Group items tagged

Literacies Mary Kalantzis, University of Illinois Bill Cope, University of Illinois Paperback ISBN:9781107402195 Publication date:May 2012 464pages Dimensions: 247 x 170 mm Weight: 0.84kg In stock £45.00 With the rise of new technologies and media, the way we communicate is rapidly changing. Literacies provides a comprehensive introduction to literacy pedagogy within today's new media environment. It focuses not only on reading and writing, but also on other modes of communication, including oral, visual, audio, gestural and spatial. This focus is designed to supplement, not replace, the enduringly important role of alphabetical literacy. Using real-world examples and illustrations, Literacies features the experiences of both teachers and students. It maps a range of methods that teachers can use to help their students develop their capacities to read, write and communicate. It also explores the wide range of literacies and the diversity of socio-cultural settings in today's workplace, public and community settings. With an emphasis on the 'how-to' practicalities of designing literacy learning experiences and assessing learner outcomes, this book is a contemporary and in-depth resource for literacy students.

"The California Community Colleges Online Education Initiative will hold its first statewide informational town hall events at the Campus Technology Forum 2014. Held on April 9 of the April 8-9 CT Forum event, the town halls were created to inform community college administration and technology leadership about this important initiative."

AECT STANDARDS FOR INITIAL AND ADVANCED PROGRAMS IN EDUCATIONAL COMMUNICATIONS AND INSTRUCTIONAL TECHNOLOGY (ECIT) The following text consists of excepts from the AECT document dealing with standards for instructional technology programs. Some minor editorial revisions have been made to the original text to allow concurrent discussion of the initial and advanced standards. Also, sections of the document that deal primarily with the institutional role, rather than the student role, have been omitted. These standards are concerned primarily with candidate competencies in the area of educational communications and instructional technologies (ECIT). Initial ECIT programs are defined as those which represent initial entry into the field. For example, a Baccalaureate or Master's program which prepares individuals for either initial school certification or entry level positions in business or industry may be considered an initial ECIT program. Advanced ECIT programs are defined as those which represent additional study in the field. A graduate program which advances knowledge and skills beyond the entry level for the profession constitutes an advanced ECIT program. It is expected that advanced candidates are able to demonstrate the competencies outlined in the initial program.

"A quote from my June 3 blog post appeared in the October 18 issue of the New York Times. I was thrilled until I read the beautifully written op-ed piece. It proposes more lecture and less active learning. My quote was used to illustrate the perspective of those of us who favor active learning. The author, a history prof, describes the various technology accoutrements found in her classroom, but she quests for what wasn't present-"a simple wooden lectern to hold my lecture notes." I loved this response from a community college faculty member: "Had I known Professor Worthen needed a lectern, I would have been happy to send one from the small community college in northern Wyoming where I teach English. After 20 years of teaching, … it [lecture] is a form I have largely abandoned.""

ELEARNSPACE LEARNING, NETWORKS, KNOWLEDGE, TECHNOLOGY, COMMUNITY

Early Alert Program The Early Alert classroom assistance program at Sinclair Community College is an intervention program teaming faculty, counselors, and advisors together in order to promote the success of students facing challenges.   An Overview:    Early Alert is an intervention program that allows for faculty to notify advisors/counselors of issues that may affect the success of a student.  It is a simple way of assisting students in difficulty find the help they need while taking very little time. Web-based Early Alert notifications are easy ways to promote the retention efforts of the college and the success of students. Utilized currently in all DEV courses, English 111, select Math courses, and SCC 101 courses.  

Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology. Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn. Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments. Vaill emphasizes that "learning must be a way of being - an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast o the surprising, novel, messy, obtrusive, recurring events…" (1996, p.42).

Technology-enhanced learning in Europe Where research meets research & practice! TELeurope is the social media hub for everything about technology-enhanced learning. It is the community platform of the European open network of excellence in technology-enhanced learning STELLARNET.EU. TELeurope is the place where research meets research & practice. If you have a stake in technology-enhanced learning - being a researcher, a developer, teacher, provider, vendor, policy-maker, or the like - you may want to join this social network. This platform is a social medium for technology-enhanced learning research and practice. As soon as you get your own TELeurope identity, make friends, join groups, and engage, a whole new universe of activity will become disclosed to you!

Australasian Survey of Student Engagement (AUSSE) Areas measured by the AUSSE The survey instruments used in the AUSSE collect information on around 100 specific learning activities and conditions along with information on individual demographics and educational contexts.The instruments contain items that map onto six student engagement scales: Academic Challenge - the extent to which expectations and assessments challenge students to learn; Active Learning - students' efforts to actively construct knowledge; Student and Staff Interactions - the level and nature of students' contact and interaction with teaching staff; Enriching Educational Experiences - students' participation in broadening educational activities; Supportive Learning Environment - students' feelings of support within the university community; and Work Integrated Learning - integration of employment-focused work experiences into study. The instruments also contain items that map onto seven outcome measures. Average overall grade is captured in a single item, and the other six are composite measures which reflect responses to several items: Higher-Order Thinking - participation in higher-order forms of thinking; General Learning Outcomes - development of general competencies; General Development Outcomes - development of general forms of individual and social development; Career Readiness - preparation for participation in the professional workforce; Average Overall Grade - average overall grade so far in course; Departure Intention - non-graduating students' intentions on not returning to study in the following year; and Overall Satisfaction - students' overall satisfaction with their educational experience.

CORE IDEAS We decided on the name Learning Emergence because we are very much learning about emergence and complex systems phenomena ourselves, even as we develop our thinking on learning as an emergent, systemic phenomenon in different contexts. We must shift to a new paradigm for learning in schools, universities and the workplace which addresses the challenges of the 21st Century. Society needs learners who can cope with intellectual, ethical and emotional complexity of an unprecedented nature. Learning Emergence partners share an overarching focus on deep, systemic learning and leadership - the pro-active engagement of learners and leaders in their own authentic learning journey, in the context of relationship and community. We work at the intersection of (1) deep learning and sensemaking, (2) leadership, (3) complex systems, and (4) technology:

About edX EdX is a joint partnership between The Massachusetts Institute of Technology (MIT) and Harvard University to offer online learning to millions of people around the world. EdX will offer Harvard and MIT classes online for free. Through this partnership, the institutions aim to extend their collective reach to build a global community of online learners and to improve education for everyone. MIT's Director of the Computer Science and Artificial Intelligence Laboratory Anant Agarwal serves as the first president of edX, and Harvard's Faculty of Arts and Sciences Dean Michael D. Smith leads faculty in developing courses. Along with offering online courses, the institutions will use edX to research how students learn and how technology can facilitate teaching-both on-campus and online.

"WEDNESDAY, FEBRUARY 26, 2014 257 - Intel, 3 others to manufacture Aakash 4 for Rs 3,500: Sibal - Free Press Journal Intel, 3 others to manufacture Aakash 4 for Rs 3,500: Sibal The new specifications mandate 2G/3G/4G connectivity with weight less than 500 gm, 4 GB storage capacity and Wi-Fi connectivity NEW DELHI : The government has finalised the tender for manufacture of Aakash 4 tablet with four companies, including chipmaker Intel Corp, selected for manufacturing the tablet at a cost of 3,500 rupees per tablet, Minister for Communications and Information Technology Kapil Sibal said on the sidelines of an event."

"The proportion of Americans with a college degree has increased steadily each year for more than a decade. According to the latest U.S. Census data, 29.6% of Americans at least 25 years old had at least a bachelor's degree last year, up from 27.9% in 2009. Based on recently released educational attainment data from the U.S. Census Bureau's American Community Survey, West Virginia had the lowest level of educational attainment, with 18.9% of adults 25 and older having attained at least a bachelor's degree in 2013. Conversely, more than 40% of Massachusetts residents had at least a bachelor's degree, the highest percentage nationwide."

Updated E-Learning Definitions By John Sener, Founder/CKO, Sener Knowledge LLC | No Comments | July 7, 2015 | Leave a comment Definitions of E-Learning Courses and Programs Version 2.0 April 4, 2015 Developed for Discussion within the Online Learning Community By Frank Mayadas, Gary Miller, and John Sener As e-learning has evolved into a global change agent in higher education, it has become more diverse in its form and applications. This increased diversity has complicated our ability to share research findings and best practices, because we lack a shared set of definitions to distinguish among the many variations on e-learning that have arisen. This paper is designed to provide practitioners, researchers, and policy makers with a common set of terms and definitions to guide the ongoing development of the field. Our hope is that it will move us toward a set of shared, commonly understood definitions that will facilitate the sharing of research data and professional standards in our field. In developing the definitions below, we have tried to incorporate existing definitions developed by others and have incorporated comments from colleagues who have reviewed earlier drafts. We do not present these as the ultimate definitions, but as a step toward more commonly held standards as our field continues to evolve. Additions and revisions will be published periodically, as needed.

As an integral part of students' daily lives, mobile technology has changed how they communicate, gather information, allocate time and attention, and potentially how they learn. The mobile platform's unique capabilities - including connectivity, cameras, sensors, and GPS - have great potential to enrich the academic experience.3 Learners are no longer limited to the classroom's geographical boundaries, for example; they can now record raw observations and analyze data on location. Furthermore, mobile technology platforms let individuals discuss issues with their colleagues or classmates in the field. The ever-growing mobile landscape thus represents new opportunities for learners both inside and outside the classroom.4 We conducted two surveys - one in 2012 and one in 2014 - to investigate student use of mobile technology.

"Good practice in undergraduate education: encourages contact between students and faculty, develops reciprocity and cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and ways of learning."

With most critics of higher education focused on rising prices or on whether American colleges and universities are producing enough degree and certificate holders with sufficient skills to keep the U.S. economy vibrant and competitive -- the latter known in shorthand as the "completion agenda" -- a few analysts are homing in on the quality and rigor of what students are learning (or not) en route to those credentials. Last year's Academically Adrift set the tone, providing data suggesting that many colleges are imposing relatively minimal academic demands on their students and that, perhaps as a result, many students do not appear to gain in some measures of cognitive abilities as they move through college. The authors of We're Losing Our Minds (Palgrave MacMillan) add their own clamoring to the agenda focused on the quality of learning. Richard P. Keeling and Richard H. Hersh, longtime scholars and administrators, describe themselves as "friendly critics" of higher education, and unlike many of academe's naysayers, they don't spend a lot of time trashing the faculty as overpaid and underworked or bashing administrators as fat-cat corporatizers (though they do complain that institutions have overemphasized rankings and enrollment growth and sports and research -- take your pick depending on institution type).

National cultures can be described according to the analysis of Geert Hofstede. These ideas were first based on a large research project into national culture differences across subsidiaries of a multinational corporation (IBM) in 64 countries. Subsequent studies by others covered students in 23 countries, elites in 19 countries, commercial airline pilots in 23 countries, up-market consumers in 15 countries, and civil service managers in 14 countries. Together these studies identified and validated four independent dimensions of national culture differences, with a fifth dimension added later.

"In a 2002 case, the United States Supreme Court suggested that Congress envisioned FERPA applying only to files kept in a central file by a records custodian designated by the school, not to every record that might be generated across the school district by which a student can be identified. In Owasso Independent School Dist. No. I-011 v. Falvo, the Supreme Court found that students' assignments are not educational records under FERPA. 534U.S. 426. In so doing, the Court clarified that not every record in a school concerning a student is an education record. The Court looked to a provision in FERPA, 20 U.S.C. § 1232g(b)(4)(A), which requires that a record of access be kept when a request for student records is made. That record must be kept "with the education records" of the student. The Court found that this suggested that Congress intended that education records would be kept in one place. Moreover, FERPA requires that a "school official" and "his assistants" are responsible for the custody of the records. The Court indicated that this implies that "education records are institutional records kept by a single central custodian, such as a registrar, not individual assignments handled by many student graders in their separate classrooms."  534U.S. at 434-435."