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Chris Hall

Sharing successes and hiding failures: 'reporting bias' in learning and teaching resear... - 0 views

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    "When researchers selectively report significant positive results, and omit non-significant or negative results, the published literature skews in a particular direction. This is called 'reporting bias', and it can cause both casual readers and meta-analysts to develop an inaccurate understanding of the efficacy of an intervention. This paper identifies potential reporting bias in a recent high-profile higher education meta-analysis. It then examines a range of potential factors that may make higher education learning and teaching research particularly susceptible to reporting bias. These include the fuzzy boundaries between learning and teaching research, scholarship and teaching; the positive agendas of 'learning and teaching' funding bodies; methodological issues; and para-academic researchers in roles without tenure or academic freedom. Recommendations are provided for how researchers, journals, funders, ethics committees and universities can reduce reporting bias"
Chris Hall

Truthy Lies and Surreal Truths: A Plea - Hybrid Pedagogy - 0 views

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    "The future of digital culture ― yours, mine, and ours ― depends on how well we learn to use the media that have infiltrated, amplified, distracted, enriched, and complicated our lives."
Chris Hall

Intending to Art: The market-place university - 0 views

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    "No, this isn't about privatisation or student fees or neo-liberal economic models! It's a revelation I had about academic careers"
Chris Jobling

Rice CTE Student Ratings of Instruction Literature Review - YouTube - 0 views

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    "This screencast captures a research presentation given by the Assistant Director of Rice's Center for Teaching Excellence, Betsy Barre. As Co-Chair of the Committee on Teaching's Subcommittee on Teaching and Course Evaluations, she performed a review of the research literature on student ratings of instruction, and this presentation is a summary of that literature review. Please feel free to jump ahead to the portions of the presentation that are of most interest to you, using the time indices below. If you have further questions, please consult the selected bibliography on the CTE website here: http://cte.rice.edu/studentevaluations"
Chris Jobling

Student Ratings of Instruction: A Literature Review - Rice University Center for Teachi... - 0 views

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    "As Co-Chair of the Committee on Teaching's Subcommittee on Teaching and Course Evaluations, I performed a review of the research literature on student ratings of instruction"
Chris Jobling

Do Student Evaluations of Teaching Really Get an "F"? - Rice University Center for Teac... - 0 views

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    "It's been a bad year for student evaluations." by Betsy Barre of RICE CTE
Chris Hall

The Problem With Evidence-Based Policies by Ricardo Hausmann - Project Syndicate - 0 views

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    "Many organizations, from government agencies to philanthropic institutions and aid organizations, now require that programs and policies be "evidence-based." It makes sense to demand that policies be based on evidence and that such evidence be as good as possible, within reasonable time and budgetary limits. But the way this approach is being implemented may be doing a lot of harm, impairing our ability to learn and improve on what we do. "
Chris Hall

The space for social media in structured online learning | Salmon | Research in Learnin... - 0 views

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    "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."
Chris Hall

Frontiers | The Learning Styles Myth is Thriving in Higher Education | Educational Psyc... - 0 views

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    "The existence of 'Learning Styles' is a common 'neuromyth', and their use in all forms of education has been thoroughly and repeatedly discredited in the research literature. However, anecdotal evidence suggests that their use remains widespread. This perspective article is an attempt to understand if and why the myth of Learning Styles persists. I have done this by analyzing the current research literature to capture the picture that an educator would encounter were they to search for "Learning Styles" with the intent of determining whether the research evidence supported their use. The overwhelming majority (89%) of recent research papers, listed in the ERIC and PubMed research databases, implicitly or directly endorse the use of Learning Styles in Higher Education. These papers are dominated by the VAK and Kolb Learning Styles inventories. These presence of these papers in the pedagogical literature demonstrates that an educator, attempting to take an evidence-based approach to education, would be presented with a strong yet misleading message that the use of Learning Styles is endorsed by the current research literature. This has potentially negative consequences for students and for the field of education research."
Chris Hall

Institutional digital capability and digital fairy dust | Jisc digital capability codes... - 0 views

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    "". .. from your perspective what are the institutional enablers and blockers when it comes to growing the digital capability of an organisation?" asked James Clay in a recent post on this blog. I rather flippantly posted a comment to James's post saying "Culture is a big issue, but I think over reliance (or expectations) that technology alone will somehow wave some magical digital fairy dust and everyone and ergo the institution will be "digital" and digitally literate." This post is my attempt to elaborate that comment."
Chris Hall

Technology enhanced learning (TEL) toolkit | Higher Education Academy - 0 views

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    "The use of technology to maximise the student learning experience is a vibrant area of interest across all tiers of global education. Technology enhanced learning (TEL) is often used as a synonym for e-learning but can also be used to refer to technology enhanced classrooms and learning with technology, rather than just through technology."
Chris Hall

Jisc_NUS_student_experience_benchmarking_tool.pdf - 0 views

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    "This benchmarking tool is the latest in a series of resources Jisc has
    produced to help you improve the student experience at your institution. It was produced in collaboration with the National Union of Students (NUS) and The Student Engagement Partnership (TSEP) as part of the Jisc Digital Student Project
    (digitalstudent.jiscinvolve.org/wp/) and the Jisc Change agents' network (jisc.ac.uk/rd/projects/change-agents-network)"
Chris Hall

Reflective Writing for Faculty Development: the 9x9x25 Project - Keep Learning - 0 views

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    "Thirty years ago I attended Prescott College, a small liberal arts college deeply rooted in experiential learning. All of the courses involved writing, and the "journal" was not only a part of the demonstration of competence, but it was used like a physical space for our thinking. It provided us with visible and tangible space to think on. I know "think on" sounds funny, but that is what writing can be. A visible process of thinking."
Chris Hall

The VLE isn't the problem, the sediment is | The Ed Techie - 0 views

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    "At the ALT C conference I went to a few sessions where VLE discussion came up, most notably Lawrie Phipps and Donna Lanclos's session "Are learning technologies fit for purpose?". They asked us to reflect on the main question in groups and nearly all of the discussions came back to complaints about the VLE. Lawrie picked on me to give the first response and I mentioned that the problem was not so much the technology but the "institutional sediment" that builds up around it. "
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