Msn - student who don't use it or use it all the time do best in module marks.

The study into student use of msn compares module marks with reported levels of use.
The scale = never, some days, about half the time, most days, always.

The results show an inverse bell shaped curve, with never and always achieving the highest marks. the results demonstrate the complexity of human interaction mediated by computers. I think it shows the curve of adapting to the tool. The mid range users have trouble balancing their concentration, and are distracted by it. The high users are so use to it they know how and when to use it, it is more background and less distracting. The users that never use it are not distracted. The study could now use some observations of the different types to establish the extent of use and the different types of use.

Rutter, m (2010) messenger in the barn; networking in a learning environment, alt-j

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Turning point clickers, new capabilities

In review the latest upgrade to this software I found a few additional capabilities that are interesting.

Turning Point now offers multi response for students on one question

http://screenr.com/Bul

Data Slicing in Turning Point - allows you to compare different results on-the-fly

http://screenr.com/Sul

moment by moment recording of preferences in turning point - could be interesting in rating performance

http://screenr.com/dul

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linking learning with facebook - an rss feed from elearning blog into students facebook profiles

The idea looks good on paper, Facebook has several RSS tool that allow RSS feeds to populate different areas of Facebook with content streams. But, what hits me is the privacy issue of encouraging students to add applications that I have no definite knowledge that they would have their privacy compromised.

RSS Graffiti has all the right capabilities but wants access to large amounts of my profile. It also has no links to privacy or legal statements.

http://blogging4good.blogspot.com/2010/07/rss-graffiti-automatic-updates-of-your.html

I guess I can mention it

Back to the drawing board

Jim

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Looking at educational research through classroom design goggles

As the learning landscapes report highlights very little of the most influential education research and theories consider space. Looking again at these theories through the perspectives of classroom design goggle is one of the recommended steps. So, theories lead themselves more readily than others. It's easy to image space design supporting the theories of Wenger and Lave. It's much harder to see the assessment focus of Biggs' constructive alignment influencing space design and use. But when you re-consider and look for wider interpretations you can see possibilities. The central idea of feedback could involve a greater focus on staff time in the space to reacting to learning rather than just directing via teaching. The small subgroups working in the new Bryom St room enable this switch of focus.

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If I sit at the front of the class do I learn more?

No – the short answer.

Although this is an old paper reviewing psychological perspectives on this notion, the evidence shows little impact. But it does raise some interesting ideas about how the current movement for classroom re-design is breaking away from this old idea of the traditional lecture. In the more dynamic learning spaces, could facing away from the teacher and focusing more on the group have an effect on learning and engagement? Does this sort of empirical study have any value in understanding such a complex environment as a classroom?

Journal of Environmental Psychology (1988) 8, 149-157

CLASSROOM SEATING LOCATION AND ITS EFFECT ON

COURSE ACHIEVEMENT, PARTICIPATION, AND

ATTITUDES

DANIEL R. MONTELLO

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major assessments like essays at the end of semesters lead to fewer learning hours

Innis [1996] found students spent 1.4 to 3.0 hours learning for everyone hour spent teaching Moffat [1989] hutchings [1991] gardiner [1997] brittingham [1993] found 0.3 to 1.0 hour
Innis [1996] also found this got worse over the years, reducing in number

By worse still
Students on text based subjects dedicate fewer hours [vos 1991] than science and technology subjects where there are more and smaller assessment points From gibbs & simpson [2004-5] conditions under which assessment supports students' learning SHE

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virtual patient simulation tool

“The project has replaced paper problem-based (PBL) cases with Interactive Online Virtual Patient (VP) cases with options and consequences. Students work though the cases in groups making decisions as they progress, the outcomes are dependant on the choice they have made. The project has delivered 18 cases to the Transition year (T year) of the MBBS (medicine) course at St Georges', University of London, supported with online formative VP assessment cases for self-directed learning.   This showcase will demonstrate how the cases have been constructed, delivered and provide an opportunity for participants to see some of the cases. The session will be of interest to colleagues looking to use technology to support PBL (problem-based learning) and the use of virtual patients.”

G4 project blog - http://www.elu.sgul.ac.uk/g4/

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