Tag: Educational development

Integration of Pathfinding activities into staff and educational development activities; Development of models and processes to support inter and intra institutional teams undertaking transformative course redesigns; Support for e-Learning Champions in academic Schools and e-Learning Networks in Associate College Partners and Community Learning Centres; Guidelines, Reports and Dissemination to embed e-learning into the wider communities.

Back to the simple e-portfolio

Further to my comment in an e-portfolio CoP discussion on Cloudworks (http://cloudworks.ac.uk/cloud/view/5020 7 April 2011), a colleague raised a question about whether presentation tools can be an aid to reflection. This, led her to wonder about the distinction between reflection and presentation when developing e-portfolio practices. Is there that much of a distinction between reflection … Continue reading Back to the simple e-portfolio

The purpose of education is to increase empathy and equality – 500 words on #purpos/ed

I never did sign up for this, but, hey, the purpos/ed project is making a splash in our world and it is worth pitching in, even if my contributions are not timely, original or synthetic of what has gone before (see David Jennings, who took the synthesising route: http://alchemi.co.uk/archives/mis/purposed_whats_the_purpos.html). Cristina Costa neatly exposes a key … Continue reading The purpose of education is to increase empathy and equality – 500 words on #purpos/ed

Teaching and research are correlated but the link is loose and highly nuanced by para-academic factors #pcthe

There has been an excellent discussion on the SEDA maillist on the links (or not) between teaching and research. Hunt it down in the February archive here: re: PhDs and Learning and Teaching https://www.jiscmail.ac.uk/cgi-bin/webadmin?A0=sedaMy contribution makes less sense out of context, but I want to post it for my own purposes: As a relatively recent … Continue reading Teaching and research are correlated but the link is loose and highly nuanced by para-academic factors #pcthe

Enquiry based, experiential and situated learning – Cloudworks

We are starting to collect resources, but it is not exactly clear how we are going to collect and hold such resources. For the moment, I have started this "Cloud" as one means of collecting resources together. I will be offering these to the Brookes institutional repository, also. via cloudworks.ac.uk Posted via email from George's … Continue reading Enquiry based, experiential and situated learning – Cloudworks

From community folksonomy to epistemology in a few clicks via @psychemedia http://bit.ly/a9aETq #altc2010

Possibly the most useful post (ever?), showing how using Twitter can delineate communities of interest and lead from ephemeral and transitory utterances to more stable representations of (still dynamic) useful knowledge http://bit.ly/a9aETqIt does, of course depend on people using conventions (Twitter hashtags) consistently. The rebels at ALT-C who resented the waste of three characters and … Continue reading From community folksonomy to epistemology in a few clicks via @psychemedia http://bit.ly/a9aETq #altc2010

Lecture capture and participatory media for education: a talk for eL@B

I suppose there comes a tolerance of living with a degree of chaos. Knowledge is quite loosely coupled, I find.The page I showed with the links came originally from a talk I did at the November eLearning at Brookes (eL@B) meeting on Participatory Media for teaching in Higher Education. The link to the slightly updated … Continue reading Lecture capture and participatory media for education: a talk for eL@B

Does it matter if students stop using courseware when the course ends? Digilit musings

However, a bigger concern is for those services where I was able to track usage was that after the course ended, so did student use. via scienceoftheinvisible.blogspot.com This experience mirrors ours, though I only have anecdote to support it. Courses where PebblePad is used do not seem to engender an extended adoption of the platform … Continue reading Does it matter if students stop using courseware when the course ends? Digilit musings

If the Twitterverse isn’t fed from outside, it is just an echo chamber #pcthe

The question of whether you can rely on Twitter to filter your reading is problematic. Yes following 8,000 people (or however many) will probably serve to satisfy most information needs. I am sure that by some number (10? 100? 1000?) a Twitter follower will be deep into a long tail of duplication. The other 40,000,000 … Continue reading If the Twitterverse isn’t fed from outside, it is just an echo chamber #pcthe