Group items tagged

"ALT comment on the Higher Education Funding Council for England's Strategy Statement "Opportunity, choice and excellence in higher education" Schmoller, Seb and Slater, John (2011) ALT comment on the Higher Education Funding Council for England's Strategy Statement "Opportunity, choice and excellence in higher education". ALT. (Unpublished)"

The UK is at risk of losing its world-leading reputation for education, unless it continues to invest in digital technologies to meet the ever-changing needs of modern learners, researchers and the academic community says JISC, in its three-year strategy

"Pedagogical strategies and technologies for peer assessment in Massively Open Online Courses (MOOCs)"

"This issue aims to shed light on the way MOOCs affect education institutions and learners. Which teaching and learning strategies can be used to improve the MOOC learning experience? How do MOOCs fit into today's pedagogical landscape; and could they provide a viable model for developing countries?"

"Remember when Coursera - the world's largest purveyor of Massively Open Online Courses (MOOCs) - was going to disrupt higher education, and put hundreds if not thousands of public institutions out of business? I know it's hard to cast your mind back all of eighteen months, but try. Actually don't.  Because it's all over. Yesterday, Coursera did a weird strategy about-face by announcing that, rather than competing with public colleges, it's going to start competing with Blackboard instead"

"The Learning to Teach Online (LTTO) MOOC is based upon the multi award winning open educational resource of the same name, developed by Simon McIntyre and Karin Watson. We have built upon these resources in this MOOC, supporting them with a course structure that puts them into a supportive framework for you all to help you find and connect with each other to share your own experiences in the Discussion Forums. This course is not intended as a comprehensive manual for online teaching. Rather, it is intended as a starting point to help you develop your understanding of the principles involved; a place where you can get advice about strategies you might try; and a means from which you can begin to build your confidence and capacity to continue the learning journey in your own contexts and practice"

The purpose of this study was to explore group forming strategies by examining participation behaviours during whole class discussions associated with active participation in a following small group activity. Written communication data, posted in class discussion forums (843 messages/70,432 words) and small group forums (732 messages/59,394 words), were analyzed quantitatively. The result indicated that individuals' participation quantity in small groups was significantly correlated with their own participation behaviour in whole class discussions. Also, a significant portion of small group participation was explained by their group members' participation (i.e., group member effect). Based on the results, we suggest instructors use the information of participation behaviours during the initial period of whole class activities for allocating students into small groups heterogeneously.

This paper reports on a study at a research intensive University in the North of the UK exploring academics' perceptions of the potential of Web 2.0 for their teaching and any influences shaping those perceptions. It looks at the perceptions of academics 'on the ground' as well as those leading teaching and learning strategies at the University. The study identifies a range of perceptions among academics. These are influenced predominantly by academics' beliefs of what constitutes good teaching in their contexts. The paper concludes with an exploration of ways in which the range of perceptions evidenced may inform discussion of Web 2.0, arguing that academics' perceptions are crucial to context-based understandings of its potential.

"FASTECH is designed to use readily available technologies to support the systemic enhancement of assessment and feedback strategies and practices at programme, faculty and institutional levels. A key aim is to provide evidence of, and guidelines for, technological improvements and change processes that can be used to enhance the effectiveness and efficiency of assessment and feedback at these levels throughout the sector. By welcoming engagements, developing our work with, and inviting contributions from members of the HE community throughout the project, we aim to build a strong community of practice, focussed upon developing understanding of how to improve assessment and feedback practices and environments."

"The key opportunity for institutions is to take the concepts developed by the MOOC experiment to date and use them to improve the quality of their face-to-face and online provision, and to open up access to higher education. Most importantly, the understanding gained should be used to inform diversification strategies including the development of new business models and pedagogic approaches that take full advantage of digital technologies."

"Welcome to Google's MOOC Kit! We're excited to provide you with a great resource that includes best practices, important tips, technology guidelines, and strategies to help you inspire and motivate students. We hope you find this information helpful when planning and designing your online course. Whether you have experience teaching online or have never taught a course before, these resources here will help guide you through the process."

Interteaching: A Strategy for Enhancing the User-Friendliness of Behavioral Arrangements in the College Classroom

"Direct observation of a medical trainees' performance in clinical settings remains challenging. Direct observation serves to ascertain and document the acquisition of core clinical skills. Barriers to direct observation include the lack of effective implementation strategies and difficulties in delivering transparent standards for judging competence at the bedside. Studies have demonstrated that in the absence of transparent standards, the discriminating ability of evaluators judging the exact same clinical performance is poor. The development of criterion-based assessment tools for use by observers during student-patient encounters offers a potential solution to this problem. "

"The purpose of this team-led course is to help you build and improve your skill in online teaching. Basic strategies for sharing your expertise, facilitating deep discussion, and designing experiential assessments will be covered. Both small and large-scale teaching models will be presented - including MOOCs, Massive Open Online Courses. This course will be of particular benefit to adult educators with some classroom teaching experience. Whether you are a corporate training and development facilitator, community educator, or a higher education faculty member, this introduction to teaching online will be an opportunity to explore the possibilities of open education, and network with a diverse, global community of practitioners."

"The Technology Strategy Board and the Department for Business, Innovation & Skills (BIS) are to invest up to £1.1m in exploratory studies into the design of technology-based products and services that will improve learning outcomes. This SBRI competition seeks to stimulate business performance in an already vibrant education technology sector by supporting high-quality design of commercially viable products and services that can be delivered at scale while being affordable and easy to use. See the competition brief"

"The present research assessed the potential effects of expecting to teach on learning. In two experiments, participants studied passages either in preparation for a later test or in preparation for teaching the passage to another student who would then be tested. In reality, all participants were tested, and no one actually engaged in teaching. Participants expecting to teach produced more complete and better organized free recall of the passage (Experiment 1) and, in general, correctly answered more questions about the passage than did participants expecting a test (Experiment 1), particularly questions covering main points (Experiment 2), consistent with their having engaged in more effective learning strategies. Instilling an expectation to teach thus seems to be a simple, inexpensive intervention with the potential to increase learning efficiency at home and in the classroom"

Plagiarism is a folk devil into which is poured many of the challenges, problems and difficulties confronting higher education . This article investigates how software- Turnitin in particular - is 'solving' a particular ' crisis' in universities . However I investigate how alternative strategies for the development of information literacy offer concrete, productive and imaginative trajectories for university staff and students.

A report detailing the outcomes of the recent BMAF workshop 'Changing Universities through Internationalisation: from strategy to pedagogy' The report was written by David Dowdeswell-Allaway, Director of Skills Development and Employability at Norwich B

The headline on the YouTube video clip of Karl Walling's lecture in May says simply: US Naval War College Professor Advocates Rape. As a result of some of the comments in the clip, the Naval War College placed Walling, a professor of strategy and policy,