In Lindsay Duncan’s class at El Camino Creek, one fourth grade student looked up the definition of “blubber.” One girl found a suitable picture of a whale and attached it to her presentation about marine life.
Books, paper and pencils weren’t in the hands of any of Duncan’s students — only iPads. These days, it’s a common sight in classrooms throughout the Encinitas Union School District (EUSD). Every third through six-grader at EUSD has an iPad, and the district is looking at rolling out more iPads for younger students. Meanwhile, researchers are looking at how the rapidly growing technology is impacting learning.
Duncan is among those researchers. She recently wrote a thesis on iPads in schools after surveying 120 fourth-graders and their parents last school year, when the pilot program debuted. Further, the University of San Diego is slated to release a study this summer on the use of iPads in the district.
“Most people think all technology is great,” Duncan said. “Without rushing to that conclusion, my question was: How might this affect kids? Are they (the iPads) motivational? And I was interested in how students and parents perceive the iPads.”
Duncan’s research indicates students largely believe the iPads are a valuable tool. Parents also see the iPads as beneficial, but some have some reservations with the technology.
Notably, 90 percent of students said the iPad aided their learning. For one, they liked the instant feedback that comes with iPads. Students no longer have to wait days for test results — now it’s a matter of minutes.
Read more: The Coast News | Making Waves in Your Neighborhood.
Anyone who has ever taught a class of any sort or size knows that interactive learning is better; the more senses you engage in your students while teaching, the higher the likelihood they will enjoy the learning experience and remember what you teach. Now, recent trends in technology have made learning more tactile, more mobile, and perhaps more enjoyable, but do they actually make a difference in the learning experience? Does anyone know whether or not those apps on your iPhone that your kids are playing or the distance learning course that you or your husband is taking online will really make a difference in the long run? Is mobile learning that effective?
Full Text: Education: Is Mobile Learning Actually Effective?.
“The instructor-made videos helped me understand the material better.” (Rose, 2011).
100% of the students taking an online course indicated some level of agreement with the above statement. Though the research study was small, the findings are consistent with what we discovered when surveying our own students in an anonymous end-of-course survey that asked a similar question. In my previous post, Mobile or Not? How students watch video lectures I reported the viewing patterns of our students when watching the prerecorded lectures inherent to each credit course within our program. In this post I’ll share the student response results to a question asking about the effectiveness of video lectures in communicating course content. I will also discuss factors that institutions should consider when implementing video lectures within their own online courses.
Full Text: Are Video Lectures effective in Online Courses? | online learning insights.
2012 Effective Practice Awards to be presented at 5th Annual International Symposium for Emerging Technologies for Online Learning, July 25-27, in Las Vegas.
The practices advance the goals of access, learning effectiveness, faculty and student satisfaction, and scalability.
Newburyport, MA (PRWEB) July 09, 2012
The Sloan Consortium (Sloan-C), an association of individuals, institutions and organizations of higher education committed to quality online education, will present its 2012 Effective Practice Awards at the 5th Annual International Symposium for Emerging Technologies for Online Learning, July 25-27, in Las Vegas.
The winning practices were selected for recognition because they provide evidence of innovation and replicability. The practices advance the goals of access, learning effectiveness, faculty and student satisfaction, and scalability.
The recipients of Sloan-C’s 2012 Effective Practice Awards are:
Integration of Technology Into Undergraduate Education via Cross-Disciplinary Pollination, Nancy Konigsberg Kerner, Brenda Gunderson (University of Michigan)
Comprehensive Online Student Support Services, Marwin Britto, Susan Rush (Lone Star College System)
A.R.G. – Creating Alternative Reality Games for the Classroom, Jeff D. Borden (Chaminade University, Metropolitan State College of Denver, University of Northern Colorado)
The CUNY Academic Commons: Social Network as Hatchery, George Otte, Matt Gold, Boone Gorges, Michael Smith, Chris Stein (The City University of New York)
Cell Phones in the Classroom: Collaborative or Calamitous?, James May (Valencia College)
Cyber Peer-Led Team Learning: Taking the Classroom Experience Online, Pratibha Varma-Nelson, Randy Newbrough, Julie Banks, Tom Janke, Lorie Shuck, Lin Zhu, John Sours, Joshua Smith (Indiana University Purdue University Indianapolis (IUPUI), Florida International University, Purdue University)
The Sloan-C Effective Practice Awards Selection Committee members are Darrell Naylor-Johnson, Vice President for SCAD eLearning, Savannah College of Art and Design (SCAD); Alexandra M. Pickett, Associate Director, State University of New York, SUNY Learning Network; Shari McCurdy Smith, Associate Director, Center for Online Research and Service, University of Illinois, Springfield; Kaye Shelton, Associate Professor, Educational Leadership, Lamar University; and Janet C. Moore, Chief Knowledge Officer, The Sloan Consortium, Non-voting committee chair. Details about the awards are available at http://sloanconsortium.org/effective.
Full Text: Sloan-C Honors Effective Practices in Online and Blended Education.