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Nancy Lumpkin

Technology and Learning Expectations of the Net Generation | EDUCAUSE - 2 views

shared by Nancy Lumpkin on 28 Oct 10 - Cached
  • Higher education often talks about the Net Generation's expectations for the use of technology in their learning environments. However, few efforts have been made to directly engage students in a dialogue about how they would like to see faculty and their institutions use technology to help students learn more effectively. Through a series of interviews, polls, focus groups, and casual conversations with other students, I gained a general understanding of the Net Generation's views on technology and learning.1
  • How will institutions define and develop technology-enabled learning when students view technology as encompassing a wide range of mobile options beyond the traditional classroom? Do student expectations regarding technology and customization constitute a barrier to effective teaching and learning with technology? What does it mean when students consider an institution's "advanced technology" as "so yesterday?"
  • The options were: 100 percent lecturing 75 percent lecturing and 25 percent interactive 50 percent lecturing and 50 percent interactive 100 percent interactive
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  • "To me, my success in the classroom depends on the teacher. If the teacher is prepared and knowledgeable about their particular field, I know I can expect to learn from their knowledge as well as know what is expected of me."
  • Thus, student views regarding faculty use of PowerPoint help illustrate the Net Generation's desire for the use of technology to support learning, as long as faculty members have the technological—and pedagogical—knowledge and skill necessary to use it appropriately.
Nancy Lumpkin

Tomorrow's College - Online Learning - The Chronicle of Higher Education - 0 views

  • Will this mash-up of online and offline learning become the new normal elsewhere, too?
  • The Chronicle spent three days trailing Ms. Black, Mr. Harrison, and Ms. Hatten to get a closer look at how that shift is changing the student experience
  • There isn't much downtime in her schedule. The hybrid class she has next—a fast-growing style here—helps her pull off that packed course load.
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  • about 75 percent of online students were already on the campus or lived nearby
  • hybrid university
  • Blended classes generate the highest student evaluations of any learning mode at Central Florida
  • Mr. Harrison, the accounting major, takes a business class with more than 1,000 students. The lectures are given live, he says, in a room that fits 68.
  • There's a lot of distractions that come with putting courses on the Internet.
  • e-mail students, call them, tweet them, Facebook them, chat with them
  • Beyond course announcements, Ms. Hatten's interactions with the professor have been limited to one e-mail exchange.
  • If you want to encounter distance education, a student once said, sit in the back of a 500-seat lecture.
  • Teaching and learning are inextricably linked in a shared process.
  • close UCF, for surely it is not serious about university level education
  • streaming recorded content, which is not online learning
  • a good education is not a product but an experience
  • the current culture views us as providing a product not an experience
  • Online education will eventually denigrate into the 500-seat classroom, minus the classroom.
  • he convenience of online classes can be a slacker's paradise. Schedule the right mix, and you might not have to face a live professor before 1:30 in the afternoon. Which means you can stay out until 4 in the morning and still sleep nearly eight hours. Not only that: Some students talk about online classes being so easy a caveman could pass them. In a test, there's no one telling you that you can't look at the book, says Ariel Hatten, 20, a junior and nursing major who considers her online class an easy A.
  • "No one enforces you to do the right thing" in an online course, Ms. Hatten says. "It's at your discretion. I care about my grade, so if I don't know the answer, I'm not gonna let myself fail when I have an opportunity to look in the book."
  • . For her finance class, there's a quiz on Chapter 4. Basic stuff—10 questions, open book. And there's also a discussion question to answer: "What is working capital, and where is it listed on the balance sheet?" "That's more or less your participation for the class," she says.
  • Mr. Choi, who teaches tourism management, worries some students may view the reduced class schedule as time off.
  • I still have a phobia and a concern," he says. "Maybe I should still talk about a few basic things to some of the students who probably enjoyed the football yesterday and didn't do anything for the class."
  • Mr. Harrison catches some lectures and skips others. He likes the freedom of these video classes. Learning online can also be a challenge. "You can walk through the library, and literally, you'll see students who are watching a lecture but also have Facebook open right behind it," he says. "And, it's sort of like, 'How much time are you spending on each frame? Are you actively taking notes, or are you just chatting with your friends?'
  • Once the shaggy-haired fraternity rusher learned to manipulate the system, though, he ended up handling so much of his course work online that his actual butt-at-a-desk class time has shrunk to about six hours a week.
Nancy Lumpkin

