Group items tagged

The underlying principle of the University benchmark is that all modules can adopt technology to effectively benefit some aspect of the learning, teaching and assessment experience. The University benchmark for the use of technology in modules, which you can find here, is therefore designed to help academic staff to consider new or further developed uses of technology that are appropriate for the contexts within which they teach

We are stooping lower. After an Apple presentation, a US school board moves to claim copyright on all student and staff work.

Ha, ha, ha! "Don't worry, online is inferior" "it's not education, and it's not even a reliable means for credentialing people" But is it learning?

Crotchety article challenging advocates of open publishing, about the cost of storing, managing and distributing digital goods, Annoying tone, but some useful points to consider. "Even beyond just their power requirements, digital goods have particular traits that make them difficult to store effectively, challenging to distribute well, and much more effective when handled by paid professionals."

How do we make money out of Mooc's? Charge students a full course fee to convert to credit!

"Last month I shared 40+ networks that you could consider depending on your niche or interests. As part of my commitment to this community, I shared that I will  expand on this list throughout 2012. So here is the first addition to that build!  The topic- Curation!"

Excellent post by Michael Feldstein on course design issues to be considered in the light of MOOC developments.

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

Short post arguing that educating 'young people' in the use of technology is more than teaching them the mechanics of a medium. Can't identify what is being argued in it's place but I think that we need to consider talking about communication and then what tool fits the contextual needs rather than how to edit a wiki, for instance.

Short article describing mlearning for the "Considered" user and the "Trigger" user.

Short article describing mlearning for the "Considered" user and the "Trigger" user.

"The current buzz in the internet world is about "mashups" and "remix". This article explores the question as to the legality of engaging in the practices of mashing and remix of copyright material as a part of cultural existence and expression - without the permission of the copyright owner. In the context of mashups, the article will look at the increasing number of video and website mashups and what this means for copyright law; while in the context of remix the article will consider the recent Dean Gray remix and what copyright law is willing to permit in this regard."

Interesting post on url shorteners and some potential downsides, in short and long term.

The college reached this decision after first looking into outsourcing their email to the cloud. They considered offering from both Google and Microsoft, but eventually decided against both in lieu of the new forwarding option.

Over time the learner has been the explorer of knowledge, its accumulator and skilled 'access-or'. In the 21st century challenges and demands are expanding and changing again. Our new society's environment is one of rapid communication, action and change, of intricate social activity and a huge potential for new knowledge. What are the models of the learner for this brave new world? How can higher education create these models and support the learners who aspire to them? This paper postulates four models of the learner of the future: * the collaborator: for whom networks of knowledge, skills and ideas are the source of learning * the free agent: utilising flexible, continuous, open-ended and life-long styles and systems of learning to the full * the wise analyser: able to gather, scrutinise and use evidence of effective activity and apply conclusions to new problems * the creative synthesiser: able to connect across themes and disciplines, cross-fertilise ideas, integrate disparate concepts and create new vision and practice. The paper describes an example of these kinds of learning and considers what they might imply for the development of learning in higher education in the coming century

Some suggestions for designing mobile websites along with relevant highered examples.

Post on what to consider when mobilising your website - and it states that Sites are better than Apps, no matter how cool they are!

This summary guide investigates tauira, exemplars, of success for Māori in tertiary education.  Published by Ako Aotearoa, it highlights the key factors to be considered in fostering success for Māori in tertiary settings.

"The report is based on questionnaires and interviews conducted by BCcampus with a cross section of institutional stakeholders (instructors, teaching and learning centres and IT administrators) at 9 BC post-secondary institutions (25 were contacted) in the Fall of 2010. The paper highlights some of the concerns and benefits post-sec institutions in BC are grappling with when considering using cloud-based applications and services (specifically those hosted in the US), and illustrates some examples of how BC post-sec's have addressed these issues within their institutions."

"Our Space is a set of curricular materials designed to encourage high school students to reflect on the ethical dimensions of their participation in new media environments. Through role-playing activities and reflective exercises, students are asked to consider the ethical responsibilities of other people, and whether and how they behave ethically themselves online. These issues are raised in relation to five core themes that are highly relevant online: identity, privacy, authorship and ownership, credibility, and participation. For more information, download the Introduction to Our Space [pdf], FAQ [pdf], and Road Map [pdf]. All curricular units and lessons are free and available for download below. The full casebook [pdf - 133MB] can be downloaded using the link at the bottom of the page." Critiqued by @downes for not addressing the issue properly "This is "a set of curricular materials designed to encourage high school students to reflect on the ethical dimensions of their participation in new media environments." The content divides into five major subject areas: participation, identity, privacy, credibility, and authorship and ownership. I'm not sure these are the top five things I would list when thinking of ethical dimensions of new media environments. While it's useful that there is a section on flamers, lurkers and mentors I think there should be something about hate, racism and bulling. And while a section on credibility is a good idea, it should be based on the principles of reason and inference, not outrageously bad definitions like this: "Networking-the ability to search for, synthesize, and disseminate information." And this: "Collective intelligence-evidence that participants in knowledge communities pool knowledge and compare notes with others toward a common goal." Wow, those are just wrong. Maybe I need to review this and criticize it more closely."

"In this seminar, Alan Cann of the University of Leicester considers the potential of social tools for researchers, based on both his own extensive experience and those of researchers interviewed as part of a study for the publication 'Social Media: a guide for researchers.'"