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Ted Curran

http://remote-learner.net/sites/default/files/file/NC_osc_feasibility_study_full_report... - 1 views

remote-learner.net/...sibility_study_full_report.pdf

shared by Ted Curran on 26 Jan 11 - No Cached
  • Ted Curran on 26 Jan 11
     
    North Carolina LMS Feasibility study comparing Bb and Moodle
Ted Curran

How to Use Diigo for Education - YouTube - 1 views

www.youtube.com/watch

diigo youtube edtech teaching education learning Web2.0 technology

shared by Ted Curran on 17 Feb 12 - No Cached
  • Ted Curran on 17 Feb 12
     
    This is a great video to introduce you to using Diigo as a teacher for education.
Ted Curran

An Intellectual Property Primer for Online Instructors - 0 views

ocw.uci.edu/...course_banner.aspx

openness oer education technology open copyright property intellectual fairuse resources intellectual property

shared by Ted Curran on 09 Mar 11 - Cached
  • Ted Curran on 09 Mar 11
     
    OCW Course on Intellectual Property from UC Irvine. Great work
Ted Curran

Information: What is new in Moodle 2.0? - 0 views

school.demo.moodle.net/...view.php

shared by Ted Curran on 25 Jan 11 - No Cached
  • Ted Curran on 25 Jan 11
     
    Great demonstration videos of the new features in Moodle 2.0
Ted Curran

Using Moodle 2nd Edition O'Reilly eBooks - 0 views

issuu.com/...usingmoodle2

shared by Ted Curran on 24 Jan 11 - Cached
  • Ted Curran on 24 Jan 11
     
    A comprehensive manual to using Moodle.
Ted Curran

Academic Study of Blackboard vs. Sakai at UNC School of Medicine - 0 views

mfeldstein.com/akai-at-unc-school-of-medicine

shared by Ted Curran on 14 Apr 10 - Cached
  • The battle of the bullet points, where vendors are compared mainly based on long but shallow lists of features, is thankfully going away.
  • The assessment document, then, did not tell the whole story of vendor difference; the means by which a product delivered a solution to a given requirement showed a level of depth not reflected in the assessment document.
  • requirement #89 (the ability to deliver small groups) is marked in the RFP as a requirement fulfilled by both products, but in reality the groups provided in Blackboard do not have the same flexibility as those found within Sakai
  • ...2 more annotations...
  • It is telling that for the SOM, neither cost nor feature set stood out as the biggest difference between competing LMS products, but flexibility.
  • In UNC School of Medicine’s case, Sakai was judged to be more flexible than Blackboard.
Ted Curran

Moodle 2.0 release notes - MoodleDocs - 0 views

docs.moodle.org/...Moodle_2.0_release_notes

shared by Ted Curran on 21 Jan 11 - No Cached
  • Ted Curran on 21 Jan 11
     
    This outlines the new features in Moodle 2.0.
Ted Curran

Open Content for Private Foundations.pdf (Study by Harvard U) - 0 views

cyber.law.harvard.edu/...Foundations_survey_summary.pdf

open source open content creative commons higher education

shared by Ted Curran on 16 Apr 10 - No Cached
  • Ted Curran on 16 Apr 10
     
    Open content licensing may not be a red-hot issue in the foundation sector, but it is emerging as a salient one with consequences in many fields. It is an inherently complex issue. In an attempt to learn more about the licensing practices that are used in the world of private charitable foundations - and specifically to learn the degree to which open content licensing may or may not be appropriate in that sector and why - the Berkman Center and the Hewlett Foundation commissioned the FDR Group, a nonpartisan public opinion research firm, to conduct a qualitative research study.
Ted Curran

Instructure Canvas: A New LMS Entrant | e-Literate - 0 views

mfeldstein.com/cture-canvas-a-new-lms-entrant

shared by Ted Curran on 20 Jan 11 - Cached
  • Ted Curran on 20 Jan 11
     
    First Look and analysis of Canvas by Instructure.
Ted Curran

Selecting and Implementing a Course Management System for Your Campus - 0 views

net.educause.edu/live0914

shared by Ted Curran on 20 Jan 11 - No Cached
  • Ted Curran on 20 Jan 11
     
    Educause resource exhaustively detailing schools' decisions to adopt Moodle, Bb, and Sakai.
Ted Curran

