Group items tagged

"In this paper, we explore the benefits of using social media in an online educational setting, with a particular focus on the use of Facebook and Twitter by participants in a Massive Open Online Course (MOOC) developed to enable educators to learn about the Carpe Diem learning design process. We define social media as digital social tools and environments located outside of the provision of a formal university-provided Learning Management System. We use data collected via interviews and surveys with the MOOC participants as well as social media postings made by the participants throughout the MOOC to offer insights into how participants' usage and perception of social media in their online learning experiences differed and why. We identified that, although some participants benefitted from social media by crediting it, for example, with networking and knowledge-sharing opportunities, others objected or refused to engage with social media, perceiving it as a waste of their time. We make recommendations for the usage of social media for educational purposes within MOOCs and formal digital learning environments."

"The primary objective of this project is to investigate how elearning applications can be more tightly integrated with virtual learning environments through the use of the IMS Learning Tools Interoperability (LTI) specification. A range of popular open source and commercial elearning applications (tool producers) are being used to both identify priorities for integrations with VLEs (or other tool consumers) and also to evaluate the benefits which can be derived from adopting this approach."

"Before jumping into creating a rubric, think carefully about the performance objectives of the assignment. Keep these objectives specific and clear."

"Objective - To describe the development and implementation of two courses designed to help university students avoid plagiarism. Design - Quantitative and qualitative analysis. Setting - A university in the United Kingdom. Subjects - An unknown number of university students who took a Plagiarism Awareness Program (PAP) course between 2008 and 2011, and approximately 3,000 university students enrolled in a Plagiarism Avoidance for New Students (PANS) course delivered via a virtual learning environment (VLE) between October and December 2012. The authors attempted to collect rates of continued plagiarism among students who had taken plagiarism education courses. The authors also surveyed 702 university students about plagiarism in 2011. Methods - Data collected from PAP participants informed revision of the authors' approach to plagiarism education and led to development of the second course, PANS. At the end of the course, students completed a test of their knowledge about plagiarism. Authors compared scores from students who took a course supervised by a librarian to the scores from students who took the course independently. Main Results - Students reported that many aspects of citation and attribution are challenging (p. 149). The authors discovered that 93% of students who completed the PANS course facilitated by a librarian in-person passed the final exam with a grade of 70% or higher, while 85% of students who took the same course independently, without a librarian instructor, in an online VLE scored 70% or higher (p. 155). The authors report that referrals of students who plagiarized declined significantly (p-value < 0.001) since the implementation of a plagiarism avoidance curriculum. Conclusion - As reported by the authors, first-year university students require more extensive education about plagiarism avoidance. A university plagiarism avoidance program instructed by librarians reduces the total number of students caught plagiarizing an

A Survey of Undergraduate Technology Use and Attitudes. Funded by Evaluation of Learners' Experiences of e‐learning Special Interest Group (ELESIG ) Small Grant

"Your target audience is not the same.Learn who they really are using this simple technique."

Dimensions of quality, by Professor Graham Gibbs, sets out to identify those factors that give a reliable indication of the quality of student learning.

Widget driven e-learning portal

The Swansea University School of Health Science visual SKILLS CLINIC for health professionals.

Enhancing and creating student centred portfolios in VLEs webinar ... context setting blog pos.

The full "Edgeless University" report from Demos

Throughout the last decade, numerous initiatives have been set up to experiment with the establishment of ICT-enhanced activities, under various frameworks and to varying degrees of success. The higher education area is a very complex world with a diverse

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