The deal aims to provide students with web space free from the restrictions of the university, 500MB of webspace and a bandwidth allocation of 2GB per month.
Imagine if every twelve weeks Facebook: * shut down all the groups you belonged to, * deleted all your forum posts, * removed all the photos, videos, and other files you had shared, and * forgot who your friends were.
Despite growing demand for university education worldwide, and society’s increasing desire, directly and through government agency, for increased value for privately and publicly-expended educational funds, the manner in which most universities conduct
Key findings: The research shows that they will bring inherent expectations for ICT with them, display instinctive preferences for technology when presented, and be able to evaluate any new technology they may meet at university.
(1) the role of the learner as active, self-directed creators of content; (2) personalisation with the support and data of community members; (3) learning content as an infinite “bazaar”; (4) the big role of social involvement; (5) the ownership of le
How are blogfolios different from e-Portfolios? They aren't exactly, they're more of a subset of e-Portfolios, or another way of looking at the traditional e-Portfolio.
Using Mind Manager flow charting software to create a diagram detailing how information flows through the social networking and media sites - mapping a PLE.
"actual student centredness not the ’students get to talk’ model we’ve been sold for years, involves the student's creating their own knowledge in their own space…"
Constructivism is an epistemology (a philosophical framework or theory of learning, Jean Piaget, 1967), which argues humans construct meaning from current knowledge structures, and which values developmentally-appropriate facilitator-supported learning in
There are different sets of tools involved and it may be better to develop environments which allow flexible access to different tool sets for different purposes.
Journal of the Research Center for Educational Technology 4 (2008) This paper briefly summarizes the implementation of a university-wide electronic portfolio requirement. We begin with a systemic view of the ePortfolio Program and narrow our focus to a view of ePortfolio integration into two different classes. The rationale behind the Clemson University ePortfolio Program is to build a mechanism through which core competencies are demonstrated and evaluated. The target classes are a general education English class focusing on 20th and 21st century literature and a professional development seminar in computer science. Both classes allow students to select their topics and present their work to the class using a variety of media types, and both include a form of peer evaluation. These classes confirm that when students’ choice is built into the assignments we are pleasantly surprised by the outcomes.
Doug Clow’s notes from Researcher 2.0 event - sponsored by the Technology Enhanced Learning research cluster at the Open University, and the OLnet project.