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Stephen Harlow

Pointed Response to NYT Article on iPads in Schools | HASTAC - 0 views

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    "if you change the technology but not the method of learning, then you are throwing bad money after bad practice"
Nigel Robertson

Safer Internet Day - 0 views

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    "From January 2011 Childnet along with the SWGfL and the IWF will be the UK Safer Internet Centre. One of our jobs as the UK Safer Internet Centre is to get as many people involved in Safer Internet Day as possible! We challenge you to think about the Safer Internet Day theme for 2011: Virtual Lives : It's more than a game, it's your life! It's important for all users of the internet to be aware of the consequences of their online actions - both good and bad! Taking care, being safe and responsible online and offline is an important part of child development. Childnet International is producing a Safer Internet Day resource pack to help educators participate in Safer Internet Day. Below is an outline of the target areas related to this year's theme. We hope this will help educators to get thinking and planning for Tuesday 8 February 2011. Alongside this content will be a short film and banners for VLEs from the European commission promoting Safer Internet Day."
Nigel Robertson

Half an Hour: Five Key Questions - 0 views

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    Stephen Downes response to Ontarios 5 key qns re online learning
Nigel Robertson

Questions about online learning in Ontario - 0 views

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    Tony Bates response to the 5 Ontario qns Re online learning
Nigel Robertson

JISC The Design Studio / About your learners1.doc - 1 views

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    JISC output to support thinking about learners needs, abilities, backgrounds in regard to ICT & digital literacy. "Think about the learners at your institution, or in the context for which you have a digital literacy role/responsibility. What do you know about their current access, skills and strategies for learning in a digital environment? What challenges do you think they face in becoming digitally literate?You can also use these questions with teaching staff to check their knowledge of their own students' ICT use, and to prompt thinking about how they support learners in a digital age."
Nigel Robertson

Teaching Online Journalism »Reporter's Guide to Multimedia Proficiency - 0 views

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    Great guide put together from a series of blog posts. Talks about various techniques for blogging, podcasting, photo work, etc and takes a no-nonsense view of learning these tools and taking responsibility for yourself when using technology. Most things are valid outside of journalism so this is useful for all.
Nigel Robertson

Blackboard's Response to Open Source: Fear, Uncertainty, Doubt - 0 views

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    Michael Feldstein writes an incisive post against statements by BB that open source - specifically Moodle - is inherently bad, dangerous and will ruin your institution. Must read!
Stephen Harlow

What Students Want: Characteristics of Effective Teachers from the Students' Perspectiv... - 0 views

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    "The same top nine characteristics are common between online and face-to-face students, with only the order for the two bolded characteristics changing. Responsiveness is more highly valued online, moving five positions."
Nigel Robertson

QUT | eLearning Services | Open Web Lecture (OWL) - 0 views

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    Blending physical & virtual spaces Queensland University of Technology is currently developing OWL, a new web-based student response system, which blends the physical space with a virtual learning environment to create a live collaborative experience. Main Features: * Post comments* Reply to comments* "Like" comments* Poll students* Review archived sessions
Nigel Robertson

A hard drive of ones own « Lisa's (Online) Teaching & History Blog - 0 views

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    Lisa Lane with a response to Audrey Watters post on the closed LMS.
Nigel Robertson

Want to help prevent online bullying? Comment on Facebook | ideas.ted.com - 0 views

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    Freedom of speech and responsibility. How positive moderation can allow positive voices to flourish and silence trolls.
Nigel Robertson

Bosses' right to snoop on staff emails is an invasion of privacy and ignores the way we... - 0 views

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    A response to the recent EU ruling that companies can look at the private correspondence of their workers if it took place during working hours. Also implied is the question 'What hours are working hours?'.
Nigel Robertson

Students' Emotional Engagement, Motivation and Behaviour Over the Life of an Online Cou... - 0 views

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    Paper on understanding student emotional responses to online learning
Nigel Robertson

Taking Back the Narrative of Ed Tech (3 of 3) - 0 views

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    Algorithmic proctoring - a response from the original author, Shea Swauger
Nigel Robertson

ACE Framework | The Open Learning & Teaching Collaborative - 0 views

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    " the ACE Framework to guide our decision-making and professional development planning. ACE stands for Adaptability, Connection, and Equity. ACE elevates three characteristics that are clear, context-sensitive, values-driven, and mission-aligned; we can use them to plan assignment-, course-, and institution-level responses to crisis (such as COVID-19) in the areas of our university that are connected to teaching and learning."
Nigel Robertson

Nicholas on Peru | One Laptop per Child - 1 views

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    Negroponte responds to the OLPC criticism by the Economist.
Nigel Robertson

3 Strikes response - phil-steele.pdf - 0 views

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    Great post in the consultation about the current NZ 3 strikes law.
Nigel Robertson

Broadcast Education: a Response to Coursera | Open Education | HYBRID PEDAGOGY - 1 views

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    A long post on why "Coursera is silly"
Nigel Robertson

Effectively Engage Your Audience | QuickClick - 0 views

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    Built at AKL.
Nigel Robertson

Libraries and the changing role of creators and consumers - 0 views

  • For the past two years, Catherine Mitchell, Director, Publishing, California Digital Library, has been involved in an effort to coordinate the services of the library and University Press in order to better support and manage the University of California’s scholarly output. The goal of the initiative—the University as Publisher—is to help the university reclaim its core intellectual asset (i.e., the knowledge it produces) and assert itself more powerfully in the marketplace of scholarly communication. In the process, the university shores up its values, and its value. “Despite the daunting complexity of the task, universities must take responsibility for managing their own scholarly output or risk losing control of that core intellectual capital,” she says. “If we don’t, someone else will. And it won’t be pretty. We’re talking about our institutions’ major asset. “If we miss the boat on this, we hand off opportunities to partner with our faculty around issues of intellectual property, curation and preservation standards, and transformative models of scholarly communication. We simply become the ‘buyer.’ And, we risk getting locked into untenable licensing agreements in order to gain or regain access to the very research that our own faculty are producing.”
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    Article on trends in publishing and why the university library needs to become a publisher.
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