Group items tagged

"Our Space is a set of curricular materials designed to encourage high school students to reflect on the ethical dimensions of their participation in new media environments. Through role-playing activities and reflective exercises, students are asked to consider the ethical responsibilities of other people, and whether and how they behave ethically themselves online. These issues are raised in relation to five core themes that are highly relevant online: identity, privacy, authorship and ownership, credibility, and participation. For more information, download the Introduction to Our Space [pdf], FAQ [pdf], and Road Map [pdf]. All curricular units and lessons are free and available for download below. The full casebook [pdf - 133MB] can be downloaded using the link at the bottom of the page." Critiqued by @downes for not addressing the issue properly "This is "a set of curricular materials designed to encourage high school students to reflect on the ethical dimensions of their participation in new media environments." The content divides into five major subject areas: participation, identity, privacy, credibility, and authorship and ownership. I'm not sure these are the top five things I would list when thinking of ethical dimensions of new media environments. While it's useful that there is a section on flamers, lurkers and mentors I think there should be something about hate, racism and bulling. And while a section on credibility is a good idea, it should be based on the principles of reason and inference, not outrageously bad definitions like this: "Networking-the ability to search for, synthesize, and disseminate information." And this: "Collective intelligence-evidence that participants in knowledge communities pool knowledge and compare notes with others toward a common goal." Wow, those are just wrong. Maybe I need to review this and criticize it more closely."

"This report gives an overview of the literature on tertiary learners' participation, retention and success in e-learning."

The purpose of this study was to explore group forming strategies by examining participation behaviours during whole class discussions associated with active participation in a following small group activity. In-class behaviour correlated with online behaviour.

Analytics and Recommendations block uses charts and tables which are colour coded so students can quickly see they participation. Students can see single analytics about their participation in the course. Teachers can see single, comparative analytics and global analytics (all students together) too. Morover, the block shows recommendations for students about what activities they should work to improve their final grade. It shows too a estimate final grade according with a reference course.

"What factors are most important when evaluating a specific IT collaboration? To answer this question, the authors asked an experienced group of IT leaders to analyze collaborations with which they had direct experience and to identify the most important success factors for those activities. The dozen individuals who agreed to participate in telephone interviews represent more than 300 years of experience in higher education. The authors then reviewed the results of the telephone interviews and consolidated and summarized them to create a list of the 12 most important success factors identified by the participants."

90% users in online social networks are lurkers. How can we encourage more participation?

"RecentChangesCamp is an Open Space Technology format unconference focused on wikis and collaborative practices. The conference is named after the "Recent changes" feature that is found in most wikis. Recent Changes Camp follows an unconference model of being free to participants and an Open Space model in having a program that is determined on-site by participants. Check out the session ideas people are thinking about for Boston and Canberra."

"This report analyses tertiary sector e-learning provision at a system, sub-sector and course level from 2004 to 2008. The sub-sectors focused on in the report are universities and polytechnics and the course levels bachelors degrees and certificates (Levels 1-4). Participation in e-learning course at these levels over the same time period is analysed by focusing on the following learner groups: 18-19 year olds, the 40+ age group, Māori, Pasifika and European and females and males Author: Peter Guiney, Tertiary Sector Performance Analysis team (Ministry of Education) Date Published: May 2011"

Participation versus acquisition - which one should we choose?

Brian Lamb on the links between radio development and ds106radio, the rise of a business whose sole job is to create business by pushing copyright and the danger of an anodyne future for the Internet

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

Grainne Conole proposes 12 dimesions for better classification of MOOCs. the degree of openness, the scale of participation (massification), the amount of use of multimedia, the amount of communication, the extent to which collaboration is included, the type of learner pathway (from learner centred to teacher-centred and highly structured), the level of quality assurance, the extent to which reflection is encouraged, the level of assessment, how informal or formal it is, autonomy, and diversity. She then evaluates five example MOOCs against these dimensions.

"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."

real-time audio and video with a shared desktop - not a fully-featured virtual classroom but good quality audio and video, can have multiple video participants

the Group Pattern Language Project's exciting new deck of 91 full-colour cards to help facilitators and participants make their group process work more effective. The deck is accompanied by a 5-panel explanatory legend card and a booklet describing the purpose of the deck, how it evolved, and some ideas for games and other activities using the deck.

The Google Online Marketing Challenge (GOMC) is an exciting opportunity for students to experience online marketing and creating online marketing campaigns using Google AdWords & Google+. As well, students and their professors can win great prizes. Over 50,000 students from almost 100 countries have participated in past years.

"Much has been written about wikis' reliability and use in the classroom. This research bulletin addresses the negative impacts on institutional welfare that can arise from participating in and supporting wikis. The open nature of the platform, which is fundamental to wiki operation and success, enables these negative consequences. A finite user base that can be determined a priori (e.g., a course roster) minimizes the security implications, hence our discussion in this bulletin primarily concerns open or public wikis that accept contributions from a broad and unknown set of Internet users."

"A total of 125 students taking a first year seminar course for pre-health professional majors participated in this study (70 in the experimental group and 55 in the control group). With the experimental group, Twitter was used for various types of academic and co-curricular discussions. Engagement was quantified by using a 19-item scale based on the National Survey of Student Engagement. To assess differences in engagement and grades, we used mixed effects analysis of variance (ANOVA) models, with class sections nested within treatment groups. We also conducted content analyses of samples of Twitter exchanges. The ANOVA results showed that the experimental group had a significantly greater increase in engagement than the control group, as well as higher semester grade point averages. Analyses of Twitter communications showed that students and faculty were both highly engaged in the learning process in ways that transcended traditional classroom activities."