Rising and Falling Terms - CETIS Blogs Jan 31 2012
This is an un-interpreted and automatically-generated report on emerging, rising and falling terms from the blog posts of the
CETIS Blogs.
It is one part of the "Weak Signals Analysis" work of the TEL-Map Project. The same analytical method is also applied to different kind of source data, hence the term "document" is used in plots; this may be equated to "blog post" in this report.
All plots will open in a new window/tab as 1000x1000 pixel images if clicked on.
The Method
The analysis involves the application of text mining to the text content of blog posts divided into two sets according to time:
- Target: blog posts published during the 6 months between Aug 01 2011 and Jan 31 2012.
- Previous: blog posts published during the previous 30 months (back to Jan 31 2009).
Pearson's "Chi Squared" test is applied to determine the probability that the frequency of terms in both of these two samples could be from the same hypothetical distribution. The probability that the difference in term frequency could be ascribed to chance - assuming this hypothesis is true - must be less than 0.05% for a term to be presented in this report. This is referred to as the "significance threshold" below.
Further informaton about the text mining process being used is available elsewhere but for the purpose of interpretation it should be noted that "stemming" and "stop-word" removal has been used. "Stop-word" removal means that common words are removed before beginning the analysis. "Stemming" involves the conversion of similar words that differ only by their ending into a truncated form that is used as the "term" in the analysis. For the purpose of readability the shortest word that produces the term is generally given, although sometimes the algorithm fails and the stemmed version is shown. This should be born in mind when examining the results.
Four views on the differences between the Target and Previous sets of blog posts are presented:
- New Terms, where this report highlights terms that meet the significance threshold and appear in at least 3 different Target blog posts but not at all in the Previous set.
- Rising Terms, where term frequency rises by a statistically-significant amount and has an average frequency of less than 0.05% in the Previous set. A term must also appear in at least 3 different Target blog posts. The Rising Terms view focusses on possible weak signals, possible new trends.
- Established Terms are similar to "Rising Terms" but appear with a frequency of 0.05% or more on average in the Previous set and hence are considered to be established upwards trends rather than indicators of a possible weak signal. Since this report is primarily concerned with Weak Signal detection, relatively little emphasis is given to Established Terms.
- Falling Terms, are those terms showing a decrease between the Previous set and the Target blog posts that exceeds a significance threshold of 0.1% (a more lenient condition is used for falling terms).
For Rising, Established and Falling Terms, the % change is calculated on the proportion of all stemmed words that are the term in question. For example if 2.00% of stemmed words in the previous set was "learn" and 2.12% pertains to the current set, then the rise is 6%.
Summary Statistics and Overall Pattern
Corpus Statistics
There are 101 blog posts in the Target set and 359 blog posts in the Previous set. Within these blog posts, which define the corpus, there are 10371 distinct terms after removing stop words and applying stemming. The summary statistics for the number of times each term appears in the corpus are: mean=9.871, median=1, maximum=1141.
For the set of New Terms:
- the number of times each term appears in at least 3 different blog posts the Target set but before applying the significance test has: mean=7.217, median=5, maximum=24.
- after selecting terms above the significance threshold, there are 8 terms in scope which appear in 28 out of the 101 Target set blog posts.
For the set of Rising Terms:
- the % rise in frequency from the Previous set to the Target set before applying the significance test has: mean=168.4, median=56.93, maximum=6668.
- after selecting terms above the significance threshold, there are 41 terms in scope which appear in 80 out of the 101 Target set blog posts.
The set of Falling Terms (the % fall in frequency from the Previous to the Target set) before applying the singificance test has summary statistics of: mean=-92.13, median=-100, maximum=-0.7337.
New Terms
Figure 1: The number of terms that appear 1,2,3... times in the target set set not at all in the previous set. In this case there are 6 new terms that appear 5 times. NB: the low end is suppressed due to the requirement that terms appear in at lest 3 documents.
Rising and Falling Terms
Figure 2: Number of terms with a given % rise before applying the significance test.
Figure 3: Number of terms with a given % fall before filtering out those terms that do not meet the criterion of the significance test. A 100% fall indicates that the term does not appear in the target set's blog posts.
