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Michael Sankey, Learning Futures, Griffith University This article was originally published in Chinese, as a peer reviewed article in the Journal of Distance Education in China. Citation: Sankey, M. (2020). Putting the pedagogic horse in front of the technology cart. Journal of Distance Education in China. 5, pp .46-53. DOI:10.13541/j.cnki.chinade.2020.05.006 Both the original Chinese version and an English… Via Peter Mellow, LGA 
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National Teaching Fellow 2012 EDEN fellow 2013 Ascilite fellow 2012 E-pedagogies, social media and open practices Gráinne Conole, University of Leicester … Via Dr. Susan Bainbridge
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Social presence guides the design and development of learning spaces where emotional expression, open communication, and group cohesion come into play! Via Gust MEES
Gust MEES's curator insight,
June 1, 2014 6:28 PM
Social presence guides the design and development of learning spaces where emotional expression, open communication, and group cohesion come into play!
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Teaching online isn't always the same as teaching in the classroom. Learn how to design effective online courses so your students can make the most of them! Via iPamba
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"The evolution of the web from Web 1.0 to Web 2.0 and now to Web 3.0 can be used a metaphor of how education should also be evolving, as a movement based on the evolution from Education 1.0 to Education 3.0." Via Beth Dichter
Peter Evans's comment,
July 19, 2013 2:28 PM
A useful summary table although I'd emphasise that the different 'versions' of education all have their place - v2.0 does not supercede v1.0
Elke Watson's comment,
July 19, 2013 4:49 PM
Thank you. I'm not quite ready myself to do away with teaching professionals or brick and mortal education. I value learning in a group context. I found the second summary table more useful (pedagogy, andragogy, heutagogy)
Veronica Hoyos's curator insight,
March 13, 2014 9:22 PM
We could talk of the evolution from Education 2.0 to education 3.0 after carrying an evaluation on the impact of the Web 2.0 in education
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Carlos Lizarraga Celaya's curator insight,
May 8, 2013 11:39 AM
In 2011, the respective roles of higher education institutions and students worldwide were brought into question by the rise of the massive open online course (MOOC). MOOCs are defined by signature characteristics that include: lectures formatted as short videos combined with formative quizzes; automated assessment and/or peer and self–assessment and an online forum for peer support and discussion. Although not specifically designed to optimise learning, claims have been made that MOOCs are based on sound pedagogical foundations that are at the very least comparable with courses offered by universities in face–to–face mode. To validate this, we examined the literature for empirical evidence substantiating such claims. Although empirical evidence directly related to MOOCs was difficult to find, the evidence suggests that there is no reason to believe that MOOCs are any less effective a learning experience than their face–to–face counterparts. Indeed, in some aspects, they may actually improve learning outcomes.
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The Internet is full of cat videos, bad lip readings, and hilarious memes. But, believe it or not, there's actually some useful stuff online, too. Via Ken Morrison
Ken Morrison's curator insight,
March 13, 2013 5:49 PM
I like this blog post because it addreses the biggest misconception about online learning. Online learning has evolved. However, many people have not bothered to take an evolved course online, so they just assume that it is the same as the ones they took 10 years ago, or by a bad teacher four years ago. Some conference calls are terrible. That does not mean that we say that businesses should stop doing conference calls or some sweeping statement like, "conference calls don't work". A good leader can make a conference call valuable and fairly engaging. A good teacher can make an online course very valuable and very engaging.
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There seems to be something in the water at Stanford University that's making faculty members leave their more-than-perfectly-good jobs and go online.
Stanford computer science professors Daphne Koller and Andrew Ng are on leave to launch Coursera, which will offer university classes for free online, in partnership with top schools.
Compared to Udacity, a similar start-up from former Stanford professor Sebastian Thrun that’s creating its own classes, Coursera helps support its university partners in creating their own courses, which are listed under each school’s brand.
Koller and Ng are particularly committed to developing pedagogy for this new medium, and have built their own course software and student forums. They describe their philosophy as similar to that of Salman Khan and the Khan Academy, where students are encouraged to take the time to master material at their own pace.
Coursera students help other students — in the fall, the median response time to a question asked on the class forum was 22 minutes — and the system will also learn from the students.
Koller and Ng have also conceived of an ambitious plan to grade humanities classes with thousands of students enrolled.
