Group items tagged

Interesting blog post about how VR is being used in nursing education - having students experience the world from the patient perspective. Curious how this approach might be used in courses that we're developing - public health, etc?

This is a concise guide to the three main categories of adaptive courseware (off-the-shelf, customizable and custom-built) and five key questions to inform courseware adoption decisions: problem to solve? resources? control? access? support?

Very interesting, sound study. Even though this is done in a face to face environment, the takeaway most likely remains the same - students don't know what effective teaching looks and feels like. Quote: "Compared with students in traditional lectures, students in active classes perceived that they learned less, while in reality they learned more."

Timely! Regan Gurung just published a CTL blog post about this study: http://blogs.oregonstate.edu/osuteaching/2019/12/16/eating-your-peas-like-active-learning-not-preferred-but-better-for-you/

wb: Thought this a very useful (+short!) discussion of the new learning that is emerging thanks to computers. Filled with tons of great links to online resources and teaching game examples I hadn't heard of before.

This study of 70,000 courses identified five course design archetypes in terms of LMS use: Supplemental - high in content but with very little student interaction Complementary - used primarily for one-way teacher-student communication Social - high peer-to peer interaction through discussion boards Evaluative - heavy use of assessments to facilitate content mastery Holistic - high LMS activity with a balances use of assessments, content, and discussion

Resources and ideas from CSU Channel Islands for faculty development, especially blended and online, including slides from a presentation their Teaching and Learning Innovations team did at OLC Innovate. Content and approaches include a toolbox, Facebook, Twitter, learning communities, course construction workshops and a faculty/staff blog. Impressive.

(Shared with me by Kathy Becker-Blease)

I deeply respect this industry pioneer, Michael Abrash, and his talk on the current state of wearable computing really turned my head around. Thought i'd throw a link up here, just in case any of you are curious about this emerging field. (basically, just click the PDF in the first paragraph, which attempts to go through and explain everything in "simpler" terms. The short of it is that we now have the tech to deliver on the promise of VR goggles from the late 80s. And after that, within about 5 years, the world will be changed by Augmented Reality (AR) - when your cell phone can seemlessly detect and enhance everything you look at). (the tech isn't quite there for AR yet, but google released Glass to try and get ahead of the game).

A comparison of Netflix "binge viewing" with new models of "binge learning" for online classes. Do students learn better on their own schedule? How to combine both? 

This is a heady rant about motivating your user. (7 min). While some of the big words might be off putting, the simple game examples should be inviting. ? It serves as advice on making someone feel glad they performed a task you setup for them. The speaker is talking about video games, and behavioral engineering, but I think it relates to motivating online students. _________________________ tl;dr? the core takeaway is: points ain't rewards. Just because you gave someone points, doesn't mean they received them as a reward. Points only work as rewards when they are a "token" of whatever currency the player values. I think this is fascinating to keep in mind when trying to motivate students. (you might think of grades and degrees as tokens in different currencies) + I'm curious to learn how much the field of "instructional design" leverages behavioral engineering.

An article about the emerging idea that independent game developers would fit well with the edu-games market. I think it's interesting to see a summary of the current edu-games rockstars, and to think about the future of working with 3rd parties. (honestly not sure if it's a growing market or a bad idea. While we drool over polished edu-games and simulations for some classes, it also seems like teachers ALWAYS want some customization for thier course. which most 3rd party developers aren't setup to deliver. sooo. maybe the real takeaway is that schools will all end up having an edu-games department! i hope... :)

"The History and Future of (Mostly Higher) Education:  How We Can Unlearn Our Old Patterns to Relearn for a Happier, More Productive, Ethical, and Socially Engaged Future* COURSERA/Duke University:  JANUARY 27, 2014-MARCH 8 2014 DRAFT SYLLABUS (Posted October 6, 2013)"