Books printed during the first 50 yrs after Gutenburg were called this.
Pp28
Murray, J A (2001) hamlet on the holodeck, mit
Pp28
Murray, J A (2001) hamlet on the holodeck, mit
Wednesday, 8 September 2010
This research is already out of date
This is final conclusion of this paper. Condemning itself as soon as it is released. Berk makes a quick run through the literature, and a lot of ground is covered, but rather thinly.
The best aspect is his lit review of 'net-gen'. On page 2 Berk, r, a (2001) how do you leverage the latest technologies, including web web 2.0 tools in your classroom? International journal of technology in teaching and learning, 6[1], 1-13.
The best aspect is his lit review of 'net-gen'. On page 2 Berk, r, a (2001) how do you leverage the latest technologies, including web web 2.0 tools in your classroom? International journal of technology in teaching and learning, 6[1], 1-13.
What happens if you allow complete access for anyone to your course, as well as teaching f2f?
Institution; brigham young university Course; introduction to open learning Numbers of students; 6 f2f registered students - 38 online non-registered students Idea; what happens if I allow online students to freely join sessions and take nominal assessments one a f2f course. All the lectures where recorded, online materials were made available, some encouragement for the 2 sides to communicate in online mode was made. Lecture made very minimal direc contact with online students, but did give feedback on work. what is the minimal input [30 mins a week] needed to engage non-registered students. Impact; there was very little interaction between the two modes, very few online students continued through the course. But this is a very interesting idea and more careful design of the connection between the modes may help support online students. However, I feel this is very subject specific and would not fit in all areas. Reference Hilton et al (2010) using online technologies to extend a classroom to learners at a distance, distance education, vol 3, no 1, 77-92 Notes;
Downes free course [siemens 2008]. 2800 students took a free onloine course.
Downes free course [siemens 2008]. 2800 students took a free onloine course.
Thursday, 2 September 2010
Brains"bad at logic, good at Frisbee" quote from andy clarke, natural born cyborgs
So we created tools to help us deal with these short comings
Using Prezi to create dynamic presentations of complex information
Powerpoint can show a diagram, but some diagrams are complex and contain levels of detail
Using Prezi you can present complex images and ideas and then zoom in and out of these to help students, see the relationship, the levels or simply be able to see the information from the back of the room.
Here is a demo
There are some issues
1. make sure the image is large enough to zoom into, you will need something like 1000 pixels across
2. prezi is a free service, but you do have to sign up
3. you have to create them online unless you pay for a full service
4. prezi does take a little while to get to know
Here is the most basic how to guide to creating a prezi zoom in presentation
Wednesday, 1 September 2010
Video linked lectures; students think more about content than the delivery technology when considering attending lectures
Institution; 5 sites across south-west of england Course; Medical
Student numbers; 20 included in study Technology; video conferencing between sites given by practicing professionals Conclusion; students do consider being in front of a lecturer more interactive, but by far the main considerations are who's giving the lecture and what is it about. Reference Wang et al (2010) medical students' perceptions of video-linked lectures and video-streaming, alt-j, vol 18, no 1, 19-27 Notes
Many studies in this area, issues include;
-Makes no impact on academic performance [solomon et al 2004, stain et al 2005]
- no evidence of drop in numbers [billings-gagliardi and mazor 2007; mattick, crocker and bgh 2007]
- difference in learning and interaction[carville and michell 2000, knipe and lee 2002]
- staff development [freeman, 1998]
- timetabling pitcher, [davidson and goldfinch 2000]
Student numbers; 20 included in study Technology; video conferencing between sites given by practicing professionals Conclusion; students do consider being in front of a lecturer more interactive, but by far the main considerations are who's giving the lecture and what is it about. Reference Wang et al (2010) medical students' perceptions of video-linked lectures and video-streaming, alt-j, vol 18, no 1, 19-27 Notes
Many studies in this area, issues include;
-Makes no impact on academic performance [solomon et al 2004, stain et al 2005]
- no evidence of drop in numbers [billings-gagliardi and mazor 2007; mattick, crocker and bgh 2007]
- difference in learning and interaction[carville and michell 2000, knipe and lee 2002]
- staff development [freeman, 1998]
- timetabling pitcher, [davidson and goldfinch 2000]
No difference between students handwritten or typed exam submissions
Institution; University of Edinburgh Course; Christian Theology Student numbers; 70 Issue; Exam essay questions are handwritten by students. Should students have a choice of handwritten or typed submissions, is there a difference? Method; mock examination students chose the method of delivery. Once completed, all typed submissions were converted into handwritten and all handwritten into typed. These were then marked to see if there was a difference. Conclusion; very small difference in marks between the 2 modes, much larger difference between markers, marking the same paper. Reference Mogey et al (2010) typing compared with handwritting for essay examinations at university; letting the students choose, alt-j, vol 18, no 1, 29-47 Notes
Made use of 'exam4' a locked down writing tool on usb stick.
Made use of 'exam4' a locked down writing tool on usb stick.
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