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Jisc

Jisc

http://www.jisc.ac.uk/

Related:  Teaching resourcestechnology and educationSchool Design and Developmente_Learning

Tarsia With this software you will easily be able to create, print out, save and exchange customised jigsaws, domino activities and a variety of rectangular card sort activities. The activities created using this software can be presented in printable form, ready to cut out. Formulator Tarsia known earlier as Formulator Jigsaw is an editor designed for Teachers of Mathematics creating the activities in a form of jigsaws or dominos etc for later use in a class. It includes the powerful equation editor for building the math-expressions for the activities. An advanced feature of text placement along the side of the shape makes this tool irreplaceable software for fast activity creation. Re-Examining Education Technology - The BrightPath Foundation: Empowering Communities Through Technology Technology is having a positively disruptive impact on classrooms around the world. It is being fuelled by the functionality and affordability of consumer-friendly devices and the increasing accessibility of digital content, particularly via Internet. It is clear that the education sector, ready or not, is experiencing its version of the technology revolution. The Changing Face of Education

Designing Classroom Spaces to Promote Active Teaching and Student Learning — Center for Teaching Innovation and Excellence [NOTE: This is the first of a series of suggestions for making modest changes to the College in order to strengthen student learning] Whether stated or implied, a tight link exists between classroom design and learning theory. For planning reasons, we tend to organize our classrooms (leaving labs and studios out of the question for the moment) on the basis of class size. The largest spaces (King 106 and 306; West Lecture Hall, Craig, Hallock, Severance 108, Warner, etc.) are designed for large numbers of students; the King, Peters, Bibbins, Severance, and Science Center classrooms (e.g. K337) will hold 20-60 students; and the “seminar” rooms around campus are designed for less than 20 students. The pedagogical implication of this are unspoken: “linear” classrooms are designed around lecture or other presentations; “horizontal” classrooms allow for class discussion.

Improving student assessment The issue Effective assessment has greater bearing on successful learning than almost any other factor. Increasing student numbers are adding to marking workloads for staff and students express more dissatisfaction with assessment and feedback than with any other aspect of their learning experience, according to the National Student Survey (2011). How technology can help Technology can enable different, new and more immediate methods of assessment, helping to reduce staff workloads whilst improving the quality of assessment and feedback for students. Resources

eLearning Technology This month on the Learning Circuits Blog - I asked some very leading questions If we have responsibility for informal learning, social learning, eLearning 2.0, long tail learning, etc. then ...Don't we have to conclude that learning professionals must be literate in these things?If so, then what should learning professionals do to become literate?Should workplace learning professionals be leading the charge around these new work literacies?Shouldn't they be starting with themselves and helping to develop it throughout the organizations?

Embedded Learning Portal Welcome Welcome to the Embedded Learning Portal home page. This site contains the online versions of the Skills for Life Materials for Embedded Learning. These embedded teaching and learning materials are designed for use by teachers: vocational teachers and trainers, Skills for Life teachers, teachers working in community, employability and health settings and employability programmes. Skills for Life Materials for Embedded Learning aim to help learners to improve the literacy, language or numeracy skills they need to succeed at work, in community-based and health-related activities or as part of vocational training programmes. Third Generation Distance Education: The Challenge of New Technology., 1990-Nov This paper is a response to a presentation by Joseph Pelton at the 15th World Congress on Distance Education (Caracas, Venezuela, November 1990). The response argues that, while newer technologies will impact on distance education, they will not be the panacea suggested by Pelton. The response also points out that not all "new" technologies are interactive or "two-way": but they will impact on both existing and new distance teaching institutions. However, if interactivity is to be maintained, this will be mainly for courses with relatively low numbers for many developing countries.

InQbate: Beyond the Walls Fully technology-enabled, but not technology-driven, the Sussex creativity zone provided teaching staff with personal, pedagogic and technical support, along with resources that could be used in a variety of configurations. It was hoped that this would support more innovative and effective teaching and learning – in both the InQbate creativity zone itself as well as other teaching spaces on campus. Our two key remits were to support both the teaching of creativity and creative approaches to teaching and learning.

Education Technology Action Group Our mission The ETAG Challenge – by ETAG member Bryan Mathers The Education Technology Action Group (ETAG) was set up in February 2014 by three ministers: Michael Gove, Matthew Hancock and David Willetts. Its mission is to promote the use of digital technology across the schools, further education and higher education sectors for the benefit of students, employers and the wider economy. It is an independent group that builds on the good work done by the DfE Education Technology Group and by the Further Education Learning Technology Action Group (FELTAG). Find out more about ETAG »

ITALICS - Volume 5 Issue 4 eLit 2006 was held on the 28th – 30th June 2006 at Loughborough University . The conference brought together academics, teachers, IT trainers & support staff, librarians and learning technologists from around the world to share experience, good practice and to discuss issues relating to the embedding of e-literacy skills into the curriculum and society as a whole. This is a special conference issue of ITALICS, jointly published with the Journal of e-Literacy (JelIT- and includes a selection of papers submitted to the conference and expanded for this publication. e-Literacy can be described as the “the awareness, skills, understandings and reflective–evaluative approaches that are necessary for an individual to operate comfortably in information–rich and IT–supported environments.” (Martin 2003).

Educators - Teaching Children Philosophy Have you ever thought of using children's literature to teach philosophy to elementary school children? It may surprise you to know that children's books often raise deep philosophical issues and that children love to think about them. This website contains all the materials that you need to lead philosophy discussions with your students. We've chosen a set of books that we think are remarkable for their philosophical content, and we have assembled questions to use to initiate a philosophical discussion. All you need to do is to read one of the children's books suggested by our site aloud to a group of elementary school children and you are ready to go. The question sets will guide you in getting the children to discuss the philosophical issues raised by the book.

The False Promise of Classroom Technology The cover story of Life magazine on Oct. 16 was “U.S. Schools: They Face a Crisis.” Of course, there’s pretty much always a sense of crisis in education—in fact, the Life story dates from 63 years ago: Oct. 16, 1950—and it isn’t limited to the U.S. Two weeks ago, the U.K. announced it would revamp its curriculum and testing for 16-year-olds yet again, on the basis (yet again) that the previous system wasn’t rigorous enough.

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