The Open, Social, Participatory Future of Online Learning - Wired Campus - The Chronicl... - 0 views

  • Most faculty teach the way they were taught, but most weren't taught with technology. To learn how to do so requires time, incentives and support to go back to being a student of one's craft (teaching), preferably in an environment one will be asked to teach in.
  • Also, the joint Educause and Gates Foundation "Next Generation Learning Challenges" identifies "Learning Analytics" as one of four key challenges will receive funding consideration:http://www.nextgenlearning.com/the-challenges/learning-analyticsHere at UMBC, we've been pursuing academic analytics by looking at how strong and weak students using the LMS. We've been very much influenced by the fine work being done at Purdue University, the University of Georgia, and others.
Danny Thorne

Connectivism (learning theory) - Wikipedia, the free encyclopedia - 0 views

  • the connections that enable us to learn more are more important than our current state of knowing
  • "a learning theory for the digital age,"
Nancy Lumpkin

Online Learning Is Growing on Campus - NYTimes.com - 1 views

  • Like most other undergraduates, Anish Patel likes to sleep in. Even though his Principles of Microeconomics class at 9:35 a.m. is just a five-minute stroll from his dorm, he would rather flip open his laptop in his room to watch the lecture, streamed live over the campus network.
  • The University of Florida broadcasts and archives Dr. Rush’s lectures less for the convenience of sleepy students like Mr. Patel than for a simple principle of economics: 1,500 undergraduates are enrolled and no lecture hall could possibly hold them.
  • Online education is best known for serving older, nontraditional students who can not travel to colleges because of jobs and family. But the same technologies of “distance learning” are now finding their way onto brick-and-mortar campuses, especially public institutions hit hard by declining state funds. At the University of Florida, for example, resident students are earning 12 percent of their credit hours online this semester, a figure expected to grow to 25 percent in five years.
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  • Is it possible to learn as much when your professor is a mass of pixels whom you never meet? How much of a student’s education and growth — academic and personal — depends on face-to-face contact with instructors and fellow students?
  • “When I look back, I think it took away from my freshman year,” said Kaitlyn Hartsock, a senior psychology major at Florida who was assigned to two online classes during her first semester in Gainesville. “My mom was really upset about it. She felt like she’s paying for me to go to college and not sit at home and watch through a computer.”
  • online education is exploding: 4.6 million students took a college-level online course during fall 2008, up 17 percent from a year earlier, according to the Sloan Survey of Online Learning. A large majority — about three million — were simultaneously enrolled in face-to-face courses, belying the popular notion that most online students live far from campuses
  • At the University of North Carolina at Chapel Hill, first-year Spanish students are no longer offered a face-to-face class; the university moved all instruction online, despite internal research showing that online students do slightly less well in grammar and speaking.
Danny Thorne

Learning the Art of Virtual Instruction - Online Learning - The Chronicle of Higher Edu... - 2 views

  • A 2007 survey of more than 10,000 faculty members at 69 public colleges and universities found that more than two-thirds of professors thought online learning was inferior or somewhat inferior to face-to-face instruction.
  • "We help them understand that it's a classroom, not a Web site."
  • Sloan study found that about 55 percent of probationary, tenure-track faculty members felt they were unlikely to receive adequate recognition for their online work at tenure and promotion time.
Helen Beaven

Motivators and Inhibitors for University Faculty in Distance and E-Learning - 0 views

