Group items tagged experience - Technology Enhanced Learning

shared by Roger Harrison on 13 Apr 13 - No Cached

shared by Roger Harrison on 27 May 13 - No Cached

attracted 308,000 students,
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The programmes, which ran over five weeks, had an estimated average completion rate of about 12 per cent, while early figures suggest that each Mooc cost about £30,000 from development to delivery.
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University of Edinburgh’s
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...5 more annotations...
Mooc cost about £30,00
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From August 2012 until the course went live in January, Knox estimates he was spending about eight hours a week on Mooc-related activity. During the five weeks of the course itself, this figure doubled, he says.
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but we thought that once it was up and running, it would kind of run itself. That’s the impression we got from Coursera - just wind it up and watch it go. However, we found that we were spending a lot of time monitoring the course while it was going.”
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he decision proved unpopular with some students, Knox says, as they had been expecting to see professors imparting knowledge as they would in a lecture theatre.
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estimates that some 2,000 students completed the final assignment.
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shared by Roger Harrison on 22 Apr 13 - No Cached

- Roger Harrison on 22 Apr 13
  
  like how the student resources project came from a survey of staff and student readiness for learning online
  
  <div class="cArrow"> </div><div class="cContentInner">like how the student resources project came from a survey of staff and student readiness for learning online</div>
  
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This proved to be quite difficult as the problems experienced by students studying totally online are different to those who are having face-to-face as well as online experiences
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These quizzes attempt to personalise the resource to a particular student’s needs rather than requiring them to spend time locating resources within the website as a whole
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It is hoped that future developments will include: Collaboration with departments/faculties to provide links to additional resources that have been
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shared by Roger Harrison on 24 Apr 13 - No Cached

engage productively in relevant online communities" and "influence others in an increasingly digital world". So the importance of these forms of engagement is being established but what is not yet clear is how we actually support this in practice.
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to communicate to learners what the possible benefits of having a presence and sharing practice online could be
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and the ability to visibly collaborate on the web, can appear daunting, risky and potentially a huge distraction from the "real" curriculum for many learners
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It's not commonly perceived as an evolving practice in which personal views are openly shared and in which students' opinions become a valued part of a communal learning experience.
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What are the implications for learning and teaching when we move from perceiving the web as a collection of tools to thinking of it as a series of overlapping spaces?
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shared by Roger Harrison on 24 Apr 13 - No Cached

shared by Roger Harrison on 04 May 13 - No Cached

Feedback from the 2009 MLE Evaluation highlighted that Edinburgh Napier students expect all their modules to be supported online, and that they value a balance of face-to-face contact with
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online interaction. While few modules or programmes can be taught fully online, an underlying principle of the benchmark is that all modules can adopt technology to benefit some aspect of the learning, teaching and assessment experience. This could involve the use of technology to:
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