DERN provides access to quality assured and current information resources around the use of digital technologies and digital media in education. These resources are annotated and linked to relevant categories to enable access to collections of similar resources under specific topics.
The principles of communities of practice (CoP) and networked learning in higher education, are illustrated with a case study. The article explores the interplay of collaboration and cooperation, communities of practice and networked learning; describes how this interplay has operated in iCollab; and highlights opportunities and challenges of learning, teaching and interacting with students in networked publics in higher education.
In this study 7th grade students were observed completing a series of lessons in an online science course to explore their thinking and strategies for using curriculum resources for learning, their thinking and strategies for self-assessing “assessment readiness”, and to explore the relationship between resource use and student grade in Science, end-of-lesson assessment score, and student learning style. A convergent-parallel mixed methods research design was used to collect both qualitative and quantitative data in the same phase of this study, in order to merge the results and gain a greater understanding of student learning in the online environment.
A consensus is emerging that blended learning, a term that embraces various combinations of classroom presence and online study, will become the most common approach to teaching and learning in higher education. Does this consensus simply aim to safeguard the tradition of face-to-face teaching against an invasion of fully online learning - or can blended learning raise higher education to new levels of effectiveness and quality? We attempt an answer to this question.
This report undertakes a review of the current data landscape across English higher education institutions, looking at data collections, learning analytics and the current barriers to implementing better data management and data analytics. It then looks ahead to how the higher education (HE) sector may change in the next 5-10 years, how institutions can take advantage of the exciting opportunities that greater engagement with data and analytics offer, and how HE students stand to benefit.
Demand for ICT skills and workers is increasing as the disruptive impact of digital technologies spreads across the Australian economy. To position our economy to take full advantage of the opportunities presented by this digital disruption, we must ensure that the Australian workforce is equipped with the ICT skills required for businesses to innovate and grow. This report brings together a number of data sources in analysing the ICT skills that will be required of Australia’s workforce in driving future growth and innovation.
This report highlights the powerful impact of state leadership in driving critical policy decisions at the national and state level to support broadband networks, bandwidth capacity, and Wi-Fi implementation and home access for low-income families. The report includes examples of states providing leadership for effective and efficient broadband and Wi-Fi implementation and is organized into the following categories; K-12 Broadband and Wi-Fi Connectivity, State Leadership for Infrastructure, State Broadband Implementation Highlights and State Advocacy for Federal Support of Broadband.
The microblogging service Twitter offers a platform that social studies educators increasingly use for professional development, communication, and class activities, but to what ends? The authors drew on Deweyan conceptions of participatory learning and citizenship aims of the field as lenses through which to consider social media activities. To determine how and why social studies educators use Twitter, 303 K-16 self-identified social studies educators were surveyed in this study.
The information provided in this report is based on the national contributions received from the Scientix National Contact Points representing 30 countries, in response to a survey on national measures and initiatives to increase students’ interest in pursuing STEM studies and careers, launched in the summer of 2015 by European Schoolnet. This report has a special focus on teacher education policies and initiatives.
This small-scale study, undertaken by NFER and NESTA, revealed both benefits and challenges of implementing a flipped learning approach to mathematics teaching. Nine case-study schools across England and Scotland piloted a flipped learning approach for around 4-6 weeks during 2014-2015. Each case study visit involved lesson observations, teacher interviews, student focus groups and teacher and student questionnaires with both a class using flipped learning and a comparison class.
The aim of this study was to determine the attitudes of preschool teachers towards using technological tools and to analyse it in terms of different variables. The working group consisted of 103 teachers working at kindergartens in the city center of Kırsehir and Malatya in the fall semester of 2014-2015 academic years. As a result of the study, the teachers showed a very positive attitude towards using ICT.
Challenge-driven universities to solve global problems
New kinds of university will emerge mobilising some of the world's 150 million students to work on our most pressing problems
Students, computers and learning - making the connection
OECD report examines how students access to and use ICT
Mobile learning – why tablets? -- DERN's research brief looks at mobile learning and why tablets are so popular.
› 21st century skills (206)
› Assessment online (99)
› Blended learning (126)
› Collaboration (247)
› Digital literacy (238)
› Educational leadership (107)
› Engagement and performance (275)
› Evaluating ICT effects (97)
› ICT in education (473)
› Information (78)
› Information sources (106)
› Innovation (175)
› Interactive personal networking (99)
› Internet use (157)
› Learning communities (114)
› Learning environment (626)
› Learning systems (76)
› Mobile learning (213)
› Multimedia (64)
› Open scholarship (128)
› Pedagogy (441)
› Personalising learning (114)
› Social Media (175)
› Teacher capacity (140)
› Teacher education (92)
› Training (102)
› Trends (158)