Posted to Diigo 08/12/2011

    • “Assessment is only really beneficial for the kids if it’s immediate.”
    • All applications are free or have free versions available for use.
    • EverNote: An application that clips Web pages, and stores images, audio, video, and screen shots. Files and indexes media for easy searchability.

      Google Apps: A series of services provided by Google that can store information such as Gmail, Google Docs, and Google sites.

      VoiceThread: Allows users to create multimedia slideshows using images, documents, and videos. Other users can then comment using text, audio, or video.

      Weebly: A platform to create free websites or blogs using a user-friendly drag-and-drop interface.

      WordPress: An open-source blogging tool and publishing platform.

      Yola: A website-building platform.

      Mahara: An open-source e-portfolio system created by New Zealand’s Tertiary Education Commission’s e-learning Collaborative Development Fund.

      Elgg: An open-source social-networking engine that provides a framework for building social networks.

    • Part of the challenge of digital portfolios is the time it takes to maintain them
    • Another challenge in implementing digital portfolios is providing enough access to technology to make them a workable option

Posted to Diigo 05/02/2010

    • You can’t force students to pay attention if they don’t want to. And even if you forbid all electronic gadgets, students will still daydream, whisper, and pass notes.
    • You can’t force students to pay attention if they don’t want to.
    • If you permit mobile devices, establish rules of etiquette.
    • Share research findings on task switching that show multitasking students learn significantly less and perform on tests more poorly than students who focus solely on classwork.
    • Survey results indicate that the majority of college students prefer courses that offer podcasts over those that do not. Students cite convenience, flexibility, and positive impact on learning as the main reasons to have recorded lectures (Nagel, 2008; Fernandez, Simo, & Sallan, 2009).
    • Lecture capture
    • archived lectures
    • allows students to review material at their own pace and convenience (Coghlan et al., 2007)
    • offers students more flexibility in note-taking
    • makes time for active learning during class by having the lecture available for viewing before the class meetings (Lund, 2008)
    • allows students to catch up with a missed lecture
    • No noticeable impact on students’ class attendance
    • In surveys, students report gaining a better understanding of class material in courses that used the technology
    • Undergraduate students have reported in focus groups and surveys that podcasts helped them stay focused on the course, made learning more fun and informal, supported independent learning, and enabled deep engagement with course material (Edirisingha & Salmon, 2007; Duke University, 2005)

    • Some students have reported that, because they had access to this learning tool outside of class, they took fewer notes during class and were able to pay closer attention to the lecture (Brotherton & Abowd, 2004)
    • Students report that they appreciate the flexibility of accessing podcasts anywhere and anytime (Fernandez, Simo, & Sallan, 2009; Winterbottom, 2007), and they like resources that are presented in a video or audio format, since this allows for self-paced learning and multitasking

    • students usually view podcasts shortly after a lecture has occurred and in the few days before an exam (Copley, 2007)
    • When considering the use of lecture capture technology, faculty should also understand students’ technological competencies. It is important not to assume that all students possess the same technology skills and have had equal exposure and access to technology (e.g., computers and MP3 players)

    • Given the potential differences in levels of access and technological skills, instructors may want to consider administering a short survey at the beginning of the term to determine students’ comfort with and access to technology required for using lecture capture (Zhu & Kaplan, 2011)

    • Since students take fewer or summary style notes in courses using lecture capture (Brotherton & Abowd, 2004), they have more time to process course material on the spot, which may lead them to ask more questions and want more interactivity during lecture

    • Make podcasts available as soon as possible after a lecture, since most students download podcasts within a few days of a given lecture
    • When appropriate, make reference to podcasts during lectures or when responding to students’ questions
    • Provide students with a clear explanation of instructional goals and technical requirements if podcasts are used for student projects or assignments.
    • the digital divide in education goes beyond the issue of access to technology.  A second digital divide separates those with the competencies and skills to benefit from computer use from those without.”
    • the digital divide is as much about access to reliable power as it is about access to ICT.
    • ICT use holds very real promise for facilitating greater inclusion of such groups into existing educational practices and environments as well — but such inclusion is by no means automatic, despite what countless pictures of happy children with computers from all walks of life might imply.
    • But do we really need to repeat the mistakes of others? If adopting ‘best practice’ is fraught with difficulties, and ‘good practice’ often noted but ignored, perhaps it is useful instead to look at ‘worst practice’.
    • 1. Dump hardware in schools, hope for magic to happen
    • 2. Design for OECD learning environments, implement elsewhere. Sometimes this works, but unfortunately many places roll out programs and products that have at their core sets of assumptions (reliable electricity and connectivity, well-trained teachers, sufficient available time-on-task, highly literate students, space to implement student-centric pedagogies, relevant content, a variety of cultural norms, etc.) that do not correspond with local realities.
    • 3. Think about educational content only after you have rolled out your hardware. It is a fact that, in many places, only once computers are in place and a certain level of basic ICT literacy is imparted to teachers and students is the rather basic question asked: What are we going to do with all of this stuff?
    • 4. Assume you can just import content from somewhere else. Much effort typically needs to be expended to map this content to explicit objectives and activities in the local curricula.
    • 5. Don’t monitor, don’t evaluate. What is the impact of ICT use in education? If we don’t evaluate potential answers to this question, rigorously and credibly, all we are left with is well-intentioned guesswork and marketing dross.
    • 6. Make a big bet on an unproven technology (especially one based on a  closed/proprietary standard) or single vendor, don’t plan for how to avoid ‘lock-in
    • 7. Don’t think about (or acknowledge) total cost of ownership/operation issues or calculations. We know that “total cost of ownership or operation” (TCO) is often underestimated, sometimes grossly, when calculating costs of ICT in education initiatives in developing countries.
    • 8. Assume away equity issues. Introduction of ICT in schools often exacerbates various entrenched inequities in education systems (urban-rural, rich-poor, boy-girl, linguistic and cultural divides, special needs students — the list is long)
    • 9. Don’t train your teachers (nor your school headmasters, for that matter). Teacher training is critical to the success of such initiatives.
    • Many of the lessons, or ‘worst’ practices that you describe can also be easily transferred over to the use of ICT in the health sector, so all nine points are applicable to us too.
    • technology can empower people, but not if their most basic needs are not met (i.e., safe water, sanitation, security).
twitter feed