Coursera’s content is naturally heavy on computer science — where problem sets are fairly straightforward to grade — but it will also offer poetry, sociology, and medical courses. These classes will be graded crowdsourcing style, with peer assessment and review. Figuring out how to grade masses of assignments on a subjective scale is a machine learning problem, Ng said.
Via susangautsch
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An ecosystem is a system formed by the interaction of a community of living organisms with each other and their environment. (Dictionary.com, 2014)
"When I visit a digital age classroom where students are actively using technology tools for inquiry and creating new products to show their learning, I see a similarity to an ecosystem. The students and teacher interact within the classroom environment in an organic way to construct learning experiences. What are the components of this digital age learning ecosystem? What facilitates a sustainable learning environment that endures over time and through adversity? After reading my suggested attributes of a digital age learning ecosystem, post a reply with your own suggestions that I may have overlooked and should consider for future reflection." ... "Summary Via iPamba
Wayne Robertson's curator insight,
November 3, 2014 1:39 AM
Dynamic, evolving, collaborative and learner led. It's an exciting time to be a learner!
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Factors affecting the development and practice of self-regulation in online learning might be the introduction of new technology, location of resources, communicating in discussion boards, the distance to others, and handling increased flexibility. Some solutions to help students self-regulate in online learning environments might be: Add tips, hints, and non-graded self-assessments after each significant content sectionCreate more social networking and mainstream communication, such as text messaging for quick questions about the content or next stepsCreate online study groups and encourage students to attend; create a virtual world for this – make it funMatch up students in pairs in the beginning of a course to have a study buddy; allow them to connect in ways they desire (mobile phones, online networks) Online learning has many challenges and the field must continue to find ways not only to enhance learning online but also the quality of education. I think we forget that online learners need a bit more help to learn effectively in a multidimensional environment. Via iPamba
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"If an institution's stated strategy is to promote the use of educational technology, that institution must establish an adequate framework for faculty to use technology successfully. This includes... Via iPamba
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"Students in inverted classrooms need to have more space to reflect on their learning activities so that they can make necessary connections to course content” (Strayer, 2012). Via Faculty Focus, iPamba
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"One of the greatest challenges we face in today’s rapidly changing, tech-saturated educational landscape is the decrease of physical classrooms based on traditional notions of localized, embodied community."
Via Dr. Susan Bainbridge
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Scientists are always uncovering new ways into how people learn best, and some of the most recent neuroscience research has shown connections between basic su (RT @FaizAbdelhafid: How Emotional Connections Can Trigger Creativity and Learning | @scoopit... Via Mark Smithers
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"Tests now being designed for the common standards are likely to gauge deeper levels of learning and have a major impact on classroom instruction, according to a study of the common assessments released today." Via Beth Dichter, Jim Lerman
Beth Dichter's curator insight,
February 3, 2013 9:56 PM
The Common Core testing is rapidly approaching and this article discusses a research paper that was just released by UCLA's National Center for Research on Evaluation, Standards & Student Testing. They state that "the assessments hold a lot of promise for improving teacher practice and student learning" and that "the test-making projects face key financial, technical, and political challenges that could affect their success." They also reference a variety of resources, including one new to me called the Depth of Knowledge Levels (DOK), which provides four levels (the link to the DOK is at http://dese.mo.gov/divimprove/sia/msip/DOK_Chart.pdf): * Level One is recall * Level Two is skill/concept * Level Three is strategic thinking * Level Four is extended thinking The link to this DOK reminds me of Bloom's Taxonomy with verbs to help you understand each section as well as activities based on the level. The question that remains to be answered is if the tests being created by the Partnership for Assessment of Readiness for College and Careers (PARCC) and the Smarter Balanced Assessment Consortium will reach these levels, and according to this report it appears that will have "the more lengthy, complex performance tasks being crafted by the two groups...seemed likely to assess skills at DOK Level 4." The post also discusses some of the issues that remain, including cost and time of testing, cost of scoring, dealing with accomocations, and "Managing the "shock to the public and to teachers' instructional practice" that the tests' increased intellectual rigor will demand." 
Monica S Mcfeeters's curator insight,
February 4, 2013 12:59 PM
How do you test creativity and innovation using "set" core standards of evaluation? Creativity and innovation require a certain amount of willingness for failure and risk taking. How does training for common core test "standards" assist that higher level goal?
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Perhaps a little overstated, but much is relevant to my university teaching context. Via Shona Whyte
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