In the latest JISC e-Learning Focus they are discussing VLEs at the heart of curiculum devlivery showcasing among other work our development of Moodle for online assignment submission during the Cascade project. Inspired by the wordle used in the e-Learning Focus article, I decided to create one from the Cascade final report. While this is obviously a very simplistic technique it does provide a surprisingly useful overview of the work of Cascade as below. I think I may be using this again.
Archive for February, 2011
Today we are very excited in the TALL office because David Kernohan has drawn our attention to the very cool OpenAttribute tool, available from http://openattribute.com.
As the site says:
The problem: Creative Commons licensed content is awesome, but attributing it properly can be difficult and confusing. The first rule for re-using openly licensed content is that you have to properly attribute the creator. There are specific requirements for what needs to go into that attribution, but those requirements can be confusing and hard to find.
It is in no way an exaggeration to say that a tool which addresses this challenge has caused jubilation from the project team at TALL, who while we frequently use OERs are always worried we have inadvertaintly attributed things wrongly.
As you can see from the example of the picture here, we can generate attributions from this tool in plain text (as in the caption) or in html (Jubilation / Keith Kristoffer Bacongco / CC BY 2.0) which is clearly more elegant, but not always an option.
Aimed at academic staff developing new courses and e-Learning managers and learning technologists seeking to encourage wider uptake of technology by teaching staff, this case study draws on the JISC-funded Cascade project’s experience of designing tools, systems and resources to enable academic staff to more effectively incorporate the use of technology in new programmes.
Using technology to support new course models that move a programme either fully or partially, online can allow for a much more flexible offerings to students. However, to ensure this is done in an appropriate and sustainable fashion, staff have to be supported effectively in this process. This can be done by:
- Ensuring technology use is considered at the right point in the course design process;
- Identifying where and how technology really addresses your needs;
- Providing support and guidance for those designing new programmes and wanting to take a more strategic approach to using technology in order to achieve maximum benefits;
- Providing information on the cost effectiveness and efficiency of different choices so that those designing new programmes can ensure their course is sustainable.
Read the full case study at: Cascade Case Study 5: Maximizing effective use of technology in new programmes.
Aimed at e-Learning developers, this case study draws on the JISC-funded Cascade project’s experience of designing tools, systems and resources to enable academic and administrative staff to easily use a VLE to support course delivery.
This suggests that using technology to support a course delivered either fully online, largely face-to–face or via blended learning, can provide real value to both staff and students. However, it is easy to do this in such a way that it creates more work without fully delivering on the potential benefits. Avoid this by:
- Identifying where and how technology really adds value;
- Developing tools and procedures that make it easy for all staff to set up and use a VLE;
- Embedding support within existing cycles of work, wherever possible;
- Ensuring adequate support and guidance is available to prevent basic barriers;
- Providing cost- and time-effective options to ensure services are sustainable.
Read the full case study at: Cascade Case Study 4: Enabling staff to easily use a VLE to support course delivery.