Skip to main content

Home/ Technology Enabled Learning & Teaching @ UNSW/ Group items tagged group

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Karsten Sommer

NetSpot, Moodlerooms and Blackboard join forces - 1 views

www.netspot.com.au/beoss.html

moodle Moodle2 blackboard moodlerooms unsw L&Tunsw TELT elearning highereducation L&T

shared by Karsten Sommer on 27 Mar 12 - No Cached
  • Karsten Sommer on 27 Mar 12
     
    NetSpot, Moodlerooms and Blackboard join forces to form the foundation of a Global Open Source Services Group, supporting open source education projects including Moodle.
Nigel Coutts

Why I built a wooden periodic table in my spare time. - 0 views

thelearnersway.net/...xfxexri3j770ckm2mwdgd8j3m1dqu6

science education PBL

shared by Nigel Coutts on 16 Nov 14 - No Cached
  • Nigel Coutts on 16 Nov 14
     
    Just over two years ago a group of teachers decided there Science Lab needed a signature piece to promote an interest in scientific inquiry. Inspired by a display at Questacon they embarked on a project to create a display to showcase the Periodic Table. After a three month journey into cabinetry and problem solving it is ready and this is the story of how it was made and why.
Robyn Jay

A critical examination of Blackboard's e-learning environment - Coopman - 3 views

firstmonday.org/...2202

coopman blackboard review critique

shared by Robyn Jay on 30 Sep 09 - Cached
  • teaching/learning as performance and teaching/learning as text
  • perceived institutional presence — the degree to which online learners felt connected to the university — was positively related to learning outcomes, satisfaction with the course, and intent to stay in the program.
  • students in the traditional classes interacted with each other far less than those in the hybrid (Web–enhanced) classes
  • ...6 more annotations...
  • quality of interaction in online discussions, rather than quantity, may be the better predictor of student achievement
  • Interrogating the structure of learning management systems such as Blackboard brings to light the unnoticed ways in which the software frames online classroom interaction
  • Rose (2004) argued in her critique of learning management systems that the mediated tools instructors use to teach their classes are not value–free. The author lamented that “there is no acknowledgment of the fundamental transformations that must be wreaked upon content imported into platforms such as WebCT and Blackboard, nor of the fact that the very structure of these systems constrains instructional possibilities and decision–making.” [4] Like a highly bureaucratic organization, once a structure is built into a learning management system, changing the structure becomes unimaginable (Sandvig, 2006).
  • Online class discussions typically involve more student–student interaction and less instructor–student interaction. Lobel, et al. (2005) found that instructors were the center of the interaction network during in person discussions whereas the group was the center during online discussions. Blackboard’s discussion feature allows students to interact directly with each other, bypassing the instructor. However, the degree of structural flexibility in a Blackboard discussion board resides to a large extent in the decisions the instructor makes. May students attach files? May students start new discussion threads? May students post anonymously? Do they rate each other’s messages? What is the rating system?
  • What has changed is the instructor’s increased ability to track students’ use of the class Web site: number of messages posted, number of messages read, and how many times various pages or sections are accessed. Mullen (2002) argued that this type of information seems to provide an objective measure of student engagement, but in fact creates a dangerously decontextualized, essentialized image of a class in which levels of “participation” stand in for evidence of learning having taken place. Students are treated not as learners, as partners in an educational enterprise, but as users
  • “The brave new world of digital education promises greater access, increased democratic participation, and the transcendence of discrimination through pure minds. We must interrogate the actuality of these hypes: who has access, is participation online transformative, and is transcendence of difference a goal of progressive pedagogies?” [8]
Robyn Jay

New iStanford Release with Library App | Information Center - 0 views

www.stanford.edu/...1068

istanford

shared by Robyn Jay on 18 Oct 10 - No Cached
  • Robyn Jay on 18 Oct 10
     
    "iTunesU, 5-SURE and Emergency Tiles), but of special note are two major, Libraries-specific enhancements: 1. A Library "tile", which allows you to search library holdings via SearchWorks from your iPhone. 2. A Library "Places" overlay in the Maps tile. The iStanford interface looks like this (note the library tile in the bottom left corner): The Library tile takes you straight to a search box, powered by SearchWorks' index and relevancy ranking. Search results show book covers, author, title and availability. iStanford screenshot of SearchWorks search result Individual item records provide additional information, including item location and availability status, as well as links to any online versions. iStanford screenshot of map with There is also an Advanced Search option, and an "Ask A Librarian" page, with integrated email and phone numbers for Campus libraries. The new Maps tile now has a "Places" button in the bottom right corner of the screen, which provides a link to Libraries or Residential and Dining. The Libraries "place" provides a list (or map) of campus libraries. Individual library links include contact information, a link to hours, and a link to the library's web site."
Robyn Jay

Sydney Moodle User Group 18 - 2 views

moodleusergroups.org/...68-smug-18.html

moodle usergroup SMUG

shared by Robyn Jay on 05 Jan 10 - Cached
  • Robyn Jay on 05 Jan 10
     
    "5:30pm-7:30pm Thur 4th February, 2010"
Clay Leben

talk with our web-based apps! | ReadSpeaker - 1 views

www.readspeaker.com/?ref=webreader

elearning talk listen audio avatar tool widget online

shared by Clay Leben on 16 Dec 10 - No Cached
  • Clay Leben on 16 Dec 10
     
    Add voice reader of page content to your web page. How could this be used and not be distraction. Beyond accessibility?
  • Richard Ings on 17 Nov 11
     
    Better late than never as I have just joined this group. ReadSpeaker provides text to speech (TTS) engines for websites and iOS and Android apps which combine text reading with word by word text highlighting on any end user hardware. The service has a growing range of early Australian adopters including Centrelink, Comcare, Dept of Health and Ageing, Dept of Human Services, FAHCSIA, and the Australian Paralympic Committee. In elearning, adopters include Gale and Cengage. I would be happy to provide information to interested elearning professionals and I can be reached on richard.ings@readspeaker.com.
mpinspace

Course: edna's Training Space - 1 views

www.groups.edna.edu.au/...view.php

TELTPD-2011 moodle

shared by mpinspace on 03 Mar 11 - Cached
  • mpinspace on 03 Mar 11
     
    This Moodle course covers only Moodle functionality. But the design itself, and their use of Topics format are not bad.
anonymous

Iterative learning: Self and peer assessment of group work - Freeman, Hutchinson, Trele... - 0 views

www.ascilite.org.au/...p198.pdf

peerevaluation peerreview peerassessment

shared by anonymous on 05 May 09 - No Cached
  • anonymous on 05 May 09
     
    discusses implementation of SPARK
‹ Previous 21 - 40 of 40
Showing 20▼ items per page