Losing confidence in university teaching We’ve come to expect less and less. Before we came to university most of us had perceptions which provoked images of ancient libraries, world class academics, the sense of an academic community and regular tutoring with a couple of fellow students. However, in the last decade I think it is fair to say that this utopian image of a university experience has been shattered. Today’s students appreciate that they study in a larger student body with fewer resources to go round. But still, I think we expect too little and get too little from our learning experience at university. Students across Edinburgh are seeing reductions in teaching time, poor feedback on their work and, at universities like Edinburgh, a shift to research at the general expense of teaching. Results from the National Student Survey this summer indicate that students think they’re getting a bad deal when it comes to contact time, feedback and general standards of teaching. So what can students do about it?
The Barriers To Using Social Media In Education (Part 1 of 2) “When you step away from the prepackaged structure of traditional education, you’ll discover that there are many more ways to learn outside school than within.” - Kio Start In this article, we have analysed the impact of social media on the education sector while also empathizing with educators on their resistance to the use of it in the classroom. Social Media As A Key Driver of Communication social media is often seen as the key driver of communications and marketing. In 2012-13, The US department of Commerce ranked 55 industry sectors for their IT intensiveness, education ranked lowest (below coal mining). We’re not talking about the number of machines lying in your computer lab or iPads in the classroom. Let’s open up our vision from seeing social media as just another distraction to seeing it as an opportunity to build a more meaningful education system for teachers and students. We humans have a whole history of being resistant to change. Why Resistance? Respect Privacy Critical Thinking
Professional Learning Communities: Divergence, Depth And Dilemmas ... - Stoll, Louise, Seashore Louis, Karen Louise Stoll is Past President of the International Congress for School Effectiveness and Improvement and Visiting Professor at the London Centre for Leadership in Learning, Institute of Education, University of London and University of Bath. She was a co-director of the Effective Professional Learning Communities (EPLC) Project. Her current research, development work and writing focuses on capacity building and professional learning communities within and between schools nationally and internationally. Karen Seashore Louis is Director of the Center for Applied Research and Educational Improvement and Professor of Educational Policy and Administration at the University of Minnesota.
Dimensions of digital media literacy and the relationship to social exclusion | Sora Park as existing in many different types and varying on the basis of social contexts. Not only is it the skills to interpret social artifacts but it also involves the social context. A wider range of competencies is involved in using digital media compared with traditional mass media. While literacy skills of mass media focus on how people can critically understand mediated messages, digital media literacy skills expand beyond interpretation of content into the realm of controlling, filtering and appropriating content through various digital media channels (Livingstone, Couvering and Thumim, 2005). However, digital media literacy should not be regarded as replacing traditional media literacy; rather, it expands the literacy skills involved in reading, writing and understanding to encompass the new technologies. Internet literacy, internet or online skills, and digital media literacy concepts are used interchangeably.
Strategies for Effective Lesson Planning Stiliana Milkova Center for Research on Learning and Teaching A lesson plan is the instructor’s road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting. Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning. Objectives for student learningTeaching/learning activitiesStrategies to check student understanding Specifying concrete objectives for student learning will help you determine the kinds of teaching and learning activities you will use in class, while those activities will define how you will check whether the learning objectives have been accomplished (see Fig. 1). Steps for Preparing a Lesson Plan Below are six steps to guide you when you create your first lesson plans. (1) Outline learning objectives What is the topic of the lesson? (2) Develop the introduction Conclusion Online:
Death to the Digital Dropbox: Rethinking Student Privacy and Public Performance Key Takeaways Requiring students to submit work privately using a digital dropbox (or even worse, e-mail) can be a destructive pedagogical practice. Students benefit from public performance and public critique because people have to perform in the "real world" and are regularly subject to critique. Online faculty should strive to incorporate authentic, real-world types of experiences in the online courses they teach — including public performance and the accompanying public feedback. Perhaps one of the most often used, but seldom talked about, vestiges of the past carried over from traditional face-to-face courses into the online environment is the digital dropbox — or more specifically, the practice of having students submit their work privately. The Problem with the Digital Dropbox and Misconstrued Conceptions of Student Privacy Private feedback has its place in education.12 We contend, however, that the vast majority of feedback can and should be public. Privacy Figure 1. Figure 2.
Digital literacy can boost employability and improve student experience | Higher Education Network | The Guardian The nature of knowledge is changing and, in this digital age, our definition of basic literacy urgently needs expanding. With an estimated 90% of UK jobs requiring some level of IT competency, the notion of digital literacy – those capabilities that equip an individual for living, learning and working in a digital society – is one that needs to be taken seriously by colleges and universities. We live in an online world with the digital divide closing up both through government initiatives (Martha Lane Fox, the government's digital champion, recently took up the challenge of getting 10 million people in the UK online, saying that otherwise "they will be even more isolated and disadvantaged as government and industry expand ever faster into digital-only services") and technological advances – more than half the UK population now own a smartphone with internet capability. But it's not just about employability – increasingly digital literacy is vital for learning itself.
03_Ni.pdf National VET E-learning Strategy Learning management systems (LMS) Integrated course management tool for training organisations to deliver content, conduct collaborative activities and track learner progress Samples Stonemasonry case study An e-learning implementation model (More details…) Basic/Advanced Training “Moodling Around: A Virtual Tour (Basic)” A two-part presentation on Moodle™ (More details…) Why use learning management systems? An LMS is a high-level, strategic solution for planning, delivering, and managing most learning events within an organisation, and the selection and deployment of an LMS learning solution needs to be carefully considered. When considering the use of an LMS: What learner information do you want the LMS to track? Features The characteristics shared by most LMSs include: Almost all systems now support IMS or SCORM content packaging and SCORM runtime. There are many LMS systems but some common ones in use in Australia include: Teaching and learning opportunities Design steps Assessment Generic skills