Group items tagged

" In this course we will examine the tools and practices associated with networked, open, and digital scholarship. In particular we will investigate the emergent practice of scholars' use of social media and online social networks for sharing, critiquing, improving, furthering, and reflecting upon their scholarship."

"The findings of this study indicated that when teachers described their successful practices, they often linked them to their changing roles and new representation of their "selves" within an online environment. Their portrayal of the teacher self, both built on a plethora of previous experiences and reformed with the affordances and limitations of the online environment, went through a process whereby teachers were constantly challenged to make themselves heard, known, and felt by their students. This study showed that it was critical to listen to teachers' voices and give them a participatory role in the creation and use of their knowledge and experience in order to form their online teacher personas. As a result, programs that prepare faculty to teach online may need to encourage teachers to reflect on their past experiences, assumptions, and beliefs toward learning and teaching and transform their perspectives by engaging in pedagogical inquiry and problem solving."

"This report presents an overview of current video practice: the widespread use of video and its costs, the relevance of production value for learning, the pedagogical considerations of teaching online, and the challenges of standardizing production. Findings are based on a literature review, our observation of online courses, and the results of 12 semi-structured interviews with practitioners in the field of educational video production. "

Quoting Mr. Russell from the introduction to his book,

"These studies tell me that there is nothing inherent in the technologies that elicits improvements in learning. Having said that, let me reassure you that difference in outcomes can be made more positive by adapting the content to the technology. That is, in going through the process of redesigning a course to adapt the content to the technology, it can be improved."

This idea is reflected in the history of the No Significant Difference literature. Over the last 50 years, the question for media comparison studies (MCS) has evolved from, "Can students learn at a distance?" to "What is the effect of distance delivery on student outcomes?" Over the years, especially since the internet revolution, the conviction that distance delivery is necessarily inferior to face to face instruction has faded a bit. As we accept that it is not the technology itself, but the application of technology, that has the potential to affect learning, it is our hope that future research will strive to identify the instructional methods that best utilize technology attributes to improve student outcomes.