899 research outputs found
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Engaging distance learners
No full textPresentation at M25 Learning Technology Group, FutureLearn, 15 November 201
Association for Learning Technology Annual Survey 2016 Data and Report
Full text linkThis report presents findings from the third Association for Learning Technology (ALT) Annual Survey.
As with previous years, the survey was advertised predominately to ALT Members but at the same time promoted publically, and responses were collected between December and January. In total 245 responses have been analysed, 88% (n. 216) of these being submitted by ALT
Members. The ALT Annual Survey contains a common core of questions asked in all annual surveys. This year the survey was supplemented with additional questions specifically aimed at informing the new ALT Strategy 2017–2020
ALT 2017 Trustee and Vice-Chair Nomination Form and AGM Calling Notice
Full text linkThe calling notice for the ALT 2017 AGM to be held on 6 September 2017, and the nomination form for: 1) Vice-Chair of the Association (who becomes Chair, then President in successive years) to serve three years; 2) Trustees to serve three years (two vacancies). All nominations should be marked "Nominations" and sent to arrive by Friday 9 June 2017. Items may be submitted by post, to Maren Deepwell, Chief Executive, ALT, Gipsy Lane, Headington, Oxford OX3 0BP, UK, or email to [email protected]
Assessment, Feedback and Technology: Contexts and Case Studies in Bloomsbury
Full text linkIn 2014, the Bloomsbury Learning Environment (BLE) Consortium initiated a wide-ranging, two-year-long research and dissemination project focusing on the use of technology in assessment and feedback. Our aim was to understand and improve processes, practices, opportunities and tools available to the institutional members of the BLE Consortium. From the project, we produced three research papers investigating current practice and 21 case studies describing both technology-enabled pedagogy and technical development. Now presented as a free ebook, co-edited by Leo Havemann and Sarah Sherman, we offer the flavour of the variety and breadth of the BLE’s activities relating to the project theme as a contribution to the education sector’s widening conversation about the interplay of assessment, feedback, pedagogy and technology
Learning analytics from distance learning
No full textPresentation at M25 Learning Technology Group, FutureLearn, 15 November 201
Operational issues and plans for distance learning at UCL
No full textPresentation at M25 Learning Technology Group, FutureLearn, 15 November 201
Bending the Coursera rules
No full textPresentation at M25 Learning Technology Group, FutureLearn, 15 November 201
Supporting law students’ skills development online – a strategy to improve skills and reduce student stress?
Full text linkLaw students internationally suffer from a high level of psychological distress compared with the general and student populations, and anecdotal evidence suggests that students developing skills without adequate support experience significant stress and anxiety. This article considers an initiative at one Australian law school to develop a degree-wide structured online skills development programme as a means to both improve student skills acquisition and reduce student stress. The project implements, through the use of learning technology, the principles proposed by McKinney for making small changes to law school teaching, informed by self-efficacy theory, which can have powerful results
Open Education and OER - A guide and call to action for policy makers
Full text linkExecutive Summary
ALT has produced this call to action to highlight to education policy makers and professionals how Open Education and OER can expand inclusive and equitable access to education and lifelong learning, widen participation, and create new opportunities for the next generation of teachers and learners, preparing them to become fully engaged digital citizens. Open Education can also promote knowledge transfer while enhancing quality and sustainability, supporting social inclusion and creating a culture of inter-institutional collaboration and sharing.
One of ALT’s three strategic aims is to increase the impact of Learning Technology for the wider community and we are issuing this call to action for policy makers to mandate that publicly funded educational resources are released under open licence to ensure that they reside in the public domain and are freely and openly available to all. This will be of wide benefit, but in particular will enable education providers and learning technology professionals to:
Keep up to date with the rapid pace of technological innovation
Develop critical, informed approaches to the implementation of Learning Technology and the impact on learners
Scale up knowledge sharing and its benefits across sectors
Collaborative technologies, higher order thinking and self-sufficient learning: A case study of adult learners
Full text linkThe inclusion of online elements in learning environments is becoming commonplace in Post Compulsory Education. A variety of research into the value of such elements is available, and this study aims to add further evidence by looking specifically at the use of collaborative technologies such as online discussion forums and wikis to encourage higher order thinking and self-sufficient learning. In particular, the research examines existing pedagogical models including Salmon’s five-stage model, along with other relevant literature. A case study of adult learners in community-based learning centres forms the basis of the research, and as a result of the findings, an arrow model is suggested as a framework for online collaboration that emphasises the learner, mentions pre-course preparation and then includes three main phases of activity: post, interact and critique. This builds on Salmon’s five-stage model and has the benefit of being flexible and responsive, as well as allowing for further development beyond the model, particularly in a blended learning environment