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Australasian Journal of Educational Technology

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. Volumes 1 to 28 of AJET are published on the AJET Archives Website. If you encounter any issues with the AJET submission system and website please contact Andre Colbert at colbert.andre@gmail.com Call for Proposals for a Special Issue of AJET in 2015 Vol 30, No 1 (2014): Australasian Journal of Educational Technology Editorial

http://www.ascilite.org.au/ajet/submission/index.php/AJET/index

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The Innovating Pedagogy 2015 Report Embodied learning, adaptive teaching, and analytics of emotions are three trends highlighted in Innovating Pedagogy 2015. This annual report explores new forms of teaching, learning and assessment that are having an impact on education worldwide. For the first time, the report is produced jointly by The Open University and SRI International, the US-based research and development institute. Mike Sharples, Professor of Educational Technology at the Open University and lead author of the report, said “Last year’s report identified massive-scale social learning as the main emerging trend. International Journal of Learning Technology (IJLT This site uses some unobtrusive cookies to store information on your computer. By continuing to browse the site you are agreeing to our use of cookies. We use cookies to store sessions in order to provide an interactive and personal experience to our website users. We do not use cookies to serve adverts or other promotional materials. We also log your domain and IP address automatically when you visit our site; however, this information does not identify you as an individual, but only the computer that you are using to view the site and your approximate geographic location.

Caledonian Academy The findings of the project can be summarised as follows: RQ1 How are MOOCs currently designed to support self-regulated learning? While MOOC designs take a variety of shapes and forms, the Fundamentals of Clinical Trials MOOC represents a course design typical of the key MOOC providers (e.g. edX, Coursera, FutureLearn), therefore we can build some generalizable conclusions. From our observations, the highly structured MOOC design focuses on content provision, which the participants are very positive about.

Journal of Computer Assisted Learning Special Issue of JCAL on: In recognition of the current interest in both learning analytics and massively multiuser environments and courses, contributions are being solicited for a special issue of JCAL addressing the intersection of these domains. It is clear that dialogue and exchange are needed to bring together the various contributory bodies of knowledge encompassed by the two domains, and one of the aims of the special issue will be to help encourage this.

JOLT - Journal of Online Learning and Teaching Stephen J. Marshall Centre for Academic Development Victoria University of Wellington Wellington NEW ZEALAND stephen.marshall@vuw.ac.nz Introduction Massive open online courses (MOOCs) have stimulated an international burst of activity examining the role technology plays in higher education (ACM Education Board / Council, 2013; Armstrong, 2012; Azevedo, 2012; Carr, 2012; Daniel, 2012; Feldstein, 2012; Kop, 2011; Siemens, 2012). The various magazine articles, publicity announcements, blog posts, and research papers, typified by the assertion that MOOCs "are the most important education technology in 200 years" (Regalado, 2012) are reminiscent of the millennial "global virtual university" hysteria (see, for example, Cunningham et al., 2000). MOOCs offer the opportunity to explore models of pedagogy with fresh eyes.

Publications - MOOC (Massive Open Online Course) Publications about MOOCs (arranged by the date of publication, newest first): Relevance of MOOCs for Training of Public Sector Employees Cite Sandra Sanchez-Gordon, Tania Calle-Jiménez, Sergio Luján-Mora. Relevance of MOOCs for Training of Public Sector Employees. 14th International Conference on Information Technology Based Higher Education and Training (ITHET 2015), Caparica (Portugal), June 11-13 2015. ISBN: 978-1-4799-1756-3. Bibliography Bibliography The following bibliography represents many of the books and articles written on mobile learning in the past decade, especially those on mobile learning for adults. Many of the articles and conference papers can be easily found by entering the title into a search engine.

Who studies MOOCs? Interdisciplinarity in MOOC research and its changes over time George Veletsianos1 and Peter Shepherdson2 1Royal Roads University, Canada, 2University of Zurich, Switzerland Abstract The complexity of digital and online education is becoming increasingly evident in the context of research into networked learning/participation. BYOD From EdFutures Models of ICT provision | Desktop provision | Mobile loan | 1:1 | BYOD | BYOT Bring Your Own Device (BYOD) refers learners being able bring any mobile computing device in to school and connect it to the school network, so long as they have registered the device in advance with the school. This usually involves registering the MAC address of the device with the school. The school restricts access to the network and manages which facilities the pupil/device can utilise.

A Diagram Of 21st Century Pedagogy - A Diagram Of 21st Century Pedagogy by TeachThought Staff The modern learner has to sift through a lot of information. That means higher level thinking skills like analysis and evaluation are necessary just to reduce all the noise and establish the credibility of information. There is also the matter of utility. Evaluating information depends as much on context and circumstance as it does the nature of the data itself.

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