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    Cook, R., Ley, K., Crawford, C., & Warner, A. (2009). Motivators and Inhibitors for University Faculty in Distance and E-Learning. British Journal of Educational Technology, 40(1), 149-163. Retrieved from EBSCOhost. This article reports on four United States studies of how rewards systems, extrinsic and intrinsic, could play an important role in providing incentives for university faculty to teach (or remain teaching) electronic and distance education courses. The first three studies conducted prior to 2003 reported faculty were inherently motivated to teach e-learning and distance education. The fourth study in 2003 reported key findings that differed from the earlier studies. Using a principal components analysis, the researchers found nine indicators of motivation to participate or not participate in electronic or distance education. The implications from the fourth study indicated that, while faculty members were inherently committed to helping students, faculty members wanted their basic physiological needs met by university administration through extrinsic motivators, such as salary increases and course releases..
Nancy Lumpkin

Preparing the Academy of Today for the Learner of Tomorrow | EDUCAUSE - 1 views

  • Opportunities arise from students' familiarity with technology, multitasking style, optimism, team orientation, diversity, and acceptance of authority. Challenges, on the other hand, include the shallowness of their reading and TV viewing habits, a comparative lack of critical thinking skills, naïve views on intellectual property and the authenticity of information found on the Internet, as well as high expectations combined with low satisfaction levels.
  • Institutional leaders need to find ways to think about generations in designing campus and individual student initiatives, as well as to discern trends that will allow future-directed planning.
  • faculty development course designed to guide them in both technological and pedagogical approaches to Web instruction. Through a series of interactive sessions with instructional designers and Web faculty veterans, beginning faculty are encouraged to redesign their courses to focus on being student centered and interactive.
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  • The focus is on faculty facilitating instruction and students becoming active and interactive learners.22
  • Excellent TeachingFrom our exploration of generational issues, an important question evolved: Can students distinguish characterizations of excellent teachers independent of generation, learning style, course modality, and technological sophistication? Data collected at UCF, with more than half a million student responses, suggest an answer.23 We have identified six characteristics that students attribute to the best faculty—characteristics that are independent of age, gender, and academic achievement. Interestingly, these characteristics correspond to the seven principles of good practice in undergraduate education24 and to the national study of student engagement.25 Although students' behaviors, attitudes, and expectations are generally shaped by their generation, what constitutes good teaching appears to be universal across these generations. Students believe that excellent instructors: Facilitate student learning Communicate ideas and information effectively Demonstrate genuine interest in student learning Organize their courses effectively Show respect and concern for their students Assess student progress fairly and effectivelyThis seemingly paradoxical way in which students determine teaching excellence through the lens of their instructors clarifies how universities must accommodate students' needs, realizing that these needs are universal, yet greatly mediated by the Net Generation.
  • If today's students do not represent the constituency that our higher educational system is designed to teach as asserted by Prensky,28 how do we remedy that situation? Possibly, by studying how students interacted (politically, economically, culturally, socially, and technologically) with institutions' instructional climate in the past. By monitoring technology developments and their impact on the student population, we will be better able to anticipate the needs of the class of 2025. This approach will thrust institutions into a forward-thinking posture rather than a reactionary one in response to incoming student cohorts.
Nancy Lumpkin

Live vs. Distance Learning - Measuring the Differences - NYTimes.com - 2 views

  • The educational value of online courses has been debated for years, based on a large but uneven body of research. An analysis of 99 studies by the federal Department of Education concluded last year that online instruction, on average, was more effective than face-to-face learning by a modest amount.
  • But that analysis has been challenged because so few of the underlying studies include apples-to-apples comparisons. Mark Rush of the University of Florida and colleagues tried to do just that by contrasting grades of students who sat through a semester of his live microeconomics lectures with those who watched online.
  • Their conclusion, reported in June by the National Bureau of Economic Research: some groups of online students did notably worse.
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  • Without the nudge of having to attend classes, the authors suggested, it can be easy to let recorded lectures pile up unwatched. Indeed, it is common at Florida to see students in libraries cramming viewings of a dozen lectures back to back before exams.
Danny Thorne

