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paul lowe

Transforming curriculum delivery through technology : JISC - 0 views

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    "Following on from the publication of the Leitch Review of Skills5 and the publication of the Government's World Class Skills implementation plan6 institutions are no longer expected to simply prepare graduates for a world of work, but to continuously support the learning and professional development of working people. It is therefore important for institutions to develop more flexible and creative models of delivery in order to support the development of autonomous, lifelong learners who are skilled in reflecting on their learning (both formal and informal) and planning for their personal, educational and professional development. This programme aims to stimulate change, working towards this vision. "
paul lowe

Digital Dialogues: Mobile Learning:Transforming the Delivery of Education and Training - 0 views

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    "Mobile Learning:Transforming the Delivery of Education and Training Download the eBook"
paul lowe

Institutional approaches to curriculum design : JISC - 0 views

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    "Institutional approaches to curriculum design Curriculum design blog JISC Curriculum Design & Delivery1 * The Future of QA & QE2 Tue, 06 Jul 2010 18:25:50 +0000 Various group discussions and the panel session at the QA & QE in e-Learning conference at the Unive... * QA QE Toolkit3 Tue, 06 Jul 2010 18:03:22 +0000 A toolkit created by the QAQE SIG was the subject of discussion & consultation at the QA & QE in e-L... * Review of QAA Code of Practice4 Tue, 06 Jul 2010 17:41:27 +0000 Brief notes from the QA & QE in e-Learning conference at the University of Hertfordshire on 2nd July... The aim of the JISC e-Learning programme is to enable UK further and higher education to create a better learning environment for all learners, wherever and however they study. Its vision is of a world where learners, teachers, researchers and wider institutional stakeholders use technology to enhance the overall educational experience by improving flexibility and creativity and by encouraging comprehensive and diverse personal, high quality learning, teaching and research."
paul lowe

#PLENK2010 Research into the Design and Delivery of MOOC | Suifaijohnmak's Weblog - 1 views

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    "My suggested assumptions in MOOC include: * people would learn in a self-directed manner * Knowledge is distributed * Knowledge is negotiated * Knowledge is emergent * Knowledge is rhizomatic (thanks to Dave's video posted - refer to How to be successful in MOOC?) * Learning is capacity to construct, navigate and traverse across networks * personal learning networks would be a far better way for people to learn * people like to learn via social networks * people know how to connect (people have the communication, literacy and critical literacy skills) * people know how to use the technology to connect * people are self motivated (intrinsic motivation) * people like to accept challenges, chaos and complexity is just part of the learning process * people don't need to follow a course or qualification for learning to be effective * Learning is emergent, and is based on connections, engagement and interactions * Learning is open * Identity in networked learning is based on individual's "participation, interaction" in the networks, and is reflective of ones involvement in the media, it's dynamic, adaptive * Individual and social learning is emphasised - cooperation * Sensemaking and wayfinding are important"
paul lowe

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

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    Asynchronous and Synchronous E-Learning Asynchronous and Synchronous E-Learning Author(s):Stefan Hrastinski (Uppsala University) © 2008 Stefan Hrastinski EDUCAUSE Quarterly, vol. 31, no. 4 (October-December 2008) Asynchronous and Synchronous E-Learning A study of asynchronous and synchronous e-learning methods discovered that each supports different purposes By Stefan Hrastinski Today's workforce is expected to be highly educated and to continually improve skills and acquire new ones by engaging in lifelong learning. E-learning, here defined as learning and teaching online through network technologies, is arguably one of the most powerful responses to the growing need for education.1 Some researchers have expressed concern about the learning outcomes for e-learners, but a review of 355 comparative studies reveals no significant difference in learning outcomes, commonly measured as grades or exam results, between traditional and e-learning modes of delivery.2
Ruth Sexstone

Moile Learning - 0 views

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    Transforming the delivery of Education and Training
paul lowe

Insidious Pedagogy - some thoughts on Lisa Lane's article | Mark Smithers - 0 views

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    "I have just read Lisa Lane's article in First Monday entitled "Insidious pedagogy: How course management systems impact teaching". I really liked her paper, not least because it raised some issues that I hadn't considered before regarding default settings in an LMS and the idea of opt in and opt out learning management systems. It also described the way many academics use (or don't use) the web in their work or play and how this effects their ability to use some of the more 'advanced' features of an LMS that go beyond an instructivist model of delivery. Perhaps most importantly of all it discusses the importance of emphasising pedagogy before 'features and tools' when working with web novices."
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    I liked the opt-in opt-out ideas. The issues raised about the contstraints imposed when customising or installing a cms are timely for us in terms of our new cms and in the light of the impending VLE review. Good food for thought here! The terms novice vs advanced instructors would make some for good debating. Who decides?
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