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72 Tips for Using Media to Engage and Teach"

"The framework takes three perspectives of digital badges (motivation, pedagogy, and credential) and correlates each of these perspectives with three different concepts of the open movement (production, access, and appropriation). "Open badges represent an intriguing way to design, structure and reward learning through digital media, open systems and online networks, say the authors, "…[and] when designing an overall system it will be critical to identify and explicitly design for the potential obstacles or areas of opportunity…in this frame, the goals, implementation, and consequences attached to badges are linked to the concerns of teaching, learning and structuring education systems to enable these practices.""

"I'll argue that what is useful is making better decisions. That is, the ability to explain what's happened and react, or predict what will happen and make the right choice as as consequence. This comes from model-based reasoning. What sort of learning helps model-based reasoning? Two types, in a simple framework. You need to process the models to help them be comprehended, and use them in context to make decisions with the consequences providing feedback. Yes, there likely will be some content presentation, but it's not everything, and instead is the core model with examples of how it plays out in context. That is, annotated diagrams or narrated animations for the models; comic books, cartoons, or videos for the examples. Media, not bullet points. The processing that helps make models stick includes having learners generate products: giving them data or outcomes and having them develop explanatory models. They can produce summary charts and tables that serve as decision aids. They can create syntheses and recommendations. This really leads to internalization and ownership, but it may be more time-consuming than worthwhile. The other approach is to have learners make predictions using the models, explaining things. Worst case, they can answer questions about what this model implies in particular contexts. So this is a knowledge question, but not a "is this an X or a Y", but rather "you have to achieve Z, would you use approach X, or approach Y". Most importantly, you need people to use the models to make decisions like they'll be making in the workplace. That means scenarios and simulations. Yes, a mini-scenario of one question is essentially a multiple choice (though better written with a context and a decision), but really things tend to be bundled up, and you at least need branching scenarios. A series of these might be enough if the task isn't too complex, but if it's somewhat complex, it might be worth creating a model-based simu

"Questions of quality in repositories of open educational resources: a literature review" Javiera Atenasa,b* and Leo Havemannc Abstract Open educational resources (OER) are teaching and learning materials which are freely available and openly licensed. Repositories of OER (ROER) are platforms that host and facilitate access to these resources. ROER should not just be designed to store this content - in keeping with the aims of the OER movement, they should support educators in embracing open educational practices (OEP) such as searching for and retrieving content that they will reuse, adapt or modify as needed, without economic barriers or copyright restrictions. This paper reviews key literature on OER and ROER, in order to understand the roles ROER are said or supposed to fulfil in relation to furthering the aims of the OER movement. Four themes which should shape repository design are identified, and the following 10 quality indicators (QI) for ROER effectiveness are discussed: featured resources; user evaluation tools; peer review; authorship of the resources; keywords of the resources; use of standardised metadata; multilingualism of the repositories; inclusion of social media tools; specification of the creative commons license; availability of the source code or original files. These QI form the basis of a method for the evaluation of ROER initiatives which, in concert with considerations of achievability and long-term sustainability, should assist in enhancement and development. Keywords: open educational resources; open access; open educational practice; repositories; quality assurance "

Digital Collaboration - Use of ARIS Connect > A report on the use of ARIS Connect in NYCDOE

Research Questions 1. What are educators' perceptions and reported behaviors associated with participation in informal, online professional development networks? 1.a. What motivates educators to participate in informal professional development networks? 1.b. What types of informal professional development networks do educators report they use to connect with other educators to enhance their practice? 1.c. What specific informal professional development networks do educators report they find most useful in order to improve their practice? 2. Do educators' perceptions and reported behaviors associated with informal professional development networks differ based on current assignment, years in education, or age? "