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Alicia Fernandez

Top-Ten IT Issues, 2013: Welcome to the Connected Age (EDUCAUSE Review) | EDUCAUSE.edu - 0 views

www.educause.edu/...ues-2013-welcome-connected-age

IT issues educational technology technology and education

shared by Alicia Fernandez on 12 Jun 14 - No Cached
  • Alicia Fernandez on 12 Jun 14
     
    The EDUCAUSE IT Issues Panel has identified its annual top-ten IT issues for higher education. This year's issues reflect the increasing interconnections among external forces, institutional strategic priorities, and information technology in higher education.
lkryder

Empowering Students in the Age of Big Data | EDUCAUSE.edu - 0 views

www.educause.edu/...powering-students-age-big-data

students data educause analytics privacy literacy

shared by lkryder on 12 Jun 14 - No Cached
  • Leaders in higher education explored the promise and peril of "big data" in learning, student support, and college completion.
  • lkryder on 12 Jun 14
     
    resources for and and as a result of EDUCAUSE summit
Danielle Melia

Classroom Collaboration Using Social Bookmarking Service Diigo (EDUCAUSE Quarterly) | E... - 1 views

www.educause.edu/...236685

education learning teaching online technology Web2.0

shared by Danielle Melia on 01 Jun 12 - No Cached
  • Danielle Melia on 01 Jun 12
     
    Social bookmarking websites enhance and improve the learning experience by encouraging group collaboration and making organizing and saving web resources faster and easier for students. Social bookmarking services offer greater scope for research, integration, and collaboration compared to the more traditional bookmarking applications such as browsers, which offer limited functionality.
Amy M

Through the Open Door: Open Courses as Research, Learning, and Engagement (EDUCAUSE Rev... - 0 views

www.educause.edu/...209320

shared by Amy M on 05 Jun 12 - Cached
  • A massive open online course (MOOC) is a potential byproduct of open teaching and learnin
  • Although courses are under pressure in the "unbundling" or fragmentation of information in general, the learning process requires coherence in content and conversations. Learners need some sense of what they are choosing to do, a sense of eventedness.5 Even in traditional courses, learners must engage in a process of forming coherent views of a topic.
  • The community-as-curriculum model invert
  • ...2 more annotations...
  • the position of curriculum: rather than being a prerequisite for a course, curriculum becomes an output of a course.7
  • Roles of Educators in Online Courses
  • Amy M on 05 Jun 12
     
    A research article about best practices in open education
Catherine Strattner

How Students Develop Online Learning Skills (EDUCAUSE Quarterly) | EDUCAUSE - 1 views

www.educause.edu/...157435

Time Management Online Learning

shared by Catherine Strattner on 07 Jun 12 - Cached
  • Catherine Strattner on 07 Jun 12
     
    This is a research based article on developing online learning skills.
Melissa Pietricola

Managing the Platform: Higher Education and the Logic of Wikinomics (EDUCAUSE Review) |... - 0 views

www.educause.edu/...163579

education platform managing

shared by Melissa Pietricola on 15 Jun 10 - Cached
  • Wikipedia and other social networking sites provide a space or platform upon which all kinds of activities can flourish, with the idea of a platform transcending any particular technology or application and referring to either virtual or physical worlds. Collaboration among many users upon such a platform often produces unplanned and emergent
  • results—results frequently unattainable in a command-and-control management setting
  • the logic of commons-based peer production, and the logic of platform management transform the idea of the university and the very activities—teaching and learning, research, and publishing—that lie at the heart of this enterprise
  • ...12 more annotations...
  • But at its heart, the university was born to provide a structure to govern the student-teacher relationship.
  • development of Wikiversity (http://en.wikiversity.org/wiki/Wikiversity:Main_Page), an initiative from the Wikimedia Foundation
  • materials are produced by Wikiversity participants, who are, like their counterparts in Wikipedia, motivated volunteers. In addition, the Wikiversity course materials, unlike those made available by MIT, are editable by users
  • . Instead, students are invited to work together, to engage in discussion, to solve problems, and to otherwise “construct their knowledge.”
  • transformed into a kind of platform where students were invited to explore/create/construct knowledge. Peer production is very much a part of the constructivist classroom setting.
  • Put another way, the role of the teacher in a constructivist setting is like being a “procedural author,” as defined by Janet Murray when discussing virtual reality spaces.9
  • are more theme-parks than sandboxes,” meaning that learning is made as uniform and as controlled as possible (under the name of “standardization” and “outcomes-based” assessments).
    • Melissa Pietricola
      Melissa Pietricola on 15 Jun 10
       
