- Tom Vander Ark: 10 Reasons Teachers Love Blended Learning
Teachers have tough jobs — lots of kids and lots of responsibility — and budget cuts are making things worse. They have administrators telling them to boost achievement and personalize learning, but most of them are on their own without tools. But that is beginning to change as schools are beginning to blend traditional teaching with online learning.
- Should children <13 be able to use social networks?
- Chigona, A. & Dagada, R. (2011). Instructors’ capabilities on eLearning platforms in South African HEI: A Capability Approach
Despite a recommendable deployment of the new technologies into the higher learning institutions, there is low adoption rate and the use of the eLearning platforms among many university lecturers in the country. This paper aims at analysing the factors that impact on the university instructors’ effective use of the technology hence looking at the eLearning implementers’ capabilities to benefit from the platforms in their teaching processes. Sen’s Capability Approach was used as conceptual lens to examine university instructors’ phenomena. Data was collected through in-depth interviews with 23 random sampled university instructors from nine higher learning institutions. The results of the study show that personal, social and environmental factors are preventing some university instructors from realising their potential capabilities from using eLearning platforms.
- Nganji, JT. et al 2011 ONTOLOGY-BASED E-LEARNING PERSONALISATION FOR DISABLED STUDENTS IN HIGHER EDUCATION
The number of students with disabilities in UK higher education institutions increases every year. Delivering education online is becoming increasingly challenging as institutions encounter some disabilities requiring adjustments of learning environments. The law requires that people with disabilities be given equivalent learning experiences to their non-disabled peers through “reasonable adjustments”. Educational institutions have thus utilised assistive technologies to assist disabled students in their learning, but some of these technologies are incompatible with some learning environments, hence excluding some disabled students and resulting in a disability divide. To solve this problem, amongst other solutions, e-learning personalisation has been used and more recently, this is also achieved using Semantic Web technologies such as ontologies. Nevertheless, as ontologies are incorporated into learning environments little seems to be done to personalise learning for …
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