Journal of Open, Flexible and Distance Learning JOFDL publishes articles from around the world relating to primary research investigations, literature reviews, the application of open education innovations, and the experiences of teaching at a distance in any sector of education or training. Theoretical and empirically based research articles as well as case studies of practice and book reviews are invited for submission. The Journal of Flexible, Open and Distance Learning is the scholarly journal of the New Zealand Association for Open, Flexible and Distance Learning (DEANZ www.deanz.org.nz). ISSN: Print 1179-7665; Online 1179-7673 Vol 19, No 2 (2015): JOFDL General Issue Table of Contents Articles - Primary studies Book reviews This work is licensed under a Creative Commons Attribution 3.0 License. Journal of Online, Flexible and Distance Learning - the journal of the New Zealand Association for Open, Flexible and Distance Learning (DEANZ).
Will Analytics transform Education? | Learning Frontiers Effective use of data is vital for success in today’s business world. In education, Analytics (or Learning Analytics) is becoming a hot topic, promising to disrupt and transform education and learning. In this overview article we do a short detour to the business world for some examples of business analytics; look at how education have approached the phenomenon; explore some practices; and raise some concerns about the downside of this trend. The most spectacular example of business use of consumer data is the US chain store Target’s analysis of changes in a customer’s life, e.g. finding out whether or not a customer is pregnant, with the aim to send them coupons for certain products they will need. Making sense of analytics: In education, slightly different definitions of Analytics have emerged. Analytics in practice: Analytics in education is still at its early stage and most of the work in this area is conceptual and comprises small scale funded projects. 1. 2. 3.
Sandbox:Phase Five Evaluation Evaluation phase takes place once the course has successfully come to an end for the first time (sometimes this phase might happen while the course is running depending on the urgency of the issues and demands/feedback from students). In order to prepare the course for the second offering, the course development team will meet again to evaluate the course based on the first offering, the student evaluations, peer feedback, instructor's notes and reflection, feedback provided by the course instructor/course author and the team. [Expand] Note: Tasks to be completed by the project manager/instructional designer: After the first offering of a course, the Project Manager/Instructional Designer may ask to meet with the course author/instructor to debrief how the course went. Supporting Quality Assurance Documentation The online course evaluation links below offer a range of rubrics and guidelines to assist with the development of effective practices for evaluating online courses. License
Australasian Journal of Educational Technology The Australasian Journal of Educational Technology is the journal of ascilite, the Australasian Society for Computers in Learning in Tertiary Education. It aims to promote research and scholarship on the integration of technology in tertiary education, promote effective practice, and inform policy. AJET has an impact factor of 1.363 (JCR 2012), and is currently ranked 33/216 in the Education category. AJET is indexed in EDITLib, the ACER Blended Online Learning and Distance Education research bank, EBSCOhost Electronic Journals Service, and Informit A+ Education. Prior to Volume 20, 2004, AJET was published under the title Australian Journal of Educational Technology. If you encounter any issues with the AJET submission system and website please contact Andre Colbert at email@example.com Call for Proposals for a Special Issue of AJET in 2015 Expressions of interest of up to 500 words should include the following information: Table of Contents Editorial Articles
A KPI-oriented and ontology-based workplace e-learning system_陈小憨_新浪博客 Literature review E-learning E-learning focuses on the use of computer and network technologies to create and deliver a rich learning environment that includes a broad array of instruction, information resources and solutions, with a goal of enhancing individual and organizational performance. Workplace learning This field – also known as Training and Development, Human Resource Development, Corporate Training, and Work and Learning – can be defined as the means, processes, and activities in the workplace by which employees learn basic skills, high technology, and management practice that can be immediately applied to their jobs, duties, and roles in the firm. Adult learning theories Adult learning theories form the basis for the design of e-learning practice in work environments. Organization learning Organization learning within the domain of organizational theory investigates how an organization continuously and effectively learns and adapts to the environment. CoP Web 2.0 KPI model Ontology
How [unfavorable] student feedback improves Online Courses I look forward to the end of each course session when I get to analyze student comments and criticisms – which I do with great zeal. No doubt like anyone else, I enjoy reading the positive responses which can be uplifting and encouraging. But, it’s the constructive feedback I dissect to determine how we can improve our courses. I’ve learned that a key factor in gathering ‘good’ feedback is to develop a ‘good’ feedback form – one that is customized to the online experience. And, the questionnaire needs to be modified on a consistent basis as courses evolve and change – online courses are not static, nor should the questionnaire be. In this post I’ll share questions we’ve used to solicit ‘good’ feedback, and how it has helped improve our courses, and I’ll close with a list of resources for creating effective feedback forms in online learning environments. What is working well for you in the course? Questions about Course Design – using a 5 point Likert Scale Like this: Like Loading...
