Distance Learning, mLearning, Digital Education, Technology
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Rescooped by Dennis Swender from Information and digital literacy in education via the digital path
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Scaling up online education? More haste less speed

Scaling up online education? More haste less speed | Distance Learning, mLearning, Digital Education, Technology | Scoop.it
From www.hepi.ac.uk - May 2, 2020 7:39 AM

This guest blog has been kindly contributed by Professor Neil Morris, Chair in Educational Technology, School of Education, University of Leeds. He can be found at @NeilMorrisLeeds

 

The Unbundled University research project, funded by the UK’s Economic and Social Research Council (ESRC grant number ES/P002102/1) and the National Research Foundation in South Africa (NRF grant number 105395), explored a range of issues in relation to the expansion of online education in universities in the UK and South Africa, including partnerships with private companies and the disaggregation of learning and teaching materials for delivery online (‘unbundling’).

 

Data were collected from interviews with senior leaders, academics, students and private companies in both countries. The data are being written up for publication in academic journals, but given the rapid shift to focus on online education as a result of the Covid-19 pandemic, it is evident that some of the headlines from the research need to be put in the public domain rapidly.


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Elizabeth E Charles's curator insight, May 1, 2020 4:15 PM

A timely report with the mass move to online teaching/learning.
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Open-Sourcing Education to Bolster Engagement and Educator Collaboration | AdvancED

Open-Sourcing Education to Bolster Engagement and Educator Collaboration | AdvancED | Distance Learning, mLearning, Digital Education, Technology | Scoop.it
From www.advanc-ed.org - February 16, 2018 3:42 AM
The study of open education practice has shown how open educational resources (OER)— freely available materials that can be downloaded, distributed, adapted, and openly shared to better serve all students (see box)—accelerates systemic change in curriculum and instruction, as well as enhanced learning for students by embedding participatory processes of content collaboration and sharing into the evaluation and use of these resources.
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How are Open Access and MOOCS disrupting the academic community in different ways?

How are Open Access and MOOCS disrupting the academic community in different ways? | Distance Learning, mLearning, Digital Education, Technology | Scoop.it
From connection.sagepub.com - February 10, 2018 6:25 PM
"Supporters of open academic content have long touted its ability to widen the impact and productivity of scholarship while relieving cost pressures in academia. While the development of open access (OA) publishing and Massive Open Online Courses (MOOCs) have been labeled a disruption to publishing and the academic community, this study finds that OA has a more tempered impact on scholarship while the impact of MOOCs on teaching is more severe.Click here to edit the content."  [SAGE Open]
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The Teaching Professor Conference

The Teaching Professor Conference | Distance Learning, mLearning, Digital Education, Technology | Scoop.it
From www.magnapubs.com - May 2, 2017 12:03 PM
Conference Theme:  Cutting Edge Learning for Exceptional Educators
 
June 2-4, 2017 in St. Louis
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Download the free 2016 Magna Report, "The Best of Teaching with Technology" and other past conference programs by clicking on "General Information > Past Programs."
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Create tests and quizzes in a few clicks with QuestBase

Create tests and quizzes in a few clicks with QuestBase | Distance Learning, mLearning, Digital Education, Technology | Scoop.it
From socialmediaslant.com - July 18, 2013 1:49 PM
QuestBase is a new service that allows educators and business owners to design web-based and printed questionnaires, surveys, course evaluations, sales / product training, trivia games, tests, and ...
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I am not a robot | Faculty Focus

I am not a robot | Faculty Focus | Distance Learning, mLearning, Digital Education, Technology | Scoop.it
From www.facultyfocus.com - September 23, 2019 2:23 AM

"When students enroll in online classes, one of the greatest concerns, and one which affects all the others, is professor presence on the course ..."


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Georgetown ’s First Six MOOCs: Completion, Intention, and Gender Achievement Gaps

Georgetown ’s First Six MOOCs: Completion, Intention, and Gender Achievement Gaps | Distance Learning, mLearning, Digital Education, Technology | Scoop.it
From digitalcommons.iwu.edu - February 10, 2018 6:42 PM
"This analysis of Georgetown’s first six MOOCs (massive open online courses) comprises three parts, moving from general to specific in scope. I begin with a discussion of demographic factors across all six courses, seeking to answer the following question: “Who takes, and succeeds in these courses?” Next, I discuss the relationship between stated intention and course performance with survey data from a pre-course survey for Georgetown’s very first MOOC, an economics course. I end by examining the gender achievement gap in the same economics course. [Healy, P. A. (2017). Undergraduate Economic Review, 14(1)]
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Instructor’s Corner: Nonverbal Immediacy Behaviors and Online Student Engagement

Instructor’s Corner: Nonverbal Immediacy Behaviors and Online Student Engagement | Distance Learning, mLearning, Digital Education, Technology | Scoop.it
From www.natcom.org - May 2, 2017 1:58 PM
Marcia D. Dixson of Indiana University-Purdue University and a team of researchers conducted a study to learn more about the types of immediacy behaviors instructors should use to enhance their students’ learning.
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The responses that facilitators make to individual  participants reveal a feeling tone of acceptance, encouragement, dismissal, and the like.  Participants quickly pick up on the frequency of instructor responses to individuals, the quantity of the individual responses, whether the participant response is affirmed or simply acknowledged, whether the response is genuine or general.  
 
This is where participant demographics of race, gender, age, academic level, etc. may inadvertently be assumed to play a biased role to favor some participants more than others.  
 
Consequently, could it sometimes help for all participants, including the facilitator, to maintain some degree of online demographic privacy - at least until the end of a course?  Or, are participant identities an important asset in responding to different perspectives?
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How the Jobs to be Done Theory Applies to Online Education | Center for Digital Education

How the Jobs to be Done Theory Applies to Online Education | Center for Digital Education | Distance Learning, mLearning, Digital Education, Technology | Scoop.it
From www.centerdigitaled.com - May 2, 2017 1:52 AM
Universities will struggle with online education programs until they understand the reasons that students chose or rejected them.

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ғelιх c ѕeyғarтн's curator insight, December 5, 2016 4:54 AM
I prefer a terminology referring somewhat less instrumentally to demand-side vs institutional perspective, but other than that couldn't agree more.
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