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Paula Shaw

ERIC - EJ1087824 - Supporting Online Faculty through Communities of Practice: Finding t... - 0 views

eric.ed.gov/?id=EJ1087824

Professional Development online

shared by Paula Shaw on 23 Apr 20 - No Cached
  • Paula Shaw on 23 Apr 20
     
    Faculty development efforts for supporting online instructors represent a growing concern for higher education administrators. Providing online faculty with enriching experiences designed to improve practice, combat isolation, and share knowledge and resources is a challenge. This review examines the use of a community of practice (CoP) approach for online faculty support. The literature was reviewed with a focus on finding the faculty voice by extracting results from research studies on the use of professional development CoPs. Six themes of faculty perception of benefit emerged from the review and are discussed along with the pros and cons of three delivery methods for CoPs. The research supports the idea that collaborative faculty groups provide fertile ground for processing ideas and co-creating new knowledge, where productive conversations between eLearning faculty help improve teaching by identifying strengths, discussing challenges and finding solutions.
Paula Shaw

EXAMINING LEARNERS' INTERACTION IN AN OPEN ONLINE COURSE THROUGH THE COMMUNITY OF INQUI... - 0 views

files.eric.ed.gov/...EJ1187832.pdf

COI Framework Social

shared by Paula Shaw on 23 Apr 20 - No Cached
  • Paula Shaw on 23 Apr 20
     
    Open online courses are becoming more prevalent at local level and for and professional development objectives. Proper instructional design combined with use of online tools can promote learner interaction in online environments. Using the Community of Inquiry (CoI) framework, this study aimed at examining learners' interaction and their perceptions of teaching presence, social presence, and cognitive presence in an open online course offered for professional development in three Swedish universities
Paula Shaw

Performativity, Commodification and Commitment: An I-Spy Guide to the Neoliberal Univer... - 0 views

www.tandfonline.com/...00071005.2011.650940

Marketisation

shared by Paula Shaw on 23 Apr 20 - No Cached
  • Paula Shaw on 23 Apr 20
     
    I do not use the term neoliberal here lightly, it is one of those terms which is so widely and loosely used that it is in danger of becoming a detached signifier. What I mean by it here is 'a complex, often incoherent, unstable and even contradictory set of practices that are organized around a certain imagination of the "market" as a basis for the universalisation of market-based social relations, with the corresponding penetration in almost every single aspect of our lives' (Shamir, 2008, p. 3).
Paula Shaw

Student engagement: how do the US, Europe and Japan compare? | Times Higher Education (... - 0 views

www.timeshighereducation.com/...do-us-europe-and-japan-compare

Student satisfaction

shared by Paula Shaw on 23 Apr 20 - No Cached
  • Paula Shaw on 23 Apr 20
     
    Western universities receive strong scores on student-staff interaction, while those in Japan are rated highly on applying students' learning to the 'real world'
Paula Shaw

Full article: Software and the hidden curriculum in digital education - 0 views

www.tandfonline.com/...14681366.2014.977809

Hidden curriculum online

shared by Paula Shaw on 23 Apr 20 - No Cached
  • Paula Shaw on 23 Apr 20
     
    Computer technologies and computer-mediated information and communication are increasingly parts of curriculum-making practices in education. These technologies are often taken to be simply tools to be used to enhance teaching and learning. However, in recent years, a range of cross-disciplinary studies have started to point to the work of code, algorithms and standards in selecting and shaping the information, forms of knowledge and modes of interaction available to teachers and students. Concerns have been raised about how data is selected, shaped and represented by software in ways which are not always apparent to those using computer technologies. In this sense, software can be considered as part of the hidden curriculum of education. Drawing upon the increasing research in software studies, this article explores theoretically some of the issues raised in relation to curriculum-making practices and possible lines of empirical research to be pursued.
Paula Shaw

Towards Maturity - 1 views

www.towardsmaturity.org

Maturity future business

shared by Paula Shaw on 20 Apr 12 - Cached
  • Paula Shaw on 20 Apr 12
     
    Very useful report detailing the elearning requirements of businesses
Paula Shaw

elearnspace. Connectivism: A Learning Theory for the Digital Age - 0 views

www.elearnspace.org/...connectivism.htm

H817 E-Learning connectivism technology collaboration

shared by Paula Shaw on 02 Feb 14 - Cached
  • Technology is altering (rewiring) our brains. The tools we use define and shape our thinking.
  • Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).
  • ome questions to explore in relation to learning theories and the impact of technology and new sciences (chaos and networks) on learning: How are learning theories impacted when knowledge is no longer acquired in the linear manner? What adjustments need to made with learning theories when technology performs many of the cognitive operations previously performed by learners (information storage and retrieval). How can we continue to stay current in a rapidly evolving information ecology? How do learning theories address moments where performance is needed in the absence of complete understanding? What is the impact of networks and complexity theories on learning? What is the impact of chaos as a complex pattern recognition process on learning? With increased recognition of interconnections in differing fields of knowledge, how are systems and ecology theories perceived in light of learning tasks?
Paula Shaw

