The key to effective lectures is how they are developed and how long they are. Please read more in “The Eight-Minute Lecture Keeps Students Engaged” at http://www.facultyfocus.com/articles/instructional-design/the-eight-minute-lecture-keeps-students-engaged/
Great Google Chrome Extension check out here: https://www.screencastify.com/
Exciting new features for teachers. Excerpt:
One of the new features is support for question-driven discussions including debates and question-and-answer sessions. Teachers can now post a question, video, article or other content in Classroom, and ask students to answer the question or write a response. Teachers also have the option of allowing students to comment on each other’s responses.
Another new feature is the ability to reuse assignments, announcements or questions from previous classes, so teachers don’t need to recreate these items for each new class. They can also edit those items before reposting or reassigning them.
Next month, Classroom will gain integration with Google Calendar. Classroom will automatically create a calendar for each class and automatically add any assignment due dates. Teachers will also have the ability to manually add class events such as field trips or guest speakers to the class calendar. The calendar will be accessible through either Classroom or Google Calendar itself.
Other new or upcoming features include the ability to bump a post by moving it to the top of the stream, optional due dates for long-term projects or student-driven assignments and the ability for teachers and students to attach Google Forms to posts and assignments.
Let’s see how the market responds to the latest Google development: https://www.qualcomm.com/news/onq/2015/08/26/google-onhub-router-powered-qualcomm
Did I mention that I love Google products?
Check out the resource here: http://www.erinwing.com/mailchimp-newsletters/
Interesting aspect for course designers and teachers, Excerpt:
ABSTRACT Massive Open Online Courses (MOOCs) have recently experienced rapid development and garnered significant attention from various populations. Despite the wide recognition of MOOCs as an important opportunity within educational practices, there are still many questions as to how we might satisfy students’ needs, as evidenced by very high dropout rates. Researchers lack a solid understanding of what student needs are being addressed by MOOCs, and how well MOOCs now address (or fail to address) these needs. To help in building such an understanding, we conducted in-depth interviews probing student motivations, learning perceptions and experiences towards MOOCs, paying special attention to the MOOC affordances and experiences that might lead to high drop rates. Our study identified learning motivations, learning patterns, and a number of factors that appear to influence student retention. We proposed that the issue of retention should be addressed from two perspectives: retention as a problem but also retention as an opportunity.
Taking skill acquisition to a new level, NOOCs aim for learners who see to acquire specific and targeted skills instead of taking a “course-like” MOOC where they have to work through learning experiences not needed. Read more here: