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When I get some positive feedback it encourages me to work harder to think of more new ideas, methods and strategies for using technology in education.
That's what we should be doing as professional educators - we should not stand still, but should always be seeking new ways we can engage our students and improve education.
Yesterday I saw a tweet from Helen Chapman, Associate Dean at Staffordshire University who had attended a keynote speech I gave for their Learning and Teaching conference earlier this year. I spoke about using audio feedback for formative assessment in higher education, and challenged them to try it out.
I recall once being approached by a teaching in South Africa who was keen to tell me that my SILVER standard model for web site evaluation really worked in her classrooms, and was enriching the learning of her students.
More recently, one of my former students Neil Jarrett, who is now a very successful teacher in an international school in Thailand, had tried out an idea about writeable tables he had found on my blog, and was really excited about the responses from his students, whom he described as more collaborative and creative.
I wrote a blog post in 2009 during the emergence of Twitter as a tool for teaching in formal settings. It was entitled Teaching with Twitter which proved to be one of my most popular posts with over 60,000 view to date. I described 10 ways Twitter could possibly be used to support and extend learning. One of the ideas was called 'Lingua Tweeta' - my way of describing how teachers might use Twitter as a language learning tool. Teachers could tweet a sentence (or a question) in a foreign language, and students would respond in the same language, or could translate the sentence into English. I know that many teachers reblogged the ideas, in many languages around the world. A quick Google search of 'Lingua Tweeta' confirms this. But I wonder if anyone actually used the idea and what results they saw? If you, or someone you know, has used this idea, I would be very happy to hear from you in the comments box below.
Photo by Steve Wheeler
Lingua Tweeta and other ideas by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.Posted by Steve Wheeler from Learning with e's
Shomi foundered on the same shoal that afflicted Netflix - the demands for unsustainable revenues from content producers. There's no incentive for providers to offer Shomi a good rate when they'll ultimately roll out their own service and try to grab all the profits. Meanwhile, Netflix has responded by gutting its offering and producing many of its own shows. The market for streaming video accounts is limited, though, and people won't pay for all of them. Meanwhile, it's a bit ironic for me to be reading "the last jigsaw piece for streaming video to gain widespread acceptance will be live sports" while watching my Blue Jays game on MLB.tv (as I have for several years now). The content providers will never see their pot of gold. The same thing that happened to print media and music is happening to video and is happening to education. 'Live' is just a format now; you don't have to be there, and it doesn't have to be expensive.[Link] [Comment]
Worth a look (212 page PDF). "The underlying concept of the study is the open education ecosystem....Firstly, to clarify the design challenges related to the open education ecosystem, this study summarizes a set of design challenges presented in design case studies. Secondly, it identifies and recommends a set of design patterns that address these design challenges. Finally, the study proposes the structure and components that are needed for the open education ecosystem." The dissertation is based on five publications and - what he doesn't tell us here - was the result of 13 years worth of work. Via Teemu Leinonen, who recommended it to me.[Link] [Comment]
Back in the 1970s, when disco became popular, it was all you could listen to (except maybe for the occasional classical music station). That could never happen today. If you don't like what's on the radio, you go to the internet. “ This garbage of demolishing a record has turned into a fiasco!” Piersall goes on to make the case that Steve Dahl is a symptom of national decline, telling Bill Gleason, “ We have become followers. So many people, insecure, don’ t know what to do with themselves and how to have a good time— they follow someone who’ s a jerk!” There's also an entire baseball game on this video, so enjoy.[Link] [Comment]
This is a good paper, crisply written (notice, for example, how the literature review is to the point, relevant to the topic, and supports the conceptual design of the study). It's a simple survey, but at least consisted of a random sample (within constraints) and we see the actual questions. Analysis looked at responses across clusters of questions, considering for example a person's attitude to e-learning, and mapped them to demographic and other factors. Positive attitudes toward e-learning are associated with exposure to e-learning (in line with the theory of the mere exposure effect) and "are also in line with the developed conceptual framework of this study adapted from the TAM theoretical model, which explains the relationship between an individual's perceived ease of use (EoU) and attitude (A) towards a stimulus." Meanwhile, "teachers' negative attitudes towards e-learning could be attributed to other external factors that can hinder e-learning adoption."[Link] [Comment]
A Far Cry from School History: Massive Online Open Courses as a Generative Source for Historical Research
Good article that takes advantage of the fact that in some MOOCs knowledge is created and not merely transmitted. "Learner participation in MOOCs is a two way process whereby learners are both consumers and producers of knowledge. In these connectivist environments, learners are not only being encouraged to interact with one another, but are also given the facility to share and create content." This paper is a detailed examination of how this can work and reports on a specific case; "The MOOC examined in this research focuses on the revolutionary period between 1912 and 1923 in Ireland, and was delivered over six weeks by Trinity College Dublin, Ireland, and Futurelearn." Good paper in what is a pretty uneven issue of IRRODL.[Link] [Comment]
This article is more about the e-learning feature in LinkedIn than it is about the dangers of automation. Right now the LinkedIn Learning services offers premiun subscribers a course-finding service, online learning support, and posting of newly acquired competencies on the personal profile, basically combining services offered by LinkedIn and Lynda.com. The next part of the system is obviously a job-matching feature that will recommend opportunities to users, and potential candidates to employers.[Link] [Comment]