Group items tagged

This study is an exploratory case study aimed at analysing one academic's teaching in terms of conceptions of teaching and its effect on student involvement or engagement. The research has been done by drawing on Gonzalez' dimensions of online teaching and data generated by the LMS and data analytics in general. There is growing interest in the use of academic analytics. However, most of the reported work is being done at the level of institutions/groupings of courses. Improving teaching can only be done through changing the conceptions of teaching/learning held by the academics. Can individual teaching staff, reflecting on their courses, learn anything important from examining their courses through analytics? How can this be done effectively? What do they find? This study uses an academic's approach to teaching + use as an indicator of involvement, therefore, an improvement of teaching.

"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."

Iinterweaving three approaches - Research-led Teaching, Inquiry-based Learning, and Research on Teaching and Learning - into one distinctive model called Research-led Learning & Teaching (RLT).

Student as Producer is a development of the University of Lincoln's policy of research-informed teaching to research-engaged teaching. Research-engaged teaching involves more research and research-like activities at the core of the undergraduate curriculum

"The manifesto for teaching online was a key output from the Student Writing project at the University of Edinburgh. It is a series of brief statements that attempt to capture what is generative and productive about online teaching, course design, writing, assessment and community. It is, and may remain, a living document that is reviewed and reworked periodically with colleagues, students and amongst the programme team of the MSc in E-learning programme. Its primary purpose is to spark discussion, and to articulate a position about e-learning that informs the work of the project team, and the MSc in E-learning programme more broadly. This position is best summarised by the first of the manifesto statements: Distance is a positive principle, not a deficit. Online can be the privileged mode."

"Real teaching is not about passing on the 'the material', as if knowledge were some sort of mass-produced commodity that ships from Amazon. Real teaching is about conveying a way of thinking. How can a teacher convey a way of thinking when he doesn't genuinely think that way?"

The underlying principle of the University benchmark is that all modules can adopt technology to effectively benefit some aspect of the learning, teaching and assessment experience. The University benchmark for the use of technology in modules, which you can find here, is therefore designed to help academic staff to consider new or further developed uses of technology that are appropriate for the contexts within which they teach

"Writing the future: genres, professions and texts" * moving towards learning outcomes: curriculum design, teaching methodology, materials, feedback & dialogue * evaluating & advancing approaches to teaching writing * the path from teaching or researching to presenting and publishing * the creative writing continuum * the critical analysis/critical thinking continuum"

thought you'z might be interested in this..

"Traditional education focuses on teaching, not learning. It incorrectly assumes that for every ounce of teaching there is an ounce of learning by those who are taught.". From 2008.

Useful for introductory eLearning workshop (via Ako Aotearoa newsletter)

Videos on teaching online by practitioners. Part of an ALTC project.

Short interviews with experienced online lecturers on a range of topics related to teaching online

Draft report of teaching 4 sessions in Second Life

New publication from the UK HEA on student - teacher partnerships for learning & teaching.

Open textbook from Tony Bates on integrating technology into teaching - free download in a range of formats

"The student digital experience tracker, a pilot scheme to provide first-hand insight into learners' expectations and views on technology in an education setting, showed that 72% of HE and 70% of FE and skills learners believe that when technology is used effectively by teaching staff it enhances their learning experience - giving credence to the argument that practitioners need to develop their own digital skills to deliver learning and teaching."

"Teaching people 'how to' write an essay in Word, or 'how to' use shortcuts in their browser, or 'how to' use hashtags in Twitter is the same as giving them fish, rather than teaching them how to fish."

The long awaited (and much previewed through individual chapter release) book by Tony Bates on teaching in the digital (read modern) age.

"The key question though is: what is your 'core' mission? Are we a teaching and learning institution, and if so, why would we contract this out to someone else? If they can do teaching and learning better than us, why are we doing it? Or is our mission to become just an accreditation agency that also does research?"

"A few changes in my professional profile at UBC in recent weeks… My old Office of Learning Technology has merged with the former Centre for Teaching and Academic Growth to become the Centre for Teaching, Learning, and Technology." So maybe we're just following UBCs lead?