      This is a great analogy-we have our kids waiting in line to have them produce cookie-cutter results..
  • In contrast, a sandbox conjures up images of unstructured, unplanned, emergent play that is determined by the players. Imagine a university organized and managed like a sandbox, where teachers and students are invited to play and create in an unstructured environment—or, rather, in an environment structured by their own actions, choices, and decisions.
  • Concerns would surely be raised about the quality of these credentials, similar to the debates about the quality of the articles in Wikipedia
  • To what degree will such informal learning and “credentialing by reputation” be legitimated and accepted by society?
  • emerge from the decisions, the edits, the additions, and the deletions of a number of people, all bound by the rules and protocols of Wikipedia
  • The wiki-ized university will probably not displace the traditional university but will likely exist alongside it, albeit in direct competition.
Melissa Pietricola

Reducing the Online Instructor's Workload (EDUCAUSE Quarterly) | EDUCAUSE - 0 views

www.educause.edu/...157409

shared by Melissa Pietricola on 13 Jun 10 - Cached
  • Automate parts of the course whenever possible.
  • Create a “What’s New” section to let your students focus on new assignments or learning materials without having to review the entire course. This also minimizes the amount of e-mail questions you will receive regarding assignments
  • Communicate with students early in the semester about how to best use the course
  • ...3 more annotations...
  • Determine what kind of technical support you have available.
  • substituting peer, computer, or self-assessment options. Group assignments often require less teacher assessment than do individual assignments
    • Melissa Pietricola
      Melissa Pietricola on 14 Jun 10
       
      I am considering requiring group posts to our discussion board that critique the other groups' work. I'm hoping this will cut my grading down to a quarter of what it would be.
  • Post any new e-mail questions or general problems on the FAQ and “What’s New” sections to minimize repetitive e-mail questions from others in the class
Joan Erickson

Games for Higher Education: 2008 (EDUCAUSE Review) | EDUCAUSE - 0 views

www.educause.edu/...163066

shared by Joan Erickson on 06 Aug 10 - Cached
  • games can tie into constructivist pedagogy
  • gaming influences how they perceive and use information
  • Some libraries have hosted game nights or have developed a digital game collection for access and preservation purposes
  • Joan Erickson on 06 Aug 10
     
    by Bryan Alexander---talks about how to use gaming to help the learning process, the rationale for working gaming into teaching
  • Joan Erickson on 06 Aug 10
     
    this is Bryan Alexander's blog site. There's one more article about him and his beliefs I will diigo
Amy M

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views

www.educause.edu/...162420

shared by Amy M on 28 May 09 - Cached
  • 30 million people today qualified to enter a university who have no place to go. During the next decade, this 30 million will grow to 100 million. To meet this staggering demand, a major university needs to be created each week.
  • Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them.
  • Web 2.0,
    • jessica mascle
      jessica mascle on 28 May 09
       
      ?
    • Amy M
      Amy M on 04 Jun 12
       
      Web 1.0 was individuals accessing information.  Web 2.0 is the "social web."  Users focusing on social interaction rather than just getting conent.
  • ...26 more annotations...
  • from access to information toward access to other people.
  • What do we mean by “social learning”?
  • e that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
  • Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      The dichotomy between Cartesian and Social Learning is problematic, and this is one of the reasons why. If Social Learning still comes down to group learning from each other, it remains unclear what would be the "alternative" model of learning/teaching between group users, if not substance/pedagogy.
  • But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Schools of Ed/teacher prep programs are being charged with providing "clinically rich" programs that engage candidates more actively, earlier, and more frequently in their program of study. This is proving to be difficult to actualize in the current wave of APPR uncertainty.
  • apprenticeship
  • open source movement
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      Open Source Project may be a model for building up knowledge base among devoted users who are willing to follow the "path" set by predecessors. It is quite another issue whether it is a model for education.
  • Digital StudyHall (DSH)
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      It's not clear in what sense this DSH method is an example of social learning.
  • We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
  • open participatory learning ecosystems
    • b malczyk
      b malczyk on 30 May 12
       
      Not only is it a matter of "if" such campuses are a possibility, but "should" such campuses be a priority. If online and distance education can yield at least comparable results to traditional academic settings, then their ease of accessibility and lower overhead costs warrant further exploration as a viable possibility.
  • “I think, therefore I am,” and from the assumption that knowledge is something that is transferred to the student via various pedagogical strategies, the social view of learning says, “We participate, therefore we are
  • provided students with opportunities to observe and then to emulate how experts function
    • b malczyk
      b malczyk on 30 May 12
       
      How does the open source idea fit with fields like medicine or chemistry where knowledge is less "socially constricted"? 
    • Amy M
      Amy M on 04 Jun 12
       
      Open Source/Access research.  One of the problems right now is that the NIH or fed government will pay for research, but the public then had to pay for the results of that research.  We are paying for the same research twice.  Open Access Journals (see Harvard Memo) hopes to change this.
  • seeking the knowledge when it is needed in order to carry out a particular situated task.
    • b malczyk
      b malczyk on 30 May 12
       
