John Hattie's 10 Myths about Student John Hattie’s 15 year meta-analysis of over ¼ of a billion students worldwide has enabled him to identify what really aids student achievement. In an interview with Sarah Montague for BBC Radio 4, he dispels some popular myths about what does and doesn’t matter in your school. Factors affecting student achievement – Hattie’s take: 1. Class Size – Reducing class size does enhance student achievement but only by a marginal amount.
Economics of Education in Europe - Home www.education-economics.org is a forum to promote and disseminate research on the Economics of Education in Europe, provided by the European Expert Network on Economics of Education (EENEE). You will find detailed information by following the links of the menu on the left. EENEE is an EU Think Tank sponsored by the European Commission, Directorate General for Education and Culture. TL Forum 2000: McLoughlin and Marshall - learner support in an online teaching environment Introduction When students are introduced to online learning, they are faced with a new learning environment and the expectation that they will have independent learning skills and the capacity to engage in activities that require self direction and self management of learning. While universities are now fostering lifelong learning skills and preparation for the workplace, the cultivation of these skills is now core business at tertiary institutions across Australia. The learning opportunities of Web based instruction are enormous. Students can select and employ resources, employ strategies and assess their overall progress.
@Ignatia Webs: Mike Sharples: Innovationi n mLearning: an international pespective Looking Sharp as ever, straight from the mLearning theory and practice edge. And yes, Mike Sharples is one of the KEY mobile learning theorists, so if you want to get in-depth into mLearning theory, check his papers and talk to him (nice person, a bit reserved, really British)He will talk about the learning opportunities going beyond only delivering content (via mobile platforms, iPads, manuals.... and propping it into mobile devices). From basic technology: example in India (Calcutta) peer educators of male sex workers: it is a marginalized community (homosexuality was forbidden in India until recently), but all had mobile phones. It is a mixed reality project, how to deal with police harassment, how to contact a person... and to build a community between health sex workers.
Effective use of virtual learning environments (VLEs) This infoKit was first published in 2004 and is currently being updated. Back in 2004 when we wrote this infoKit, we defined a VLE as – ‘A Virtual Learning Environment is a collection of integrated tools enabling the management of online learning, providing a delivery mechanism, student tracking, assessment and access to resources’. These integrated tools may be one product (eg BlackBoard, Moodle) or an integrated set of individual, perhaps open-source, tools. This definition still holds true with most education providers using a ‘product’ for example Blackboard or Moodle with Web2.0 tools being used to supplement the functionality offered by these systems, but these are often not truly integrated. Although written a few years ago, most of the advice and guidance remains sound.
8 ways teachers can talk less and get kids talking more If you do fewer teacher-directed activities, that means the kids will naturally do more talking, doesn’t it? Not necessarily. I have often found myself talking almost constantly during group work and student-directed projects because I’m trying to push kids’ thinking, provide feedback, and help them stay on task. Even when the learning has been turned over to the students, it’s still tempting to spend too much time giving directions, repeating important information, and telling students how they did instead of asking them to reflect on their work.
The 21st Century’s Raw Material: Using Open Data as Open Educational Resources In the first of our posts for Open Education Week #openeducationwk Javiera Atenas, Leo Havemann and Ernesto Priego introduce the idea of using open data as a form of OER. Javiera Atenas is a learning technologist at University College London and holds a PhD in education. Leo Havemann is a learning technologist at Birkbeck, University of London and holds an MA in Media and Cultural Studies. Ernesto Priego is a lecturer at the Department of Library and Information Science at City University London and holds a PhD in Information Studies. In the words of the Rt Hon. Francis Maude in the Foreword to the UK Government’s 2012 Open Data White Paper [PDF], “data is the 21st century’s new raw material.” A New Pedagogy is Emerging... and Online Learning is a Key Contributing Factor In all the discussion about learning management systems, open educational resources (OERs), massive open online courses (MOOCs), and the benefits and challenges of online learning, perhaps the most important issues concern how technology is changing the way we teach and - more importantly - the way students learn. For want of a better term, we call this “pedagogy.” What is clear is that major changes in the way we teach post-secondary students are being triggered by online learning and the new technologies that increase flexibility in, and access to, post-secondary education. In looking at what these pedagogical changes are and their implications for students, faculty, staff, and institutions, we consider: What drives the development of this new pedagogy? Changes in society, student expectations, and technology are motivating innovative university and college faculty and instructors to re-think pedagogy and teaching methods.
12 Sources for Free Images to Use on Your Blog and Social Media Posts November 3, 2014 by Tricia Goss The image you choose can make or break your social media updates, blog posts and other content. But, finding the right picture to accompany your post can be challenging.
Jisc Digital Student The FE and Skills Study will conduct desk research and consultation with students and other stakeholders, in order to extend the previous HE investigations to further education. The project will build on the findings and methods of the HE study in order to assess the extent to which those findings are relevant and applicable to the FE and skills sector. The two main investigation questions are: