Group items tagged

"A total of 125 students taking a first year seminar course for pre-health professional majors participated in this study (70 in the experimental group and 55 in the control group). With the experimental group, Twitter was used for various types of academic and co-curricular discussions. Engagement was quantified by using a 19-item scale based on the National Survey of Student Engagement. To assess differences in engagement and grades, we used mixed effects analysis of variance (ANOVA) models, with class sections nested within treatment groups. We also conducted content analyses of samples of Twitter exchanges. The ANOVA results showed that the experimental group had a significantly greater increase in engagement than the control group, as well as higher semester grade point averages. Analyses of Twitter communications showed that students and faculty were both highly engaged in the learning process in ways that transcended traditional classroom activities."

"Feedback, group work and a visible papertrail are all effortless gains. Display student work for class discussion, comment on student posts as feedback; set homework to post short peer critiques; devise project tasks requiring reading multiple peers' work and synthesising an overview with linked references."

"Focusing on the ethical issues that arise in social media research, we looked at issues around understanding digital identities, the ethics of platforms and public and private data. This is the first in a series of posts detailing the discussions we held as part of the breakout session. "

Interesting idea designed to codify pedagogy and encourage discussions about teaching values. That last bit reminds me of Auckland Uni's Heart project.

you can upload videos for this web page activity -as well as link to Youtube or use existing videos already in the Vialogues library

"I've just been in an interesting panel discussion at the JISC Online Conference on the subject of 'digital literacy'. The recording of the Elluminate session is available. The session reinforced to me just how diverse people's views on digital literacies are. Most new to the field make the assumption that digital literacy is singular and consists of basic skills in the digital realm. In effect, digital competency. Those more experienced in the field, such as Helen Beetham, talk of the importance of this baseline - the 'ABC' of digital literacy as she called it, but higher-level skills as well."

Many mooc discussions at Online Educa - report by Donald Clark.

"As learning technologies are now integral to most higher education student learning experiences, universities need to make strategic choices about what technologies to adopt and how to best support and develop the use of these technologies, particularly in a climate of limited resources. Information from students is therefore a valuable contribution when determining institutional goals, building infrastructure and improving the quality of student learning. This paper draws on a survey of student experiences and expectations of technology across three Australian universities. Analysis of text responses from 7,000 students provides insight into ways that institutional learning technologies and academic-led technologies are influencing the student experience. This paper also discusses how the three universities have used this information to develop strategic initiatives, and identifies a need for new strategies to support academic-led use of the available tools."

Post by Tony Bates on Moocs with an interesting discussion in the comments from Harasim and Downes.

Vince Ham from CORE Ed discussing the factors which make professional development in e-learning 'effective'. 

Interesting post after our discussion of the CEP and need to include different cultural perspectives on learning.

One view of New Orleans 10 years after Katrina. Compare with the other site in this group Concerned with "digital literacy?" Consider offering these 2 sites for serious discussion http://t.co/cFdtwnymOc vs. http://t.co/nm7peq9pfv

Interesting article looking at the ownership of ideas. It made me think of Connectivism - ideas and knowledge exist in the network, not in the individual. If we recognised this would the problem discussed disappear?

Imagine being in a college class where the instructor challenges students with questions and comments that ellicit active discussion by a majority of students.

Crisca the visiting academic from The University of Michigan pointed to their use of this system as an alternative to clickers

Social e-books - what will they think of next :)

As we increasingly move toward an environment of instant and infinite information, it becomes less important for students to know, memorize, or recall information, and more important for them to be able to find, sort, analyze, share, discuss, critique, and create information. They need to move from being simply knowledgeable to being knowledge-able.

Downes writes on what is faddish and what is passing on the internet - might not agree with everything , but good discussion points on future trends

Description: It took tens of thousands of years for writing to emerge after speech, thousands more before the printing press was invented, and a few hundred more for the telegraph to arrive. Today, new ways of relating are constantly created and a new communication medium emerges every time someone creates a web application-a Flickr here, a Twitter there. How can we use new media to foster the kinds of communication and community we desire in education? This presentation will discuss both successful and unsuccessful attempts to integrate emerging technologies into the classroom to create a rich virtual learning environment.

Article that discusses the impact of the internet on reading habits the ability to engage in deep reflection

Discussing how universities want to control knowledge rather than letting it flow freely.