Group items tagged

Short (external) description of Mozilla's web literacy standard.

Report from the OU on new forms of teaching, learning & assessment.

"The DUCKLING project - funded by JISC - at the University of Leicester develops advanced delivery, presentation and assessment processes to enhance the work-based learning experience for students studying remotely."

" links to free on-line services that allow you to provide your students with enhanced learning opportunities which you can then embed into, or link from, your school/college/university's website, course blog or VLE/MLE."

Chalmers, D. and O'Brien, M. Fraser, K. (ed) (2005) Education development units and the enhancement of university teaching. Education development and leadership in higher education: Developing an effective institutional strategy pp. 50-71. Routledge Falmer , Abingdon, UK

"As part of the JISC-funded Student Expectations of University project, aimed at enhancing applicants' understanding of university experiences, the 1994 Group have produced this report to illustrate innovative and excellent practice in the areas of: communicating with prospective students; providing information, advice and guidance (IAG) to applicants; and managing student expectations of university."

* investigated how commencing first year students and their teachers use traditional and emerging technology-based tools in their everyday lives and to support student learning * drawn on the expertise of teachers and the results of this investigation to develop and implement pedagogically sound, technology-based tools to enhance student learning in local learning environments

Enhancing Students' Learning Experiences Through the Use of Digital Storytelling

The purpose of this website is to provide a place for K-12 school library media specialists to learn a little more about web tools that can be used to improve and enhance school library media programs and services, to see examples of how they can be used,

"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"

"We are developing dynamic Web-based maps, which are a fusion of formal curriculum maps, personal learning records, and community-driven maps. Using established technologies and standards the maps provide 'mash-ups' of information from curriculum databases, ePortfolios and other sources. The project aims to enhance understanding and navigation of the curriculum and provide a means for students to actively map, contextualise, reflect on, and evidence their learning. The maps will also support collaboration, including sharing, rating and discussion of learning resources linked to specific topics in the maps."

These web pages provide guidance on good practice for a 'baseline' Moodle course, and offer some ideas and suggestions for developing an 'enhanced' course. They are intended to support staff in meeting the 'minimum requirements' for a Moodle course.

"Columbia's Turnitin subscription, managed by CUIT, is used primarily by students to check and repair their own work prior to handing it in to the instructor."

"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."

Mark Brown rants about "...yet another attempt to place 'pedagogy in a box' in the context of technology-enhanced learning."

"...a small but growing cadre of educators trying to exploit Twitter-like technology to enhance classroom discussion."

Effective Practice in a Digital Age is designed for those in further and higher education whose focus is on designing and supporting learning: academic staff, lecturers, tutors and learning support staff, facilitators, learning technologists and staff developers, and others with an interest in enhancing the quality of learning and teaching, and a curiosity about how technology can assist them.

"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."