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Integrating References and Citations into Learning Environments

Integrating References and Citations into Learning Environments

Gardner Campbell on transforming assessment for a web 2.0 environment c.f. htttp://www.transformingassessment.com

Josie Fraser's Keynote at Online Educa Berlin 2010. Keynote: Building Networked Learning Environments

Survey based on perceptions of preferred and actual learning in online environments based on social constructivist pedagogies.

We are working with practising teachers to research, and co-construct, an interactive Learning Design Support Environment (LDSE) to scaffold teachers' decision-making from basic planning to creative TEL design.

The nature of the academic lecture has changed with the introduction of wi-fi and cellular technologies. Interacting with personal screens during a lecture or other live event has become commonplace and, as a result, the economy of attention that defines these situations has changed. Is it possible to pay attention when sending a text message or surfing the web? For that matter, does distraction always detract from the learning that takes place in these environments? In this article, we ask questions concerning the texture and shape of this emerging economy of attention. We do not take a position on the efficiency of new technologies for delivering educational content or their efficacy of competing for users' time and attention. Instead, we argue that the emerging social media provide new methods for choreographing attention in line with the performative conventions of any given situation. Rather than banning laptops and phones from the lecture hall and the classroom, we aim to ask what precisely they have on offer for these settings understood as performative sites, as well as for a culture that equates individual attentional behavior with intellectual and moral aptitude.

"The nature of the academic lecture has changed with the introduction of wi-fi and cellular technologies. Interacting with personal screens during a lecture or other live event has become commonplace and, as a result, the economy of attention that defines these situations has changed. Is it possible to pay attention when sending a text message or surfing the web? For that matter, does distraction always detract from the learning that takes place in these environments? In this article, we ask questions concerning the texture and shape of this emerging economy of attention. We do not take a position on the efficiency of new technologies for delivering educational content or their efficacy of competing for users' time and attention. Instead, we argue that the emerging social media provide new methods for choreographing attention in line with the performative conventions of any given situation. Rather than banning laptops and phones from the lecture hall and the classroom, we aim to ask what precisely they have on offer for these settings understood as performative sites, as well as for a culture that equates individual attentional behavior with intellectual and moral aptitude."

"There has been a lot of talk recently about PLEs (Personal Learning Environments) and everyone it seems, wants to know what they are, what they contain, or if they will replace current institutional VLE (Virtual Learning Environment) or LMS (Learning Management System) provision."

The OU is developing the ability for students to use their own online environment to aggregate and view resources from their courses. Students won't be tied to an LMS (but can still use) and instead can use iGoogle etc as a hub.

"The Public Domain Review is a not-for-profit project dedicated to showcasing the most interesting and unusual out-of-copyright works available online.  All works eventually fall out of copyright - from classic works of art, music and literature, to abandoned drafts, tentative plans, and overlooked fragments. In doing so they enter the public domain, a vast commons of material that everyone is free to enjoy, share and build upon without restriction.  We believe the public domain is an invaluable and indispensable good, which - like our natural environment and our physical heritage - deserves to be explicitly recognised, protected and appreciated.  The Public Domain Review aims to help its readers to explore this rich terrain - like a small exhibition gallery at the entrance of an immense network of archives and storage rooms that lie beyond. "

"'Massive open online courses: Higher Education's digital moment?' tracks the development of MOOCs from a small selection of specialist courses to major online platforms, offering hundreds of courses with millions of users.  The report explores MOOCs' surge in popularity and discusses whether this signals the beginning of a significant transformation in higher education, similar to those seen in other sectors, such as the newspaper industry. It pulls together the recent trends in online education delivery and looks at how universities can respond to the changing online environment."

"Published February 25, 2013 Matthew P. Long & Roger C. Schonfeld In this report, we present the results of Ithaka S+R's study of the scholarly practices of academic chemists. This study, funded by Jisc, presents information meant to empower research support providers in their work with chemists. The report covers themes such as data management, research collaboration, library use, discovery, publication practices, and research funding.   The report describes the findings of our investigation into academic chemists' research habits and research support needs. The digital availability of scholarly literature has transformed chemists' research by creating an environment where they can easily search for journal articles and chemical information. However, they often feel overwhelmed by the amount of new research available, and they need better tools to remain aware of current research. Furthermore, despite their heavy use of technology for research, many academic chemists have been slow to adopt new models of sharing data and research results such as online repositories and open access publishing. Our interviews highlighted the importance of the research group as a unit of academic life, and revealed some of the challenges inherent in working in groups that span institutions and national boundaries."

Sugata Mitra (TED talks and hole-in-the-wall computer innovator) critiques traditonal 'pencil and paper' exams and learning and gives an alternative which is (I think) a problem-based learning approach which he calls SOLE (Self-organised learning environment). 

Graphic detailing drivers of disruptive shifts and key skills needed to operate in the changed environment.

"Learning Space as Creation Space The next generation of learning spaces will take all the characteristics of an active learning environment-flexibility, collaboration, team-based, project-based-and add the capability of creating and making. Project teams will be both interdisciplinary and transdisciplinary and will likely need access to a broad array of technologies. High-speed networks, video-based collaboration, high-resolution visualization, and 3-D printing are but a few of the digital tools that will find their way into the learning space. The ability to rearrange furniture and technology quickly and easily will be highly desirable. Some project activities will need nothing more than comfortable furniture, food, and caffeine. Others will require sophisticated computational analysis and the ability to do rapid prototyping. Acoustics will be a concern and will need to accommodate a wide range of activities. It seems likely that such space will support more than one team or activity simultaneously. That will be a highly desirable trait, fostering serendipitous discovery and innovation. The ability to quickly and easily capture the group's activities and progress will also be desirable. An emerging class of powerful and effective collaboration tools enables project teams to save and store project elements, resources, concepts, plans, designs, models, and renderings-in short, all the "stuff" that a team might find or make."

Matt Jenner on the MITx open course and the learning environment

"Mobile computing is transforming information technology and the student learning environment in higher education, yet educational institutions everywhere are just scratching the surface of the capabilities of mobile computing. This report is based on 369 student survey responses and 26 focus-group participants from the mobile-device-heavy student population in Education City, Qatar."

"If we think of OERs as we think of physical artifacts, we might focus on their design, production, storage and distribution. We could quantify their number, calculate their popularity, and track their use. However, in open, distributed, networked learning environments, the emphasis is not be on the resources but on the engagement between participants who create, use, modify, and share experiences."

Looks good - a report on mobile learning, including informal learning opportunities.  "Mobility is turning the environment into a site for learning"

"Given an expectation of digital literacy among students, why should we worry about student perceptions of CMS tools? For the same reason exemplary instructors stay aware of their students' general learning style preferences-to evolve their teaching styles to meet diverse preferences and maximize learning while also attempting to develop and enhance students' abilities to learn in different ways. Likewise, knowing the CMS tools that students find most effective establishes an important baseline for understanding student needs that can be addressed not only in a CMS but also through other online systems and services. The University of Florida (UF) conducted a survey investigating that question in spring 2009, during the university's most recent CMS evaluation and adoption decision to replace the existing CMS. This research bulletin presents the survey results to help inform other institutions with their own evaluation and adoption processes. The information will also benefit instructors looking to maximize their own use of a local CMS and/or to choose tools that enable personal learning environments, as well as specific tools for learning."