IMS Global Learning Consortium - 1 views

shared by Danny Thorne on 16 Jul 10 - Cached
  • IMS GLC is a non-profit collaboration among the world's leading educational technology suppliers, content providers, educational institutions, school districts, and government organizations dedicated to improving education and learning through the strategic application of technology.
  •  
    This looks like it should be interesting and I flipped to it...but I can't figure out how to work through the site. I feel like I am entering a discussion that has been going on for awhile and I am sort of lost. Danny, can you help me by directing me to the beginners page...I am not passing "go" and I am not collecting $300...
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    I'm not sure what you mean. Did you find a discussion at imsglobal.org?
Helen Beaven

EDTECH: Focus On Higher Education - Small Wonders - 0 views

  • The institutions whose notebook initiatives have proved to be the most enduring “have a clear and compelling curricular vision” for the role of computers inside and outside the classroom
  • Start with professors. “You’re going to have to invest in the faculty,” says Michael Zastrocky, vice president and education industry research director at Gartner. “Let them have the machines a year before you give them out to the students, and provide them with training. It gets them comfortable, and gives them time to learn how they are going to use them in the classroom.”
    • Helen Beaven
       
      This is absolutely important for any kind of incentive program. You must allow your faculty to train and learn any new technology before it can be applied in an effective manner.
  • Small colleges that have thriving one-to-one computing programs say success hinges not on the machines’ technical details but on understanding how to use them.
    • Helen Beaven
       
      Though this article discusses on-to-one computing programs, this success of understanding how to use a technology will be essential regardless of the device, software, etc. Faculty will need to understand how a new technology functions before they can implement it .
Danny Thorne

4 Myths About For-Profit Online Learning - Online Learning - The Chronicle of Higher Ed... - 1 views

  • while for-profit institutions such as Capella and Kaplan Universities and the University of Phoenix educate hundreds of thousands of students online, their officials report that the average enrollment per course ranges from only nine to 18
  • at Phoenix, as reported for August of this year, 470,800 students were being served by over 33,000 faculty members, for a student-faculty ratio of just over 14 to 1
  • focus on what a student is expected to know
Nancy Lumpkin

Educating the Net Generation | EDUCAUSE - 1 views

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    2005...too old? Explores many of the same things we are in this group.
Danny Thorne

Online Learning (Rowman & Littlefield Education) - 2 views

  • Bowman, who currently teaches online undergraduate and graduate courses, and her fellow contributors provide an excellent down-to-earth guide for anyone who is thinking about or participating in an online education program.
Danny Thorne

Stephen J. Laster (Harvard Business School) | EDUCAUSE - 0 views

  • He was responsible for Babson’s adoption of blended learning and led the effort to increase working professional MBA enrollments by 500% through the creation of a state-of-the-art, blended, MBA program.
Danny Thorne

Hotseat at Purdue University - 1 views

  • Hotseat, a social networking-powered mobile Web application, creates a collaborative classroom, allowing students to provide near real-time feedback during class and enabling professors to adjust the course content and improve the learning experience. Students can post messages to Hotseat using their Facebook or Twitter accounts, sending text messages, or logging in to the Hotseat Web site.
Danny Thorne

Instructors' Vantage Point: Teaching Online vs. Face-to-Face - Online Learning - The Ch... - 0 views

  • Online education promises the ability to bend space and time. Get your education anywhere! Take college courses in your pajamas! Become educated while drinking at a karaoke bar! But it can't deliver on such promises, because although it can bend space, online education cannot bend time.
  • The main thing that, in the end, had to go was interactivity, because it required both space and time.
Helen Beaven

Cool Tools for School - 2 views

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    This teacher has compiled many free web 2.0 technologies and organized them by category. Though it appears to be geared toward a K-12 audience, I think many of the technologies would be applicable in the higher ed setting.
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