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sheryl barnes

The Legacy of Steve Jobs | Tufts Now - 0 views

now.tufts.edu/...legacy-steve-jobs

shared by sheryl barnes on 12 Oct 11 - No Cached
  • Tufts researchers in my group at the Human-Computer Interaction Lab, as well as the Human Factors Program, the Information Visualization Lab, the Human-Robot Interaction Lab, the Center for Engineering Education and Outreach and other research groups on campus attempt to look further into the future and invent new types of interfaces that might follow or complement the GUI we all use today.
  • sheryl barnes on 12 Oct 11
     
    "Tufts researchers in my group at the Human-Computer Interaction Lab, as well as the Human Factors Program, the Information Visualization Lab, the Human-Robot Interaction Lab, the Center for Engineering Education and Outreach and other research groups on campus attempt to look further into the future and invent new types of interfaces that might follow or complement the GUI we all use today."
sheryl barnes

WCET Conference Session on Changing to a New LMS - CMS Options | Google Groups - 0 views

groups.google.com/...ee6fd4e135152f6a

shared by sheryl barnes on 29 Sep 09 - Cached
  • sheryl barnes on 29 Sep 09
     
    New! State of LMS in Higher Education - Understanding the Big Picture In coordination with the California State University System, Delta Initiative collected information from various statewide systems on their approach for an LMS strategy. The study involved the collection of information through interviews and web-based research from a dozen systems of higher education. Our conclusion: The future of learning management has reached another crossroads in its path as a key enterprise system for higher education. This session will provide insight on the current state of the LMS vendor market, present timely research findings concerning the LMS profiles of several statewide systems, and engage the audience in a discussion of key issues encountered in the evaluation and deployment of an LMS approach on a statewide basis. Moderator: Rhonda Epper, Co-Executive Director, Learning Technology, Colorado Community College System, and Vice Chair, WCET Steering Committee Presenter: Phil Hill, Executive Vice President, Delta Initiative (IL)
  • sheryl barnes on 29 Sep 09
     
    I'm not sure if they'll make a recording available after the fact, but this looks like research that's relevant (if commercially motivated) to our project.
sheryl barnes

MIT Center for Collective Intelligence - 0 views

cci.mit.edu

shared by sheryl barnes on 15 Oct 08 - Cached
  • sheryl barnes on 15 Oct 08
     
    The MIT Center for Collective Intelligence brings together faculty from across MIT to conduct research on how new communications technologies are changing they way people work together. Our basic research question is: How can people and computers be connected so that-collectively-they act more intelligently than any individuals, groups, or computers have ever done before?'
sheryl barnes

What Forty Years of Research Says About the Impact of Technology on Learning - 0 views

rer.sagepub.com/...4.full

research

shared by sheryl barnes on 05 Sep 12 - No Cached
  • The synthesis of the extracted effect sizes, with the support of the validation process, revealed a significant positive small to moderate effect size favoring the utilization of technology in the experimental condition over more traditional instruction (i.e., technology free) in the control group.
  • we feel that we are at a place where a shift from technology versus no technology studies to more nuanced studies comparing different conditions, both involving CBI treatments, would help the field progress
  • it appears that the second-order meta-analysis approach represents an economical means of providing an answer to big questions
  • ...7 more annotations...
  • the average student in a classroom where technology is used will perform 12 percentile points higher than the average student in the traditional setting that does not use technology to enhance the learning process
  • Thus, it is arguable that it is aspects of the goals of instruction, pedagogy, teacher effectiveness, subject matter, age level, fidelity of technology implementation, and possibly other factors that may represent more powerful influences on effect sizes than the nature of the technology intervention. It is incumbent on future researchers and primary meta-analyses to help sort out these nuances, so that computers will be used as effectively as possible to support the aims of instruction.
  • there is a growing need for a systematic and reliable methodology for synthesizing related findings
  • one of technology’s main strengths may lie in supporting students’ efforts to achieve rather than acting as a tool for delivering content.
  • each focuses on a specific question addressing particular issues and aspects of technology integration
  • intended to capture the essence
  • 25 effect sizes were extracted from 25 different meta-analyses involving 1,055 primary studies (approximately 109,700 participants)
sheryl barnes

