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Nancy Lumpkin

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

www.nytimes.com/...05collegeside.html

distance learning

shared by Nancy Lumpkin on 08 Nov 10 - No Cached
  • 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.
Nancy Lumpkin

Top Ten iPad uses list - 8 views

There are a number of apps that will aid grading on your iPad. One is iannotate which allows you to mark pdfs on the ipad. Also, a stylus can allow professor to add handwritten notes to their iPa...

started by joeldfederspiel on 05 Apr 11 6 follow-ups, last by Nancy Lumpkin on 07 Apr 11
Helen Beaven

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

www.edtechmag.com/...index2.php

shared by Helen Beaven on 16 Sep 10 - No Cached
  • 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
      Helen Beaven on 31 Jan 11
       
      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
      Helen Beaven on 31 Jan 11
       
      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

Innovation - 0 views

citg.babson.edu/innovation.aspx

edtech colleges

shared by Danny Thorne on 16 Sep 10 - No Cached
  • The Curriculum Innovation and Technology Group (CITG) is a curriculum-based technology consulting organization that provides thought leadership and support services to the Babson College academic programs and Babson College faculty.  The group's primary focuses include: Researching and developing best practices and innovative uses of technology in education Empowering faculty to use technology and appropriate pedagogies in their course and content development Collaborating with program administrators and faculty to innovate the curriculum through technology integration Contributing to Babson brand-building by positioning the College as a leader in curriculum innovation and technology
Nancy Lumpkin

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

www.nytimes.com/...05college.html

online colleges

shared by Nancy Lumpkin on 08 Nov 10 - No Cached
  • 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.
Helen Beaven

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

search.ebscohost.com/login.aspx

e-learning online distance education incentives faculty salary technology

shared by Helen Beaven on 31 Jan 11 - No Cached
  • Helen Beaven on 31 Jan 11
     
    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..
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