LONDON eLEARNING READING GROUP

We’ll focus on two types of examples: taxonomies of learning objectives and of learning activities. Optional background paper: Lee S. Shulman  (2002, 25 min) provides a thoughtful background to the value and limitations of taxonomies, and includes some interpretation of Bloom’s cognitive taxonomy Then you could either pick one part to get your teeth into or select …

This week we’re looking at how instructional designers go about creating online courses, particularly: Is it the same process if you’re creating professional training or academic modules? Is ‘understanding’ an acceptable learning aim? What about ‘caring’? Can you decide on learning activities in two hours or does it take two days?   Background only Most …

In open education discourse, there’s been a shift from open educational resources to open educational practices. But what does ‘open educational practices’ mean? You can tell a resource is open because it‘s been openly licensed (allowing use and adaptation) but how can you tell if a practice is open? The readings, selected by Leo Havemann, interrogate the …

Why? And what reservations might we have before signing up to the active learning club? We suggest you start with reading at least one reading from each heading. If you are very pressed for time, read the first article and Joshua Eyler’s Storify below. Active learning works! In Active learning increases student performance in science, engineering, and mathematics (2014), Scott …

This month’s reading group addresses the topic of teacher bots and the use of AI in HE, which arose as a topic of interest at our last meeting. We suggest you read at least one reading from ‘Current projects’ and one from ‘Context’. But you are of course very welcome to read more! Questions to consider What are the …

This month’s reading group is on Thurs 1st of February 6pm at the UCL Arena Centre, Floor 10, 1-19 Torrington Place. We’ll be each be reading our personal selections from the 100% open access top ten articles of 2017 as reviewed by the National Institute for Digital Learning (Republic of Ireland). That way we should between us …

What types of questions are most effective? What else do you need to bear in mind when implementing a new classroom voting solution? What does the research say? What effective practices should we be promoting to educators? Read as little or as much as you like, and feel free to bring refreshments. If you just …

E-Learning works better than face-to-face learning! No! Face-to-face learning always works better than e-Learning! No! Blended! Who’s right? It’s worth worrying about. As an LTech professional, do you know what kind of medicine you’re prescribing? We need to be able to justify our learning interventions beyond buzzwords like ‘innovate!’ ‘disrupt!’ and ‘digital!’ What does the research say? How rigorous …

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 …

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 …