TEAP2014

a fabulous example of an online community in science. brings people interested in science, including non-experts into a forum where they can contribute to research.

a fabulous example of an online community in science. brings people interested in science, including non-experts into a forum where they can contribute to research.

a fabulous example of an online community in science. brings people interested in science, including non-experts into a forum where they can contribute to research.

Challenging new model for the future of higher education in which technology plays the key role

Briliant meta analysis of 225 studies on why lectures don't work for STEM subjects

Hi Neal, I am unable to open this website, keep getting an error. is the url correct? cheers arti

I did this in too much haste - sorry! Fixed this on the link above Arti. I'll see if I can post the link to the original article as well Neal

How can we make students take ownership of their learning process? This video explores some examples from Alan November. He tells anecdotes of when student feel they have a purpose to their work/learning and a legacy to leave: how positively this impacts the learning process.

This clip shows a real lecture where Personal Response System and interactive teaching with peer instruction are used effectively in Physics teaching. For those teaching large classes and/or Science and Engineering this is a great demonstration of the technique.

And a sister site - technologies for teaching- a comprehensive and useful list

And a sister site - technologies for teaching

Special Mooc edition. Other useful articles on aspects of online edcuation

Free text books for students from the OER movement

Varied case studies on blended learning

This blog post shares some concise guidelines for strategies to engage learners using mobile phones. The author makes the valuable point that just making content available on mobile devices through responsive design, does not mean that learners will engage with it. You also have to consider designing learning activities suited to the devices.

Queen Mary carried out a useful survey on their students' experience of their Moodle VLE in 2012/13. This report is very detailed and thorough. It covers many similar issues to those we have faced at City University and many of the learning points and recommendations are relevant to us.

This blog post by an educational technologist at the University of Liverpool discusses VLE minimum standards. The author includes a very useful comparison of specific criteria used by 20 different UK universities.

This web article looks at the question of how can we enable students to construct knowledge and demonstrate higher order thinking skills online? The authors provide a helpful critique of superficial attempts to build sustainable online communities for example where LMS's are used for the transmission of content in higher education and do not allow students to build knowledge or engage in higher order thinking.

The paper was written for an academic conference and the proposed storytelling model is underpinned by high quality scholarship and research supporting the premise that digital storytelling can be used effectively in designing online courses.

This web and pdf resource from University College Dublin, offers helpful guidance on structuring your modules and considering what the best sequence for when and how students might access resources including the blend of content, activities and resources.

Thomas, blended learning is something i am focused onto in this phase of my Project development. Thank you for sharing this source.

This web resource created by University College Dublin offers guidance on designing or redesigning modules in ways that encourage students to engage in the curriculum and develop deep learning, critical thinking and research skills.

Thomas, thank you for your information. Very useful in identifying this if we need it. btw, why did you post the same comment twice :)

This blog post offers a research based critique of the use of iPads in education. The central criticism made is that typing, text and data manipulation is important in learning and that the absence of physical keyboards on iPads is a significant problem.

This is a practical guide to creating communities of practice. The guide is broken down into six sections: 1) Inquire 2) Design 3) Protoype 4) Launch 5) Grow 6) Sustain. It also contains a very useful table which gives practical ideas about using different technologies to create a community of practice.

This web article provides a concise discussion of the revisions of Bloom's classic cognitive taxonomy by Anderson and Krathwohl. The differences between Bloom's original taxonomy and the revised one are shown clearly in a well laid out table.

Robert Gagné proposed a model of nine events which follow a systematic instructional design process. Each of the nine events of instruction is highlighted in a series of infographics. The How to Stimulate Recall of Prior Learning Infographic refers to Gagné's 3rd event of instruction and presents ways teachers can determine students' prior knowledge.