online learning. Now something that signals a seismic shift in the edtech world. Via catspyjamasnz
Scoop.it!
The amount of technology flooding into classrooms may vary widely, but there’s no denying that it’s a red-hot trend in education. A new study further bolsters this idea as it’s found that digital devices are saving students time, are widely accepted, and are actually making students more likely to do their homework.
All these factoids and more are presented in the study by CourseSmart and Wakefield Research which focused on more than 500 currently enrolled college students. It found that nearly all of the students (98%) that own a device have used it in school. 90% of these students say it saves them time, too. Here’s the rundown of what the study found according to a recent MarketWatch article...
Scoop.it!
Good design is everywhere: on websites, in objects you use in your home, the car you drive every day. But often, design is missing from the modern classroom, and we think that’s a big mistake.
Educators have a lot to learn from the principles of design, bringing strategic thought and creativity to today’s classrooms. Well-designed classrooms and educational plans can have a positive impact on educational outcomes, and it all starts with educators.
Scoop.it!
Role play in face-to-face contexts has been shown to be a powerful teaching design at all levels of education. The arrival of e-learning makes it possible to engage with different types of role play, for example inter-national and inter-institutional collaborations, role plays blending online and face-to-face interaction, role plays blending synchronous and asynchronous media including recordings of the sessions, and role play within distance learning contexts. It is now possible to conduct elaborate and responsive role play activities where the identity of the participants is not immediately apparent, where they may use avatars or inhabit 3D virtual worlds as part of the role play. This paper charts the development of role-based e-learning over the past 20 years in Australia using simple e-learning technologies such as email and online discussion forums and compares this with emerging forms of the e-learning design which are adopting newer technologies in America, Britain and Asia.
Scoop.it!
Tampere University of Applied Sciences has developed a postgraduate certificate program for teaching in higher education that is currently being implemented at Higher Colleges of Technology in the United Arab Emirates. In the design of the program, the principles of authentic e-learning (Herrington, Reeves, & Oliver 2010) have been used as a guideline. This paper examines how the design principles have been transferred into practice and how the elements of authentic learning have been realized from the student perspective. The experiences of the students have been mapped in a survey conducted after the first semester of the program. The data was analyzed with the help of the authentic e-learning framework in order to identify the challenges and successes regarding the implementation of the elements of authentic e-learning and thus draw guidelines for future development.
Scoop.it!
With enrolments falling across the Kimberley and many students failing to complete their courses because of barriers of distance and culture, the University of Notre Dame in Australia’s School of Nursing in Broome had to find a better way of engaging the trainee nurses of the outback. The "Maryanne Martin Hospital" provides students with an authentic virtual hospital environment, problems and tasks; promotes reflective practice; employs collaborative tools and diverse learning pathways and equally engages both on-campus and remote students. Faculty members have developed new ways of teaching. Students are becoming independent learners, using sources of learning and information provided by government and professional organizations outside of and complimentary to the resources provided by teachers and lecturers. In so doing, they are developing lifelong professional learning skills. This paper examines the way in which applying the nine principles of Authentic eLearning design has improved student engagement and educational outcomes.
Scoop.it!
Advanced three-dimensional (3D) virtual reality (VR) technology similar to that used by the film and computer game industries can allow educational developers to rapidly create realistic online virtual environments. This technology has been used to generate a range of online VR-based learning environments across a broad spectrum of industries and educational application areas. This idea is not new; flight simulators have been used for decades to train pilots for both commercial and military aviation. There are a number of lessons that can be learned from the industries that have successfully utilized virtual training and learning systems. Generic rules of thumb regarding the specification, development, application, and operation of these learning environments can be garnered from these industrial training systems and examined in an educational context. In this paper, an online VR-based system developed by the author, ViRILE (Virtual Reality Interactive Learning Environment), is introduced. This software is designed for use by undergraduate chemical engineers and simulates the configuration and operation of a polymerization plant. During the implementation of this and other visual learning environments, a number of complex operational problems were encountered that have required a number of innovative solutions and management procedures to be developed. The implementation of this and other similar systems is also discussed in this paper, and the lessons learned are extrapolated into general pedagogical guidelines to be considered for the development of VR-based online educational learning resources.
|
Scoop.it!
Students and instructors alike at McMaster University recognize that students entering university need broad support in developing the critical thinking skills necessary to be successful in their academic careers and, indeed, to be successful throughout their lives. In an information-rich world, these skills extend beyond mastery of their discipline. They include the ability to define research questions and find and effectively using appropriate resources, regardless of the format. The transition from high school to post-secondary education in terms of research practices and access to material is challenging for many and they often turn to the library staff for help. Currently, one hour of training is offered to class groups at the discretion of the professor and individual support is given to students who request it on a one-off basis. Neither of these is seen as adequate to equip the majority of students with the skills they need.
Geospatial literacy has gained considerable importance in the last decade. Students require considerable support in locating and using resources, including digital maps and aerial photographs that provide information on both natural phenomenon and human activity on the planet. Geospatial literacy is important, not only in science disciplines, but also in history, classics, sociology, and a growing list of other fields. Both information and geospatial literacy are essential for successful student learning.