International Journal of Designs for Learning This multidisciplinary, peer-reviewed online journal is dedicated to publishing descriptions of artifacts, environments and experiences created to promote and support learning in all contexts by designers in any field. The IJDL Library of Congress ISSN is 2159-449X. The journal provides a venue for designers to share their knowledge-in-practice through rich representations of their designs and detailed discussion of decision-making. This journal is a publication of the Association for Educational Communications and Technology. Announcements Vol 4, No 2 (2013): Special Issue: Designs for Learning Spaces Table of Contents Invited Feature Articles Articles
SelfReviewGuide.pdf Access to Research | The SUPER blog The SUPER blog Teachers & Researchers working together . . . Skip to content Access to Research The aim of this page is to post links to any freely available research that is not hidden behind paywalls e.g. Assessment and Learning: State of the Field Review (via Oxford University Centre for Educational Assessment) Access to Research – Public Library Initiative Jotter: Journal of Trainee Educational Research (Faculty of Education, University of Cambridge) BELMAS Publications (free access via free first year membership) Research in Teacher Education (University of East London) Best Evidence in Brief (University of York, Institute for Effective Education) NFER Direct – free email newsletters on NFER’s latest research etc (National Foundation for Educational Research) EPPI Centre Systematic Reviews BERA Research Intelligence BERA Insights and Briefings BERA Why Educational Research Matters BERA Research and Teacher Education TLRP Publications Education-Line Routledge Education Arena CUREE Publications Follow
3 Ways of Getting Student Feedback to Improve Your Teaching During the summer, you'll want to improve your teaching and lessons, but how do you decide where to start? Your students! I use these three ways to get feedback from my students on my lessons, activities, and what I can do to improve next year. Collecting Input First, I’m trying to identify my awful lessons or units so that I can rework them over the summer. Second, I want to understand firsthand what kids love and what they hate. 1. I end the year with students in a circle. I'm so proud of what you've done this year and how you've improved. First of all, what did we learn that you loved this year? What were the things we learned that you liked the least? So what is the most boring thing we did the whole year? Is there anything you wish we'd had more time to do? Was there anything you wish we'd done more of? How about ______? My final purpose is a quick review of what we've learned. 2. Is there something you wish I knew about this class that would make me a better teacher? 3.
Computers & Education Computers & Education aims to increase knowledge and understanding of ways in which digital technology can enhance education, through the publication of high quality research, which extends theory and practice. The Editors welcome research papers on the pedagogical uses of digital technology, where the focus is broad enough to be of interest to a wider education community. We do not publish small-scale evaluations of specific software/systems in specialist domains or particular courses in individual institutions (unless the findings have broader relevance that is explicitly drawn out in the paper). Papers that include discussions of the implementation of software and/or hardware should focus on the context of use, the user/system interface, usability issues and evaluations of the user experience and impacts on and implications for learning and teaching. Selection criteria Guidance on methodologyCAE welcomes both qualitative and quantitative research of the highest quality.
The Social Networks Adapting Pedagogical Practice (SNAPP) Tool and Visualizing Moodle Forums | Moodle News Welcome to Moodlenews.com A resource site for all Moodle-related news, tutorials, video, course content information and original resources. If you're new here, you may want to subscribe: RSS feed| Weekly Email Newsletter | Moodle News Twitter Thanks for visiting! If you’re interested in some ways to visualize student engagement in the Moodle classroom, the Social Networks Adapting Pedagogical Practice (SNAPP) tool is something worth looking at. See this example at a The example below is of this Moodle.org forum which had a lost of posts and participants: The tool has several key parts: timeline of the posts and number of posts chart of all users, their posts and how other users have replied to those postsstatistics (number of posts, etc.) Get started with the download here: Here’s a quick video created back in 2010 that shows the original SNAPP in action. Another visualization option: