Group items tagged

Resources arount online pedagogies. History, development stategies ...

"This paper describes the implementation of a quantitative cost effectiveness analyzer for Web-supported academic instruction that was developed in Tel Aviv University during a long term study. The paper presents the cost effectiveness analysis of Tel Aviv University campus. Cost and benefit of 3,453 courses were analyzed, exemplifying campus-wide analysis. These courses represent large-scale Web-supported academic instruction processes throughout the campus. The findings were described, referring to students, instructors and university from both the economical and educational perspectives. The cost effectiveness values resulting from the calculations were summarized in four "coins" (efficiency coins=$; quality coins; affective coins; and knowledge management coins) for each of the three actors (students, instructors and university). In order to examine the distribution of those values throughout the campus assessment scales were created on the basis of descriptive statistics. The described analyzer can be implemented in other institutions very easily and almost automatically. This enables us to quantify the costs and benefits of Web-supported instruction on both the single-course and the campus-wide levels. "

"dii"

List showing ups and downs in Jane Hart's Top 100 elearning tools. Some interesting entries and the ones on the 'Not in list anymore' list are the ones you probably didn't go for anyway!

OU key skills paper an an example of some tools available in their Moodle.

"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

via @catspyjamasnz Should we have a similar section on our website?

Doug Belshaw posts about "Attendance" and what that means at University. Some good slides to accompany on using digital media to improve L&T. "Embracing OERs, mobile learning and digital literacies looks to me like the mark of a forward-thinking learning organization."

I like the way he brings in Hattie's research--great minds think alike ;-)

"IRRODL (the International Review of Research in Open and Distance Learning) has just published a very special issue focused on connectivism."

"In an attempt to explain ds106 to some colleagues as part of a larger conversation about the possibilities of teaching online without LMS, I crafted this..."

Another nice ds106 idea: students contribute and vote on assignment ideas.

"The same top nine characteristics are common between online and face-to-face students, with only the order for the two bolded characteristics changing. Responsiveness is more highly valued online, moving five positions."

"Engaging busy healthcare providers in online continuing education interventions is challenging... We found that email reminders dramatically increased participation."

"Low-cost online courses could help higher education from becoming the next economic bubble that bursts..."

"Adding audio instructions or commentary helps you meet the needs of auditory learners, and often adds interest to the content. Schiefelbein said she often creates an audio recording of housekeeping tasks, such as deadline reminders, as well as to review what was covered the previous session. She also uses the Wimba Voice Board to create an audio-based discussion board which students use to discuss topics and reply to posts."

"Providing a complete installation of Moodle on a USB stick can help to increase confidence and enables users to try things out for themselves without anyone knowing what they're attempting to do!"

This week the OCW Consortium is holding its annual meeting, celebrating 10 years of opencourseware. Are universities about credentials or research? Are they a repository of knowledge? It's important, O'Reilly argued, if you want to be innovative "to think about what job you do for your customers (for your students) and not just think about how you do that job today but why you do it."

"Presented here are several original CATs [classroom assessment technique] proposed by Angelo and Cross with their technology-enhanced suggestions for use in online classrooms"

David Wiley explains his critical position on MOOCs. I think I'm in agreement.