Twitter Weekly Updates for 2010-02-15

  • @ryantracey Agreed. The process, rather than the certificate, should be emphasised #
  • RT @wesleylynch: Video comparing iphone and nexus – Can’t imagine how the iPhone will survive, Android is already better #
  • RT @psychemedia: Are Higher Degrees a waste of time for most people? IT professionals are hardly “most people” #
  • University finds free online classes don’t hurt enrollment #
  • Mobile Learning Principles – interesting, but unrealistic in a developing country. “Mobile” does not = smartphone #
  • Presenting while people are twittering, an increasingly common backchannel. Be aware of it and use it if possible #
  • Presentation Zen: The “Lessig Method” of presentation. Great resource on improving your presentation skills #
  • About “P”! « Plearn Blog. This post raises some interesting questions about the challenges of using PLEs #
  • Crazy Goats. I don’t usually share this sort of thing, but this pretty amazing #
  • Learning technologies in engineering education. For anyone interested in integrating “distance” with “practical” #
  • Think ‘Network Structure’ not ‘Networking’. I always thought “networking” was too haphazard to bother with #
  • Clifton beach earlier today. I think I like it here #
  • @davidworth Hi David, thanks for the blog plug #
  • @sharingnicely: go around institutional pushback when policy is unfriendly to OER #OCW #
  • @dkeats: free content enables students to use scarce financial resources to acquire tech instead, which grants access to vastly more content #
  • Butcher: the curricular framework must drive development of OER – content comes after learning #OCW #
  • Neil Butcher from OERAfrica: OER can’t work without institutional support #OCW #
  • Why is copyright in OER even an issue? Copyright applies equally to OER and non-OER #OCW #
  • If you think of a degree as a learning experience, rather than a certificate, formal accreditation is less important. See P2PU #OCW #
  • Is there a difference between OER and #OCW I’m wary of the emphasis on content as a means of changing teaching practice #
  • @dkeats Improvement in quality is always important, isn’t it? No-one is aiming for mediocrity #
  • OCW workshop at UWC today, OCW board present incl. MIT OCW, should be a good day, quite proud its happening here #
  • RT @cristinacost: RT @gconole: Sarah Knight on JISC elearning prog including excellent eff. practice pubs #
  • RT @c4lpt: MicroECoP – Uisng microblogging to enhance communication within Communities of Practice #microecop #
  • Making the Pop Quiz More Positive. I like the change of mindset that the post suggests, pop quizzes aren’t punishment #
  • @cristinacost Looks good, you’re further along with your project than I am with mine, I might have to come to you for advice 🙂 #
  • Problem-Based Learning: A Quick Review « Teaching Professor. Nice, short summary of why PBL is a Good Thing #
  • @cristinacost What’s your interest in Buddypress? I recently set up WPMU/BP platform for physio dept social network to explore CoP #
  • Microblogging to enhance communication within communities of practice #microecop #
  • There’s a war goin’ on here, donchaknow? Retro copyright posters at EdTechPost #
  • Post by Howard Rheingold on crap detection on the internet should be required reading for everyone online #
  • Scroll down for the 5 C’s of Engagement on Postrank’s “What it is” page. Is it useful for building social presence? #
  • Great post on 3 strategies to manage information: Aggregate, Filter and Connect. The last one is hard (for me anyway) #
  • Great post on the importance of not only filtering information, but using it meaningfully #
  • Siemens’ post on moving from educational reform within the system, to a “no boundaries” approach #
  • Web 3.0 and Its Relevance for Instruction – interesting article on how a next generation web could be used in education #
  • Freedom helps kids learn more « Education Soon #

Powered by Twitter Tools