Interdisciplinary Science & Engineering Laboratory, University of Delaware, Resource Site - 1 views

www.udel.edu/iselab

shared by sheryl barnes on 03 Jan 12 - No Cached
  • The space is meant to blur the lines between disciplines and to tear down the walls—literally and metaphorically— between instruction and research, so that the research being conducted in one lab provides the content for the curriculum being taught next door.
  • We want to elevate the level of discovery—be it in research or teaching. Problem-based learning is as an effective route to that goal and the ISE-Lab will provide the perfect environment for implementing an integrated science curriculum using PBL. The problems that need to be solved don’t fall into neat disciplinary areas, nor do students think that way. PBL is about the real world.
sheryl barnes

Elements of Engagement for Successful Learning - 0 views

www.nova.edu/...schweinle.pdf

research

shared by sheryl barnes on 21 Dec 11 - No Cached
  • sheryl barnes on 21 Dec 11
     
    In this research we sought to understand student practices, beliefs, and behaviors that led to positive engagement on campus. More specifically, we studied student engagement as a function of the individual within the contexts of classroom and university environment using a basic interpretive approach. First year students from a medium-sized, public, Midwestern university participated in interviews on engagement, the classroom, university, and community contexts. Results suggest that both personality and a sense of self influence students' levels of engagement. Students who had identified life goals and who sought related activities and relationships made greater use of university resources and felt more engaged. We propose ways in which instructors and universities can make simple changes that may help enhance the experience of all students.
sheryl barnes

Center for Distributed Learning : DL Impact Evaluation - 0 views

cdl.ucf.edu/...dl-impact-evaluation

shared by sheryl barnes on 04 Jan 12 - No Cached
  • sheryl barnes on 04 Jan 12
     
    Research findings & resources on Distributed (Distance) Learning
sheryl barnes

Evaluation Reports--Policy and Program Studies Services - 0 views

www.ed.gov/...reports.html

shared by sheryl barnes on 27 Jul 09 - Cached
  • Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies (2009). A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis.
sheryl barnes

Beyond Disruption: Higher Ed Innovation from Within | The Blue Review - 0 views

thebluereview.org/beyond-disruption

disruption higher_ed

shared by sheryl barnes on 13 May 13 - No Cached
  • projects that take the opposite track: they’re innovative, but they tend to rely on open source technologies, and their focus is on individual and collective empowerment of students and communities, rather than commercialization.
  • There’s little need to hire Udacity or Coursera or any other ed tech company to disrupt higher education because faculty and staff representing key nodes in the network are already evolving the theory and practice of teaching, learning, research and outreach in ways that are incredibly productive
  • The best pedagogical change in higher ed is coming from within
  • sheryl barnes on 13 May 13
     
    Very interesting article re: disruption in HE & openness
sheryl barnes

Digital Humanities efforts range from database design to new creations | Harvard Magazi... - 0 views

harvardmagazine.com/...the-humanities-digitized

digital_humanities

shared by sheryl barnes on 17 Sep 12 - No Cached
  • the work of the humanities is to create the vessels that store our culture. In this sense, the digitization of archives and collections holds the promise of a grand conclusion: nothing less than the unification of the human cultural record online, representing, in theory, an unprecedented democratization of access to human knowledge. Equally profound is the way that technology could change the way knowledge is created in the humanities
  • entering an experimental period of inventiveness and imagination that involves the creation of new kinds of vessels—be they databases, books, exhibits, or works of art—to gather, store, interpret, and transmit culture
  • “much better signal to noise ratio” than Google
  • ...4 more annotations...
  • Where do libraries fit within the information-management equation
  • power of digital tools in research would expand the focus of dissertations from the 20-year span that has been “the hallmark of historical scholarship over the last three decades” to 150 years
  • The ability to analyze a vast body of texts also implies a dramatic expansion of the field of questions humanities scholars can ask
  • The changes afoot in the humanities are about expanding the compass, the quality, and the reach of scholarship
sheryl barnes

