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Slide share presentation by Peter Bihr

This paper presents an investigation into how students studying at university engage actively with learning technology in their self-directed study time. The case study surveyed 250 students studying at undergraduate and postgraduate level from a purposive sample of departments within one institution. The study has also conducted focus groups and a number of in-depth follow-up interviews with respondents to the survey. In this article we explore three emerging aspects of the learning experience, namely student expectations of the technology, their lecturers' engagement with technology and how the technology might support processes of transition in higher education. One key implication is that more academic guidance is needed on what and how to use the technology effectively for independent learning, even where ICT skills levels are high. The study also identifies the significant role that the lecturer plays in facilitating students' use of technology. The findings of this study will be of interest to those working to incorporate learning technologies more effectively in higher education, in particular for those who are looking to improve the engagement of students in self-directed learning.

"Daves Moodle 2 file adventures" Slideshare presentation

Richard Wallace has 10 years experience in Web design and development. He develops, designs, maintains and hosts numerous Moodle and CMSMS sites for small, medium and large organisations in Australia, the U.S., and Canada. He has presented several papers on educational topics at conferences and training sessions, including the North American Moodle Conference in Edmonton. Speaker at Moodle Symposium 2011

Open office suite, word processing, presentation, spreadsheet. Compatible with MS Office 2007 and looks VERY similar

The Not-So-Hidden Politics of Class Online. danah boyd's keynote presentation from Personal Democracy Forum 2009.

Two forces seem to present the most significant obstacle to educators hoping to achieve these illustrious goals for and with their learners. The first is time, the second is "the system". Together these two factors act as a bulwark to change; the constraints within which progress is able to occur but only to the point that it strikes against the seemingly immutable obstacles. 

The shift away from teaching for the rote memorisation of prescribed methods requires teachers to rethink their approach to the discipline. With this new pedagogy comes a need to understand the processes of mathematical thinking in ways not previously required. When we require our students to be able to reason and problem-solve through unique challenges we also require our teachers to have an understanding of the mathematical moves that their learners are likely to call upon.

Tools like 'PhotoMath' present educators with a genuine challenge and leave many asking should we allow our students to use tools such as these?

Powerful learning begins with the perfect provocation. Creating, refining and skilfully presenting the perfect provocation is an essential capability for teachers hoping to engage their class in rich dialogue. Claims that the percentage of students engaged by their learning declines from 75 percent in fifth grade to 32 percent by eleventh grade suggests a need for a more provocative environment. 

In "Factfulness", Hans Rosling shares a valuable insight into why we must question our assumptions. In times when we are bombarded with information, when false claims abound, having a disposition towards scepticism seems vital. Rosling urges us to not only question the facts we are presented with but the internal biases which influence how we interpret these facts.

This page makes it easy to find information and resources that are relevant to particular concepts, approaches and strategies. Each Collection is curated to serve a particular need and shares a set of resources pooled from The Learner's Way. In time this set of Collection will grow. In addition to articles from The Learner's Way you will be able to find resources designed to help you get started with the key concepts presented. The aim is to produce a set of resources which are readily accessible and of immediate benefit to classroom teachers and school leaders.

These two powerful questions framed a recent webinar presented by Professor David Perkins of Harvard Graduate School of Education's Project Zero. Answering these questions and helping teachers find meaningful and contextually relevant answers to these questions has been a focus of Perkins' work, especially in recent times. His book "Future Wise: Educating Our Children for a Changing World" introduced us to the notion of lifeworthy learning or that which is "likely to matter in the lives our learners are likely to live". This is a powerful notion and one that has the potential to change not only what we teach but also how we go about teaching what we do.

we offer seven principles based on research on good teaching and learning in colleges and universities. Good practice in undergraduate education: encourages contact between students and faculty, develops reciprocity and cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and ways of learning.