      Knowledge that is obtained when "needed" then answers the famous question many high school students ask their teachers, "When will I ever use this?" 
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      I grew to see high school as a time for exposure to all disciplines in order to find what best suited one in preparation for college or the workplace. Now I am wondering if the multiplicity of disciplines will be "tailored" to fit the personal interests of the learner. Will differentiating for all eradicate the question Ben mentions?
  • all student writing was done on public blogs
    • b malczyk
      b malczyk on 31 May 12
       
      This form of education was also based on what could be called an industrial style of education. They education system became an extension of industry--students were passed along on the assembly line from one course to the next, year after year and came out a finished produce with similar skills and altitudes as their peers. Now education has and can become more narrow and niche based and less industrial.
  • This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      This is the model embraced by most teacher ed programs.
    • Amy M
      Amy M on 04 Jun 12
       
      Which has its advantages and disadvantages. 
  • In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.
  • And at the third level, any participant in Second Life could review the lectures and other course materials online at no cost. This experiment suggests one way that the social life of Internet-based virtual education can coexist with and extend traditional education.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Will the professions embrace as colleague one who excels in a non-credit course of study or will opportunities continue to be closed to those who don't present the "right" credentials?
  • Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, and study groups that naturally arise on campus to include their broader networks. Even though these extended connections were not developed to serve educational purposes, they amplify the impact that the university is having while also benefiting students on campus.14 If King is right, it makes sense for colleges and universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      I am wondering if "leveraging" these networks will become a basis for funding in the case of state colleges and universities.
  • he site’s developers note: “We fundamentally believe that the new electronic environment and its tools enable us to revive the humanistic spirit of communal and collaboratively ‘playful’ learning of which the Decameron itself is the utmost expression.”
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      The notion of 'playful' learning is my ideal; this seems to be at odds with the test drill environment I am currently observing in grades 3 - 6. Currently, it seems as though there are two tracks developing in "Learning 2.0": assessment-driven and learner-driven.
  • As more of learning becomes Internet-based, a similar pattern seems to be occurring. Whereas traditional schools offer a finite number of courses of study, the “catalog” of subjects that can be learned online is almost unlimited. There are already several thousand sets of course materials and modules online, and more are being added regularly. Furthermore, for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
  • that will support active, passion-based learning: Learning 2.0. This new form of learning begins with the knowledge and practices acquired in school but is equally suited for continuous, lifelong learning that extends beyond formal schooling.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Surely the content and skills currently being taught and assessed Pk-12 must give way to a new set of literacies.
  • In addition to supporting lecture-style teaching, Terra Incognita includes the capability for small groups of students who want to work together to easily “break off” from the central classroom before rejoining the entire class. Instructors can “visit” or send messages to any of the breakout groups and can summon them to rejoin the larger group.
  • CyberOne Classroom in Second Life
  • Jeanne Cousineau on 28 May 09
     
    Social View of Learning
Michael Lucatorto

Asynchronous and Synchronous E-Learning (EDUCAUSE Quarterly) | EDUCAUSE - 0 views

www.educause.edu/...163445

shared by Michael Lucatorto on 08 Jun 11 - Cached
  • In the [asynchronous discussions] it is easier to find some more facts, maybe have a look in a book and do more thorough postings.In fact, according to Kock’s estimate,18 an exchange of 600 words requires about 6 minutes for complex group tasks in face-to-face settings, while exchanging the same number of words over e-mail would take approximately one hour.
  • Almost every sentence in the asynchronous discussions of the smaller group, and a vast majority of sentences in the larger group, were classified as content-related. This is a remarkable result—imagine if learners on campus spent more than 90 percent of their time discussing issues related to course content. These results can also be interpreted as troublesome, however. If e-learners seldom meet face-to-face and teachers mainly rely on asynchronous e-learning, students might feel isolated and not part of learning communities, which is essential for collaboration and learning.15
Diana Cary

Asynchronous and Synchronous E-Learning (EDUCAUSE Quarterly) | EDUCAUSE.edu - 0 views

www.educause.edu/...ous-and-synchronous-e-learning

synchronous asynchronous

shared by Diana Cary on 17 Jun 13 - No Cached
  • Almost every sentence in the asynchronous discussions of the smaller group, and a vast majority of sentences in the larger group, were classified as content-related.
  • This is a remarkable result—imagine if learners on campus spent more than 90 percent of their time discussing issues related to course content
William Meredith

