It is our role as teachers to help students develop the skills to problem solve independently and collaboratively use 21st-century skills while not relying on technology to do all of the thinking for them. Just because these students are digital natives, does not mean that they do not need guidance to navigate the digital world–both in terms of learning how to discern important and relevant information from a large swath of data, and also to be able to inquire and solve problems that take time, thought, and energy.
Have you ever wanted to keep a digital history of where you’ve been? I found a solution to this a few months ago with Path, an interesting new application for the iPhone and Android introduced to me by my new colleague Victoria Szabo (@vszabo). Path is a free application that allows you to easily “tag” yourself, pictures, and videos at locations around the world.
The use of social media, particularly Twitter, is a common ProfHacker topic. In fact, back when Twitter was not quite in fashion, ProfHacker was one of the first to make a case as to why academics should consider using Twitter. Since then the site has covered disposable Twitter accounts, Twitter in the classroom, Twitter for conference backchannels, and using Twitter as part of a web presence strategy. The challenge then becomes how to use Twitter effectively.
The ECAR 2012 Symposium, was held June 18–20, 2012, in Boulder, Colorado. This event gave IT and higher education leaders the chance to imagine that the year is 2020 and to speculate about the biggest contributions that IT will have made between now and then to transform higher education. Attendees proposed 16 ideas and then explored the top-4 ideas in greater depth. This bulletin reports the solutions that came of these discussions, identifies the themes and challenges underlying all of the discussions, and shares advice on how to help prepare for and participate in IT’s potential contributions to higher education.
I knew the student evaluations from my spring online class would be harsh, but that harshness exceeded anything I had imagined.
The class was disorganized, students said again and again.
The professor was distant and uninvolved, others growled.
Several students dismissed my attempt to promote peer learning, complained about a lack of feedback, moaned about the added cost of an online class, snarled about my ability as a teacher. One even suggested that I was unfit to teach.
Online learning may solve problems of tuition and the state budget, but it is not a solution to the major problem facing America today: teaching people how to think for themselves...
In other words, Leet Noobs is a story of collaborative, technology-mediated learning. To some extent, it's a story about how people experience learning in gaming environments, which educators should take an interest in because an unbelievable amount of learning happens in these online spaces. What was the last time you worked together in a 40 person group for months to figure out how to solve a puzzle, failing over and over again until you succeed?
TheBrain provides advanced Mind Mapping Software and Knowledge Management Software that uses visualization and intuitive concept maps to enable intuitive searching, browsing, and organization of information.
At Georgia College, educational technology could spawn more educational technology.
A group of graduate students at the Milledgeville, Ga.-based campus have used Apple’s iBookstore to publish a video- and image-laden eTextbook filled with information and advice for educators hoping to better incorporate technology in their classroom lessons.
The eBook, “Using Technology in Education,” is a student-created textbook available for the iPad and available for free in the iBookstore, which was introduced in January.
Nine graduate students in Associate Professor Chris Greer’s Advanced Technology for Teachers course researched, filmed, and photographed the text and images used in the ed-tech textbook, covering myriad topics from social media use in education and document cameras to advances in assistive technology and eReaders.
Colleges that want to set the stage for their students to succeed should stop hiring adjunct professors at the last minute and then denying those instructors access to the technology and resources they need to teach effectively, a new report suggests.
Let's say Professor Smith wanted to use Understoodit. She would start by creating an account and choosing the screen name 'smith'. Professor Smith would then tell her students to go to understoodit.com/smith on their laptop, tablet or smartphone. When students are confused they would click the 'confused' button, and when they understand they'd click 'understood', and in real-time Professor Smith can see the percentage of students that understand. It's that simple.
Professor Smith's students only need to create accounts if she wishes to keep track of their progress or answers. This means that Professor Smith can use Understoodit at conference presentations, even if her audience members don't have Understoodit.com accounts.
This is how two hot concepts in higher education can be blended to beat the status quo and get educators and students on the same page with digital literacy.
Many times, it's the educators who stand in the way of effective digital literacy-social media connections. Getting them into the right mindset to meld the two can be a challenge, said Ward. "A cultural shift has to take place because most professors are used to working in their own silos," he explained. "They're not necessarily accustomed to sharing and don't like to be told how to teach or what to do." To overcome that obstacle, Ward said institutions must create a culture of accountability that includes continuous feedback, acknowledgement, and rewards to empower change.
