Group items tagged

"The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal directed (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells." Described at school level but a handy model. Perhaps we could adapt.

"The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells as illustrated below."

The Department of Education's (ED) Office of Educational Technology today released a draft issue brief - Enhancing Teaching and Learning Through Educational Data Mining and Learning Analytics - representing the results of a months-long discourse among 8 academic and 15 industrial data mining and learning analytics experts conducted by SRI International. The brief, inspired by ED's 2010 National Educational Technology Plan (NETP), articulates the challenges and opportunities of Big Data in improving student outcomes and overall productivity of K-2 education systems. It focuses on three key research areas - educational data mining, learning analytics, and visual data analytics - and offers a set of corresponding recommendations, categorized by various stakeholders. ED is now seeking public comment on the draft.

The OU does Personal Learning Environments PLEs as a supported project / unit. "This course introduces the main concepts and technologies behind Responsive Open Learning Environments (ROLE). The ROLE project provides tools and services that enable learners to build their own technology-enhanced learning environment based on their needs and preferences."

Technology Enhanced Learning - a quality standard.

This course introduces the main concepts and technologies behind Responsive Open Learning Environments (ROLE). The ROLE project provides tools and services that enable learners to build their own technology-enhanced learning environment based on their needs and preferences.

"We are developing dynamic Web-based maps, which are a fusion of formal curriculum maps, personal learning records, and community-driven maps. Using established technologies and standards the maps provide 'mash-ups' of information from curriculum databases, ePortfolios and other sources. The project aims to enhance understanding and navigation of the curriculum and provide a means for students to actively map, contextualise, reflect on, and evidence their learning. The maps will also support collaboration, including sharing, rating and discussion of learning resources linked to specific topics in the maps."

* investigated how commencing first year students and their teachers use traditional and emerging technology-based tools in their everyday lives and to support student learning * drawn on the expertise of teachers and the results of this investigation to develop and implement pedagogically sound, technology-based tools to enhance student learning in local learning environments

The Scottish Government strategy for using digital technology to enhance learning & teaching.

"The University of Queensland has committed to the development of a major online open learning environment.  UQ Vice-Chancellor Professor Deborah Terry said heads of school, deans and other senior academic leaders had embraced a University vision to move toward the development of a major online open learning environment.  "The initiative is an integral component of the new UQ blueprint for technology-enhanced learning, recently released to staff," Professor Terry said. "

Effective Practice in a Digital Age is designed for those in further and higher education whose focus is on designing and supporting learning: academic staff, lecturers, tutors and learning support staff, facilitators, learning technologists and staff developers, and others with an interest in enhancing the quality of learning and teaching, and a curiosity about how technology can assist them.

Resource page using the 3E Enhance. Extend, Empower framework to encourage academic use of Moodle. Would be interesting to know the success rate.

"The student digital experience tracker, a pilot scheme to provide first-hand insight into learners' expectations and views on technology in an education setting, showed that 72% of HE and 70% of FE and skills learners believe that when technology is used effectively by teaching staff it enhances their learning experience - giving credence to the argument that practitioners need to develop their own digital skills to deliver learning and teaching."

"The Higher Education Academy published the book Transforming Higher Education Through Technology Enhanced Learning in December 2009. Although the book has its genesis in the e-learning Benchmarking & Pathfinder Programme led by the Higher Education Academy from 2005-2008 readers will find that the book contains a thought-provoking edited collection which offers far more than a straightforward account of outcomes of one national programme; you will find that it is both broad in scope and reflective in tone"

Report from the OU on new forms of teaching, learning & assessment.

"To gain the full educational benefits of the major new investments in corporate technologies supporting online teaching and learning it is argued that a strategic, systems based approach to academic professional development (APD) is required. Such an approach requires a clear view of the key areas of potential and enduring teaching and learning benefit which can be realised from online developments, including an understanding of the changing role of the academic teacher in higher education, the identification of the desired professional capacities to educate online, and the implementation of a number of coordinated initiatives to develop these professional capacities in order to engage constructively with the learning and technology opportunities. Based on previous work, we propose a 6three model of Academic Professional Capacities Development for effective APD of online teaching and learning. The model can help inform the actions of policy makers, executives and practitioners in ways that promote an authentic learning organisation."

"The DUCKLING project - funded by JISC - at the University of Leicester develops advanced delivery, presentation and assessment processes to enhance the work-based learning experience for students studying remotely."

Interesting new? journal on TEL - this issue seems to focus on widgets and PLEs / Web 2.0

Some CC materials on using Moodle.  Might be some we can adapt or get ideas from if needed.

Mark Brown rants about "...yet another attempt to place 'pedagogy in a box' in the context of technology-enhanced learning."