Group items tagged

April 3-4 2013: ...we will engage the teaching and learning community in exploring this new online course model. Tour institutional examples of MOOCs, various instructional designs and delivery models, processes, methodologies for setting up and evaluating the model, and implications for teaching and learning.

Seems to mirror the approach LDs take to academic development. Steel, Caroline and Andrews, Trish (2012). Re-imagining teaching for technology - Enriched learning spaces: An academic development model. In Mike Keppell, Kay Souter and Matthew Riddle (Ed.), Physical and Virtual Learning Spaces in Higher Education: Concepts for the Modern Learning Environment (pp. 242-265) Hershey, PA, U.S.A.: Information Science Reference.

How can Twitter, which limits users to 140 characters per tweet, have any relevance to universities and academia, where journal articles are between 3,000-8,000 words long? Can anything of academic value ever be said in just 140 characters? A new Twitter guide published by the LSE Public Policy Group |and the LSE Impact of Social Sciences blog |seeks to answer this question, and show academics and researchers how to get the most out of the micro-blogging site. The Guide is designed to lead the novice through the basics of Twitter but also provide tips on how it can aid the teaching and research of the more experienced academic tweeter.

Video interviews and resources

The Innovative Teaching for Effective Learning ITEL project is conceived as a future-oriented and innovation-focused contribution to OECD's work on teachers and teaching. It focuses on the pedagogical knowledge base and competences of teachers and how they should be redefined to be in line with recent developments in understanding effective learning, as for example as hightlighted in publication: The Nature of Learning: Using Research to Inspire Practice.

Here's the link to the report on which the 'Online teaching and workload' seminar (02/11/12) was based. No real surprises, but it is nice to have a report that confirms a lot of what we preach.

"The series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation." The ten innovations are: Assessment for learning Badges to accredit learning Learning analytics MOOCs New pedagogy for e-books Personal inquiry learning Publisher led mini-courses Rebirth of academic publishing Rhizomatic learning Seamless learning

studies of alternative means of assessment for large classes in engineering

"A growing appreciation for the porous boundaries between the classroom and life experience, along with the power of social learning, authentic audiences, and integrative contexts, has created not only promising changes in learning but also disruptive moments in teaching." (Randy Bass (bassr@georgetown.edu) is Associate Provost and Executive Director of the Center for New Designs in Learning and Scholarship at Georgetown University. )

= notetaking, sharing resources, commenting, amplifying, asking questions, helping one another, offering suggestions, building community, and opening the classroom (from Derek Bruff, the Assistant Director at the Center for Teaching at Vanderbilt University)

In our new world of online plenty, "no matter what you are interested in you can go online and join a group of people attracted to something because they want to learn about it", ... "It also means education, knowledge and achievement are opening up to a much broader range of students, particularly visual learners who didn't have a chance to shine in text-based education systems, international e-learning expert Marc Prensky says. "What many educators often forget is that reading and writing, although they have enjoyed primacy for hundreds of years, are very artificial ways to communicate, store and retrieve information," he says." ... "We have to get over the myth that mobile phones have eaten the brains of our children and talk productively about using new communications tools. "There is an untapped reservoir of interest and enthusiasm, and if you can find the right tasks [that] empower students, it's like reaching a [teaching] tipping point," Allen says.

Matt Bower, John G. Hedberg & Andreas Kuswara (2010): A framework for Web 2.0 learning design, Educational Media International, 47:3, 177-198 This paper describes an approach to conceptualising and performing Web 2.0-enabled learning design. Based on the Technological, Pedagogical and Content Knowledge model of educational practice, the approach conceptualises Web 2.0 learning design by relating Anderson and Krathwohl's Taxonomy of Learning, Teaching and Assessing, and different types of constructive and negotiated pedagogies to a range of contemporary Web 2.0-based learning technologies. The learning design process can then be based upon the extent to which different Web 2.0 technologies support the content, pedagogical, modality and synchronicity requirements of the learning tasks.

Categorisation of iPad apps according to Bloom's taxonomy.