Group items tagged

"Every aspect of scholarly practice is seeing changes effected by the adoption and possibilities of new technologies. This book will explore these changes, their implications for higher education,..."

Great post on why organisation websites are useless and what web2 tools could replace them.

A Practical Guide to Implementing Web 2.0 (aka Social Networking Tools) in Your Organization

A PhD student @Waikato has written an #msword add-in that he believes will improve #assessment practices http://t.co/l6KiULgy #ntlt11 #yam

"This page features innovative uses of online collaboration tools (OCTs) for teaching and course management. You can browse the full list or use the search criteria to find the examples most relevant to you. Click on any title for a full description or use the Links to watch short videos of faculty describing their teaching strategies and see examples. For a summary of practical recommendations for effectively implementing OCTs in one's teaching, see CRLT's Occasional Paper No. 31: Teaching in the Cloud: Leveraging Online Collaboration Tools to Enhance Student Engagement."

Book. Free, downloadable.

Rheingold on organising a cMooc and the role of Connectivism.

"Anyone who uses Skype has consented to the company reading everything they write. The H's associates in Germany at heise Security have now discovered that the Microsoft subsidiary does in fact make use of this privilege in practice. "

"If you want to find out why people might become engaged in OER and Open educational practices (OEP) then you might like to look at the Motivations section. If you are interested in looking at the range of models and approaches adopted for OER Release then the Models page may be useful for you. If you want to know about the impact of the HEFCE funding then we have an Impact section. We have drawn together some critical factors to support OEP for those that want some tips on how to go about this themselves. We have a section that highlights tensions and challenges around OEP and the OER journeys section provides an interesting look at the wider context and how the HEFCE-funded initiatives fit into that. We also offer recommendations. If you contributed to our surveys, polls and interviews then we have a series of supplementary appendices and you can look at out methodology and evidence pages - all available from the main report page http://bit.ly/HEFCEoerReview. We have also produced a summary briefing paper."

The Higher Education Achievement Report (HEAR) is designed to encourage a more sophisticated approach to recording student achievement, which acknowledges fully the range of opportunities that higher education institutions in the UK offer to their students. The HEAR has the potential to bring a wide range of benefits to students, employers and higher education institutions. The HEAR can also been seen as a symbolic and practical expression of the UK's student-centred and quality-focussed higher education culture. It is anticipated that the HEAR will become a key feature in differentiating and distinguishing the UK higher education system. This website is an information and resources portal for those involved in: * implementing and managing the HEAR at an institutional level; * creating and making the most of the HEAR at a personal level for students; or  * understanding and utilising the HEAR at a recruitment level for employers.

Summary of panel discussion on OER in HE at recent CAM12 conference

Site on Open Educational Practice - OEP. P{erhaps a more embracing term than OER.

Using technology to do more with less (sounds familiar). Like SWEET - Synchronous Web-enabled Employee Training :-)

"Despite pockets of good practice across the disciplines, wide-scale adoption of e-portfolios across further and higher education institutions has been less commonly achieved..." <--Oh really? Does that make us feel better?

"This research report draws together findings from new data and more than 10 years of research on current practice and futures-thinking in education. It was commissioned by the Ministry of Education to support its programme of work to develop a vision of what future-oriented education could look like for New Zealand learners"

Why is the digital age not impacting more on our scholarship practice?

Interesting look at the difference between f2f and online/flipped classes and why any chorus complaining that online doesn't have the human impact is a red herring. Also uses Mazur's thresholds as an example.

Article refutes five commom myths about MOOCs 1. Fail to engage students in effective pedagogical practices 2. Deny students mentoring experiences with scholars passionate about their research 3. Lack the rigor of an on-campus curriculum 4.Provide, at best, superficial and narrowly defined training rather than deep understanding 5.Are an attempt to replace faculty"