Scoop.it!
Can we be smarter about taking high-quality online and blended schools to scale—and to educational success? Yes, says this volume, as it addresses such thorny policy issues as quality control, staffing, funding, and governance for the digital sector.
KF: While the focus of this is the K-12 sector in the US - the ideas presented will find resonance in most developed countries and many of the discussions about teaching and learning will transcend the K-12 sector and find acceptance in the higher education arena. Eay to read and thought provoking.
Scoop.it!
What we think of as cutting-edge learning technologies today differ significantly from just a decade ago. Students themselves are changing, too, as their practices are shaped by the technological environment.1 A majority of today's college students would probably not first associate cut-and-paste with scissors and glue; for them technologies like digital cameras have always existed.2 And yet the processes we use to develop technology-enhanced learning spaces have not changed significantly in the past several decades. This chapter explores the space design process in the context of today's technological landscape and suggests ways the process can change to become more effective.
Scoop.it!
In this issue: Planning student and graduate flows Early audit of Australia’s student demand-driven system Researchers’ career pathways and mobility patterns Competition building in international student market Forecasting future student numbersEngaging students in education Students to rate their university experience Enhancing retention and outcomes in a competitive environmentAssessing learning outcomes World first in higher education Healthy prognosis for medical assessment Higher education assessment collaborationContinuous technical improvement Developing and monitoring valid assessments Improving health professions admission testing Online future for university placement tests
Scoop.it!
It's not about the hardware. No laptop, tablet, lapdock, or webtop is going to change education by virtue of its screen resolution, haptic capabilities or processor speed. However, a proliferation of free, cloud-based, high quality, curated curricular materials (videos in particular) just might.
Scoop.it!
"Blended learning is a powerful change in pedagogy from the chalk and talk method of 'lesson delivery'. Teachers can embrace their inner 'Guide on the Side' instead of the 'Sage on the Stage' and foster inquiry, collaboration, and support the 21st century learner.... Inspired by Lee LeFever (@leelefever) when he did a talk at RCAC in London Ontario" Via Henrietta Siemens
Scoop.it!
Digital Literacy No Longer Child's Play As Fears Grow For Australians Being Left Behind In Technology Boom - Pressitt SMNR :- On the eve of Adult Learners' Week, the CEO of a peak…...
Scoop.it!
This ebook is the proceedings of Future Learning Spaces, the 7th annual conference in the Designs on E-Learning series. The Designs on E-Learning conferences were founded by The Centre for Learning and Teaching in Art and Design (cltad), which is based at the University of the Arts London. The main conference topics deal with the technological, social, cultural and aesthetic dimensions of creative learning spaces and will be discussed in four panels with the following themes: 1. Open experimental space
Stefan Sonvilla-Weiss (ed.), Owen Kelly (ed.), “Future Learning Spaces”, 2011, Helsinki, Aalto University publication series, ISBN 978-952-60-4517-7 Download book: https://www.taik.fi/kirjakauppa/images/5c577177ec71cfcd563ca848dab6222a.pdf
Scoop.it!
Stanford University, the hotbed of education innovation, has just announced the creation of a new department and Vice Provost dedicated to online learning. It’s crystal clear that online learning is the future of education at this point … and Stanford is not messing around.
Scoop.it!
There are many definitions of the term community of learners, but regardless of which is used, it is important for instructional designers, instructors, and facilitators to understand how these informal groups can enhance – or thwart – a learning event or program. In this paper, we are particularly interested in “virtual” communities of learners, the challenges they face, and some specific ways that we will try to meet their needs in a web-based learning program designed to facilitate the development of expertise in handling sensitive pharmaceutical products. The design research approach and methodology of the study are explained, together with emerging design principles.
Scoop.it!
This paper attempts a fundamental analysis of the nature of research into e-learning. It starts by considering the phenomenon of e-learning, arguing that e-learning is an artificial, designed phenomenon, and that research approaches need to consider how the e-learning environment works and how it can be improved, before we can consider how effective it is. We also establish that e-learning inquiry involves a mixture of evaluation and research, and we discuss this in the context of different disciplinary and interdisciplinary research approaches, arguing that e-learning evaluation research involves a varying mixture of a ‘search for fundamental understanding’ and ‘consideration of use’. We apply the preceding arguments to the e-learning lifecycle, identifying five different forms of evaluation research which are appropriate at various stages: Baseline Analysis, Design Evaluation, Formative Evaluation, Effectiveness Research, and Project-management Evaluation. These forms can be used to guide the design of an e-learning evaluation-research study, in a cyclical research approach. We recognize the strength of design-based research in this context, without claiming that it is appropriate in all circumstances. The paper then unpacks the process of conducting evaluation research, through the use of divide-and-conquer techniques to break down the complexity of an e-learning evaluation-research study. The five forms of evaluation research allow us to conceptualise specific research questions at a particular position in the e-learning lifecycle, and evaluation-research matrices assist us to identify sources of evidence to address these questions.
Scoop.it!
Bridging Apps: We believe that it is more important to focus on the person who will be using the technology, rather than the device itself. Via Andrea Zeitz
|
