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EDUCAUSE - 0 views

www.educause.edu/home educause education techintegration technology resources
shared by Thomas Galvez on 26 Apr 09 - Cached
  • Thomas Galvez on 26 Apr 09
     
    EDUCAUSE is a nonprofit association whose mission is to advance higher education by promoting the intelligent use of information technology.
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Cell Phones in the (Language) Classroom: Recasting the Debate (EDUCAUSE Quarterly) | E... - 0 views

www.educause.edu/...192995 educause cellphone tools web2.0 technology learning teaching education
shared by Brian Nichols on 13 Feb 10 - Cached
  • Brian Nichols on 13 Feb 10
     
    Cell Phones in the (Language) Classroom: Recasting the Debate
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7 Things You Should Know About Google Jockeying | EDUCAUSE CONNECT - 0 views

connect.educause.edu/...39391 google_jockeying
shared by J Black on 05 Mar 09 - Cached
  • J Black on 05 Mar 09
     
    A Google jockey is a participant in a presentation or class who surfs the Internet for terms, ideas, Web sites, or resources mentioned by the presenter or related to the topic. The jockey's searches are displayed simultaneously with the presentation, helping to clarify the main topic and extend learning opportunities. The "7 Things You Should Know About..." series from the EDUCAUSE Learning Initiative (ELI) provides concise information on emerging learning practices and technologies. Each brief focuses on a single practice or technology and describes what it is, where it is going, and why it matters to teaching and learning. Use "7 Things You Should Know About..." briefs for a no-jargon, quick overview of a topic and share them with time-pressed colleagues. In addition to the "7 Things You Should Know About…" briefs, you may find other ELI resources useful in addressing teaching, learning, and technology issues at your institution. To learn more, please visit the ELI Resources page.
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EDUCAUSE Learning Initiative 2010 Annual Meeting - 0 views

eli2010.pathable.com learning initiative educause education web2.0 tools technology resources collaboration teaching
shared by Joseph Alvarado on 19 Feb 10 - Cached
  • Joseph Alvarado on 19 Feb 10
     
    Home page of the 2010 Educause Learnign Initiative Annual Meeting
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Individual Knowledge in the Internet Age (EDUCAUSE Review) | EDUCAUSE - 0 views

www.educause.edu/...202336 knowledge individual collaborative
shared by Ihering Alcoforado on 15 May 10 - Cached
    • Ihering Alcoforado
      Ihering Alcoforado on 15 May 10
       
      Excelente analise do processo de aprendizagem na era da internet, contrapondo o aprendizado individual e o aprendizado coletivo.
  • Ihering Alcoforado on 15 May 10
     
    I will analyze three common strands of current thought about education and the Internet. First is the idea that the instant availability of information online makes the memorization of facts unnecessary or less necessary. Second is the celebration of the virtues of collaborative learning as superior to outmoded individual learning. And third is the insistence that lengthy, complex books, which constitute a single, static, one-way conversation with an individual, are inferior to knowledge co-constructed by members of a group
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Mobile Teaching Versus Mobile Learning (EDUCAUSE Quarterly) | EDUCAUSE - 0 views

www.educause.edu/...225846 versus mobile education web2.0 tools
shared by Mendi Benigni on 01 Apr 11 - No Cached
    • Mendi Benigni
      Mendi Benigni on 01 Apr 11
       
