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This link recently saved by vancestevens on October 05, 2012
Researchers of Tomorrow is the UK’s largest study to date on the research behaviour of Generation Y doctoral students - research findings reveal:
Doctoral students are increasingly reliant on secondary research resources (eg journal articles, books), moving away from primary materials (eg primary archival material and large datasets).
Access to relevant resources is a major constraint for doctoral students’ progress. Authentication access and licence limitations to subscription-based resources, such as e-journals, are particularly problematic.
Open access and copyright appear to be a source of confusion for Generation Y doctoral students, rather than encouraging innovation and collaborative research.
This generation of doctoral students operate in an environment where their research behaviour does not use the full potential of innovative technology.
Doctoral students are insufficiently trained or informed to be able to fully embrace the latest opportunities in the digital info enviro
This link recently saved by vancestevens on February 24, 2012
Learning analytics is not an entirely new concept as the tools, terminology, and methods are largely borrowed from related fields (business intelligence in particular). The current explosion of interest in analytics, (big) data, and cloud computing is moving the conversation forward at a stunning pace. It’s difficult to get away from analytics and discussions of data. Unfortunately, it’s even more difficult to get a sense of the scope and domain of analytics.
Learning analytics are starting to develop their own identity. We no longer need to rely only on “look at what Amazon does” or “think of it like Shazam for learning” to describe analytics. Purdue’s Signals, UBMC’s “check my activity“, and WCET’s PAR are first generation examples of the education field presenting developing its own analytics tools and concepts.
Still, there are many resources outside of education that can provide insight, models, and classification schemes to consider in analytics discussion and adoption.
This link recently saved by vancestevens on January 10, 2012
Research in Learning Technology is the journal of the Association for Learning Technology. It aims to raise the profile of research in learning technology, encouraging research that informs good practice and contributes to the development of policy. The journal publishes papers concerning the use of technology in learning and teaching in all sectors of education, as well as in industry. Read more.
Open Access – Research in Learning Technology is free from all access barriers, allowing for global dissemination of your work.
This link recently saved by vancestevens on September 12, 2011
Social media's popularity continues to grow, connecting people with just about everything they watch and buy.The latest Nielsen insights provide some answers on exactly how powerful this inﬂuence is on consumer behavior, both online and off.
The value of the time consumers spend online and on social networks and blogs continues to grow, most visible through the inﬂuence on purchase decisions. For instance, 60 percent of people who use three or more digital means of research for product purchases learned about a speciﬁc brand or retailer from a social networking site.
As the inﬂuence of social media – and those using social media – continues to grow, it’s crucial for traditional media, retailers, brands and advertisers to understand how different consumer segments use and share content. Nielsen’s “State of the Media: The Social Media Report – Q3 2011” presents a snapshot of the current social media landscape and audiences in the U.S. and other major markets.
This link recently saved by vancestevens on August 30, 2011
This chapter describes five commonly held principles about multimedia learning that are not supported by research and suggests alternative generalizations that are more firmly based on existing studies. The questionable beliefs include the expectations that multimedia instruction: 1) yields more learning than live instruction or older media; 2) is more motivating than other instructional delivery options; 3) provides animated pedagogical agents that aid learning; 4) accommodates different learning styles and so maximizes learning for more students; and 5) facilitates student managed constructivist and discovery approaches that are beneficial to learning
This link recently saved by vancestevens on August 24, 2011
about Now you See it: This radical experiment is at the heart of Davidson’s inspiring new book. Using cutting-edge research on the brain, she shows how “attention blindness” has produced one of our society’s greatest challenges: while we’ve all acknowledged the great changes of the digital age, most of us still toil in schools and workplaces designed for the last century. Davidson introduces us to visionaries whose groundbreaking ideas—from schools with curriculums built around video games to companies that train workers using virtual environments—will open the doors to new ways of working and learning
“Starts where Malcolm Gladwell leaves off, showing how digital information will change our brains. We need this book.”—Daniel Levitin, author of the New York Times bestseller This Is Your Brain On Music.
This link recently saved by vancestevens on August 24, 2011
This link recently saved by vancestevens on August 17, 2011
Results of Pew Internet & American Life Project study released Aug 15, 2011 show:
Thirty-five percent of American adults own a smartphone;Thirty percent of adults use the Internet or email on a smartphone;Twenty-three precent of adults use their smartphone to go online on a typical day.The Pew survey shows it's still true that a greater proportion of blacks and Hispanics own smartphones: 44 percent of people in each group own smartphones
This link recently saved by vancestevens on July 30, 2011
The following are some questions I have around MOOCs:
1. What are the habits and patterns of learner self-organization in open online courses?2. Do learners perform better in open online courses that in traditional courses? By what metrics would we begin to answer that question?3. Are there any subjects that are not suitable for open online course delivery?4. How can open online courses be merged with on-campus courses (i.e. blended MOOCs)?5. What types of skills do educators need to teach MOOCs? How can educators support learner success?6. What principles or models of instructional design are most effective in developing MOOCs?7. What types of technologies are needed to a) help learners make sense of complex topics, b) manage information overload, c) maintain instructor presence, d) encourage learner autonomy?8. How do existing online learning/teaching models relate to MOOCs (i.e. communities of inquiry, communities of practice, connectivism)?
This link recently saved by vancestevens on July 24, 2011
This CIBER report is a meta-analysis of the reading and learning behaviors of visitors to libraries both brick/mortar and virtual. It makes recommendations to librarians vis a vis trends it sees for the near future (next 5 years, 10 years from 2008)
CIBER. 2008/ Information behaviour of the researcher of the future. UCL.
p9: new form of information seeking
behaviour = horizontal,
bouncing, checking and viewing in nature. Users are
promiscuous, diverse and volatile
... serious challenges for
traditional information providers, nurtured in a hardcopy
paradigm and... still tied to it.
information skills have to be developed during formative
school years and that remedial information literacy
programmes at university level are likely to be ineffective.
... go with the flow and help children to
become more effective information consumers?