Three Objections to Learning Objects - Norm Friesen - 0 views

www.learningspaces.org/...objections.html

H817 learning_objects oer

shared by Paula Shaw on 18 Mar 14 - No Cached
  • This paper outlines a number of problems associated with this movement, all of which arise in some way from the juxtaposition of narrow technical and specialized concepts with the general and varied dimensions and contexts of learning
  • In clear contrast to the dominance of the object-oriented paradigm in programming and software design, there is no consensus among educational experts as to how learning occurs or how it can best be understood. There is no "all-pervasive" approach or "paradigm" for learning or education as is claimed for programming and software design. "Pedagogy as well as instructional design," as Allert, Dhraief, and Nejdl say, "are ill-structured domains" (2002).
  • In this pattern, these innovations are introduced into educational contexts and practices clearly bearing the stamp of their technical origin. Instead of being presented in terms familiar and meaningful to educators, they bear connotations that appear unclear or even negative in these practical contexts
  • ...2 more annotations...
  • Using a term that make sense only in abstruse technical discussions, and that is opaque and confusing to practitioners does not make its potential benefits clear to teachers. Instead, it presents the potential of pitting those responsible for instruction unproductively against those advocating technological change. It is not that the innovation should not come from outside of education, or that it can only come from within. It is simply that innovations must be presented in terms that are meaningful for teaching practice.
  • This research shows that the rate of adoption increases significantly when innovations possess some of the following characteristics: 1) simplicity, 2) compatibility with existing methods and techniques, and 3) relative advantage in comparison with these established methods and techniques (Rogers, 1962).
Wendy Wood

39 steps to embedding digital literacy - 2 views

www.slideshare.net/...2

shared by Wendy Wood on 26 Jul 13 - No Cached
  • Wendy Wood on 26 Jul 13
     
    This may be useful
Stuart Sutherland

LDSE - 1 views

sites.google.com/...ldse

elearning e-learning design learning research learning_design

shared by Stuart Sutherland on 24 Jan 12 - No Cached
  • Stuart Sutherland on 24 Jan 12
     
    A possible learning design support tool to use with module developers? "We are working with practising teachers to research, and co-construct, an interactive Learning Design Support Environment (the Learning Designer) to scaffold teachers' decision-making from basic planning to creative TEL design. Through this iterative research-design process we hope to address the above issues and build the means by which the teaching community can collaborate further on how best to deploy TEL."
Paula Shaw

NCAT: What We Do - 0 views

www.thencat.org/whatwedo.html

Scalability organisational strategies

shared by Paula Shaw on 29 Jul 18 - Cached
  • Paula Shaw on 29 Jul 18
     
    The National Center for Academic Transformation (NCAT) works through a four-stage iterative process to advance the use of information technology in improving student learning and reducing instructional costs.
Paula Shaw

Development of a guided peer-review system that uses an automatically scaffolding and r... - 0 views

www.researchgate.net/...or_marking_complex_assessments

innovative assessment

shared by Paula Shaw on 08 Mar 18 - No Cached
  • Paula Shaw on 08 Mar 18
     
    If we are going to move into the arena of peer- marked complex text assessments, we will need a rubric that captures things such as readability
Paula Shaw

Co-Leader Stages of Development: An Application of Tuckman and Jensen (1977) - 0 views

www.tandfonline.com/...01933920500186530

Empathic groups

shared by Paula Shaw on 08 Mar 18 - No Cached
  • Paula Shaw on 08 Mar 18
     
    This is useful as we start to think about the group behaviour and dynamics that lead to metacognition.
Paula Shaw

Policy Analysis of Structural Reforms in Higher Education: Processes and ... - Harry de... - 0 views

books.google.co.uk/books

policy PROPHET Framework

shared by Paula Shaw on 23 Apr 20 - No Cached
  • Paula Shaw on 23 Apr 20
     
    Really useful information when thinking about operationalising policies. works well when combined with design-based thinking. This forms the basis of the PROPHET Framework
Paula Shaw

Analysis of New Technology Trends in Education: 2010-2015 - IEEE Journals & Magazine - 0 views

ieeexplore.ieee.org/...8400521

PROPHET Framework

shared by Paula Shaw on 23 Apr 20 - No Cached
  • Paula Shaw on 23 Apr 20
     
    This paper analyzes the evolution of technology trends in education from 2010 to 2015, using as input the predictions made in the Horizon Reports on Higher Education, published yearly since 2004. Each edition attempts to forecast the most promising technologies likely to impact on education along three horizons: the short term (the year of the report), the midterm (the following two years), and the long term (the following four years). This paper applies social analysis, based on Google Trends, and bibliometric analysis, with data from Google Scholar and Web of Science, to these predictions in order to discover which technologies were successful and really impacted mainstream education, and which ones failed to have the predicted impact and why. This paper offers guidelines that may be helpful to those seeking to invest in new research areas
Paula Shaw

Educational technology professional development as transformative learning opportunitie... - 0 views

www.sciencedirect.com/...S0360131502000738

Professional Development online

shared by Paula Shaw on 23 Apr 20 - No Cached
  • Paula Shaw on 23 Apr 20
     
    The call to integrate technology into education can be used as a starting point for educators' professional growth. Looking at teacher preparation and professional development as much more than technology training, this research bridges the literature and practice of faculty development in educational technology with adult education's transformational learning theory. Research conducted in graduate education courses in educational technology reveals themes of change in their perspective of their profession and educational practice. Technology learning can sometimes be intimidating or frustrating. This article highlights the study's significance of adult learning theory for teachers' professional development and classroom practice particularly in learning to cope with new knowledge bases and incorporating them into practice.
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