      It seems like it's more about multimedia stimulating the brain in different areas rather than the fact that it's mobile or portable.
  • need to move beyond the heavy reliance on text.
  • lot of digital books floating around, being hailed as amazing advancements in teaching and learning. Although I know the majority of materials currently available to students on their portable multimedia consumption devices are still primarily text-based, maybe including a static image or two (see Figure 3, a color, static digital page with a Venn diagram that is no different from the same page in the printed book5),
  • ...16 more annotations...
  • it's not enough for CourseSmart to make PDF-like copies of textbooks available for students to purchase; instead, we need the type of interactivity we're starting to see from the textbooks available in Inkling.
  • transformative
  • we need to think more systematically about how to design education to facilitate learning
  • We need to provide materials or applications that allow students to practice identifying parts of the body on their mobile multimedia devices before taking the high-stakes midterm or final exam.
  • At minimum we could be asking our students to capture raw material from the real world and engage with it based on the concepts we are teaching them.
  • It's one thing to learn about different architectural styles in a Western Civ or Construction textbook or lecture; it's another to apply what you've learned by going out into the community and taking pictures of buildings and then identifying the architectural influences
  • In both cases the activity of capturing "raw" digital material can lead to further learning or assessment activities where students might develop multimedia projects.
  • a Citrix server with the ability for students to check out laptops and iPads with Citrix running on them gives faculty outside of the art and business departments the ability to require students to manipulate images. For example, Scottsdale Community College in Arizona has a Citrix environment that allows students to access applications like Photoshop on an iPad (Figure 6).
  • engaging
  • away from how instructors teach to how students learn. Research now shows that successful learning needs to be act
  • active
  • connect to the students' prior knowledge
  • simulate real-world experiences
  • To achieve the promise of mobile learning, we have to stop thinking about these powerful mobile multimedia devices as only consumption devices and get students using them as production devices.
  • To achieve the promise of mobile learning, we have to stop thinking about these powerful mobile mu
  • mobile devices not only makes the content more accessible, it also helps students engage the content using multiple senses
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http://net.educause.edu/ir/library/pdf/ELI7027.pdf - 0 views

net.educause.edu/...ELI7027.pdf twitter education web2.0 socialnetworking microblogging educause PDF list
shared by Roland Gesthuizen on 13 Apr 12 - No Cached
  • Roland Gesthuizen on 13 Apr 12
     
    "Much has been written about the benefits of active learning strategies-using tools and techniques that engage students in ways  other than simply listening to an instructor and taking notes. In the  same way that clickers facilitate active learning, "
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7 Things You Should Know About... | EDUCAUSE - 0 views

www.educause.edu/ELI7Things 7thingsyoushouldknow educause 7things tools resources teaching learning
shared by Bruce Huddleson on 01 Feb 12 - No Cached
  • Bruce Huddleson on 01 Feb 12
     
    Short briefs about new and emerging technologies in teaching and learning. 
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The Three-E Strategy for Overcoming Resistance to Technological Change (EDUCAUSE Quarte... - 0 views

www.educause.edu/...163448 technology adotion education web2.0
shared by J Black on 03 Apr 09 - Cached
  • According to a 2007 Pew/Internet study,1 49 percent of Americans only occasionally use information and communication technology. Of the remaining 51 percent, only 8 percent are what Pew calls omnivores, “deep users of the participatory Web and mobile applications.”
  • Shaping user behavior is a “soft” problem that has more to do with psychological and social barriers to technology adoption. Academia has its own cultural mores, which often conflict with experimenting with new ways of doing things. Gardner Campbell put it nicely last year when he wrote, “For an academic to risk ‘failure’ is often synonymous with ‘looking stupid in front of someone’.”2 The safe option for most users is to avoid trying something as risky as new technology.
  • The first instinct is thus to graft technology onto preexisting modes of behavior.
  • ...6 more annotations...
  • First, a technology must be evident to the user as potentially useful in making his or her life easier (or more enjoyable). Second, a technology must be easy to use to avoid rousing feelings of inadequacy. Third, the technology must become essential to the user in going about his or her business. This “Three-E Strategy,” if applied properly, has been at the core of every successful technology adoption throughout history.
  • Technology must be easy and intuitive to use for the majority of the user audience—or they won’t use it.
  • Complexity, however, remains a potent obstacle to realizing the goal of making technology easy. Omnivores (the top 8 percent of users) revel in complexity. Consider for a moment how much time some people spend creating clothes for their avatars in Second Life or the intricacies of gameplay in World of Warcraft. This complexity gives the expert users a type of power, but is also a turnoff for the majority of potential users.
  • Web 2.0 and open source present another interesting solution to this problem. The user community quickly abandons those applications they consider too complicated.
  • any new technology must become essential to users
  • Finally, we have to show them how the enhanced communication made possible through technologies such as Web 2.0 will enhance their efficiency, productivity, and ability to teach and learn.
  • J Black on 03 Apr 09
     
    First, a technology must be evident to the user as potentially useful in making his or her life easier (or more enjoyable). Second, a technology must be easy to use to avoid rousing feelings of inadequacy. Third, the technology must become essential to the user in going about his or her business. This "Three-E Strategy," if applied properly, has been at the core of every successful technology adoption throughout history.
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