Auxillary Measures of Interest
In addition to the primary measures of interest - statistical significance and the percentage change - two more are calculated as an aid to judging the actual, as opposed to statistical, significance of differences between the Previous set of blog posts and the Target set. The auxillary measures apply to the blog posts and are:
- Novelty, which is a measure of how unusual the blog post is, based on the terms appearing in it, compared to all other blog posts in the corpus.
- Subjectivity, which is a measure of the fraction of the words used that are listed as generally having either positive or negative sentiment associated with their occurrence (the Harvard General Inquirer lexicon is used). A high Subjectivity is assumed to indicate the author's active interest rather than passive observation; active interest may correlate with weak signals. A subjectivity of 0.1 indicates 10% of the words (after removel of stopwords) have connotations of positive or negative sentiment.
Figure 4: Distribution of novelty measure among blog posts.
Novelty= 1 - the maximum similarity (specifically the
cosine similarity) between the blog post and any other blog post in the corpus.
Figure 5: Distribution of standardised novelty measure among blog posts.
A document with median novelty will have a standardised novelty of 0 and a unique blog posts a value of 1. Negative values indicate a document that has a closer "neighbour" than the median.
The Novelty Measure is particularly unreliable when blog posts are quite short, hence contain few terms after stopword removal, and if the corpus size is modest. In this case, the distribution of novelty scores is typically skewed towards a high value. In this case it is not realistic to identity truely novel blog posts, whereas a high negative value for the Standardised Novely is a reasonalble indicator of similarity.
The blog posts containing the highest novelty scores are listed below.
Figure 6: Comparative distribution of positive and negative sentiment and subjectivity acore among blog posts.
The central box has a range defined by the 1st and 3rd quartiles and the limits of the "whiskers" are no more than 1.5x the interquartile range away from the box. Blog posts outside the range of the whiskers are individually plotted as circles and are deemed to be "outliers". The central bar indicates the median and the cross indicates the mean.
Figure 7: Balance of sentiment among the 10% most-subjective blog posts.
The blog posts containing the highest subjectivity scores are listed below.
Significant New Terms
Significant New Terms appear for the first time in at least 3 different blog posts in the Target set and meet the 0.05% "significance threshold".
Figure 8: Frequencies of occurrence of the New Terms in the target set.
Figure 9: Wordcloud of frequencies of occurrence of the New Terms in the target set, coloured and sized according to term frequency.
Uses
TagCanvas by "goat 1000".
The blog posts containing the significant new terms are listed below.
Figure 10: The number of blog posts containing each New Term. A New Term that appears in a large number of blog posts is likely to be a stronger indication of a new trend that a New Term that is concentrated in a single blog post.
Figure 11: Heatmap to show the distribution of the New Terms among blog posts. Red cells indicate the term does not appear. Orange cells indicate a relatively less-frequent term and yellow cells indicate terms that are relatively more frequent
among the New Terms in a given document. This also shows how terms may be clustered according to their occurrence and how blog posts may be clustered according to the Terms within them. The numbers are the identifiers assigned to each paper.
Note: In plots such as the above, where terms are shown they will usually be a short word but may occasionally be truncated or have an unusual ending. This is a consequence of the stemming process, where related words are rendered into a single form that is used in the processing. The word that actually occurs in a given blog posts may be one of the related forms. The unusual endings occur when the reverse-lookup algorithm fails. It should also be noted that punctuation is removed so hyphenated forms become concatenated. An unfamiliar term may be an abbreviation or project/product acronym.
Figure 12: Spread of standardised novelty among blog posts containing each New Term.
Figure 13: Spread of subjectivity score among blog posts containing each New Term.
Note: care should be exercised in interpreting these two plots since the number of blog posts containing each term is very small.
The blog posts containing the significant new terms are listed below.
Significant Rising Terms
Significant Rising Terms are those that meet the significance threshold criterion and appear in at least 3 different blog posts in the Target set but have an average frequency of less than 0.05% (the "Established Term" threshold) in the Previous set.
Figure 14: Significant rising terms and their level of significance (-log
10(p), where p is the probability that the rise is due to chance only). Colour coding matches the significance value.
Figure 15: Wordcloud coloured and sized according to significance level of the Rising Terms in the target set.
Uses
TagCanvas by "goat 1000".
The blog posts containing the significant rising terms are listed below.
