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Responding to Learners Pack : JISC
" This resource pack synthesises the outcomes from the Learner Experiences of e-Learning theme of the JISC e-Learning Programme which funded a total of ten projects from 2005 to 2009, and had the sustained involvement of over 200 learners and more than 3000 survey respondents to explore learners’ perceptions of and participation in technology-enhanced learning in a digital age.
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About - JISC Learner Experience Phase 2 - Brookes Wiki
"This web site synthesises outputs from the JISC Learner Experiences of e-Learning programme. The programme spanned two phases over four years from 2005-2009. It comprised nine research projects in total (two in phase 1 and seven in phase two), employed mixed method approaches, and had the sustained involvement of over 200 learners and more than 3000 survey respondents. Five national workshops were run disseminating the methods and findings."
REAP: Re-engineering Assessment Practices in Scottish Higher Education
The Re-Engineering Assessment Practices (REAP) project involved the implementation and evaluation of new models of assessment practice supported by technology in large cohort first-year classes across three Scottish Higher Education institutions – the University of Strathclyde, Glasgow Caledonian University Business School and the University of Glasgow. It also examined how to embed new assessment practices within institutional strategies and within quality enhancement processes. REAP was one of six projects funded by the Scottish Funding Council under its e-Learning Transformation Programme.
CAD - Learning design process
"The eLearning Group provides support for the design and development of elearning courses and materials for University staff. Academics from across the faculties may submit an initial inquiry at any time. If the project is achievable within the scope of available skills and resources, a development process is defined in the form of a project brief. Projects may involve any or all of the following stages, depending on the specific require"
News: E-Learning's 'Third Phase' - Inside Higher Ed
Though Blackboard's critics have worried the company might monopolize the market for e-learning tools, competition continues to surface -- notably from companies that once were more focused on the administrative side of campus computing.
News: E-Learning's 'Third Phase' - Inside Higher Ed | Diigo
SunGard Higher Education is today announcing plans to integrate Epsilen, a learning-based social networking platform, into its learning-management system. The partnership will give SunGard clients access to Epsilen’s collaboration and e-portfolio tools -- as well as 158 years’ worth of digital archives of The New York Times, whose parent company owns the majority share of Epsilen.
Pedagogy of Online Teaching and Learning
"The resources listed below are designed to provide online RODP/ROCE instructors with principles and best practices for online teaching. "
Online Education in a Traditional University (EDUCAUSE Quarterly) | EDUCAUSE
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Online Education in a Traditional University
Online Education in a Traditional University
Good Ideas
Online Education in a Traditional University
A department’s successful online program ran into insurmountable barriers at the university level; from the ashes comes a proposal for developing a university-wide infrastructure
By Bud McClure and Sandy Woolum
During the past five years we built a sizeable online program in the Psychology Department at the University of Minnesota Duluth. During that time we learned a great deal about how to administer such a program. Our experience also led to the proposal described here for creating an infrastructure to support online programming in a traditional university.
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elearnspace. Learning Management Systems: The wrong place to start elearning
Learning Management Systems (LMS) are often viewed as being the starting point (or critical component) of any elearning or blended learning program. This perspective is valid from a management and control standpoint, but antithetical to the way in which most people learn today.
LMS' like WebCT, Blackboard, and Desire2Learn offer their greatest value to the organization by providing a means to sequence content and create a manageable structure for instructors/administration staff. The "management" aspect of LMS' creates another problem: much like we used to measure "bums in seats" for program success, we now see statistics of "students enrolled in our LMS" and "number of page views by students" as an indication of success/progress. The underlying assumption is that if we just expose students to the content, learning will happen.
- Many HE institutions still think like this, while at the same time professing to be "learner-centred". - willstewart on 2009-09-16
Coopman
Abstract
Blackboard’s e–learning system dominates the online learning software market. In this essay I critically examine the structure of Blackboard’s two online learning delivery systems, Blackboard 8.0 and Blackboard CE6. I identify ways in which the platforms both constrain and facilitate instructor–student and student–student interaction. I addition, I delineate features that sustain and challenge traditional power relationships in the classroom. I conclude with implications for online pedagogy and practical applications for instructors and students.
eLearn: Feature Article
George Siemens is the author of Knowing Knowledge and the recently released Handbook of Emerging Technologies for Learning. He is also associate director of research and development with the Learning Technologies Centre at the University of Manitoba and is the founder and president of Complexive Systems Inc., a learning lab focused on helping organizations develop integrated learning structures to meet the needs of global strategy execution.
