Group items tagged

"The tenth edition describes annual findings from the NMC Horizon Project, a decade-long research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in higher education. Six emerging technologies are identified across three adoption horizons over the next one to five years, as well as key trends and challenges expected to continue over the same period, giving campus leaders and practitioners a valuable guide for strategic technology planning."

! is book supports an emerging trend toward emphasizing the plurality of digital literacy; recognizing the advantages of understanding digital literacy as digital literacies. In the book world this trend is still marginal. In December 2007, Allan Martin and Dan Madigan's collection Digital Literacies for Learning (2006) was the only English-language book with "digital literacies" in the title to show up in a search on Amazon.com.

"Multiple Personality Pedagogy: Varying Voice in the Classroom April 30, 2013 | by Mark Spitzer"

Thanks to Knowledge Works - engaging with this info graphic will help to question what we might need to address for the future of teaching and learning.

One cannot continue to ignore the reality, facts and figures that draw attention to the way in which students prefer to communicate, collaborate and interact. It is becoming more imperative than ever that we 'stop sleeping behind our teaching desks' and wake up to the affordances of Web 2.0 and reassess our methods of teaching and learning.

"While creating opportunities for interaction may occur without much planning in a face-to-face environment, designing and implementing interactive learning experiences online requires strategic planning. After conducting a thorough review of current literature on the qualities of effective online teaching, I've identified strategies that can increase interaction in online learning environments. These strategies are organized by the three types of interaction defined by Moore (1989): Learner-instructor interaction Learner-content interaction Learner-learner interaction"