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clconzen

"Game Changers: Education and Information Technology" a free publication from EDUCAUSE ... - 7 views

net.educause.edu/...pub7203.pdf

elearning

shared by clconzen on 10 May 12 - No Cached
  • Randolph Hollingsworth on 10 May 12
     
    published by EDUCAUSE, 2012 - asks "How can we reach more learners, more effectively, and with greater impact?" also.... * How will your institution negotiate the new geography of learning? * In a world where information is always accessible, how will teaching and learning change? * What will constitute an institution of higher education in the future? * How do we ready our institutions, our students, and ourselves for what higher education can-and must-become?
  • Sarah Horrigan on 10 May 12
     
    'Game Changers: Education and Information Technologies explores the tools and processes that can improve the quality, flexibility, and scalability of postsecondary education. The book takes a hard look at the education landscape today and asks what that landscape might look like tomorrow. It asks important questions and pushes us to open our minds about how technology will shape the universe of possibility for tomorrow's students' Edited by Diane G. Oblinger
  • clconzen on 27 May 12
     
    "Game Changers: Education and Information Technology" a free publication from EDUCAUSE (pdf) http://t.co/uLJEi8vP
david stong

The Power of Social Presence for Learning (EDUCAUSE Review) | EDUCAUSE.edu - 49 views

www.educause.edu/...power-social-presence-learning

social learning educause

shared by david stong on 21 May 14 - No Cached
  • david stong on 21 May 14
     
    "Social presence remains the key to a successful learning experience"
paul lowe

Web 2.0 Storytelling: Emergence of a New Genre (EDUCAUSE Review) | EDUCAUSE CONNECT - 3 views

connect.educause.edu/...47444

educause web2.0 webtools storytelling stories microcontent social_media social_networks

shared by paul lowe on 01 Nov 08 - Cached
  • A story has a beginning, a middle, and a cleanly wrapped-up ending. Whether told around a campfire, read from a book, or played on a DVD, a story goes from point A to B and then C. It follows a trajectory, a Freytag Pyramid—perhaps the line of a human life or the stages of the hero's journey. A story is told by one person or by a creative team to an audience that is usually quiet, even receptive. Or at least that’s what a story used to be, and that’s how a story used to be told. Today, with digital networks and social media, this pattern is changing. Stories now are open-ended, branching, hyperlinked, cross-media, participatory, exploratory, and unpredictable. And they are told in new ways: Web 2.0 storytelling picks up these new types of stories and runs with them, accelerating the pace of creation and participation while revealing new directions for narratives to flow.
  • paul lowe on 01 Nov 08
     
    A story has a beginning, a middle, and a cleanly wrapped-up ending. Whether told around a campfire, read from a book, or played on a DVD, a story goes from point A to B and then C. It follows a trajectory, a Freytag Pyramid-perhaps the line of a human life or the stages of the hero's journey. A story is told by one person or by a creative team to an audience that is usually quiet, even receptive. Or at least that's what a story used to be, and that's how a story used to be told. Today, with digital networks and social media, this pattern is changing. Stories now are open-ended, branching, hyperlinked, cross-media, participatory, exploratory, and unpredictable. And they are told in new ways: Web 2.0 storytelling picks up these new types of stories and runs with them, accelerating the pace of creation and participation while revealing new directions for narratives to flow.
Kelvin Thompson

ELI 2012 General Sessions and Featured Presentations - 39 views

www.educause.edu/webcasts

eli eli2012 video presentations conferences educause learning technology edtech highered analytics blended dziuban gardner campbell gardner blogging morphological constructionism end-of-term evaluations

shared by Kelvin Thompson on 15 Feb 12 - No Cached
  • Kelvin Thompson on 15 Feb 12
     
    Video capture of the general sessions and featured presentations from the Educause Learning Initiative 2012 conference in Austin, Texas.
anonymous

U-Pace: Facilitating Academic Success for All Students (EDUCAUSE Quarterly) | EDUCAUSE - 5 views

www.educause.edu/...242666

kahn

shared by anonymous on 10 Jan 12 - No Cached
  • anonymous on 10 Jan 12
     
    The U-Pace instructional approach combines self-paced, mastery-based learning with instructor-initiated Amplified Assistance in an online learning environment. Extensive evaluation showed that, compared to conventional instruction approaches, U-Pace instruction facilitated greater learning and greater academic success for all students in Introduction to Psychology courses. In terms of resources, U-Pace requires only a learning management system (such as Blackboard, Desire2Learn, or Moodle). U-Pace can be applied in any course or discipline, and resources to help instructors adopt the U-Pace approach are freely available.
jaimetong

