SCoPE

In this excerpt, Lowman and Aldrich (2016) suggested strategies for informal conferences with individual students, "preferably during office hours, rather than … after class or on campus" (Just Listen, ¶2). They indicated that the purpose of these sorts of somewhat extended encounters, approximately 10-30 minutes in length (Close the conversation…, ¶1), was empowerment of students to "better understand their situation[s], consider … wider range[s] of options, and make their own decisions about their future[s]" (Just Listen, ¶2). Their suggestions highlighted: active listening, (re-)focusing, moderating distress, avoiding giving advice, closing, and recommending follow-ups for student conferences.

"Every researcher now needs to know about open access and we're here to help you find out how" (deck, ¶1, 2015.06.16).

"The posting below looks at principles for the design of learning communities (LCs).  It is from Chapter 2 - Preparing for Powerful Learning Communities, in the book, Powerful Learning Communities: A Guide to Developing Student, Faculty, and Professional Learning Communities to Improve Student Success and Organizational Effectiveness, by Oscar T. Lenning, Denise M. Hill, Kevin P. Saunders, Alisha Solan, and Andria Stokes."

This blog post recap's an online professional development session about preparing conference posters. It also provides links to the Blackboard Collaborate recording of, and Slideshare presentation slides for the session, as well as the presenter's resource laden website.

Where, how and when we learn is changing dramatically, and how we get recognized for what we learn is now changing, too. Our BadgeStack™ system is at the forefront of this movement. We're working with associations, conference planners, museums, schools, and companies to advance this learning revolution.

As my digital badges seminar series came to an end I was doing a lot of thinking about badge clustering and what I meant by the term. With a little creative thinking, and some fun, I borrowed and edited three clustering terms and applied them to badges.

This video was mentioned by Peter Rawsthorne in our webinar about Digital Badges

This the first in a 2-part webinar series on Digital Badges, facilitated by Peter Rawsthorne as part of a 2-week seminar discussion at SCoPE http://scope.bccampus.ca/mod/forum/view.php?id=9010

Week 2 seminar blog post. Thanks Origami Secretary Bird! 

Clark introduces Cross, who in turn distinguishes pushed learning from pulled learning. Clark also provides a short bibliography of Cross's work.

I aspired to create a really simple badge system design so a beginner could implement open badges. I had the following restraints to this implementation; creating the badge images needed to be really simple, and saved as .png files. the badge system design was to be a basic hierarchy where three micro-badges lead to a badge. the tasks to earn each badge were to be simple. the badges needed to be hosted and issued from one of the free services currentlly available. the badges had to easily move over to the Mozilla digital backpack for organization and display.

A nice overview of the SCoPE seminar, and some highlights and reflections on the first webinar. 

"Wow! Do you have homework too?" asked Sprite. "I thought there wouldn't be any more homework when you grew up and finished with school"

During this two-week seminar we will explore digital badges from concept through to implementation. The seminar will focus on the possible pedagogies and technology required for implementing digital badges. We will also take a critical look at the current state of digital badges with discussion of the required and possible futures. If you have a few hours to read and discuss focused topics and participate in two mid-day webinars then please join is this lively learning experience focused on digital badges.

Revisiting the Community of Inquiry Framework: July 9-22, 2012 Facilitators:  Cindy Xin and  Sarah Haavind Since its original publication, Garrison, Anderson and Archer's (2000) "Critical Inquiry in A Text-based Environment: Computer Conferencing in Higher Education" has inspired a great many researchers and advanced our understanding of online learning and online education. In recent years, a number of reviews of the Community of Inquiry framework (CoI) have been published, including, Garrison and Arbaugh's (2007), Swan and Ice (2010). Cindy Xin, author of a recently-published critique (Xin, 2012) will be with us to explain her argument and, together with Sarah Haavind, facilitate a discussion reconsidering the CoI and its recent reviews and critiques. By provoking new thoughts and possibly constructing new theories and methods, we hope to further our understanding of online discussion in particular, and online education in general.

The power of an inquiry-based approach to teaching and learning is its potential to increase intellectual engagement and foster deep understanding through the development of a hands-on, minds-on and 'research-based disposition' towards teaching and learning.

In an ideal world, what would ebooks do that would make them not a substitute for print books, but better than print books?

"Video is not being used enough in online learning in post-secondary education. When used it is often an afterthought or an 'extra', rather than an integral part of the design, or is used merely to replicate a classroom lecture, rather than exploiting the unique characteristics of video."

Qualitative analysis of the attitudinal surveys following the activity provided data regarding students' preference for the Physical Webbing activity over the traditional lecture, acceptance of participatory manipulatives, perceived learning and attitudes towards collaborative kinesthetic three-dimensional Mind Mapping.

Sage Publications site for Cases in Online Interview Research. Chapters 1 & 2 are available for download.