Figure 16: Significant rising terms and their percentage of rise. Colour coding matches the % rise. The plot is cut off at a ceiling of 800%.
Figure 17: The number of occurrences of the Rising Terms in the Previous and Target sets.
Figure 18: Comparison of the proportion of all stemmed words that are the term in question in both the previous and target set.
Figure 19: The number of blog posts containing each Significant Rising Term. The colour coding matches the % rise in the proportion of term occurrence. A Term that appears in a large number of blog posts is likely to be a stronger indication of a new trend that a Term that is concentrated in a single blog post.
Figure 20: Heatmap to show the distribution of the Rising Terms among blog posts. Red cells indicate the term does not appear. Orange cells indicate a relatively less-frequent term and yellow cells indicate terms that are relatively more frequent
in a given document. This also shows how terms may be clustered according to their occurrence and how blog posts may be clustered according to the Terms within them. The numbers are the identifiers assigned to each blog post.
Figure 21: Spread of standardised novelty among blog posts containing each Rising Term.
Figure 22: Spread of subjectivity score among blog posts containing each Rising Term.
Note: care should be exercised in interpreting these two plots since the number of blog posts for some terms is very small.
Correlation Between New and Rising Terms
This shows how significant terms from either the "New" and "Rising" sets appear together in blog posts. The visualisation is created using Gephi (v0.8 alpha). Using Gephi provides for good interactivity; the RisingTerm-Co-occurrence.gephi file can be downloaded and used in Gephi.
Figure 23: Graph of Co-occurrence of New and Rising Terms.
Interpreting the graph: terms are colour coded according to clustering aparrent in the results; the nodes are scaled according to the statistical significance; the lines joining the nodes are scaled according to the number of co-occurrences.
The blog posts containing the significant rising terms are listed below.
Significant Established Terms
These are terms with a statistically-significant increase but with a freqency of 0.05% or more on average in the Previous set and hence are considered to be established upwards trends rather than indicators of a possible weak signal. Since this report is primarily concerned with Weak Signal detection, relatively little emphasis is given to Established Terms.
Figure 25: Significant rising terms and their percentage of rise. Colour coding is identical to the Rising Term plot.
Figure 26: Significant rising terms and their level of significance. Colour coding matches the significance value as in the Rising Term plot.
Significant Falling Terms
Figure 27: Significant falling terms and their percentage of fall. Colour coding matches the % fall.
Figure 28: Significant falling terms. Colour coding matches the statistical significance.
Figure 29: The number of occurrences of the Falling Terms in the previous and target sets of blog posts.
Figure 30: Comparison of the proportion of all stemmed words that are the term in question in both the previous and target sets.
Blog posts Highlighted by the Analysis
Blog posts marked "** Top 10 **" are those where the blog post contains the greatest number of distinct terms that are either Rising, Established or New.
Blog posts Containing the Significant New Terms
See the end of this report for information about the source of blog posts.
Blog posts Containing "asynchronous"
- Innovating e-Learning 2011 (#jiscel11)
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-10-18 (id=10
)
Ancillary Measures: Novelty= 0.204 , Subjectivity= 0.046 Max Author Betweenness= NA
Just a reminder that the JISC online conference "Innovating e-Learning 2011" is taking place next month from 22- 25 November, with a pre-activity week starting on 15th November. As ever the programme is filled with a broad range of presentations around the latest developments in the use of technology, and some great key note speakers including David Puttnam (Lord Puttnam of Queensgate). Over the years I've found the JISC online conference really useful both for the range of presenters, keynotes and the mix of synchronous and asynchronous sessions and discussions. Being online it gives a great deal of flexibility and no need for my usual 'silly-o''clock" start times to get to a conference. A word of caution tho' - it can suck you in so don't expect that you can fully engage in ...
- (Open) Educational practice and (digital) literacy
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-11-25 (id=110
)
Ancillary Measures: Novelty= -0.124 , Subjectivity= 0.085 Max Author Betweenness= NA
I've been dipping in and out of the JISC online conference this week. As usual, there has been a great mix of live presentations and asynchronous discussion. Two themes have risen to the top of my mind, (open) educational practice and (digital) literacy. I also recently attended the Mainstreaming Open Educational Practices Forum co-hosted by the OPAL and Concede projects and UNESCO. So this post is a sort of summary of my reaction and reflections to issues raised during both these events. Apologies, this maybe a bit of rambling rant!When working in any new or niche area, terminology and or jargon is always an issue. I've always disliked the term "e-learning", and prefer to talk about "learning". However I do realise that there are valid reasons for using the term, not least ...
