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Pat Sine

The Life and Times of James Roebuck, Part 1 | Pete Wailes - 1 views

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    "Shortly after the invention of the quantum computer chip, and the laying of fibre optic broadband to almost every house in the UK, it had been clear that the days of teaching as a profession were numbered. Teaching had been relegated to a minority profession in a matter of years. It had been simply a question of scale. A teacher, working for 45 years, could teach maybe 1,500 children. Some lessons would be better than others, some children would get more attention and do better than others, they'd occasionally need time off and so on. Simply put, human teachers were inconsistent, and not always great. So when the new educational bodies started recording the best lectures for every subject from around in the world, annotating them in 3D, and enhancing them with CG, what could the schools do to fight back?"
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    That's neat. Time for professors to update their resumes?
Nancy O'Laughlin

Social Media as a Teaching Tool -- Campus Technology - 0 views

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    "We have to figure out a way to use it engagingly and teach students when it s appropriate and when it's not appropriate to be doing that.""
Mathieu Plourde

Enhancing Teaching and Learning through Educational Data Mining and Learning Analytics - 0 views

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    Big data, it seems, is everywhere-even in education. Researchers and developers of online learning systems, intelligent tutoring systems, virtual labs, simulations, games and learning management systems are exploring ways to better understand and use data from learners' activities online to improve teaching and learning.
Nancy O'Laughlin

The Professors Behind the MOOC Hype - Technology - The Chronicle of Higher Education - 0 views

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    "I found that producing video lectures spurred me to hone pedagogical presentation to a far higher level than I had in 10 years of teaching the class on campus," he said. The result was an online class that he describes as "significantly more rigorous and demanding than the on-campus version." It takes an immense amount of work to produce an adequate MOOC," The continuing participation of top faculty members in massive online courses, he said, will depend on whether their colleges are willing to let MOOCs distract them from their traditional duties. At that point, Mr. Owens said, campus officials will need to ask themselves whether they want to give that faculty time to online students, "99 percent of whom who are not at their universities."
Nancy O'Laughlin

The Trouble With Online College - NYTimes.com - 0 views

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    Interestingly, the center found that students in hybrid classes - those that blended online instruction with a face-to-face component - performed as well academically as those in traditional classes. But hybrid courses are rare, and teaching professors how to manage them is costly and time-consuming. Colleges need to improve online courses before they deploy them widely. Moreover, schools with high numbers of students needing remedial education should consider requiring at least some students to demonstrate success in traditional classes before allowing them to take online courses.
Mathieu Plourde

Expert Discussion Session: Evolving Models for E-Texts - 0 views

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    In this session, we'll briefly describe Indiana University's e-text agreements with five publishers and with Courseload, the provider of the e-text e-reader software. These agreements are resulting in substantial cost savings for students and providing them with new tools for teaching and learning. The IU agreements evolved from two years of pilot testing and in response to substantial input from students, faculty, textbook publishers, and authors. We will also discuss how these agreements can be extended to other institutions through short- and long-term pilot programs, which will allow them to gather valuable data about student and faculty use of e-texts.
Mathieu Plourde

Digital Reading: Curation, Not Intake - 0 views

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    I believe there are 3 needs in modern literacy that we cannot ignore as educators. Digital literacy is not an "option" anymore. Most of the texts that we read each day appear on a screen, complete with embedded media, advertisements, and hyperlinks. Navigating these spaces is required to function successfully in modern society. We should immerse our students in these mediums, and provide them guidance to maximize their learning. Digital texts foster curation and recall. When I read texts in hard copy, I often annotate using words and images. This helps me to make meaning of the text in the moment that I'm reading it. However, when I read digital texts, my annotations and sketches are automatically added to my intellectual database in Evernote. My database is fully searchable by content and tag. Therefore, when I need citations, information, or ideas to guide my writing, I most often return to the digital sources, ideas, and phrases captured in my database. In short, texts in hard copy make an impact, but digital texts shape my thinking and writing more often. Teachers need to teach students to digital and hard copy texts equally. Existing resources coupled with teacher comfort levels often reduce the amount of instruction that students receive regarding digital texts. In fact, a teacher recently told me that "you just can't get the same experience from a Kindle as you can from a hardback book." Really? We need to get comfortable with digital texts ourselves and share the process meaningfully with students.
Nancy O'Laughlin

Society for Learning Analytics Research - 0 views

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    The Society for Learning Analytics Research (SoLAR) is an inter-disciplinary network of leading international researchers who are exploring the role and impact of analytics on teaching, learning, training and development.
Mathieu Plourde

Iowa State's ComETS 2012 Symposium Recordings - 0 views

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    ComETS is an Iowa State University community that promotes dialog and events focused on technology in learning & teaching. ComETS is a university-wide community where ideas and resources can be shared, and debate can occur on future technology directions at ISU.
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    See the eText Panel Discussion.
Mathieu Plourde

Hapara - Google Enterprise Solutions - 1 views

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    "We are the leading education management platform for Google Apps. Our tools address critical regulatory and performance mandates confronting schools and districts world-wide. Cutting through roadblocks in adoption, content management and security, we transform Google Apps into a powerful learning and analytics environment, reclaim teaching time and cut software costs."
Mathieu Plourde

Helping the World to Teach - 0 views

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    "The Course Builder open source project is an experimental early step for us in the world of online education. It is a snapshot of an approach we found useful and an indication of our future direction. We hope to continue development along these lines, but we wanted to make this limited code base available now, to see what early adopters will do with it, and to explore the future of learning technology."
Mathieu Plourde

University of Maryland Moves to Instructure Canvas Course Management - 0 views

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    " The University of Maryland will adopt Instructure® Canvas® as its new enterprise learning management system (ELMS), an online learning platform that facilitates teaching, learning, and collaboration among faculty and students. A pilot will begin in fall 2012, and Canvas will be fully deployed by January 2013."
Mathieu Plourde

eTexts @ IU - 0 views

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    At Indiana University, eTexts are more than just digital copies of textbooks. They represent multiple forms of digital learning materials. IU's eTexts initiative focuses on delivering eTexts to students at a reduced cost, while providing faculty with new tools for teaching and learning.
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    Etext initiative at Indiana. Uses a third party vendor called Courseload.
Mathieu Plourde

MOOCs, Large Courses Open to All, Topple Campus Walls - 0 views

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    "Having done this, I can't teach at Stanford again," he said at a digital conference in Germany in January. "I feel like there's a red pill and a blue pill, and you can take the blue pill and go back to your classroom and lecture your 20 students. But I've taken the red pill, and I've seen Wonderland."
Mathieu Plourde

Student Perceptions of Course Management System Tools: Implications for Evaluation and ... - 0 views

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    "Given an expectation of digital literacy among students, why should we worry about student perceptions of CMS tools? For the same reason exemplary instructors stay aware of their students' general learning style preferences-to evolve their teaching styles to meet diverse preferences and maximize learning while also attempting to develop and enhance students' abilities to learn in different ways. Likewise, knowing the CMS tools that students find most effective establishes an important baseline for understanding student needs that can be addressed not only in a CMS but also through other online systems and services. The University of Florida (UF) conducted a survey investigating that question in spring 2009, during the university's most recent CMS evaluation and adoption decision to replace the existing CMS. This research bulletin presents the survey results to help inform other institutions with their own evaluation and adoption processes. The information will also benefit instructors looking to maximize their own use of a local CMS and/or to choose tools that enable personal learning environments, as well as specific tools for learning. "
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    Insights on student perceptions of the LMS.
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    "Of the 1,140 respondents, 92% reported they found the system very useful, useful, or somewhat useful, providing further evidence of the mission-critical nature of CMSs. [...] Responses identified their top choices as the ability to see their grades, course announcements, syllabus, assignment submission, online quizzes and tests, discussions, and calendar." (p. 4) "Students most frequently cited the need for a better user interface." (p. 5) "The most repeated suggestions fell into the areas of: - Improving ease of use of the e-learning system - Requesting specific tools or features - Requesting --perhaps requiring-- instructors to use the CMS" (p. 6) "Students most value tools that support self-monitoring: tracking progress, self-assessment, grade book views, and the like." (p. 8)
Nancy O'Laughlin

Helping Educators Determine the Quality of Open Education Resources | Institute for the... - 0 views

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    "But what differentiates them from one another? How can educators determine whether the resources are high quality? Achieve and the Institute for the Study of Knowledge Management in Education (ISKME) launched a new tool for users to rate the quality of open education resources. The tool allows educators to rate the quality of these teaching and student learning resources, align these resources to the Common Core State Standards (CCSS), and evaluate the extent to which the individual resources align to specific standards"
Mathieu Plourde

Thoughts on Conducting Research in MOOCs - 0 views

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    There can be no uniform pre-test. There can be no uniform post-test. MOOCs make a loud point about the fact that they don't teach anything in particular. No one is supposed to learn anything in particular. Consequently, there are no broad outcomes to measure. Ergo, it is difficult to say anything about MOOCs from the perspective of whether or not they succeed in facilitating learning, at least under the traditional group "learning gains" paradigm of educational research.
Mathieu Plourde

Utah State University - Canvas Instructor Resources - 1 views

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    "For instructors who are currently teaching courses on Instructure Canvas, the following content package is available to download and import into your course."
Nancy O'Laughlin

WCET Awarded Bill & Melinda Gates Grant on Predictive Analytics « WCET Frontiers - 0 views

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    "'Learning Analytics' is a term used to describe an emerging professional practice that systematically applies statistics and research methods to large "n" data sets. Analysts look for patterns among the analyzed results that can inform more accountable decision-making."
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    Does anyone know if UD is a member of WCET (WICHE Cooperative for Educational Technologies)? I signed up to follow the blog. WICHE Cooperative for Educational Technologies (WCET) accelerates the adoption of effective practices and policies, advancing excellence in technology-enhanced teaching and learning in higher education.
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