Educational Blogging (EDUCAUSE Review) | EDUCAUSE - 1 views

www.educause.edu/...157920

blogging in education

shared by jaimetong on 28 Feb 12 - Cached
  • "Instead of assigning students to go write, we should assign them to go read and then link to what interests them and write about why it does and what it means."37
  • Blogging is about, first, reading. But more important, it is about reading what is of interest to you: your culture, your community, your ideas. And it is about engaging with the content and with the authors of what you have read—reflecting, criticizing, questioning, reacting.
  • For blogging in education to be a success, this first must be embraced and encouraged.
  • jaimetong on 28 Feb 12
     
    An older article (circa 2004), but it contains relevant points on blogging by students in a classroom environment.
Maria José Vitorino

To Share or Not to Share: Is That the Question? (EDUCAUSE Review) | EDUCAUSE - 28 views

www.educause.edu/...209321

faculty opensource copyright resources tools share web2.0

shared by Maria José Vitorino on 22 Aug 10 - Cached
  • Open digital faculty do more than just share and participate in open resources; they transfer their approaches to the teaching space. Learning becomes a shared activity in which the students also collaborate and participate in shaping the course activities. Student participation takes place in open environments where students might tweet what they learn, share insights on a group blog, create their own website of resources, or participate in a class wiki.
  • The difference is that today's sharing facilitators leverage technology to reach a much wider audience.
  • Although the natural inclination toward sharing cannot be altered, the moral responsibility to share can be influenced by the surrounding culture. The sense of obligation to share or not to share may be similar to the decision to be a vegetarian. For some, it is a lifestyle choice that may form slowly over a long period of time after many conversations with friends and colleagues. For others, the change can be sudden: a paradigm shift caused by participation in an unusual event. If an institution places value on faculty participation in open academic communities and social media activities (e.g., academic blogging), that culture can slowly influence faculty to be more open.
  • ...4 more annotations...
  • These digital activities should not be the sole measure of tenure, but they should be counted in the tenure formula. The irony today is that if the open activity is analog (e.g., participation on a committee), it likely counts toward tenure, but if the open activity is digital (e.g., writing an academic blog), it probably does not.
  • They will push at (and leak out of) the boundaries of whatever learning management system (or other enterprise systems) the institution wants them to use. This is not because they are uncooperative; it's simply that these enterprise systems tend to be locked down, allowing only employees and students to share within these environments
  • For me, an interesting side effect of sharing on the open web is that I've learned to be more careful about what I say and write.
  • Looking for indicators of open digital faculty is easier than coming up with a strict definition. The presence of several of the following characteristics should be taken as an indication of open digital faculty: Writing a public blog or maintaining a public wiki to share academic interests Freely sharing what might otherwise be guarded intellectual property (e.g., textbooks, research-in-progress, computer programs, course materials, artwork) Participating in a learning community in a social networking platform (e.g., Twitter or LinkedIn discussion groups) Participating in a social network that includes students, both current and past (e.g., Facebook) Encouraging students to participate in class-related projects that employ web-based media (e.g., student blogs, group wikis) Creating or participating in open courses Sharing video or audio content created for a course (e.g., podcasts) Sharing information and ideas from conference talks on the web (e.g., recordings, tweets, presentation links)
  • Daryl Bambic on 22 Aug 10
     
    Open digital faculty do more than just share and participate in open resources; they transfer their approaches to the teaching space. Learning becomes a shared activity in which the students also collaborate and participate in shaping the course activities. Student participation takes place in open environments where students might tweet what they learn, share insights on a group blog, create their own website of resources, or participate in a class wiki.
  • Maria José Vitorino on 18 Dec 10
     
    University context for open sources, sharingand digital trends era
Daryl Bambic

Access to Knowledge as a Foundation for an Open World (EDUCAUSE Review) | EDUCAUSE - 9 views

www.educause.edu/...209327

shared by Daryl Bambic on 22 Aug 10 - Cached
  • The rights to be a creator, to govern and develop one's own knowledge, and to share with others are fundamental freedoms for the Internet age.
  • Daryl Bambic on 22 Aug 10
     
    The rights to be a creator, to govern and develop one's own knowledge, and to share with others are fundamental freedoms for the Internet age.
Ben Rimes

A Personal Cyberinfrastructure (EDUCAUSE Review) | EDUCAUSE - 3 views

www.educause.edu/...178431

shared by Ben Rimes on 11 Sep 09 - Cached
  • Pointing students to data buckets and conduits we've already made for them won't do. Templates and training wheels may be necessary for a while, but by the time students get to college, those aids all too regularly turn into hindrances. For students who have relied on these aids, the freedom to explore and create is the last thing on their minds, so deeply has it been discouraged. Many students simply want to know what their professors want and how to give that to them.
    • Ben Rimes
      Ben Rimes on 29 Jan 12
       
