A collection of useful links to research findings and discussions relevant to e-learning. Apr 15
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What’s the “problem” with MOOCs? In case the quotes didn’t clue you in, this post doesn’t argue against massive open online courses (MOOCs) such as the ones offered by Udacity , Coursera , and edX . I think they are very worthy ventures and will serve to progress our system of higher education. I do however agree with some criticisms of these courses, and that there is room for much more progress. I propose an alternative model for such massive open online learning experiences, or MOOLEs, that focuses on solving “problems,” but first, here’s a sampling of some of the criticisms of MOOCs.
Wrong, said Fred … the IBM programme alerted Fred Brooks to the snags inherent in big projects. Photograph: IBM Archive Iin 1975, a computer scientist named Fred Brooks published one of the seminal texts in the literature of computing . It had the intriguing title of The Mythical Man-Month and it consisted simply of a set of essays on the art of managing large software projects.
What is Transliteracy? Transliteracy is the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks. – www.transliteracy.com What does it have to do with libraries? Longer definition of transliteracy in relation to libraries (originally published at Librarian by Day )
I've already given a general critique of why tablets should not be used in schools in Too cool for school: why tablets should NOT be used in education , but there is one issue that gets to the heart of the matter. Typing, text and data manipulation is important in learning. Many learners will be expected to write, edit and input data, not only while they learn but also when using computers at work or at home for leisure. Given the increased use of tablets in schools and universities, we must also ask whether typing is better on touchscreens or keyboards. Are we missing the fact that touchscreens may inhibit or even damage learning?
An educational community of inquiry is a group of individuals who collaboratively engage in purposeful critical discourse and reflection to construct personal meaning and confirm mutual understanding. The Community of Inquiry theoretical framework represents a process of creating a deep and meaningful (collaborative-constructivist) learning experience through the development of three interdependent elements - social, cognitive and teaching presence. Social presence is “the ability of participants to identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.” (Garrison, 2009)
Comment utiliser les réseaux sociaux en pédagogie ? Le carrefour technopédagogique du CEGEP régional de Lanaudière à l’Assomption (Québec) a publié en novembre 2011 une double typologie des réseaux sociaux (dits aussi « médias sociaux ») au format pdf. Le premier document généraliste dresse un panorama des réseaux sociaux par types (réseaux sociaux de masse, agrégateur social, marque-page social, médias sociaux et partage de contenus) avec un descriptif, des exemples de services et les principales caractéristiques de ces outils). Le second tableau s’intéresse à une typologie des usages pédagogiques des médias sociaux avec exemples d’activités d’apprentissage et d’outils. Ces 2 tableaux délivrent des clés de compréhension et d’action pour des projets pédagogiques menés en utilisant des services en ligne .
Ofcom research sorts the ‘always on’ from the ‘detached’ communicators New analysis of the UK’s communication habits has found that people can be categorised into five different groups of communicators, ranging from the ‘always on’ to the ‘detached’. Earlier this year, Ofcom’s Communication Market Report revealed that the UK is now texting more that talking. Further analysis of the research, published today, looks at the methods and frequency of communication, as well people’s attitudes towards it. The study classifies adults into one of five groups, divided by the ways they choose to communicate and how often: ‘Always on’ (22% of adults) The youngest group, with half (50%) aged under 35, they communicate a lot, especially with their friends and family.
How do you tell male speech from female speech? University researchers David Bamman, Jacob Eisenstein, and Tyler Schnoebelen took up the challenge of replicating and reciprocating previous research, which used Twitter, to point out that identifying gender differences in speech is a lot more complicated than the conclusions previous studies came to. The latest study cites the work of researchers Burger, Henderson, Kim, and Zarrella 2011, that measured 184,000 “authors,” or Twitter users, which was able to obtain 75.5 percent accuracy for identifying the gender of the speaker, granted that their algorithm had multiple tweets per author to work with. 67.8 accuracy was obtained from single messages per author.
Using Facebook to Explore Boundary Issues for Social Workers in a Networked Society: Students' Perceptions of Learning+ Author Affiliations ↵ * Correspondence to Tarsem Singh Cooner, Institute of Applied Social Studies, Muirhead Tower, University of Birmingham, Edgbaston, Birmingham, B15 2TT, UK. E-mail: email@example.com Accepted November 2012.
Research Article Working together online to enhance learner autonomy: Analysis of learners’ perceptions of their online learning experience * Jérôme Eneau a1 and Christine Develotte a2 a1 Université de Haute Bretagne, Place du Recteur Le Moal, 35000 Rennes, France (email: firstname.lastname@example.org )
Welcome to the JISC/HE Academy OER Programme Synthesis and Evaluation Project Wiki This project provided objective, ongoing evaluation and synthesis of the HEFCE funded pilot programme which was run in collaboration between the Higher Education Academy and JISC through three linked activities: A framework tool provided a strong foundation and common language for collating data from projects. The framework allows us to structure our interventions with projects, and was also used a means of evaluating the 'openness' of their outcomes.
This guide looks at the rationale behind the growth of audio in education and provides examples of how audio can be utilised for a range of teaching and learning activities. Microphone on a desk / Gavin Brockis for JISC Digital Media The use of audio is well established in education and has been used for decades. From the humble audio cassettes of the 1970s, to accompanying nearly all video recordings, audio has a long history as a teaching and learning aid. Audio as a format has great breadth and depth which means there is great potential for its use in education. Audio...demonstrated a capacity to facilitate authentic engagement, allowing students to connect in various ways to the outside world, both as listeners and publishers.
Summary: Heuristic evaluation involves having a small set of evaluators examine the interface and judge its compliance with recognized usability principles (the "heuristics"). Heuristic evaluation (Nielsen and Molich, 1990; Nielsen 1994) is a usability engineering method for finding the usability problems in a user interface design so that they can be attended to as part of an iterative design process. Heuristic evaluation involves having a small set of evaluators examine the interface and judge its compliance with recognized usability principles (the "heuristics"). In general, heuristic evaluation is difficult for a single individual to do because one person will never be able to find all the usability problems in an interface. Luckily, experience from many different projects has shown that different people find different usability problems. Therefore, it is possible to improve the effectiveness of the method significantly by involving multiple evaluators.
Arthur W. Chickering and Zelda F. Gamson (1987) "Seven principles for good practice in undergraduate education" American Association of Higher Education Bulletin vol.39 no.7 pp.3-7 Online version
University of Brighton Repository - I saw this: bringing learned language into the classroom via mobile phonesPemberton, L. and Winter, M. (2011) I saw this: bringing learned language into the classroom via mobile phones In: Presentation at Asian Conference on Language Learning, 10-12 June, 2011, Osaka, Japan. Full text not available from this repository. Students are increasingly expecting HE institutions to acknowledge the universality of mobile phone use and to incorporate mobile use into learning. Many institutions are taking up the challenge, with SMS notifications of cancelled lectures to mobile access to VLE's. However, the growing ubiquity of smartphones, equipped with powerful facilities including easy web access and media capture, points to more powerful educational uses besides admin message and lecture consumption on the move. These facilities make it feasible for user generated content to be captured and shared with peers, providing students with a powerful means of bridging the gap between classroom and outside world in natural and engaging ways.