- The evaluation of assessment diaries and GradeMark at the University of Glamorgan
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-12 (id=255
** Top 10 **)
Ancillary Measures: Novelty= -0.352 , Subjectivity= 0.059 Max Author Betweenness= NA
Two major, institution-wide innovations introduced in recent years at the University of Glamorgan are the subject of this project, funded as part of the JISC Assessment and Feedback Programme Strand B. Arising as a result of a Change academy project running from 2008-10, the use of assessment diaries for scheduling and planning assessment, and GradeMark for online marking, have been adopted across the institution to various extents within different schools and faculties. This new JISC project will examine the reasons for variation in adoption and explore staff and student experiences of these technologies as well as exploring strategies for staff development to encourage wider uptake. The assessment diary system is a very simple, but very elegant approach to dealing with the issue of ...
- Student-generated content for learning
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-12 (id=256
)
Ancillary Measures: Novelty= -0.337 , Subjectivity= 0.065 Max Author Betweenness= NA
Finding ways of engaging learners while maximising their learning, without negatively impacting on either staff or student workloads and that fit constrained institutional budgets is no small task, but the Student-Generated Content for Learning: Enhancing Engagement, Feedback and Performance project based at the University of Edinburgh is evaluating the use of technology that seems to do just that. PeerWise, developed by the Department of Computer Science at the University of Auckland, is a free system designed not only to allow students to develop and publish their own questions but also to support a variety of social activities around those questions. As well as simply answering others’ questions to test their own knowledge, students can also comment on questions, rate them and ...
- The e-Feedback Evaluation Project
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-15 (id=260
)
Ancillary Measures: Novelty= -0.5 , Subjectivity= 0.093 Max Author Betweenness= NA
Assessment of language learning naturally presents some unique challenges for both teaching staff and learners. Regular practice of both spoken and written language production is a vital part of language training and requires a significant amount of ongoing feedback to support the acquisition of competence in the subject. In a distance learning context in particular, but similarly in any setting where feedback is provided asynchronously rather than face-to-face, providing meaningful feedback on spoken texts especially is challenging, often requiring spoken feedback to correct pronunciation and structuring errors. There have been a number of exciting projects around audio feedback in recent years, including the Optimising Audio Feedback project at Aberystwyth University, Sounds Good at ...
- Under development: eMargin
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-10 (id=275
)
Ancillary Measures: Novelty= -0.001 , Subjectivity= 0.044 Max Author Betweenness= NA
When I was studying English at university, one of the more engaging and intriguing sites of discussion and debate was the margins of printed texts. These are the ultimate asynchronous discussions, taking place over decades in some cases, rarely revisted by their participants once they’d left their comment on previous comments. It was fascinating to encounter often very different perceptions on both primary and secondary texts, and they encouraged me to reflect on my own interpretations and arguments as well as articulating them in the form of comments added to those already there. These serendipitous discoveries definitely enhanced my learning experience, providing the opportunity to discuss texts and solidify my understanding significantly beyond that provided by limited ...
Blog posts Containing "grademark"
- The evaluation of assessment diaries and GradeMark at the University of Glamorgan
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-12 (id=255
** Top 10 **)
Ancillary Measures: Novelty= -0.352 , Subjectivity= 0.059 Max Author Betweenness= NA
Two major, institution-wide innovations introduced in recent years at the University of Glamorgan are the subject of this project, funded as part of the JISC Assessment and Feedback Programme Strand B. Arising as a result of a Change academy project running from 2008-10, the use of assessment diaries for scheduling and planning assessment, and GradeMark for online marking, have been adopted across the institution to various extents within different schools and faculties. This new JISC project will examine the reasons for variation in adoption and explore staff and student experiences of these technologies as well as exploring strategies for staff development to encourage wider uptake. The assessment diary system is a very simple, but very elegant approach to dealing with the issue of ...
