Help us understand learner experiences in Open Online Courses and MOOCs? An invitation from George Veletsianos (Royal Roads University) and Amy Collier (Stanford University): We are conducting a study to understand students’ experiences in Open Online Courses and MOOCs. We are interested in talking with individuals who enrolled and participated in open courses for at least 3 weeks. Participation to this study is completely voluntary and optional, and involves: Video game themed geek t-shirts, gamer t-shirts, hats, hoodies, mugs, stickers and posters Gamer Zone! Gaming news, videos, and events. The Home of Awesomeness! Savvyitinfo.com SavvyITinfo provides all the latest tech news which ranges from games, videos, gadgets & even how to guides! Tech4idiots.org The author of this blog is a self-important pompous arrogant bastard who has an attention span of a 3 year old but is tech and gadget savvy enough to write a blog about it.
[January 21] Internet Skills and Wikipedia's Gender Inequality January 21, 2014 at 12:30pm ETBerkman Center for Internet & Society, 23 Everett St, 2nd Floor Although women are just as likely as men to read Wikipedia, they only represent an estimated 16% of global Wikipedia editors and 23% of U.S. adult Wikipedia editors. Previous research has focused on analyzing aspects of current contributors and aspects of the existing Wikipedia community to explain this gender gap in contributions. Instead, we analyze data about both Wikipedia contributors and non-contributors. We also focus on a previously ignored factor: people’s Internet skills. Our data set includes a diverse group of American young adults with detailed information about their background attributes, Internet experiences and skills.
What 5 Tech Experts Expect in 2014 - Technology Education technology enjoyed a headline-grabbing year in 2013. Debate about the potential, and the limitations, of massive open online courses reached a fevered pitch. Technology-enabled, competency-based degrees got a green light from the U.S. Department of Education. AECT RTD Professional Development Webinar on Learning Analytics Enilda Romero-Hall and Min Kyu Kim have organized the second AECT Research and Theory division Professional Development Webinar session. Join us! Presenter: Dr. Ryan Baker ( Topic: Learning Analytics – Potential and Principles Date/Time: February 6, 2014 at 1:30 P.M. (EDT)
» Student questionnaire – baseline data JISC Employability Posted on: 1 February 2013 By: Project manager No Comments » Filed under: digital literacy, surveys Shortly before Christmas Boris, our doctoral researcher, presented the findings of our student questionnaire to the Project Board and Delivery Group and it made for an interesting meeting. The questionnaire asked students about their use of digital technology and applications as well as testing their attitudes to digital skills as they relate to employability.
Hashtags and retweets: using Twitter to aid Community, Communication and Casual (informal) learning Peter Reed* Centre for Excellence in Evidence-Based Learning and Teaching, Institute of Learning & Teaching, Faculty of Health & Life Sciences, University of Liverpool, Liverpool, United Kingdom (Received 18 September 2012; final version received 13 July 2013; Published: 12 September 2013)
Texts, Snapchats, Instagram: Translating Teens’ Online Behavior How much surveillance should parents have over their teenagers’ social media lives? Why are kids’ online roles so different from their realities? How does technology change the way teens relate to each other and to adults? Author danah boyd, who has been spending lots of quality time with teens over the past few years, attempts to demystify teens’ online actions and behaviors and provide some insight into their motivations in this excellent Science Friday interview (press the play button to hear the full interview). Boyd articulates a nuanced understanding of young people’s mindsets that may help translate their actions for befuddled adults.
What do students entering HE expect from digital technologies? When we come across new technologies or digital platforms for the first time in further and higher education (HE), how do we decide what the technology does or should do, and how we can use it to help us? In the digital student project we have been investigating incoming students’ expectations of the digital environment in HE. Institutions will be working to meet or manage expectations as hundreds of thousands of new students arrive in September but it’s no small task to build a picture of students’ hopes and aspirations when there are modules to rewrite and technology to update over the summer.
Attention Alert: A Study on Distraction Reveals Some Surprises Recently my research team observed nearly 300 middle school, high school and university students studying something important for a mere 15 minutes in their natural environments. We were interested in whether they could maintain focus and, if not, what might be distracting them. Every minute we noted exactly what they were doing, whether they were studying, if they were texting or listening to music or watching television in the background, and if they had a computer screen in front of them and what websites were being visited.
Love them or hate them? Bringing emotions into the study of assisted living technologies This is a picture of Trish’s bicycle. It’s heavy, slow and only has three gears, but of all her bicycles it’s the one she likes best. She got it from the charity Elephant Bike, who recondition old Post Office bikes; they send one to Africa for every one they sell in the UK. It’s old-fashioned and sturdy and embodies a sense of history (50 years ago, someone delivered letters on it). It fits well with the surrounding landscape as Trish commutes between Oxford’s ancient buildings. Somewhere in Africa, her bicycle’s twin is helping a person set up a small business and pull a family out of poverty. Survey shows nearly half of students distracted by technology With your existing account from... {* loginWidget *} With a traditional account... {* #signInForm *} {* signInEmailAddress *} {* currentPassword *} Create Account
v31 #3 Putting Our Students at the Heart of What We Do — eTextbooks at the University of Manchester - Against The Grain by Olivia Walsby (Reading List Services Manager, University of Manchester) and Flora Bourne (eTextbook Coordinator, University of Manchester) The Books Right Here Right Now Project Children's data and privacy online This project led by Professor Sonia Livingstone seeks to address questions and evidence gaps concerning children’s conception of privacy online, their capacity to consent, their functional skills (e.g. in understanding terms and conditions or managing privacy settings online), and their deeper critical understanding of the online environment, including both its interpersonal and, especially, its commercial dimensions (including its business models, uses of data and algorithms, forms of redress, commercial interests, systems of trust and governance). For the launch presentation, see here. For a short video about the project, see here. The project takes a child-centred approach, arguing that only thus can researchers provide the needed integration of children’s understandings, online affordances, resulting experiences and wellbeing outcomes. Methodologically, the project prioritises children’s own voices and experiences within the wider framework of evidence-based policy development by:
This is what I want ELESIG to look like! by rjsharpe Jan 24