você acha que as pessoas que trabalham lá estão controlando o que? nem pense que são os acessos e portas dos laboratórios da universidade; este centro faz parte de um programa, na NTU, de gravar pelo menos 70% das aulas da universidade e deixá-las à disposição dos alunos para posterior visualização. o uso dos vídeos das aulas é monitorado pela universidade e os picos de audiência são… logo depois das aulas [vi, quero rever; perdi, quero ver] e… claro, à véspera dos exames....
Open Education Week, an online event coordinated by the OpenCourseWare Consortium, provides a unique opportunity for universities, schools, and organizations from around the world to showcase what they're doing to advance Open Education. It's been several years since Massive Open Online Courses heralded the OE wave, so this year makes for an appropriate time to assess where different trends are headed. eLearning attended various webinars that addressed current and future challenges for Open Education (OE).
The 4th International workshop on Interactive Environments and Emerging Technologies for eLearning (IEETeL 2013) has extended its call for papers until the 1st of April.
The conference, to be held in the Netherlands from 5-8th of June, will cover a variety of topics, including: 3D virtual learning environments, educational mashups, the semantic web, and augmented reality implementation.
Read on for a full list of paper topics.
Open content for elearning: Cross-institutional collaboration for education and training in a digital environment
Uriagereka, associate provost for faculty affairs at the University of Maryland in College Park, knew exactly what his boss meant. Campus administrators around the world had been buzzing for months about massive open online courses, or MOOCs: Internet-based teaching programmes designed to handle thousands of students simultaneously, in part using the tactics of social-networking websites. To supplement video lectures, much of the learning comes from online comments, questions and discussions. Participants even mark one another's tests. Read more...
The programmes for the Changing the Learning Landscape workshops are now available online.
These free one-day events have been designed to support the effective adoption and use of learning technologies within universities and colleges offering HE. Changing the Learning Landscape (CLL) aims to bring about changes in approaches to technology in learning and teaching within institutions.
The HEA is running 12 free CLL workshops for academics and those working in development and support roles, running between March and May 2013 at venues across the country.
Eight of the workshops are discipline related and are designed to suit academic staff who would like to update or develop their learning technology experience. Four of the workshops are aimed at staff with curriculum and teaching development and professional support roles in institutions. CLL is a HEFCE funded project being run collaboratively between Jisc, the National Union of Students (NUS), the Association for Learning Technology (ALT), the Leadership Foundation for Higher Education and the HEA.
For more information please visit the CLL pages of the HEA website. The programmes can be found on each of the individual events pages.
By Joshua Kim. I'm faced with a dilemma, and I hope that you can help?
My team is working to introduce improved collaboration tools for our online learners. We have concluded that the native Wiki and file exchange features in our LMS are insufficient for the sort of rich collaboration that our student teams need. Uploading and downloading files is too cumbersome and error prone. Student team members need to be able to collaboratively create and edit documents. Ideally, students should be able to collaborate on documents from whatever screen they happen to be holding - read tablet or smart phone. So the choice seems to be to integrate Office Web Apps or Google Apps with our LMS. Read more...
My answer used to be “yes”. When I first started using the inverted classroom idea, I would describe the inverted classroom as “a teaching technique” that involves reversing where information transmission and internalization take place. Later I moved to saying that the inverted classroom refers to “any teaching method” that implements this reversal. Today as I was thinking about this, I think a better description of the inverted classroom is that it is a platform, not a technique. Unlike, say, peer instruction or POGIL, the inverted classroom is not a way of teaching. It is an approach to the instructional design of a course that reorganizes where, and how, information transfer takes place and where internalization takes place. Read more...