      This is why the gradual release of responsibility is so important at all levels of education. While some meta-responsibilities need to be unloaded onto the learner at a very young age (scheduling and structuring work time, note taking, reflection, etc.), other tasks and scripts for learning within the context of a specific discipline can be scaffolded and then released to the learner throughout K-12.
Bruce Gorrill

From Distraction to Engagement: Wireless Devices in the Classroom (EDUCAUSE Quarterly) ... - 55 views

www.educause.edu/...192959

Web2.0 Education teaching social media Distraction

shared by Bruce Gorrill on 03 Jan 10 - Cached
  • Bruce Gorrill on 03 Jan 10
     
    The "professor versus laptop (or other wireless access device)" issue is a false construct if we view technology-mediated learning as a social system offering many ways to alter one component and thus change the whole system. Rather than seeing distraction as a challenge, educators can see it as an opportunity to reflect upon and change the design of their entire instructional approach. Creative and innovative educators can use technology innovations to help reform teaching, similar to the way Guttenberg's press helped bring about scientific revolution and modern authorship.
Dimitris Tzouris

Faculty and IT: Conversations and Collaboration (EDUCAUSE Review) | EDUCAUSE - 20 views

www.educause.edu/...202355

it collaboration faculty technology pedagogy

shared by Dimitris Tzouris on 21 Apr 10 - Cached
  • IT staff should participate in academic planning to develop course projects and institution-wide outcomes, and faculty should sit on technology committees to develop shared goals and values with IT staff.
  • Only with the insight this provides can IT staff propose systemic technological solutions that meet the specific needs, as well as the broader academic objectives, of faculty.
  • faculty need to know how students learn with technology and what students can create or do because of it.3
  • ...4 more annotations...
  • the most effective collaborations come from a common sense of purpose and goals.
  • In the spirit of building relationships and sharing knowledge, IT staff could sit in classes to observe the teaching and learning process and to see how technology is — or could be — used. Faculty could attend academic technology conferences alongside IT staff. And when a technology solution is warranted, IT staff could provide faculty with a vetted set of instructional technology tools to explore and choose from. In return, faculty can invest in becoming tech-savvy enough to assess, and ultimately use, those tools. Faculty won't be blindly "window shopping" for technology tools, and IT staff won't be proposing solutions in a vacuum; instead, they will be sharing in goals and challenges.
  • faculty need technology that helps them to be better professors and that helps students become more sophisticated learners.
  • Faculty can start by identifying specific teaching and learning challenges they are trying to resolve, as individuals and as a faculty body, and can then challenge themselves and IT staff to find creative ways to solve them.
June Griffin

Mobile Perspectives: On teaching Mobile Literacy (EDUCAUSE Review) | EDUCAUSE - 62 views

www.educause.edu/...226160

mobile mobilelearning

shared by June Griffin on 29 May 11 - No Cached
  • June Griffin on 29 May 11
     
    brief article suggests that using mobile phones in class can enhance 1) Understanding INformation Access 2) Understanding Hyperconnectivity 3) Understanding the New Sense of Space
rief61

There's Something in the Air: Podcasting in Education (EDUCAUSE Review) | EDUCAUSE - 1 views

www.educause.edu/...158014

Podcasting

shared by rief61 on 18 Jul 11 - Cached
  • magine a busy commuting student preparing both emotionally and intellectually for class by listening to a podcast on the drive to school, then reinforcing the day’s learning by listening to another podcast, or perhaps the same podcast, on the drive back home.
    • rief61
      rief61 on 18 Jul 11
       
      Can I use video camera to capture in class reading? What kind of parental permission is needed?
  • native expressiveness,
  • s there a noncommercial alternative to Podshow, Odeo, or other such services? Yes: “Ourmedia: The Global Home for Grassroots Media” (http://www.ourmedia.org/).
  • ...4 more annotations...
  • Apple’s iTunes version 4.9, which incorporates an extensive podcast directory-and-subscription service into the structure of the iTunes Music Store.
  • Why is Apple’s embrace of podcasting troubling to educators? Because this easy-to-use audio-content manager just happens to sit inside a store that sells music.
    • rief61
      rief61 on 18 Jul 11
       
      So what...kids don't buy music anyway.
  • Listening is an activity. No good audience is passive.
    • rief61
      rief61 on 18 Jul 11
       
      In class, students must learn to listen. Podcasts can be repeated.
  • Done well, podcasting can reveal to students, faculty, staff, communities—even the world—the essential humanity at the heart of higher education. Among the impressive facilities and intricate processes, colleges and universities are essentially collections of human beings who seek to share the fruits of their labors with the world that helps support them. If this position seems extreme or sentimental, consider Todd Cochrane’s assertion: “Podcasting represents a new way for individuals to communicate about the things they love. They can actually broadcast content that comes from their hearts.”10 If a mass-market text on podcasting begins by stressing the affective dimension of this new medium, educators would do well to think about how they might harness that energy in their teaching and learning practices.
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