Constructing Experiential Learning for Online Courses: The Birth of E-Service (EDUCAUSE... - 0 views

www.educause.edu/...online-courses-birth-e-service

shared by William Meredith on 24 Jun 12 - No Cached
  • . In this environment, teachers become mentors and guides rather than the "all knowing" authority often associated with the traditional face-to-face format. In addition, new issues and challenges have begun to materialize from this new paradigm, prompting investigations related to the quality of online instruction:
  • engage distance students in their local communities through experiential learning opportunities.
  • provide community service as part of their academic coursework, learn about and reflect upon the community context in which the service is provided, and develop an understanding of the connection between service and their academic work.3
  • ...5 more annotations...
  • t becomes difficult to develop experiences for distance students that continue to provide work-based experiences and engage them as members in their local communities.
  • Reflection is a major component of service-learning
  • When conducting online courses, e-service offers excellent outreach to community organizations and fills a void in meeting community needs. As the educational paradigm shifts to more distance learning, students will be looking for ways to gain work experience and build long-lasting partnerships with their communities that will benefit their future careers. The experiences provide rich, authentic, hands-on training for students.
  • E-learning challenges students to think in new ways, explore new ways of problem solving, and raise critical questions about their learning and service. E-service enhances student academic experience through experiential learning that reflects the complex issues of students' future workplaces. Students get the opportunity to wrestle with complex issues right in their own communities and to become a part of the solution. These solutions are shared with peers statewide, assisting other small towns and businesses that may have similar needs.
  • Because online students tend not to be the traditional age of on-campus students and usually work a 40-hour week in addition to going to school, access to a community partner can be a challenge.
  • William Meredith on 24 Jun 12
     
    Creating service-learning in an online environment
Heather Kurto

The Future of Online Teaching and Learning in Higher Education: The Survey Sa... - 0 views

www.educause.edu/...education-survey-says%E2%80%A6

Survey online teaching

shared by Heather Kurto on 06 Jul 12 - No Cached
  • misconceptions and myths related to the difficulty of teaching and learning online, technologies available to support online instruction, the support and compensation needed for high-quality instructors, and the needs of online students create challenges for such vision statements and planning documents.
  • Adding to this dilemma, bored students are dropping out of online classes while pleading for richer and more engaging online learning experiences.1 Given the demand for online learning, the plethora of online technologies to incorporate into teaching, the budgetary problems, and the opportunities for innovation, we argue that online learning environments are facing a "perfect e-storm," linking pedagogy, technology, and learner needs.
  • cation. In this study, Keeton interviewed faculty in postsecondary institutions, who rated the effectiveness of online instructional strategies. These instructors gave higher ratings to online instructional strategies that "create an environment that supports and encourages inquiry," "broaden the learner's experience of the subject matter," and "elicit active and critical reflection by learners on their growing experience base."12
  • ...7 more annotations...
  • When asked about several emerging technologies for online education, 27 percent of respondents predicted that use of course management systems (CMSs) would increase most drastically in the next five years. Those surveyed also said that video streaming, online testing and exam tools, and learning object libraries would find significantly greater use on campus during this time. Between 5 and 10 percent of respondents expected to see increases in asynchronous discussion tools, videoconferencing, synchronous presentation tools, and online testing.
  • this study found that the most important skills for an online instructor during the next few years will be how to moderate or facilitate learning and how to develop or plan for high-quality online courses (see Table 2). Being a subject-matter expert was the next most important skill. In effect, the results indicate that planning and moderating skills are perhaps more important than actual "teaching" or lecturing skills in online courses. As Salmon pointed out, online instructors are moderators or facilitators of
  • As a result, enhancing pedagogy is perhaps the most important factor in navigating the perfect e-storm. In the present study, respondents made predictions about the quality of online education in the near future and about how online courses would be taught and evaluated.
  • Instructors' abilities to teach online are critical to the quality of online education.
  • ), and educational opportunities.25Online Teaching Skills.
  • Our findings also indicated that, in general, respondents envisioned the Web in the next few years more as a tool for virtual teaming or collaboration, critical thinking, and enhanced student engagement than as an opportunity for student idea generation and expression of creativity.
  • What if institutions took the opposite stance and measured face-to-face courses based on whether they could accomplish all that online instruction can?
  • Gary Bedenharn on 06 Jul 12
     
    The study of what online teaching might look like in the near future.
Fiona Grady

7 things you should know about Social Bookmarking - 0 views

net.educause.edu/...ELI7001.pdf

social bookmarking tagging folksonomy

shared by Fiona Grady on 11 Jun 12 - Cached
  • Fiona Grady on 11 Jun 12
     
    From Educause.
Maria Guadron

7 things you should know about VoiceThread - 0 views

net.educause.edu/...ELI7050.pdf

online learning VoiceThread

shared by Maria Guadron on 19 May 11 - No Cached
  • Maria Guadron on 16 Jun 12
     
    Learn more about VoiceThread and educational uses from Educause.
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