Blackboard vs. Moodle: North Carolina Community Colleges Assessment - 0 views

mfeldstein.com/-community-colleges-assessment

moodle blackboard lms vs assessment

shared by Ted Curran on 23 Apr 10 - Cached
  • “The end-of-term student and instructor surveys showed that Blackboard and Moodle are not that different.” All of these systems are pretty good/bad.
  • “The real difference is found in student perception of their teachers’ comfort level with the application. There exists a significant correlation between student survey scores of both Blackboard and Moodle with the perceived comfort level of instructors using either application. Thus, student perceptions of both CMSs were influenced by instructor experience, training, and skills.” The fact that your faculty reviewers are more familiar with your old system than some of the alternatives may bias their evaluations significantly.
  • “Case studies of four exclusively Moodle institutions indicated that while transition to Moodle was challenging, ultimately the case study students and faculty preferred Moodle over Blackboard.”
  • ...2 more annotations...
  • “The CMS application functionality comparison by online administrators (application and network) and online instructors indicated that Moodle 1.9x has a higher perceived functionality than any version of Blackboard evaluated. The large number of “did not use” responses suggested that neither CMS platform was utilized to full capacity.” Having a system with 39,000 seldom-used features that require a course to learn how to use is not as valuable to you as having a system with 39 features that most people will find useful and can figure out how to use on their own.
  • “The analysis revealed the total pre-transition year cost for all four case study colleges totaled $184,410. There was a 35% increase in total cost in the transition year to $248,300, due to supporting two CMSs simultaneously. Lastly, the post-transition year cost of ownership was $52,296, which accounted for a 72% decrease in total cost compared to that of the pre-transition year. The total cost savings from preto post-transition years for all of the case study colleges was $132,114.” Consider long-run costs as well as short-run costs. Migration may be cheaper than staying put, and the more expensive migration in the short run may be cheaper in the long run.
Ted Curran

EDUCAUSE Live! April 22, 2010 | EDUCAUSE - 0 views

net.educause.edu/live1010

shared by Ted Curran on 26 Apr 10 - Cached
  • Ted Curran on 26 Apr 10
     
    A Webinar re: GApps
Ted Curran

Procrastination - Study Skills Library - Cal Poly - 0 views

sas.calpoly.edu/...procrastination.html

shared by Ted Curran on 27 Apr 10 - Cached
  • Ted Curran on 27 Apr 10
     
    Procrastination is a complex psychological behavior that affects everyone to some degree or another. With some it can be a minor problem; with others it is a source of considerable stress and anxiety. Procrastination is only remotely related to time management, (procrastinators often know exactly what they should be doing, even if they cannot do it), which is why very detailed schedules usually are no help.
Ted Curran

Communication > Synchronous + Asynchronous Communication - 0 views

www.wit.edu/...asynchronouscommunication.html

shared by Ted Curran on 28 Apr 10 - Cached
  • Ted Curran on 28 Apr 10
     
    Hrastinski, Stefan. "A study of asynchronous and synchronous e-learning methods discovered that each supports different purposes" EDUCAUSE Quarterly, vol. 31, no. 4 (October-December 2008)
Ted Curran

Google: Priority Inbox saving Gmail users time | The Digital Home - CNET News - 0 views

news.cnet.com/8301-13506_3-20024822-17.html

shared by Ted Curran on 07 Dec 10 - No Cached
  • Ted Curran on 07 Dec 10
     
    "According to the company, Gmail users who are utilizing Priority Inbox are spending about 43 percent more of their time "reading important mail." Google added that Priority Inbox users overall are spending 15 percent less time sifting through e-mail than those who aren't tapping the feature. Read more: http://news.cnet.com/8301-13506_3-20024822-17.html#ixzz17Rp8z3t0"
Ted Curran

Wiki-style finals - ProfHacker - The Chronicle of Higher Education - 0 views

chronicle.com/...22867

wiki finals style education edtech web2.0 teaching learning

shared by Ted Curran on 29 Nov 10 - No Cached
  • Ted Curran on 29 Nov 10
     
    Let the students write the test, wiki-style. A great discussion of this constructivist learning activity. 
Ted Curran

UMW Blogs » Ten ways to use UMW Blogs - 0 views

umwblogs.org/...ten-ways-to-use-umw-blogs

wordpress edtech blogs blogging podcast eportfolio

shared by Ted Curran on 08 Feb 11 - Cached
  • Ted Curran on 08 Feb 11
     
    This is University of Mary, Washington's guide to using Wordpress blogs for students and faculty.
Ted Curran

Study Guides and Strategies - 0 views

www.studygs.net

elearning online learning student education

shared by Ted Curran on 05 Apr 10 - Cached
  • Ted Curran on 05 Apr 10
     
    This site is FULL of freely available raw materials for the Intro to Online Learning class. AWESOME RESOURCE!
Ted Curran

LibriVox - 0 views

librivox.org

audiobooks podcasts ebooks mp3 library

shared by Ted Curran on 01 Mar 10 - Cached
  • Ted Curran on 01 Mar 10
     
    Podcasts of Classic Books.
Ted Curran

Why Bother Being Open? « iterating toward openness - 0 views

opencontent.org/...1735

openness oer education why technology open edtech web2.0

shared by Ted Curran on 09 Mar 11 - Cached
  • I’ve always been an “argue by describing the benefits” kind of guy as opposed to an “argue on grounds of moral superiority” kind of guy (which is why I end up in the open camp more often than the free camp).
  • a free-to-access, online “digital publication of high quality university-level educational materials… organized as courses, and often includ[ing] course planning materials and evaluation tools as well as thematic content” that does not use an open license is not an OpenCourseWare.
  • MIT OCW, the website says, “Each course we publish requires an investment of $10,000 to $15,000 to compile course materials from faculty, ensure proper licensing for open sharing, and format materials for global distribution.”
  • ...3 more annotations...
  • 25% of the per-course publication costs (not technology infrastructure or external outreach costs – I’m talking about costs directly related to publishing a course) derive specifically from the desire for the final publication to employ an open license.
  • what is the return on this investment? What benefit are users deriving from open licensing that they could not derive if MIT published these materials online with a default copyright statement?
  • Would users still receive this benefit if MIT OCW were posted online with a traditional, full copyright statement?
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