Searching for "teach"

14
Aug
2019

Open Syllabus Project

categories: e-learning, instructional technology, online learning

https://www.edsurge.com/news/2019-07-19-how-a-database-of-6-million-syllabi-could-spawn-a-new-measure-of-scholarly-impact

the Open Syllabus Project

Why are professors hesitant to share their syllabi? “My guess is that folks are worried that it will get critiqued in ways that they’re not comfortable,” Becker says. “Some professors aren’t as confident in their teaching as they are in their research.”

The public website of the Open Syllabus Project does not give access to individual syllabi and does not say what professors are teaching which texts. Instead, it lets users search aggregate information drawn from the collection.

05
Aug
2019

influential tools for online learning

categories: distributive learning, e-learning, educational technology, information technology, instructional technology, mobile learning, mooc, online learning, open learning

Online Learning’s ‘Greatest Hits’

Robert Ubell (Columnist)     Feb 20, 2019

https://www.edsurge.com/news/2019-02-20-online-learning-s-greatest-hits

dean of web-based distance learning

Learning Management Systems

Neck and neck for the top spot in the LMS academic vendor race are Blackboard—the early entry and once-dominant player—and coming-up quickly from behind, the relatively new contender, Canvas, each serving about 6.5 million students . The LMS market today is valued at $9.2 billion.

Digital Authoring Systems

Faced with increasingly complex communication technologies—voice, video, multimedia, animation—university faculty, expert in their own disciplines, find themselves technically perplexed, largely unprepared to build digital courses.

instructional designers, long employed by industry, joined online academic teams, working closely with faculty to upload and integrate interactive and engaging content.

nstructional designers, as part of their skillset, turned to digital authoring systems, software introduced to stimulate engagement, encouraging virtual students to interface actively with digital materials, often by tapping at a keyboard or touching the screen as in a video game. Most authoring software also integrates assessment tools, testing learning outcomes.

With authoring software, instructional designers can steer online students through a mixtape of digital content—videos, graphs, weblinks, PDFs, drag-and-drop activities, PowerPoint slides, quizzes, survey tools and so on. Some of the systems also offer video editing, recording and screen downloading options

Adaptive Learning

As with a pinwheel set in motion, insights from many disciplines—artificial intelligence, cognitive science, linguistics, educational psychology and data analytics—have come together to form a relatively new field known as learning science, propelling advances in a new personalized practice—adaptive learning.

MOOCs

Of the top providers, Coursera, the Wall Street-financed company that grew out of the Stanford breakthrough, is the champion with 37 million learners, followed by edX, an MIT-Harvard joint venture, with 18 million. Launched in 2013, XuetangX, the Chinese platform in third place, claims 18 million.

Former Yale President Rick Levin, who served as Coursera’s CEO for a few years, speaking by phone last week, was optimistic about the role MOOCs will play in the digital economy. “The biggest surprise,” Levin argued, “is how strongly MOOCs have been accepted in the corporate world to up-skill employees, especially as the workforce is being transformed by job displacement. It’s the right time for MOOCs to play a major role.”

In virtual education, pedagogy, not technology, drives the metamorphosis from absence to presence, illusion into reality. Skilled online instruction that introduces peer-to-peer learning, virtual teamwork and other pedagogical innovations stimulate active learning. Online learning is not just another edtech product, but an innovative teaching practice. It’s a mistake to think of digital education merely as a device you switch on and off like a garage door.

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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning

05
Aug
2019

handwriting to text

categories: e-learning, ebook, instructional technology, learning styles, OER, technology literacy

OneNote
OneNote is the obvious choice for anyone who is using a Microsoft Surface or other Windows-based tablet. It is also available to use on iPads and on Android tablets. The option to have handwriting converted to text is an outstanding feature.

Google Keep
If you’re a G Suite for Education user, Google Keep. It doesn’t have the handwriting-to-text function that OneNote offers.

