New technologies, new pedagogies: Mobile learning in higher education

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EmbedPlus - Video editing, chopping, looping, annotations, slow motion, and chapters tool for YouTube embeds and WordPress video plugins How This Course Works You are not logged in. [] [] Welcome to change.mooc.ca. We are your facilitators, George Siemens, Stephen Downes, and Dave Cormier Login and Password When you signed up for this course, you received a login and a password. This login should work anywhere in the course (please contact us if you have problems). If you have forgotten your password, please go to this page to retrieve it: The course home page is: How this Course Works This is an unusual course. In addition, this course is not conducted in a single place or environment. This type of course is called a ‘connectivist' course and is based on four major types of activity: 1. We will give you access to a wide variety of things to read, watch or play with. Every day you will receive an edition of ‘The Daily', which will highlight some of this content. You are NOT expected to read and watch everything. 2. Here are some suggestions: - create a blog with Blogger. 3. 4.

Increases Engagement Communicating in 140-character segments may seem to contradict the goals of generally long-winded academia, but a new study has found that the two are less opposed than one might think. Students in the study who were asked to contribute to class discussions and complete assignments using Twitter increased their engagement over a semester more than twice as much as a control group. The study used a 19-question survey based on the National Survey of Student Engagement to measure student engagement at the beginning and end of a seminar course for first year students in pre-health professional programs. Four sections (70 students) were given assignments and discussions that incorporated Twitter, such as tweeting about their experiences on a job shadow day or commenting on class readings. Three sections (55 students) did the same assignments and had access to the same information, but didn't use Twitter.

Course Details The Professional Learning program is a contribution to the professional learning and formation of teachers and support staff in schools. Professional learning underpins innovation and improvement in schools: it promotes critical reflection, builds confidence, skills and competency in new ideas and practices. The Catholic Education Office Parramatta has full endorsement from the NSW Institute of Teachers as a provider of professional development. This means that the CEO can register professional development courses with the Institute which will be available on both the Institute website as well as this website. Teachers who have been accredited at Professional Competence may count their indicative hours of attendance at courses listed below towards mandatory hours of Institute Registered Continuing Professional Development: Literacy in the Early/Middle Years PEEL Phases in Programming Search for courses on the professional learning portal

The Technology Learning Cycle The Technology Learning Cycle is a tool that faculty can use to reflect on their own learning about technology. It provides a way to think about how we learn to use new tools and incorporate them into our teaching. The Cycle was developed in the late 1990s at the University of Missouri to help faculty members who were training pre-service teachers in the use of technology. A central premise of this model is that faculty must be lifelong learners with regard to technology. Phases of the technology learning cycle The cycle repeats each time you become aware of a new technology and choose to implement it in the classroom. Bibliography Wedman, J., & Diggs, L. (2001). A tip o’ the hat to Dr. Like this: Like Loading... Related The Allegory of the Scrambled Egg Many tools are available for faculty who want to help students learn more effectively. In "Commentary"

It's Good Reader Boy! 3:30 Weekdays... I’ve wanted to come up with a clever way for students to remember their thinking for reading strategies. A list just seems too boring. One thing I’ve learned in BrainSMART is to connect information to parts of the body to make it more memorable. The poster connects like this: Head: Think. Eyes: Infer. Nose: Importance . Mouth: Questions. Heart: Visualize. Stomach: Schema. Waist: Purpose. Hands: Synthesize. Knees: Monitor Comprehension. Feet: Text Structure. Is the little fella a little…um…disproportionate?