Group items tagged

Personalized Web Learning: In this paper, educational and technical challenges for applying learning pathways in Massive(ly) Open Online Courses in higher education are outlined. We argue that quality issues and didactical concerns may be overcome by (1) reverting to small Open Educational Resources that are (2) adaptively joined into concise courses by considering (3) predefined learning pathways with proper semantic annotations and (4) the observation of learner behaviour. Such a merger does not only require conceptual work and corresponding support tools, but also a new meta data format and an engine which interprets the semantic annotations as well as the measures of learner's actions. These factors are then turned into didactically meaningful recommendations for the next learning steps, thereby creating a personalized learning pathway for each learner. The EU FP7 project INTUITEL is introduced, which has already contributed to the conceptual work and is currently developing the software to achieve these tasks

How Authentic Learning is Transforming Higher Education

My review of this article Realigning HIgher Education for the 21st Century Learner through Multi-Access Learning. http://azbtechtrails.blogspot.com/2013/09/multi-access-learning-framework.html

Nackerud & Scalette "This chapter discusses the use of blogs in higher education, including how students and instructors use blogs, the value of blogs in this setting, and privacy and security implications. The chapter also features an examination of the University of Minnesota's UThink blogging system."

Garrison et al Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education

"Critical thinking is an expected learning outcome of higher education along with mastery of a studied discipline. Yet several studies including one outlined in Academically Adrift, suggests that a significant percentage of students are graduating after four years of college with little intellectual growth; critical thinking gains barely budging from the 'before' to 'after' assessment."

""Most learning needs today are becoming too complex to be addressed 'in our heads,'" Mr. Siemens wrote in a 2008 blog post. "We need to rely on a network of people (and, increasingly, technology) to store, access, and retrieve knowledge and motivate its use. The network becomes the learning.""

Wiloson, 2002