Skip to main content

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

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
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]
Dianne Rees

Augmented reality platforms and mlearning | Instructional Design Fusions - 0 views

instructionaldesignfusions.wordpress.com/...eality-platforms-and-mlearning

mlearning platforms augmented reality

shared by Dianne Rees on 04 Sep 10 - Cached
  • Dianne Rees on 04 Sep 10
     
    A review of augmented reality applications
Robyn Jay

The Right Organisational Culture: A Requirement? - 2 views

kmol.online.pt/...sational-culture-a-requirement

knowledgemanagement knowledge knowledge_sharing communication

shared by Robyn Jay on 05 Feb 10 - Cached
  • How? Small steps, most of them logical and obvious, such as: change performance appraisal guidelines so that knowledge sharing is taken into consideration find out about someone’s knowledge sharing habits not by checking the amount of posts on the intranet but by asking their peers (check for quality of contributions and willingness to help, for example) use knowledge audit questionnaires and interviews to gather data (obviously!) and to, simultaneously, emphasise the behaviours expected from staff have idea banks but make the idea cycle completely open and transparent so that ideas are owned and worked on by all those interested review the way the organisation rewards and recognises new ideas, new business, good results, etc..
Fiona Thurn

Slashdot review of "Mahara 1.2 ePortfolios" - 0 views

books.slashdot.org/...Mahara-12-EPortfolios

Mahara unsw L&Tunsw elearning highereducation L&T edtech ePortfolio

shared by Fiona Thurn on 28 Jan 11 - Cached
  • Fiona Thurn on 28 Jan 11
     
    Gives an overview of what the book contains.
Karsten Sommer

CEGSA - Web 2.0 world reviews - 3 views

cegsa.editme.com/web2

moodle moodle2 tutorials youtube broadcast resources support elearning TELT L&T education lms L&Tunsw training web2.0 tools learning

shared by Karsten Sommer on 10 Feb 11 - Cached
  • Karsten Sommer on 10 Feb 11
     
    Computers in Education Group of South Australia (CEGSA)
John Paul Posada

Re-engineering Assessment Practices in Higher Education - 2 views

www.reap.ac.uk/Home.aspx

peer software reviews elearning L&T

shared by John Paul Posada on 09 Feb 11 - No Cached
  • John Paul Posada on 09 Feb 11
     
    Research in higher education shows that learning is deeper, more sustainable and satisfying when students become responsible partners in their learning. 
Kristin Turnbull

Universal instructional design principles for Moodle | Elias | The International Review... - 5 views

www.irrodl.org/...1575

shared by Kristin Turnbull on 26 Sep 11 - Cached
  • Kristin Turnbull on 26 Sep 11
     
    The paper identifies a set of universal instructional design (UID) principles appropriate to distance education (DE) and tailored to the needs of instructional designers and instructors teaching online. These principles are then used to assess the accessibility level of a sample online course and the availability of options in its LMS platform (Moodle) to increase course accessibility.
« First ‹ Previous 41 - 60 of 70 Next ›
Showing 20▼ items per page