'Abelard to Apple' | Inside Higher Ed - 0 views

www.insidehighered.com/...ing_nature_of_higher_education

shared by sheryl barnes on 12 Dec 11 - No Cached
  • when professors get together to talk about change, they are talking mainly to each other. Most people do not understand how universities work, why they cost so much, how they got this way, and why they are so slow to change.
  • American colleges and universities do not have to change who they are, they have to discover who they are
  • trapped by culture and tradition and continue to sow the seeds of their own destruction
  • ...5 more annotations...
  • as a recent Pew poll shows, the middle is for the most part oblivious to the new realities. They think they are doing fine when study after study shows that most of them are in deep trouble. There is a Lake Wobegon-like belief that everyone is above average
  • there are only two things wrong with higher education: what we teach and how we teach it
  • advice for the middle is this: figure out what you do that makes you different and more valuable and then figure out how to offer that to as many students as you can
  • there is a great experiment taking place in the for-profit sector. Great innovation will be the result, and if traditional professors ignore the lessons of innovation they are likely to be left in the dust
  • professors who do not provide value, who are excessively, inwardly focused on the concerns of their profession, who confuse lecturing with teaching, who confuse scholarship with winning sponsored research grants, are usually swept to the margins
sheryl barnes

In the 21st-Century University, Let's Ban Books - Commentary - The Chronicle of Higher ... - 0 views

chronicle.com/...129744

shared by sheryl barnes on 16 Nov 11 - No Cached
  • Student materials might contain not just the commentary of the individual professor but of professors all over the world
  • Selecting and curating such enhancements to enlighten students without overwhelming them would be the responsibility of the professors.
  • books—and commentaries on books—would start to be connected in ways they aren't now
  • ...1 more annotation...
  • Colleges and professors exist, in great measure, to help "liberate" and connect the knowledge and ideas in books. We should certainly pass on to our students the ability to do this. But in the future those liberated ideas—the ones in the books (the author's words), and the ones about the books (the reader's own notes, all readers' thoughts and commentaries)—should be available with a few keystrokes. So, as counterintuitive as it may sound, eliminating physical books from college campuses would be a positive step for our 21st-century students, and, I believe, for 21st-century scholarship as well. Academics, researchers, and particularly teachers need to move to the tools of the future. Artifacts belong in museums, not in our institutions of higher learning.
sheryl barnes

Treating Higher Ed's 'Cost Disease' With Supersize Online Courses - Technology - The Ch... - 0 views

chronicle.com/...130934

shared by sheryl barnes on 27 Feb 12 - No Cached
  • Her approach brings together faculty subject experts, learning researchers, and software engineers to build open online courses grounded in the science of how people learn
  • education equivalent of Super Bowl ads: expensively built online course materials, cheaply available to the masses
sheryl barnes

Better Learning With Sites and Sound :: Inside Higher Ed :: Higher Education's Source f... - 0 views

www.insidehighered.com/...audio

research

shared by sheryl barnes on 03 Dec 08 - Cached
  • the study found that they were “more likely to explain more complex concepts using a combination of text and non-text based materials. The majority of participants ... expressed the view that it was easier to express themselves at a higher cognitive level when they could present material using multiple media sources.” They also had higher levels of satisfaction.
sheryl barnes

Why would we use this forum? - 7 views

I guess that if we were working on a specific web-based research project or presentation, then it might be handy to have all the message in here... David Grogan wrote: > Dunno either. So many othe...

started by sheryl barnes on 29 Apr 08 2 follow-ups, last by sheryl barnes on 29 Apr 08
Melanie St.James

Connectivism: a theory for learning in a world of growing complexity | Strong | Impact:... - 0 views

journal.elnet.com.au/...18

connectivism learningTheories education

shared by Melanie St.James on 22 Dec 09 - Cached
  • Melanie St.James on 22 Dec 09
     
    Connectivism: a theory for learning in a world of growing complexity
  • Melanie St.James on 22 Dec 09
     
    Connectivism: a theory for learning in a world of growing complexity
Hannah Reeves

Education News - Education Life - The New York Times - 0 views

www.nytimes.com/...index.html

education life news open access educational research

shared by Hannah Reeves on 23 Apr 10 - Cached
  • Hannah Reeves on 23 Apr 10
     
    Thought this article on open access, open ed resources, etc might be of interest to some.
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