Group items tagged

This study is an exploratory case study aimed at analysing one academic's teaching in terms of conceptions of teaching and its effect on student involvement or engagement. The research has been done by drawing on Gonzalez' dimensions of online teaching and data generated by the LMS and data analytics in general. There is growing interest in the use of academic analytics. However, most of the reported work is being done at the level of institutions/groupings of courses. Improving teaching can only be done through changing the conceptions of teaching/learning held by the academics. Can individual teaching staff, reflecting on their courses, learn anything important from examining their courses through analytics? How can this be done effectively? What do they find? This study uses an academic's approach to teaching + use as an indicator of involvement, therefore, an improvement of teaching.

Iinterweaving three approaches - Research-led Teaching, Inquiry-based Learning, and Research on Teaching and Learning - into one distinctive model called Research-led Learning & Teaching (RLT).

Spaces for Knowledge Generation is an ALTC project which was undertaken as a partnership between La Trobe University as lead institution, Charles Sturt University, Apple and Kneeler Design Architects. The context of the learning experience necessarily changes over time, with technological, economic and social developments influencing the types of learning spaces learners and teachers require to achieve their learning outcomes, and this $220,000 project was designed to inform, guide and support sustainable development of learning and teaching spaces and practices, maximising flexibility so as to be used by as many disciplines as feasible. The project was based on the philosophy that constructivist approaches to learning, as well as to research and study, should make use of technologies and approaches that students favour, and that learning spaces should therefore be organised to accommodate learner-generated aspects of learning. Spaces for Knowledge Generation provides a model for designing student learning environments that is future-focused and sustainable for the medium term.

"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."

"Traditional education focuses on teaching, not learning. It incorrectly assumes that for every ounce of teaching there is an ounce of learning by those who are taught.". From 2008.

Lots of resources for students and staff. "LearnHigher - Excellence in Learning DevelopmentThe LearnHigher Centre for Excellence in Teaching and Learning (CETL) is a partnership of 16 Universities, led by Liverpool Hope University, committed to improving student learning through providing excellent resources to support students' learning development, and through practice-led research to inform the effective use of those resources. Our resources below in 20 Learning Areas are freely available to all."

"Learning in Networks of Knowledge is a new paradigm for higher education, based on the changing nature and form of knowledge work in contemporary digital networked conditions. The LINK site explores and supports this knowledge - network - learning approach. LINK contains dozens of ideas about teaching and learning via the Internet, as well as tools (freely available web-based applications) that you can use."

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.

The Department of Education's (ED) Office of Educational Technology today released a draft issue brief - Enhancing Teaching and Learning Through Educational Data Mining and Learning Analytics - representing the results of a months-long discourse among 8 academic and 15 industrial data mining and learning analytics experts conducted by SRI International. The brief, inspired by ED's 2010 National Educational Technology Plan (NETP), articulates the challenges and opportunities of Big Data in improving student outcomes and overall productivity of K-2 education systems. It focuses on three key research areas - educational data mining, learning analytics, and visual data analytics - and offers a set of corresponding recommendations, categorized by various stakeholders. ED is now seeking public comment on the draft.

"A few changes in my professional profile at UBC in recent weeks… My old Office of Learning Technology has merged with the former Centre for Teaching and Academic Growth to become the Centre for Teaching, Learning, and Technology." So maybe we're just following UBCs lead?

New publication from the UK HEA on student - teacher partnerships for learning & teaching.

"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."

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

"This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used..."

This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design. The three generations of cognitive-behaviourist, social constructivist, and connectivist pedagogy are examined, using the familiar community of inquiry model (Garrison, Anderson, & Archer, 2000) with its focus on social, cognitive, and teaching presences. Although this typology of pedagogies could also be usefully applied to campus-based education, the need for and practice of openness and explicitness in distance education content and process makes the work especially relevant to distance education designers, teachers, and developers. The article concludes that high-quality distance education exploits all three generations as determined by the learning content, context, and learning expectations.

The underlying principle of the University benchmark is that all modules can adopt technology to effectively benefit some aspect of the learning, teaching and assessment experience. The University benchmark for the use of technology in modules, which you can find here, is therefore designed to help academic staff to consider new or further developed uses of technology that are appropriate for the contexts within which they teach

Student as Producer is a development of the University of Lincoln's policy of research-informed teaching to research-engaged teaching. Research-engaged teaching involves more research and research-like activities at the core of the undergraduate curriculum

"Being connected changes learning. When those connections are global, the experience of knowledge development is dramatically altered as well. Over the past four years, a growing number of educators have started experimenting with the teaching and learning process in order to answer critical questions: "How does learning change when formal boundaries are reduced? What is the future of learning? What role with educators play in this future? What types of institutions does society need to respond to hyper-growth of knowledge and rapid dissemination of information? How do the roles of learners and educators change when knowledge is ubiquitous? ... (The result is) a MOOC with each week being facilitated by an innovative thinker, researcher, and scholar. Over 30 of them. From 11 different countries."

"Writing the future: genres, professions and texts" * moving towards learning outcomes: curriculum design, teaching methodology, materials, feedback & dialogue * evaluating & advancing approaches to teaching writing * the path from teaching or researching to presenting and publishing * the creative writing continuum * the critical analysis/critical thinking continuum"

thought you'z might be interested in this..

Useful for introductory eLearning workshop (via Ako Aotearoa newsletter)

Videos on teaching online by practitioners. Part of an ALTC project.

Short interviews with experienced online lecturers on a range of topics related to teaching online

Australian Learning and Teaching Council, formerly CARRICK. A number of recent reports available including Learning leaders in times of change: Academic leadership capabilities for Australian higher education and The RED report: the contribution of sessional teachers to higher education