Group items tagged

The W3C recommendations for improving user experience of the Web on mobile devices. They have been abstracted to allow them to be device and language independent.

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 ;-)

"Hotseat, a social networking-powered mobile Web application, creates a collaborative classroom, allowing students to provide near real-time feedback during class and enabling professors to adjust the course content and improve the learning experience."

"This pilot study sought to improve the vocational learning and literacy development of learners through the making of their own digital stories. The findings were that digital story telling supports vocational learning and literacy development, reflective conversations encourage deep learning, and collaboration fosters empathy and transformative learning."

Adelaide science faculty gives all 1st year students an iPad and only uses electronic text books.  Have redesigned the curriculum  and getting very positive results. Book costs for students have dropped to 60% of what they were and the uni is looking to move entirely to free online resources.

Education, and in particular higher education, has seen rapid change as learning institutions have had to adapt to the opportunities provided by the Internet to move more of their teaching online1 and to become more flexible in how they operate. It might be tempting to think that such a period of change would lead to a time of consolidation and agreement about approaches and models of operation that suit the 21st century. New technologies continue to appear,2 however, and the changes in attitude indicated by the integration of online activities and social approaches within our lives are accelerating rather than slowing down. How should institutions react to these changes? One part of the answer seems to be to embrace some of the philosophy of the Internet3 and reevaluate how to approach the relationship between those providing education and those seeking to learn. Routes to self-improvement that have no financial links between those providing resources and those using them are becoming more common,4 and the motivation for engaging with formal education as a way to gain recognition of learning is starting to seem less clear.5 What is becoming clear across all business sectors is that maintaining a closed approach leads to missing out on ways to connect with people and locks organizations into less innovative approaches.6 Higher education needs to prepare itself to exist in a more open future, either by accepting that current modes of operation will increasingly provide only one version of education or by embracing openness and the implications for change entailed. In this article we look at what happens when a more open approach to learning is adopted at an institutional level. There has been a gradual increase in universities opening up the content that they provide to their learners. Drawing on the model of open-source software, where explicit permission to freely use and modify code has developed a software industry that rivals commercial approaches, a proposed

Reduce class size to 30-40 and tech single units for 4 weeks improves results

Useful video on Diigo features

Short, easy hints on making class discussion more effective.

"...a pilot program undertaken by the Wikimedia Foundation that, in conjunction with a number of universities, is making verifying and updating Wikipedia pages part of college coursework."

"It's a general overview of the eMM work in universities, and probably a good introduction to the eMM for those who don't want to search through the website." Stephen Marshall

This review of collaborative benchmarking in higher education is aimed at people who have a responsibility for evaluating institutional policies, practices and performance. It is intended to provide an overview of benchmarking as a tool for self-evaluation and self-improvement. The overview is published with permission of the journal Quality Assurance in Education 2001.

These are DRAFT specifications that are being authored by a joint Open University (IET-OCI-VLE) working group. The document specifies improvements to the accessibility of the Moodle course management system for version 1.7.