Top 5 Student Response Systems that Work on Multiple Platforms #edtechbc Image Source If there are two things that students crave, they are convenience and connectivity. These are the reasons why students love student response systems that work on their devices. Student response systems have morphed over the years from simple ‘clicker’ systems to web based apps that work with a multitude of devices and operating systems. 5. Kahoot is a utility that allows teachers to create quizzes and surveys, and then send them to students. 4. Socrative works excellently both for students working on their own or for students who are collaborating with one another. 3. [Sorry, we just learned that Infuse Learning stopped doing business a few months back! 2. Quiz socket is an excellent student response tool for in classroom use. 1. This is a free utility that teachers can use to create virtual classrooms. Print This Post
Students need better preparation for digital careers, Jisc survey suggests The results of the digital experience insights student survey 2019 explore how learners at UK universities and colleges engage with technology. Published today (3 September), the results of our digital experience insights student survey provides powerful data from 29,531 students on how they engage with technology. Data drawn from 13,389 further education (FE) students and 14,525 campus-based higher education (HE) respondents shows that only 40% in FE and 42% in HE feel their course prepares them for the digital workplace. Worse, despite Office for Students predications than more than a million digitally skilled people will be needed by 2022, less than half of the FE students surveyed (49%) and only 70% of campus-based HE respondents agree that digital skills are needed in their chosen career. Access the digital experience insights 2019 report Valuable insights 'Vital' skills Jisc student partner Sam Jenkins - a history undergraduate at the University of Winchester - comments: He’s not alone.
Create a group & choose group settings - Google Groups Help You can use Google Groups to create an online group for your team, organization, class, or other group to do things like: Email each other Host group discussions Collaborate on projects Organize meetings Find people with similar hobbies or interests You can also change your group's type, name, or description, and choose who can join, post, and view topics. Create a group Sign in to Google Groups. Make your group an email list, forum, or collaborative inbox You can change your group type at any time to match your group’s communication style and workflow. Sign in to Google Groups. Change your group’s name, description & email settings Sign in to Google Groups. Set features included in every email You can set: A subject prefix: This helps identify email as group messages. Set how members display their identity You can allow members to post with a display name or require that each member be linked to their Google profile. Sign in to Google Groups. Set who can post, view topics, and join the group
Adaptive Learning: The Latest Trend In Digital Education | Education Dive #edtechbc There is perhaps no hotter segment in ed tech right now than adaptive learning, which adjusts the learning experience based on a student's progress. It becomes more difficult if they're progressing well, and slows down if they need further instruction. The technology has even attracted funding from the Bill & Melinda Gates Foundation, which assembled a diverse coalition of colleges ranging from the University of Texas at Austin to the Kentucky Community and Technical College System. It isn't just colleges, either—adaptive learning is benefiting K-12, as well. With positive results coming in for many of the companies producing adaptive learning tools, the growth isn't likely to stop soon. Following its June acquisition of ALEKS Corporation, it was only a matter of time before McGraw-Hill Education debuted an adaptive learning platform of its own. Like Pearson, ed publishing giant Macmillan also formed a partnership with Knewton in May.
rhizomatic – Dave’s Educational Blog To the best of my knowledge, the term “MOOC” comes out of a skype chat conversation I had with George Siemens about what exactly he would call this thing he and Stephen Downes were doing so I could call it something for the ETT show were were planning on the subject. We threw a bunch of possibilities around, and I dropped MOOC into the connectivism wiki, and, yesterday, someone asked me to do a presentation on the topic. 3 months. crazy. I’m not going to dial down into specifics of how the course is structured, so if you don’t know what I’m talking about… check out the wiki first. We had two discussion on edtechtalk about the course before things actually kicked off… We had George, Stephen, Alec Couros and Leigh Blackall come out and share their opinions on the topic. Moodle Moodle is a Virtual Learning environment and is being used for one primary (forums) and one collateral purpose (aggregation). The Daily and the blog. Community building I’m a bit of a community freak.
Moodle Digital literacies are those capabilities which fit an individual for living, learning and working in a digital society. Digital literacy looks beyond functional IT skills to describe a richer set of digital behaviours, practices and identities. What it means to be digitally literate changes over time and across contexts, so digital literacies are essentially a set of academic and professional situated practices supported by diverse and changing technologies. This definition quoted above can be used as a starting point to explore what key digital literacies are in a particular context eg university, college, service, department, subject area or professional environment. Digital literacies encompasses a range of other capabilities represented here in a seven elements model: Digital literacy as a developmental process Defining digital literacy in your context Background About this resource This detailed guide draws on this to provide a set of practical guidance, tools and approaches.
