Group items tagged

Jenny Mackness compares and contrasts the different MOOC approaches from cMOOC to xMOOC.

short overview of the differences between digital literacy and digital fluency - also a link to a book on Digital Fluency. Brings in the idea of 'concious competence'. 

"Based upon the results of this study, for the advanced learner there is no significant difference in achievement whether you show the course navigation continually or not, and no significant difference in the amount of time to complete the course."

"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 look at the difference between f2f and online/flipped classes and why any chorus complaining that online doesn't have the human impact is a red herring. Also uses Mazur's thresholds as an example.

"Shibley talked about how the online classroom differs from the traditional face-to-face classroom, and suggested strategies for capitalizing on those differences to improve student learning."

"Learn. Unlearn. Relearn. In addition to the content of our course-which ranged across cognitive psychology, neuroscience, management theory, literature and the arts, and the various fields that compose science-and-technology studies-'This Is Your Brain on the Internet' was intended to model a different way of knowing the world, one that encompasses new and different forms of collaboration and attention. More than anything, it courted failure. Unlearning."

"A Radically Different World If you think our future will require better schools, you're wrong. The future of education calls for entirely new kinds of learning environments. If you think we will need better teachers, you're wrong. Tomorrow's learners will need guides who take on fundamentally different roles. As every dimension of our world evolves so rapidly, the education challenges of tomorrow will require solutions that go far beyond today's answers. Browse this website to explore the forces shaping our world. Work with us to explore your organization's role in creating the future of learning."

The project blog for a JISC project on visual plagiarism "This blog is written by the Spot the Difference project team, who are researching the meaning, nature, and issues surrounding the concept of 'visual plagiarism', as well as the potential uses of visual search technology in this complex area."

Fun infographic which highlights in a single sentence for each tool how different social media address the subject of coffee drinking

Excellent story of the journey to openness and the hugely positive difference it made to this leading photographers business and approach to life.

Testing a gamified course against a normal course. (I think this isn't really gamification but just reward. I think for it to be gamified there has to be a challenge intrinsic to the activity not just marking activities as complete.)

Account of usage levels research in Moocs comparing 3 differently sized cohorts in the same mooc instance.

Good looking site with easy access to resources. Maps out what your actions might be on Moodle for different times/needs.

Interesting Timeline tool pulling in lots of different media.

How deep or broad are different social networks. Thinking about community vs network. Don't entirely agree that community not possible on Twitter but get her point.

Options for using Twitter. "It is organized by the categories WATCH (easiest degree of difficulty, TALK (moderate), and PRODUCE (highest degree of difficulty). We did our best to put each box in the appropriate place. Therefore, some of them are in between different degrees of difficulty, etc."

Report on plagiarism in NZ unis. Suggests to me big differences in identifying and reporting.

Post referencing some research on the difference between student expectations of their teachers and their experiences. Some comments includes useful formative strategies.

"The problem is that most classroom assessments fail to ask students to use course knowledge in a different context in a meaningful way."