UDL-U: A Comprehensive Faculty Development Guide on Universal Design for Learning - 3 views
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2 guides to support UDL course redesign: - faculty development workshop guide (2 hour) - UDL Institute Guide (one or 2 day) UDL-U supports postsecondary faculty and staff by providing resources and examples to improve postsecondary education for all students, including those with disabilities. UDL-U is designed to be useful for individual inquiries related to small UDL topics, issues, or problems, as well as scalable to larger faculty development efforts (e.g., Faculty Learning Communities). UDL-U frames course redesign as a three-tier professional development process: 1. Application of UDL principles to enhance teaching and learning 2. Utilization of accessible instructional media and practices 3. Awareness of assistive technology enablers and barriers
Enhancing Student Learning and Retention with Blended Learning Class Guides - 1 views
CFHE12 Interactive and Dinamic Cloud | Infomous - 1 views
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created by Larry Lugo, Professor at the University of Zulia, in Venezuela; also, Coordinator of Distance Learning in the College of Agriculture, where I'm also an Aggregate professor in tropical fruit production in undergraduate and graduate programs. My contact info: Twitter: @larrylugo / larry.lugo.u@gmail.com, larrylugo@fa.luz.edu.ve / Skype: lugolarry / WhatsApp: +58-414-6139174 (international) / Facetime and iOS messenger: larry.lugo.u@gmail.com / Web pages: www.fruticultura.net, www.rededucativa.org / Blog: larrylugo.blogspot.com
$2.8B in Venture Capital Invested in Education from 2002-2012 [INFOGRAPHIC] | edcetera ... - 2 views
degreed. - 1 views
Joel L. Hartman (Univ Central FL), "Net Pedagogies: New Models of Teaching and Learning... - 2 views
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Status of UCF (2nd largest univ in the US) blended learning and online learning systemic approach for quality to assure improvement - faculty development is required; social-constructivist paradigm and faculty engaged in action research; measure "student success" via grades earned A,B,C and blended does better with web-based or video-based; withdrawal and satisfaction rates nearly the same as f2f tho video has slightly higher; online learning benefits for students = convenience, reduced logistical demands, increased flexibility, information fluency; for faculty = professional devt, flexibility, teaching/research support; UCF expanded capacity, ability to serve students anywhere, buffers competition; online learning costs a little more but provides capacity equivalent to >$64M of classroom construction (which would have an annual operating cost of $4.1M = cost avoidance model), more efficient use of existing CR space, growth with quality
Can a Game Help Low-Income Youth Get into College?: An Interview with Colleagology Game... - 1 views
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Second time play is faster, more animated and a bit more competitive. After playing, students can articulate how their strategy changed from the first time and what they plan to do differently the next time they play.
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When observing students play, I’ve been struck by their concentration when learning the rules the first time they play. They tend to collaborate throughout the whole play session and remain engaged for the duration of game play.
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we developed the card game as a stand-alone product
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Twitter Launches Gender Targeting For Advertisers - 0 views
Coursera, edX, and MOOCs Are Changing the Online Education Business | MIT Technology Re... - 2 views
What is big data? - multiple perspectives from The Economist (Ideas Economy: Informatio... - 0 views
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Andrew Chung (partner, Khosla Ventures); Beth Comstock (senior VP, GE); Andie Grace aka "Actiongrl" (communications manager and regional network manager, Burning Man); Jason Silva (co-founding host, Current TV); Don Tapscott (co-author, Macrowikinomics) "This is not an Information Age - it's one of networking, collaboration"; Craig Hatkoff (co-founder, Tribeca Film Festival) "The question is are we wise enough"?
MOOCs must be open in both enrollment and licensing | opensource.com - 1 views
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characteristics of open: * enrollment (i.e., open registration), licensed materials (using Creative Commons) * gratis (available at no-cost), libre (everyone has legal rights to repurpose the resource) but some of the "new cohort of MOOCs are open enrollment but not yet openly licensed their courses (experimenting with various business models) "MOOCs should address copyright and licensing early on so they are clear to users how they can utilize and reuse educational materials offered on the site. MOOCs should choose to adopt an open license that meets their goals, but at minimum it is recommended that they choose a public, standardized license that grants to its users the "4Rs" of open content: the ability to Reuse, Revise, Remix, and Redistribute the resources. "
Why Khan Academy Is The Wrong Answer « Looking Up - 12 views
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Popular efforts to improve education are focusing on the wrong problem. Millions of dollars and hours of innovation are being spent on improving how we deliver content in an era when content matters less and how we interact with it matters more.
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