Universal Instructional Design Principles: Usability, Accessibility, Evidence In Moodle vs MOOCs | Moodle News Are MOOCs really open? We have witnessed its rise in past years. We have also witnessed the wave of backlash in many of its aspects. Content, engagement, completion rates and churning in particular. An article from the recent release of the Proceedings from the 2016 Conference of the Human Computer Interaction (HCI) Society of Korea, that took place last January, brings new evidence to the table. Design Principles as measuring stick in online education is not a new concern. Elias provided 40 categories wrapped around 8 UID principles: Equitable useFlexible useSimple and intuitivePerceptible informationTolerance for errorLow physical and technical effortCommunity of learners and supportInstructional climate An interesting result from the comparison between the 2010 and the 2016 articles is the compatibility of Moodle with the frameworks at least since 2010. An important part the UID and UDL frameworks share is the focus on accessibility. The HCI Korea 2016 paper is behind a paywall.
Seven Principles for Classroom Design: The Learning Space Rating System Key Takeaways The Learning Space Rating System tool enables scoring a classroom's design to see how well it supports active learning. If the design meets the criteria for a specific credit, a point or points are added to a compiled score. The higher the score, the better the design for active learning. Malcolm Brown, Director, EDUCAUSE Learning Initiative, EDUCAUSE Organizing your thinking when beginning a major classroom project, whether renovating or building from scratch, can be a daunting task. Over the past year, a pair of resources have become available for classroom management: the Learning Space Rating System and the FLEXspace project. Why a Rating System for Learning Spaces? As its name suggests, the Learning Space Rating System (LSRS) is a tool that enables scoring a classroom's design to see how well it supports active learning. Active Learning According to the adage, there are few certainties in life. Built Pedagogy Learning Spaces Measurement The performance improvement expert H.
Learning spaces Students are drawn to spaces that are open, inviting, and stimulating spaces where they become fully engaged in the conversation and in the excitement of sharing new ideasCarole C Wedge and Thomas D Kearns You may have been given a ‘once-in-a-lifetime’ opportunity to plan and design a technology rich learning space. It may be a refurbishment of an existing space or a new build. You want a space that will be inspirational for learners and others, yet practical in that it must meet the multifarious needs of a variety of users. And is it possible to future-proof for tomorrow’s technology? So where to start? We take you on the journey from developing your vision and communicating it to others, through to evaluation of your new space. Case studies Our collection of illustrated case studies from across the sector can be viewed by institution or by theme, looking across institutions at various aspects such as technology. Flickr collection
How the network works It’s a Sunday morning, and I’m sipping a fresh cup of coffee while engaging in a conversation about higher education and institutional change (which also happens to be the central concern of my dissertation). On this particular morning I’m chatting with professor Adeline Koh of Richard Stockton College of New Jersey, and Rosemary G. Feal of the University of Buffalo, who currently serves as the executive director of the Modern Language Association in the U.S. We’re not having a weekend breakfast meeting, and none of us had to travel to get together — that’s the fun of social media. Drs. Feal and Koh are in the U.S. I’m not trying to make a utopian point about the joy of technology; we’ve all heard that story by now, as well as (hopefully) the many important critiques of it. For example, take your standard academic conference. As a PhD candidate I’m not yet really a part of the academic — or any other — profession.
Using social media to engage and develop the online learner in self-determined learning | Blaschke Center for Lifelong Learning (C3L), Carl von Ossietzky Universität Oldenburg, Oldenburg, Germany (Received 6 June 2013; final version received 9 October 2014; Published 10 November 2014) Social media technology provides educators with an opportunity to engage learners in the online classroom, as well as to support development of learner skills and competencies. Keywords: social media; heutagogy; e-learning; self-determined learning *Corresponding author. Research in Learning Technology 2014. © 2014 L. Citation: Research in Learning Technology 2014, 22: 21635 - Use of social media is on the rise within education, both outside and inside the classroom (Pearson 2010; Seaman and Tinti-Kane 2013). Above all, heutagogy emphasises learner-centeredness and the development of learner capabilities, which need to be developed ‘as a complementary set of attributes to competency’ in order to create a culture of lifelong learning (Gardner et al. 2008, p. 257).
Frequency of Social Media Use As in 2013, Pew Research asked users of each platform how often they engage with the site, whether on a daily, weekly or less frequent basis. Facebook users continue to be highly engaged, while the proportion of daily Twitter users decreased, and users of Instagram, Pinterest and LinkedIn mostly log on with similar frequency compared with last year. Facebook users are highly engaged with the platform. Fully 70% say they use Facebook daily (including 45% who do so several times a day), a significant increase from the 63% who visited daily in August 2013. Most Facebook users are actively engaging with their networks on the site. Almost half (49%) of Instagram users are on the platform daily, with 32% who say they go on Instagram several times a day. Some 36% of Twitter users visit the site daily, with 22% saying they go on Twitter several times a day. Some 17% of Pinterest users visit the site daily, including 9% who visit several times a day.
The Social Media Manager’s Definitive Glossary, 2014 Edition Welcome to the 2014 edition of the Hootsuite Social Media Glossary. This is a living document that will continue to grow as we add more terms and expand our definitions. If there’s a term you would like to see added, let us know in the comments! +1 button Similar to Facebook’s “Like” button, the +1 button is proprietary to Google and is the Internet equivalent of the thumbs-up. “+1” may also show up in emails or comment threads, as in the following: “+1 for that idea” with the meaning of “I really like this idea and I’m showing my support for it.” This thing is called an octothorpe. See: hashtag /r/ See: subreddit Abandonment rate The percentage of social customer service issues that are abandoned by customers without a resolution. Algorithm A rules-based procedure for making calculations or solving problems. Like the algorithms that power search engines, social media algorithms have a massive effect on your brand’s online visibility. Analytics Analytics tells you what happened. Archiving Avatar
To be Young, Digital, and Black 3.4.10 | It wasn’t that long ago that talk of “digital divide” dominated the news—referring to the notable gap between those who had computers and web access in their homes (typically white and Asian youth) and those who did not (black and Latino youth). “There was a narrative that evolved around the digital divide,” says S. Craig Watkins, an associate professor of media studies at the University of Texas at Austin and author of “The Young and the Digital: What Migration to Social Network Sites, Games and Anytime, Anywhere Media Means for our Future.” “There were the tech rich and the tech poor.” Soon there was a push to close that gap. Today, Watkins says, access is no longer the central issue. “The access gap hasn’t been solved entirely, but a significant portion of it has been addressed,” Watkins said in an interview. Black Youth Embrace Mobile Media “This is not necessarily one that people saw coming,” Watkins said. “There is a participation element. After Access, Now What?