Some presentations were more engaging and thought-provoking than others; and even some who were, were not really note-taking worthy. However, there was a lot of good ideas in discussion after the presentations.
Characteristics of YouTube Uses and Users: Implications for Education
- 4 years or more of college, much more users of all technologies across the board (possibly a result of digital divide?)
Transnational Graduate Studies: Designing the Virtual Seminar
- specifically resourceful for graduate and higher level classes in specialized areas of study
- only a few people wanting to take class locally, much higher numbers globally
Assessment of Student Work on Geographically Distributed Information Technology Project Teams
- scattered teams working on a variety of projects that deal with customers as well issues:
- email to customers/professer
- use chain of command team leaders first
- no classroom meetings
- Blackboard educational software: discussion via forums etc
- provide sum f2f interaction
- 3 meetings for local students per semester (beginning, midterm, final)
- assessment
- online quizzes and presetatioins,
- difficulty of determing individual contribution to team project
- peer evaluations: team, individual, peer, customer, team leader, instructor
- use team grade and go up/down based on ^
Do's and Don't's of the Use of Simulations in Higher Education
Erik Ploeger, Windesheim University, Netherlands
- learning impact
- purpose of feedback
- self-directed learning
- transfer
3 simulations in business environment, 4 years, 300+ students
DO
- available on the internet
- dull, not spectacle, but for econ students who like numbers/ business stock exchange
- similar to Journalism game/TW: text based, not supposed to be visually appealing
- must work ( for all ) test the technical equipment. 24/7 availability. technique must not be the problem
- develop good assignment: main objectives and learning objectives, make learning essential to progress (not a demo?), make the result measurable
- feedback is the essential part of the learning process
- balance motivation
- challenge not too simple nor too difficult
- control students must feel they effect outcomes
- curiousity opportunities to explore, unpredictable outcomes,
- fantasy perception of participation in a made up environment
DONTS
- use a simulation just to be modern!
- think every simulation motivates
- de-motivators
- challenge too high or low
- lack of exploration and control
- lack of realism
- forget the guidance
- built in to simulation?
- educational setting
- manage complexity
- provide instructional support
- forget the cost benefit
- investment of time
- investment of resources
- lecturer as a designer of the learning process
- combine school domain and private domain
- students act different in different domains
- private (msn)
- school (virtual learning environments like Blackboard)
How Digital Game-Based Learning Can Improve Students' Academic Achievement and Problem Solving
- learning arises as a result of in-game tasks
- challenges, curiosities, fantasy
- ...
- used EA SimCity game, handle civic works, reduce the production of C02 in Sydney
E-Learning and Language: The Spirit of the Age (?)
- changing learning process in e-learning/online classrooms
- create new role of student in overall learning process
Sharing with the Shabab: A study of the Implementation of Social Bookmarking in the Delivery of an Economics Course for Students who are Learning in a Second Language
- Used Diigo" to change a traditional memorization classroom into a participation based learning system
Is Microsoft Certification Worth Its Salt?
- mostly good for resume purposes only, few say the actual training has helped.
Student Engagement Experiences with Blended Learning Environment
Shuttr: Easy-to-Use Interactive Online Learning Platform for Learning Photography
Matti Koivula, Univeristy of Minnesota*
- took 800+ pictures of same image using all different setting imaginable to get show the results using sliders for each camera effect and setting
- URL???
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