Group items tagged

"The manifesto for teaching online was a key output from the Student Writing project at the University of Edinburgh. It is a series of brief statements that attempt to capture what is generative and productive about online teaching, course design, writing, assessment and community. It is, and may remain, a living document that is reviewed and reworked periodically with colleagues, students and amongst the programme team of the MSc in E-learning programme. Its primary purpose is to spark discussion, and to articulate a position about e-learning that informs the work of the project team, and the MSc in E-learning programme more broadly. This position is best summarised by the first of the manifesto statements: Distance is a positive principle, not a deficit. Online can be the privileged mode."

Looks like a useful set of papers on learning and teaching online - design, tutoring, mobile, communities, assessment, social, etc

Nine evidence-based elearning guides:Tutoring on-line; Web-based course design; Learner acceptance of on-line learning and e-learning; Learning objects and repositories; Learning using mobile and hand-held devices; On-line communities; Technology-supported assessment; Learning environments; Using social software in learning.

"This report analyses tertiary sector e-learning provision at a system, sub-sector and course level from 2004 to 2008. The sub-sectors focused on in the report are universities and polytechnics and the course levels bachelors degrees and certificates (Levels 1-4). Participation in e-learning course at these levels over the same time period is analysed by focusing on the following learner groups: 18-19 year olds, the 40+ age group, Māori, Pasifika and European and females and males Author: Peter Guiney, Tertiary Sector Performance Analysis team (Ministry of Education) Date Published: May 2011"

"The Tertiary e-Learning Reference Group acts as an expert group that provides advice on tertiary e-learning to the Ministry of Education and Ako Aotearoa" The last publication from this groups is here: cms.steo.govt.nz/NR/rdonlyres/3B455FA8-586B-447B-A239-75C523841021/0/highwaysandpathways.pdf

"This is the first of a series of three posts on e-learning plans. This posts discusses why an e-learning plan is needed..."

"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."

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

e-learning growth in community colleges in the USA - quite a nice summary of the top five benefits of elearning

This resource aims to help those making decisions about their use of freely available 'Web 2.0' interactive and collaborate e-learning tools. Each product, site or service described in these pages can be searched or browsed by a specific Activity or the usability/accessibility checks that it passed. The applications have short descriptions and comments regarding their ease of use and functionality. If you are involved in teaching and learning and are wanting to make more use of Web 2.0 services in your e-learning activities, or if you are interested in how Web 2.0 can supplement your existing methods, this section may be useful to you.

"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.

"We propose a framework for organizing multiple metadata specifications in a container that can be handled as a whole. This framework, named Information for Learning Object eXchange (ILOX), is developed as part of the IMS Learning Object Discovery & Exchange (LODE) specification that aims to facilitate the discovery and retrieval of learning objects stored across more than one collection. While thus far ILOX has been demonstrated to resolve a number of challenges specific to the e-learning domain, it is a generic framework that can be profiled to organize metadata about any type of digital content."

In a move that could shake the e-learning industry, Pearson today unveiled a new learning management system that colleges will be able to use for free, without having to pay any of the licensing or maintenance costs normally associated with the technology. Pearson's new platform, called OpenClass, is only in beta phase.  By providing complimentary customer support and cloud-based hosting, OpenClass purports to underprice even the nominally free open-source platforms that recently have been gaining ground in the LMS market. "I think that the announcement really marks another, and important, nail in the coffin of the proprietary last-generation learning management system," says Lev Gonick, CIO of Case Western Reserve University.

"This report gives an overview of the literature on tertiary learners' participation, retention and success in e-learning."

"This e-Learning literature review examined texts across a range of countries, but within a relatively short time frame of the preceding five years. A range of criteria were used to select or eliminate studies for closer review (see Methodology and Methods section). Some key terms are defined for the purpose of this review: outcomes, e-Learning, tools, affordances, Web 2.0."

"I was surprised to find while doing some research for a client that there is no single source where one can go to compare different quality standards for e-learning. So I'm starting a list here..."

"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"

"This web site synthesises outputs from the JISC Learner Experiences of e-Learning programme. The programme spanned two phases over four years from 2005-2009. It comprised nine research projects in total (two in phase 1 and seven in phase two), employed mixed method approaches, and had the sustained involvement of over 200 learners and more than 3000 survey respondents. Five national workshops were run disseminating the methods and findings. The programme focussed on the learner voice. Learners allowed us into their worlds and showed us what it is like to study in a technology-rich age. The projects produced a huge collection of rich, detailed data that sheds light on what learners expect from the use of technology in post-compulsory education and the choices they make about using technology to support their study."

Collection of articles on using Twitter for teaching and learning.

"Curatr is a new platform for delivering learning experiences over the web. Curatr advocates learning through exploration, taking a path through content that suits your individual needs, getting rid of the dreaded 'next' button once and for all." Due for release summer 2010.