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How, as content creators and learning designers, do we start to think about and approach race and racism in our work? How do we do this individually and when working with programme teams? 
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![Why learning professionals – managers, project managers, interactive designers, [ . . .] should not ignore research | Information and digital literacy in education via the digital path | Scoop.it](https://img.scoop.it/EVQQHCpMw2dvvthePQ6Erzl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9)
Why do learning professionals in L and D – managers, project managers, interactive designers, learning experience designers and so on, ignore research? It doesn’t matter if you are implementing opportunities for learning such as nudges, social opportunities, workflow learning, performance support or designing pieces of content or full courses, you will be faced with deciding on whether one learning strategy, tactic or approach is better than another. This can’t be just about taking a horse to water - you must also make sure it drinks. Imagine a health system where all we do is design hospitals and opportunities for people to do healthy things or get advice on how to cure themselves, by people who do not know what the clinical research shows.
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I am not your enemy. I’m the mug who has been thrown into the lion’s den covered in rump steak, to demonstrate the VLE. I don’t know what I’m walking in to. I do not make decisions. I do not create policy. Frankly, there are times I don’t care if you use the VLE. I’m just here to show you. I am not the enemy.
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From
storify
Patrick and I have been invited to experiment with the #lthechat format. Hence this link to a google doc for anyone wanting to break free of the 140 character tweet limit. We’re also flipping. Some (not all!) of the questions are already available on the google doc (above). We are asking: Is there evidence technology can make a positive difference to learning and teaching? If so, where it is? If not, does it matter?
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Learning Design and Development The York Technology-Enhanced Learning (TEL) Handbook acts as a companion to your teaching practice, presenting approaches that are designed to improve student engagement and learning and teaching. This Handbook does not provide a technical 'how-to' for our supported tools, but does link out to relevant technical guides. In the York TEL Handbook…
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Designing for blended learning is different than designing for a stand-alone course. This article covers ten best practices for instructional design.
Matthew M.'s curator insight,
March 4, 2015 12:40 AM
This post talks about blending learning theories, and this module I actually felt like I had a grasp on learning theories, so introducing me to blending them was pretty neat! A blended approach also gives the learner the opportunity to be more responsible for his or her learning, which creates a learning situation that may be more meaningful on an individual level. Because the learner comes to construct knowledge through personal effort, she or he is more likely to demonstrate understanding beyond rote memorization, and to transfer what she or he has learned to new settings.
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Increasingly, educators are turning to Open Educational Resources (OERs) as teaching tools. OERs are free publicly available educational resources that anyone can copy, use, adapt, and re-share. Numerous OERs exist for teachers, but ever wondered if you could create your own? Do-it-yourself OER is n
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by Dian Schaffhauser.
A new lab based at the University of Idaho is setting out to improve K-12 teaching and learning with technology throughout the state. Yet the use of technology may be the smallest element of all in its training toolbox....
U Idaho's new Doceo Center has set out to strengthen the capability of every willing educator in the state to improve learning through technology. Yet technology is taking a backseat in the effort.
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ANCIL is having an impact on thinking about information literacy in a growing number of institutions in the UK and further afield. We will aim to keep this page up to date with details of ANCIL in ...
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A recent well-attended seminar on the practicalities of Massive Open Online Courses (MOOCs) included presentations on MOOCs in English Common Law (ECL) and Creative Programming (CP).
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"I'm not very tech savvy" is the response I usually hear from teachers that struggle with technology. Whether it's attaching a document to an email or creating a PowerPoint, some teachers really have
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This website and blog is designed to help all of us working at London Met to share our passion for teaching and learning.
"take just 5 minutes" to: - find a new idea - share how you applied it to your subject/module - share a new approach - add a comment...
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I flunked out of college seven times. Yes, seven times. While there are many great tales associated with each failure—friends causing endless distractions, having to work late, one lame excuse after another—ultimately, I accepted that I am responsible for never acting like a student. Seven times I signed up, seven times I purchased books, seven times I went to class for a couple of weeks, and seven times I was off on another (ostensibly more important) adventure.
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The key to unlocking a brighter future for students lies within the understanding and application of learning science. As a data scientist and edtech developer, I believe our job is not about inventing the next shiny digital device; it’s about improving education outcomes for students, and doing so demonstrably and empirically with research. And the starting point for that is looking at what we already know from the science of learning.
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A review of UK and international practice. Every time a student interacts with their university – be that going to the library, logging into their virtual learning environment or submitting assessments online – they leave behind a digital footprint. Learning analytics is the process of using this data to improve learning and teaching.
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Reflective practice for academics in Higher Education is not a new idea, in fact reflection is encouraged in most professional fields and is a habit that students should be developing as part of th...
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Almost 800 business, engineering, education, and health services students completed a fairly typical plagiarism survey. They were asked how strongly they agreed with a statement defining plagiarism as copying text and inserting it in a paper without citing the source. They were asked how often they engaged in this specific behavior. As in many other survey studies, 75 percent of these students agreed or strongly agreed that copying text without referencing it was plagiarism. Eighty-one percent said that the behavior should result in strong punishment, and 84 percent said that they never or rarely engaged in this practice. None of those results are new or particularly surprising.
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Do a little research and you'll discover that a big fat "if" has been placed out in front of the old adage "practice makes perfect." Practice makes perfe
Jean Luc lebrun's curator insight,
November 21, 2014 11:02 PM
These research results fly in the face of other "wise" advice for presenters: "Do not over rehearse... you won't be spontaneous any more". The way I see it, what is gained by over rehearsing is the ability to spend more time focussing on the audience and less on the content. A win win for all.
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From
prezi
by Ibrar Bhatt at International Burch University | 9th of October | the Motif room, 1st floor | 9 a.m Reflections on digital literacy research and digital methodologies (BURCH International University, Sarajevo, Bosnia & Herz), 9th Oct 2014.
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A survey of Advanced Placement and National Writing Project teachers finds that teens' research habits are changing in the digital age
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Once the domain of the most innovative and experimental faculty members, the flipped classroom model has made its way into higher education’s mainstream as students offer their approval in droves. There remains some confusion as to what constitutes flipped learning, though educators who have deployed the model for years have created replicable best practices that can be used at small colleges and large universities alike.
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SchoolCIO Advisors Blog
By Tim Clark, CIO Advisor Sustainability is defined as the capacity to endure. Most people agree that the natural environment has to be sustained so that we can get long-lasting and renewable benefits from its resources. Similarly, we must develop sustainable practices that continue to support digital age learning within the learning environments of today’s schools. When the initial enthusiasm for shiny new technology devices begins to pale, what will help to keep the spark alive?
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The popular Twitter hashtag #overlyhonestmethods reveals the widespread interest in methodological reflexivity. Jen Tarr reflects on the overt critique of scientific objectivity and argues good soc...
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