Meeting the Top Challenges in Teaching and Learning with Technology (Notes from March 24th discussion session) | EDUCAUSE CONNECT
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Five topics were presented and voted upon, to drill down to two for discussion
1. Creating learning environment that promote active learning, critical thinking, collaborative learning, and knowledge creation. (winner)
2. Developing 21st century literacies
3. Reaching and engaging today’s learners
4. Encouraging faculty adoption and innovation in teaching and learning with IT. (winner)
5.Advancing innovation in teaching and learning in an era of budget cuts
Papers in Current Issue
Greater clarity about the nature of critical thinking and how to support teachers in learning to implement it are needed if we are to respond to broader calls for critical thinking both as a central goal in science education and as a key aspect in the ecology of 21st Century e-learning environments. In this paper, I describe a professional development approach and a conceptual framework used to create critically thoughtful and media-rich science learning resources meant to serve these needs. The conceptual framework is a model of critical thinking developed by the Canadian Critical Thinking Consortium that involves embedding the teaching of five categories of intellectual tools into the teaching of curriculum content. The “tools for thought” include addressing the need for focused and relevant background knowledge, criteria for judgment, thinking concepts, thinking strategies and the development of habits of mind. The professional development approach engages practicing teachers through focused inquiry groups in collaboration with rich media technicians who help to develop the e-critical challenges (lessons). Aspects of this “comet approach” include a series of face-to-face sessions, gradual and planned introduction to use of laptop computers, inquiry oriented teacher-writing teams and expert mentorship for teacher–writers between face-to-face sessions. I explain the unique aspects of both the development process and the challenges in the context of a project involving twelve teachers in the creation of media-rich critical thinking lessons for a Grade 7 science course. Although project assessment data analysis is currently underway, I offer several initial conclusions in relation to the four goals of the project.
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Greater clarity about the nature of critical thinking and how to support teachers in learning to
implement it are needed if we are to respond to broader calls for critical thinking both as a
central goal in science education and as a key aspect in the ecology of 21st Century e-learning
environments. In this paper, I describe a professional development approach and a conceptual
framework used to create critically thoughtful and media-rich science learning resources meant to
serve these needs. The conceptual framework is a model of critical thinking developed by the
Canadian Critical Thinking Consortium that involves embedding the teaching of five categories
of intellectual tools into the teaching of curriculum content. The “tools for thought”
include addressing the need for focused and relevant background knowledge, criteria for
judgment, thinking concepts, thinking strategies and the development of habits of mind.
The professional development approach engages practicing teachers through focused inquiry
groups in collaboration with rich media technicians who help to develop the e-critical
challenges (lessons). Aspects of this “comet approach” include a series of face-to-face
sessions, gradual and planned introduction to use of laptop computers, inquiry oriented
teacher-writing teams and expert mentorship for teacher–writers between face-to-face sessions.
I explain the unique aspects of both the development process and the challenges in the context
of a project involving twelve teachers in the creation of media-rich critical thinking lessons
for a Grade 7 science course. Although project assessment data analysis is currently underway,
I offer several initial conclusions in relation to the four goals of the project.
Donald Clark Plan B
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Web – global test environment
The web is a global test house, where theories and ideas are put to the ultimate test (customer acceptance), on a gra
Main Articles: 'New Schemas for Mapping Pedagogies and Technologies', Ariadne Issue 56
In this article I want to reflect on the rhetoric of 'Web 2.0' and its potential versus actual impact. I want to suggest that we need to do more than look at how social networking technologies are being used generally as an indicator of their potential im
- Some in HE are starting to make this move away from an instructivist approach to one more aligned to social and situated learning. However, they tend to be the brave ones. - willstewart on 2008-12-02
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There is an inherent tension between the rhetoric of Web 2.0 and current educational
practices. -
today’s digital environment is characterised by speed
and immediacy; the ability to access a vast amount of information at the click
of a mouse, coupled with multiple communication channels and social networks.
This seems contradictory to traditional notions of education; the need to reflect,
to build cumulatively on existing knowledge and develop individual understanding
over time. Just as there has been a backlash against ‘fast food’ with the ‘slow
food’ movement, some are arguing for the need to a return to ‘slow learning’
as a counter to the speed and immediacy that digital learning appears to offer. - 8 more annotations...
Blended learning is bunk: Informal learning the future - 26 Nov 2008
Jay Cross, the man who coined the term 'elearning', believes the web is revolutionising the way we learn. Not through the kind of elearning of the 1990s but via the explosion of online communities which effectively democratise the way we learn. Cross believes the era of traditional course-led training is coming to an end and that informal, social learning is the way forward. Mike Levy interviews the guru of new learning approaches.
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