Group items tagged

Different tracks online students take with MOOCs e.g. do the bits which clear up the muddy points in the topic, take the course because the professor is famous, want to find out what MOOCs are like etc. These are the students lumped together as 'drop-outs' and unpacking their experience shows useful learning takes place, but they don't complete the course.

A guide for students at or intending to be at Uni Central Lancashire, UK.  Lots applicable to students anywhere.  Using media and social media to ease transition.

"But how do we get students to realize what they themselves value? How do we get students to think about their blogging as something other than work for a grade?"

This could be a useful addition. "The Progress Bar is a time-management tool for students.It visually shows what activities/resources a student is supposed to interact with in a course.It is colour coded so students can quickly see what they have and have not completed/viewed.The teacher selects which pre-existing activities/resources are to be included in the Progress Bar and when they should be completed/viewed."

* investigated how commencing first year students and their teachers use traditional and emerging technology-based tools in their everyday lives and to support student learning * drawn on the expertise of teachers and the results of this investigation to develop and implement pedagogically sound, technology-based tools to enhance student learning in local learning environments

"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."

Gen Y students using more Web2.0 than older students but generally in passive ways e.g. reading blogs but not writing them.

A new paper reports that the prevalence of cheating among online students is much less than among on-campus students. The study also highlights the danger of distance and disengagement for online students and staff resulting in erroneous perceptions of the relative frequency of cheating among these cohorts.

"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."

Coursera now passing student details to employers (with the students permission - opt in). Allows people to seek work through the courses they have done.

We are stooping lower. After an Apple presentation, a US school board moves to claim copyright on all student and staff work.

Hypothesis: Students judge quality of information based on position in Google search results. Intervention: Switch the order. Result: Students "used the (falsely) top-ranked pages".

Though we keep hearing about a huge increase in sales of e-books, a recent survey shows that, for students, that needle has not really moved much.

Don't post your lecture recording if you're a student - OK if you're staff.

App available for iPod touch or iPhone to enable student responses - is free application but with subscription required and the teacher has to download and install some software on the podium workstation to use it

"TWELVE fifth-year medical students have admitted to taking screen grabs of questions in a University of Adelaide exam."

"This report comprises summations and brief case descriptions of some of the effective programmes and other support mechanisms that New Zealand Tertiary Learning Advisors (TLAs) provide for students in universities, polytechnics, institutes of technology, and other tertiary institutions."

"Students are multitaskers who move through websites rapidly, often missing the item they come to find. They're enraptured by social media but reserve it for private conversations and thus visit company sites from search engines."

University refits student halls with Wifi and iPads for all. The aim "...to teach students 'IT IQ'-the ability to understand when a piece of technology is useful and when it isn't."

What are the fees like?