Group items tagged

"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.

Siemens on the Coursera FOE debacle

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

NZ Unis Academic Audit Unit reports on all NZ unis.

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

"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

"I'm convinced, however, that lecture capture is a fundamental enabling and catalyzing technology for improving learning (and may be a tool to open access and drive down costs as well)."

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.

Effective Practice in a Digital Age is designed for those in further and higher education whose focus is on designing and supporting learning: academic staff, lecturers, tutors and learning support staff, facilitators, learning technologists and staff developers, and others with an interest in enhancing the quality of learning and teaching, and a curiosity about how technology can assist them.

"This web site has been designed for teachers and instructors in higher education to access a rich set of resources that support the development of flexibly delivered high quality learning experiences for students."

Across Europe, Ministries of Education and other providers of educational content are now offering a wide-range of catalogues and large repositories of online learning resources to schools. However, as the number of resources in these repositories continues to expand, educational budgets are struggling to cope with the increasing demand for better quality metadata that will enable teachers and learners to quickly and easily find the specific learning materials they need. The MELT project has been specifically designed to address this issue by: * Enhancing the precision of the metadata applied to educational content * Helping educational content providers meet the growing challenge of volume metadata creation.

"This emerging disruptive innovation-online education-also presents an opportunity to rethink many of the age-old assumptions about higher education."