Group items tagged

He says 'effect sizes' are much the best way of answering the question 'what has the greatest influence on student learning'. An effect-size of 1.0 is typically associated with: * advancing learner's achievement by one year, or improving the rate of learning by 50%, * a correlation between some variable (e.g., amount of homework) and achievement of approximately .50. * average students receiving that treatment exceeding 84% of students not receiving that treatment. * A two grade leap in GCSE, e.g. from a C to an A grade. An effect size of 1.0 is clearly enormous! (It is defined as an increase of one standard deviation)

The Social Web is transforming the way students interact with others, and is challenging traditional pedagogies, values and practices. An analysis of students' uses of social networking tools (e.g. Facebook, Myspace) and video/photo sharing sites (e.g. YouTube, Flickr) reveals the emergence of collective digital literacies. These include filtering content, new textual and visual literacies, managing multiple digital identities, representing self in cyberspace and engaging in new modes of interaction.

MOOCs Cheatsheet Infographic | e-Learning Infographics cMOOCS xMOOCS etc

"History of e-Learning"

Online Venture Energizes Vulnerable College But some faculty at Southern N.H. fear for future of bricks-and-mortar campu

Contributions from many including: Bryan Alexander Howard Rheingold is book, and accompanying website, is a resource for selforganizing self-learners. With YouTube, Wikipedia, search engines, free chatrooms, blogs, wikis, and video communication, today's  have power never dreamed-of before. What does any group of self-learners need to know in order to self-organize learning about any topic? e Peeragogy Handbook is a volunteercreated and maintained resource for bootstrapping peer learning. 

standards should emphasize creative thinking, not content  My students are learning some content-instead of a textbook, I use a primary-source reader in which the sources are accompanied by commentary by historians-but they're learning it as they perform analysis and synthesis, not before. So, for example, I don't have them read them about Puritan conceptions of salvation and then give them photos of headstones and ask them to explain how the headstones reinforce Puritan ideas.  I have them undertake Prownian analysis (description, deduction, speculation, research, and interpretive analysis) of children's headstones and furniture (e.g,. a walking stool); perform close readings of children's literature and Puritan poetry, letters, and sermons; and build an argument concerning Puritans' beliefs about children's salvation.  As they craft this argument, they must evaluate the usefulness of, as well as synthesize their findings from, these sources, along with earlier ones from the course.  The whole exercise is done in small groups, followed by discussion among the entire class.

Mobile Learning and Social Media: Increasing Engagement and Interactivity Tanya Joosten | University of Wisconsin-Milwaukee Interim Associate Director, Learning Technology Center Lecturer, Department of Communication

Open educational resources (OER) are "digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research."[1] Being a production and dissemination mode, OER are not involved in awarding degrees nor in providing academic or administrative support to students.[2][3] However, OER materials are beginning to get integrated into open and distance education.[4]

"Babson Survey Research Group (BSRG) just released its annual survey of online learning in US higher education (press release here). This year they have moved from use of survey methodology for the online enrollment section to use of IPEDS distance education data. Russ Poulin from WCET and I provided commentary on the two data sources as an appendix to the study."

"Retrieving legacy files As the old dropbox knew no separation of files by assignment (one of its major limitations), it was not possible to move these files into assignments during the upgrade, and there is no storage area facility available into which they could have been moved, so they are not directly accessible within the application after an upgrade or in courses restored from earlier versions. The old dropbox code used Perl, which has been completely removed from the web application in release 9, so the dropbox cannot be accessed anymore to retrieve the legacy files. A rudimentary Java-based interface is being provided to enable each user individually to download any legacy files they may wish to retrieve. These files can then be submitted in newly created assignments as desired or stored in one's Virtual Hard Drive inside the Blackboard Content System, if that is licensed by the institution and enabled by the system administrator. Unfortunately this interface is not exposed via any link in the application. System administrators or helpdesk staff can however make available such a link to their users, either assisting them with file retrieval on an individual basis or by publishing the download link to their users, e.g. in a system announcement. Community Engagement license holders may also wish to add an HTML portal module with this link, thus simplifying the download process, or add it as external link to the tool panel (in the portal menu column). The location of this interface (relative to your server root) is: /webapps/blackboard/execute/ddb It is important to note that this is not a file system location. You actually have to access the URL via a web browser! Sample HTML for a portal module named something like "Digital Dropbox Download": Download your digital dropbox files here When a user accesses this link, he will either see a message that no files were found for him, or a list of courses in w

The request came in by e-mail around 2 in the afternoon. It was from a previous customer, and she had urgent business. I quote her message here verbatim (if I had to put up with it, so should you): "You did me business ethics propsal for me I need propsal got approved pls can you will write me paper?"

This release of Blackboard adds several exciting new features and a completely redesigned, modern Web 2.0 user interface. You'll get a "sneak peak" at some of the many reasons you might just like Bb 9.1, including: The new user interface - more customization options and fewer "clicks" to get something done! Drag 'n Drop functionality for both students and instructors Blogs, Journals, and Wikis -- Oh No (Oh Yes)! Updated (i.e. more manageable) Group tools Useful (and needed) enhancements to the existing Assignments tool and the Grade Center And many more

Reading content on the web feels so 2007. I don't Delicious because I don't bookmark, and I don't bookmark because I'm no longer searching for and jumping around the web looking for content. Nowadays I consume most content on my iPad or Touch, using apps such as the one from the NYTimes. The app may restrict where I go, meaning less variety but a higher quality consumption experience. I imagine that over time more of the magazines and journals I read will morph into apps, providing high quality multimedia reading and viewing experiences on portable devices. Reading the NYTimes on my Touch or iPad is better than through a browser because I'm in "lean back" consuming mode. If I'm on my browser it means that I'm on my computer, with all the attention pulls from e-mail and writing projects.

Three months of development for one hour of online coursework. In terms of numbers, that's one point that came out of listening to the podcast, which was a helpful landmark. That estimate was for a middle of the road course on the three variables: Graphics/Multimedia Level of Interactivity Instructional Design

Here is a collection of 12 free online quiz making applications I collect after days' collection. These apps will help you make quizzes for online use for free.