Lecturers vs the internet

The battle for students’ attention.

Would you leave students to their own devices? Are they adults with cognitive control making choices which affect nobody but themselves? Do the benefits for on-task device users outweigh the harms? Or is social media more like passive smoking, spreading distraction in the vicinity? If device use in class affects performance in assessment, then who …

Discussion Forums

Why do we meet in person instead of having online discussions?

How can we design/facilitate online discussion groups to promote reflection and critical discussion? How important is the social climate in online discussion groups, and why? What can facilitators do to establish a favourable social climate? Almost all of the articles below are freely available. Read as much or as little as you want to (lots of options this …

E-learning in qualitative disciplines

What happens when the discrete and quantifiable in e-learning meets the amorphous and qualitative in the humanities?

Over the last ten years, technological research tools for qualitative disciplines have been enthusiastically explored. However, academics in these same disciplines have often been reluctant to engage with learning technology. Many see e-learning – particularly assessment tools – as more suited to quantitative disciplines, or fields with less ambiguity. The readings below touch on the …

Pedagogic video

Students are demanding it.

Does video improve learning outcomes better than text? How do learners feel about video? How do you produce pedagogically effective video? Why do so many online courses rely so much on video? – and so many of those expensively produced with talking heads? Main readings Hansch, Anna, Lisa Hillers, Katherine McConachie, Christopher Newman, Thomas Schildhauer, …

Peer- and self-assessment

Two of the most powerful tools for enriching learning experiences.

And for your reading pleasure, please peruse items in the first section of this resource list: http://readinglists.ucl.ac.uk/lists/C41FAE83-572B-5061-D749-27ABF6734F77.html If you read only one thing: Let it be: The assessment cycle: a model for learning through peer assessment – Daniel Reinholz Recommended: Developing employability skills: peer assessment in higher education – Simon Cassidy And watch: Dr. Heidi Andrade, Ed.D. Reflects on Self- and Peer …

The TEF

It’s here now, but what is it? And where is it going?

Is the TEF a good idea? Is this the right way to implement it? How will it affect us as champions of effective education? Read as much or as little as you want to, and feel free to recommend other articles. We suggest you read at least items 1, 2, 3 and 4. Section 5 …

Desireable difficulties

Learning is not always meant to be fun and/or make you feel smart

After last month’s theme of flow we decided to look into what we thought might be the opposite of flow – desirable difficulty. Read as much or as little as you want to, and please do recommend other articles.  5 minute video in which Robert Bjork explains the concept of desirable difficulty in education https://www.youtube.com/watch?v=gtmMMR7SJKw (Free). Podcast …

Flow

Building focus and enjoyment to online learning

Read as many of the articles as you want to. We’ve put the ones we think are most helpful and interesting at the top, and marked the freely available ones. Esteban-Millat, Irene (2014). Modelling students’ flow experiences in an online learning environment. Computers and education (0360-1315), 71, p. 111. Ramsey, J., Meyer, E., Wachter-Boettcher, S., Lichaw, D., …

Navigation

How can we design journeys for better learning?

This month is the first one so we picked the topic. If you are interested in reading about navigation, or if you’ve done work in that area, please join us. Read as many of the articles as you want to. We’ve put the ones we think are most helpful and interesting at the top, and marked the freely available …