The 5 Most Effective Educational Technology Interventions | ICT Works #edtechbc There is enormous interest and investment in the potential of educational technology (edtech) to improve the quality of teaching and learning in low and lower-middle income countries. The primary aim of the DfID-funded Educational Technology Topic Guide is to contribute to what we know about the relationship between edtech and educational outcomes. Taking evidence from over 80 studies, the guide addresses the overarching question: What is the evidence that the use of edtech, by teachers or students, impacts teaching and learning practices, or learning outcomes? Educational technology was defined as the use of digital or electronic technologies and materials to support teaching and learning. And while the Millennium Development Goals prompted improvements in access to education, quality remains a challenge. Educational Technology for Students Educational Technology for Teachers 4 Recommendations Edtech programmes should focus on enabling educational change, not delivering technology.
Sidney L. Pressey (1888–1979) - University, Research, Psychology, and American - StateUniversity.com Father of the teaching machine, author of the first book on standardized testing, and founder of the Division on Adult Development and Aging of the American Psychological Association, Sidney Leavitt Pressey was an innovator. Although twenty-first century educators and psychologists are constantly rediscovering Pressey's contributions to their fields, few are aware of the range of topics that he explored. Pressey was born in Brooklyn, New York; his father was a minister in the Congregational Church and his mother was a teacher. Because of his asthma, the family eventually moved to a suburb of St. Paul, Minnesota, where he spent most of his childhood and youth. He received his B.A. from Williams College, his father's alma mater. Although he majored in American history, a course in social psychology led him to attend graduate school at Harvard University in 1912. After retirement he would declare: Finally, as he aged, he began to study aging. BRUNER, JEROME S. 1992. HOBBS, NICHOLAS. 1980.
Autonomy Skip to content Autonomy means the ability to take control of one's own learning, independently or in collaboration with others. An autonomous learner will take more responsibility for learning and is likely to be more effective than a learner who is reliant on the teacher. Learner training in the classroom encourages autonomy and is an important element of language teaching. ExampleAn autonomous learner will set their own goals, reflect on their progress, and seek opportunities to practise outside the classroom. In the classroomAsking learners to keep diaries to reflect on the way they learn best, and teaching them how to use tools such as dictionaries can encourage autonomy. Further links: ShareThis Copy and Paste Do libraries matter in distance education? Academics discuss the changing roles of campus libraries and librarians in the online education era. [Editor’s note: Edits have been made to reflect changes in lead author citation, as well as professional title.] With the explosion of distance education, librarianship is changing from managing books to connecting people and quality resources while at the same time delivering resources effectively and providing the best customer service possible. That’s the consensus, say Amanda Corbett, a graduate student at East Carolina University (ECU) and a professional librarian, and Abbie Brown, professor at ECU, of current research on the changing role of libraries and librarians, as well as best practices from major colleges and universities across the country. In answer to the question, “Do libraries and librarians play a part in advancing distance education?” (Next page: Skills, competencies and benefits provided by libraries)
Are teenagers in England addicted to social media? (And does it matter?) There have been lots of concerns raised recently about social media use among young people. This includes links found between time spent on social media and declines in mental health. Similarly, some are now likening constant internet use to an addiction, with teenagers suffering withdrawal symptoms if their smartphone is taken away. But how frequently do young people in England access social media? Are they any more or less ‘addicted’ to the internet than young people in other countries? And does this supposed addiction to the internet really do their mental health any harm? Evidence from the latest PISA data available may well hold some clues. Social media use and internet ‘addiction’ as measured by PISA In PISA 2015, 15-year-olds from more than 40 countries including England completed a questionnaire about their use of technology. This included a question on the frequency with which they used social networks on a five-point scale (from almost never through to every day).
Supporting online students Online learning students need new support mechanisms, and different ones to campus-based learners. Your institution may find it challenging to meet these different needs while still maintaining an equitable service for both groups of students. However, campus-based students may sometimes also be online students. While they will sometimes need the same support, how an institution provides this support may vary considerably. It’s likely that support will be required outside normal working hours, and will have to be offered using online technologies rather than in person. Online learning also creates new support needs. Course activities and spaces It's important that online students feel well connected to teaching staff and other students. Well-designed course activities can make them feel involved, but it’s useful to provide additional online social spaces, such as dedicated discussion forums or regular live chat sessions, to encourage interaction. Administrative systems Consistent support