- Evaluating the Benefits of Electronic Assessment Management
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-14 (id=258
** Top 10 **)
Ancillary Measures: Novelty= -0.352 , Subjectivity= 0.095 Max Author Betweenness= NA
Examining the embedding of electronic assessment management (EAM) within both administrative and teaching and learning practice is the main focus of the Evaluating the Benefits of Electronic Assessment Management (EBEAM) project running at the University of Huddersfield as part of the JISC Assessment and Feedback programme Strand B. This 18 month project will look at how Turnitin, incorporating GradeMark and eRater, addresses student, staff and institutional requirements for timely, invidiualised and focused feedback, reduced staff workloads and increasing reflection on practice, and cost-effective, scaleable and sustainable innovation. The dual focus on administrative and pedagogic aspects is crucial for real uptake of any new technology or process. By providing a supportive ...
- Online Coursework Management Evaluation
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-15 (id=259
)
Ancillary Measures: Novelty= -0.228 , Subjectivity= 0.043 Max Author Betweenness= NA
The University of Exeter has developed an entirely online end-to-end coursework management system which is the subject of the Online Coursework Management Evaluation (OCME) project funded by JISC as part of the Assessment and Feedback programme Strand B. This system sees the integration of Moodle and Turnitin within the university’s Exeter Learning Environment (ELE). Assignments are submitted through the ELE, assigned an originality score by Turnitin, then available for marking through GradeMark (a commercial online marking system within Turnitin) or MS Word markup. Feedback is returned to students either via uploaded forms or bespoke feedback forms, and are made available for viewing by both individual students and the personal tutor assigned to support them. Initially ...
- JISC Assessment and Feedback Programme Strand B
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-31 (id=279
** Top 10 **)
Ancillary Measures: Novelty= -0.5 , Subjectivity= 0.061 Max Author Betweenness= NA
Where the JISC Assessment and Feedback Programme Strand A projects are focused on identifying and introducing new assessment and feedback processes and practices, the Strand B Evidence and Evaluation projects are reviewing the impact and implications of innovations and transformations that have already taken place, and exploring how these can be extended to new contexts and environments. These eight projects cover a broad range of approaches and will provide invaluable insight into the value of such changes for institutions, learners and staff. The EFFECT: Evaluating feedback for elearning: centralised tutors project at the University of Dundee will examine the success of esubmission and their TQFE-Tutor system, a centralised email account, blog and microblog supporting their online PDP ...
Blog posts Containing "inloc"
- Badges - another take
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-11-30 (id=395
)
Ancillary Measures: Novelty= -0.089 , Subjectivity= 0.086 Max Author Betweenness= NA
Badges can be seen as recognisable tokens of status or achievement. But tokens don't work in a vacuum, they depend on other things to make them work. Perhaps looking at these may help us understand how they might be used, both for portfolios and elsewhere. Rowin wrote a useful post a few weeks ago, and the topic has retained a buzz. Taking this forward, I'd like to discuss specifically the aspects of badges — and indeed any other certificate — relevant both to portfolio tools and to competence definitions. Because the focus here is on badges, I'll use the term "badge" occasionally to include what is normally thought of as a certificate. A badge, by being worn, expresses a claim to something. Some real badges may express the proposition that the wearer is a member of some ...
- ICT Skills
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-12-13 (id=396
)
Ancillary Measures: Novelty= -0.036 , Subjectivity= 0.071 Max Author Betweenness= NA
Several of us in CETIS have been to the CEN Workshop Learning Technologies (WS-LT), but as far as I know none yet to a closely related Workshop on ICT Skills. Their main claim to fame is the European e-Competence Framework (e-CF), a simpler alternative to SFIA (developed by the BCS and partners). It was interesting on several counts, and raises some questions we could all give an opinion on. The meeting was on 2011-12-12 at the CEN meeting rooms in Brussels. I was there on two counts: first as a CETIS and BSI member of CEN WS-LT and TC 353, and second as the team leader of InLOC, which has the e-CF mentioned in its terms of reference. There was a good attendance of 35 people, just a few of whom I had met before. Some members are ICT employers, but more are either self-employed or ...
- Where are the customers?