Stanford University announced the creation of an Office of the Vice Provost for Online Learning today, appointing computer science professor John Mitchell as the office’s inaugural head.
Online learning is proving to be equal if not superior to the traditional classroom setting when measured in terms of faculty perception, student satisfaction, and evidence-based achievement of desired learning outcomes. In this webinar led by Brenda Watkins and Celeste Fenton of Hillsborough Community College, you will “pack your backpack” with practical strategies to improve student motivation and engagement in your distance learning courses. Administrators of online courses and programs will discover ways to measure effectiveness to determine alignment with program goals and comparability to program courses delivered via other modes as well as professional development models that facilitate stellar online teaching. This session will serve as an introduction or refresher for instructors new to teaching online, or as a means to encourage fresh thinking for experienced online faculty or administrators charged with evaluating online course/program rigor and effectiveness.
The annual 2011 Student Feedback Loop surveyed 2,835 students from 11 different institutions across the United States and Australia to gauge their views on blended learning and lecture capture technology.
The resulting data was incorporated into a new white paper, Blended Learning Technology: Connecting with the Online-All-the-Time Student. This paper offers valuable insights into students' preferences for delivery of instruction, learning styles and study resources.
The second-largest university system in the United States, California State University, is launching a new, fully online program called Cal State Online, which will offer a selection of undergraduate degree completion and professional master's...
Services such as Khan Academy and Ted Ed – the darlings of the education world at the moment – present a fairly traditional, didactic mode of education. Transferring the lecture model to an online space certainly increases a potential audience and addresses accessibility to resources where they might not otherwise be available. The format also resonates well with the general community who – if they were born, say, before 1996 – can identify strongly with the pedagogical approach and wistfully wonder “If only I had something like that when I was at school.”
Today, enrolment in online courses is growing at a faster rate than that of higher education overall, and more schools are striving to increase their web-based programmes. However, while many courses made an easy transition to online instruction, educators have struggled to create high-quality, foreign language courses and even foreign language degree programmes offered exclusively over the Internet.
From tips on popular authoring tools to ideas for generating team engagement, this complimentary eBook provides 52 ideas to help you create and deliver high-quality eLearning, drawing on the experience of 12 experts who ...
Michael Wesch has been on the lecture circuit for years touting new models of active teaching with technology. The associate professor of cultural anthropology at Kansas State University has given TED talks. Wired magazine gave him a Rave Award. The Carnegie Foundation for the Advancement of Teaching once named him a national professor of the year. But now Mr. Wesch finds himself rethinking the fundamentals of teaching—and questioning his own advice.
The commentary on that page is probably more interesting than the article. It raises that hoary old question that few poeple seem willing to answer definitivley - "what is teaching?". How does it connect with "learning"?
Can students produce their own learning content? Cathy Davidson (@cathyndavidson) thinks so, and has been challenging educators to make this happen. Last semester I modestly attempted answer her call by asking my students to create their own annotated critical edition of a literary text. This assignment was part of a “Literary Research” seminar, a gateway course that introduces students to research methodologies for the literature major. One of its pedagogical goals is to train students to recognize how the critical reception of a text changes over time.
Do you see online learning as a critical component of the long term strategy of your institution?
Is it your sense that faculty acceptance of online learning is on the increase or decrease?
What training do faculty members receive for teaching online? Is any of it mandatory?
What, from your perspective, are the most critical challenges for your institution that online learning is helping to address?
Partnerships: How important are partnerships to your online learning initiatives? Which institutions are your natural partners in pursuing online learning?
Is there any particular external help you seek for your online offerings? What is the principal value that an external agency could provide for you?
We put these six questions to a group of five of Ontario’s 20 university presidents and seven of the 24 college presidents as well as leaders at of some of the key stakeholder groups within the province’s post-secondary education sector. In selecting the colleges and universities we took into consideration institutional size, geographic location and mandate.
There’s big talk these days about “big data” in education—looking for patterns of behavior as students click through online classrooms and using the insights to improve instruction. One start-up company that manages online discussion forums for thousands of courses recently performed its first major analysis of behavioral trends among students, and found what its leaders say amounts to advice for instructors.
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