Zoho Notebook
Zoho Notebook doesn’t have the name recognition of OneNote or Keep. Zoho Notebook has the most intuitive design or organization options of the three digital notebooks featured here.

The downside to Zoho Notebook is that the handwriting option only appears on the Android and iOS platforms. If the handwriting option worked in the Chrome or Edge web browsers,

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more on screencasting lecturecapture in this iMS blog
https://blog.stcloudstate.edu/ims?s=touch+screen

02
Aug
2019

screen time and brain development

categories: brain, contemplative computing, contemplative pedagogy, educational technology, learning

http://blogs.edweek.org/edweek/DigitalEducation/2018/12/early_results_of_study_show_sc.html

The Adolescent Brain Cognitive Development study tested 4,500 9-10-year-olds in its first released dataset. The ABCD study is the largest long-term study of brain development in U.S.

Early data from the study, analyzed by another group of researchers from the CHEO Research Institute’s Healthy Active Living and Obesity also showed that kids who spend less than two hours a day on screens, participated in 60 minutes of moderate-to-vigorous-intensity physical activity, and received nine to 11 hours of uninterrupted sleep had higher cognitive abilities.Cognition was measured by language abilities, episodic memory, executive function, attention, working memory, and processing speed.

31
Jul
2019

microcredentials in education

categories: badges, e-learning, gamification

https://www.edsurge.com/news/2019-07-12-microcredentials-could-be-a-game-changer-for-educators-but-hard-questions-remain

According to the authors of a newly published report, at least 10 state education agencies—Arkansas, Connecticut, Delaware, Florida, Louisiana, Rhode Island, South Carolina, Tennessee, Texas and Washington—have launched official microcredential pilots. And another five states—Illinois, Maryland, Montana, New York, and Wyoming—are experimenting with microcredentials in some way.

sponsored by the non-profit Digital Promise, the report argues that we’ve reached a kind of tipping point in the evolution of the “emerging micro-credentialing ecosystem,”

Reports from early adopters (among them, the NEA, the country’s largest teachers’ union) have been promising, and the potential market for such programs is potentially huge. According to Digital Promise, nearly three out of four U.S. teachers are currently engaged in some type of informal professional development or learning.

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more on microcredentials in this IMS blog:
https://blog.stcloudstate.edu/ims?s=microcredent

17
Jul
2019

multiple choice tests

categories: announcement

https://www.edsurge.com/news/2018-05-10-should-professors-a-use-multiple-choice-tests-or-b-avoid-them-at-all-costs

This article is part of the guide 6 Key Trends to 21st Century Teaching.

Flower Darby, from Northern Arizona University, and Heather Garcia, from Foothill College, presented an eye-catching poster at the Educause Learning Initiative conference this year with the title, “Multiple-choice quizzes don’t work.”

One solution, says Garcia, is for professors to give “more authentic” assignments, like project-based work and other things that students would be more likely to see in a professional environment.
she and her colleague argue that there is a way to assign project-based or other rich assessments without spending late nights holding a red pen
One approach they recommend is called “specification grading,” where professors set a clear rubric for what students need to achieve to complete the assignment, and then score each entry as either meeting those rubrics or not. “It allows faculty to really streamline their grading time,
Linda B. Nilson, who wrote an entire book about the approach and regularly gives workshops on it. The book’s subtitle lays out the approach’s promise: “Restoring Rigor, Motivating Students and Saving Faculty Time.”

two scholars wrote a book a few years ago about their benefits, called “Learning and Assessing with Multiple-Choice Questions in College Classrooms.”

For instance, in a math problem involving adding large numbers, a professor could make one of the choices the number that the student would get if they forgot to carry. If professors notice that several students mark that answer, it may be time to go over that concept again. “Even if I’ve got a class of 275, I can learn a lot about what they know and don’t know, and let that guide what I do the next day,” he says.

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more on multiple choice tests in this IMS blog
https://blog.stcloudstate.edu/ims?s=multiple+choice

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