A heutagogical approach for the assessment of Internet Communication Technology (ICT) assignments in higher education from International Journal of Educational Technology in Higher Education (Open Access)
With students increasingly identifying as on-line content creators, and the slowly evolving nature of academic publishing, it makes sense to harness Internet platforms in their education. Lynch, Sage, Hitchcock and Sage here outline some formal structures to support a more self-determined form of assessment, where learners are as mindful of the external audience for the resources they create in their courses as they are of their teachers. This article offers a comprehensive guide to the theory behind this approach as well as some exemplar rubrics. The only issue that I would possibly take is the breathless excitement about this as a new mode – not to toot my own horn but I had my students posting blogs for assessment a decade ago. Perhaps without the rich theoretical framework though.
Bringing Clinical Simulation & Active Learning Strategies into the Classroom During COVID-19 from Healthy Simulation
Medical disciplines have long been leaders in the adoption of technology enhanced learning and teaching, with a particular need to be able to give learners as much authentic practical experience as possible while also being safe and logistically feasible. In this informative but brief post, Amy Curtis describes the practical changes that were required in a university nursing programme in the southeast US in response to COVID19.
Administrators are not the enemy from The Chronicle of Higher Education
Brian Rosenberg is the president in residence of the Harvard Graduate School of Education and pulls no punches with this strongly worded cri de coeur – the subheading is “Faculty contempt for nonfaculty employees is unjustified and destructive”. It isn’t a long read but covers a decent amount of ground about academia, from the primacy of expertise to toxic behaviour in hierarchies.
Introducing design thinking online to large business education courses for twenty-first century learning from Journal of University Teaching & Learning Practice
Vallis (USyd) and Redmond (USQ) discuss the application of design thinking principles that are, in essence, a more human-centred angle on problem solving, in teaching business disciplines. They interview academics and student in a first-year course in this case study, to delve into its usefulness in this practice and find some handy benefits.
Opinion: There’s nothing appealing about the Metaverse from Game Developer
When Facebook is in the news it can be easy to tune out these days but this opinion piece from Bryant Francis about Mark Zuckerberg’s rebranding of the parent company as “Meta” and their roadmap for a remarkably Second Life-like all-encompassing virtual social world is worth a read. While this isn’t about the educational applications of such a space, it points out a number of the logical flaws and so-what questions that aren’t yet being discussed enough.
Colin Simpson has worked in education technology, teaching, learning design and academic development in the tertiary sector since 2003 and is employed by Monash University’s Education Innovation team. He is also one of the leaders of the TELedvisors Network. For more from Colin, follow him on Twitter @gamerlearner