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2012-01-16 (id=397
)
Ancillary Measures: Novelty= 0.017 , Subjectivity= 0.099 Max Author Betweenness= NA
All of us in the learning technology standards community share the challenge of knowing who our real customers are. Discussion at the January CEN Workshop on Learning Technologies (WS-LT) was a great stimulus for my further reflection — should we be thinking more of national governments?Let's review the usual stakeholder suspects: education and training providers; content providers; software developers; learners; the European Commission. I'll gesture (superficially) towards arguing that each one of these may indeed be stakeholders, but the direction of the argument is that there is a large space in our clientele and attendance for those who are directly interested and can pay. Let's start with the the providers of education and training. They do certainly have an interest in ...
Blog posts Containing "jiscassess"
- Under development: xGames
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-11-15 (id=252
)
Ancillary Measures: Novelty= 0.102 , Subjectivity= 0.086 Max Author Betweenness= NA
The xGames project, a collaboration between Reid Kerr and Anniesland colleges, has been running for nearly a year and is currently in the final stages of piloting its innovative use of wireless xBox360 controllers for classroom quizzes. Funded as part of the JISC Learning and Teaching Innovation Grants: SWaNI (Scotland, Wales and Northern Ireland) FE programme, the project has produced a highly user friendly question editor to allow complete novices to quiz and game design to easily author questions. These questions can then be played in one of several games designed by the project on a large screen linked to a standard Windows PC fitted with USB receivers for up to four wireless xBox controllers. Using wireless controllers is crucial as the range of the sensors allows a great deal ...
- Making Assessment Count Evaluation project
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-11-30 (id=254
)
Ancillary Measures: Novelty= -0.237 , Subjectivity= 0.065 Max Author Betweenness= NA
The Making Assessment Count (MAC) project ran from November 2008 to October 2010, funded by JISC as part of their Transforming Curriculum Delivery through Technology programme and led by the University of Westminster. Focused on the desire to engage students with assessment feedback provided to them, it explored processes for encouraging and guiding student reflection on feedback and developing a dialogue between learners and teachers around feedback. Participants at a joint Making Assessment Count/JISC CETIS event on Assessment and Feedback back in February 2011 heard not only from project staff but also from students who were actively using the system and whose enthusiasm for it and recognition of its impact on their development as learners was genuinely inspiring. Although the ...
- The evaluation of assessment diaries and GradeMark at the University of Glamorgan
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-12 (id=255
** Top 10 **)
Ancillary Measures: Novelty= -0.352 , Subjectivity= 0.059 Max Author Betweenness= NA
Two major, institution-wide innovations introduced in recent years at the University of Glamorgan are the subject of this project, funded as part of the JISC Assessment and Feedback Programme Strand B. Arising as a result of a Change academy project running from 2008-10, the use of assessment diaries for scheduling and planning assessment, and GradeMark for online marking, have been adopted across the institution to various extents within different schools and faculties. This new JISC project will examine the reasons for variation in adoption and explore staff and student experiences of these technologies as well as exploring strategies for staff development to encourage wider uptake. The assessment diary system is a very simple, but very elegant approach to dealing with the issue of ...
- Student-generated content for learning
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-12 (id=256
)
Ancillary Measures: Novelty= -0.337 , Subjectivity= 0.065 Max Author Betweenness= NA
Finding ways of engaging learners while maximising their learning, without negatively impacting on either staff or student workloads and that fit constrained institutional budgets is no small task, but the Student-Generated Content for Learning: Enhancing Engagement, Feedback and Performance project based at the University of Edinburgh is evaluating the use of technology that seems to do just that. PeerWise, developed by the Department of Computer Science at the University of Auckland, is a free system designed not only to allow students to develop and publish their own questions but also to support a variety of social activities around those questions. As well as simply answering others’ questions to test their own knowledge, students can also comment on questions, rate them and ...
- Evaluating feedback for elearning: centralised tutors
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-13 (id=257
)
Ancillary Measures: Novelty= -0.292 , Subjectivity= 0.077 Max Author Betweenness= NA
Providing fast, focused feedback to a cohort of 200 busy professionals undertaking vocational distance learning with tuition provided by a diminishing number of tutors, a number of whom are part-time, is definitely a challenging undertaking, and one for which the TQFE-Tutor system at the University of Dundee provides an innovative centralised approach. The Evaluating Feedback for eLearning: Centralised Tutors (EFFECT) project, part of the JISC Assessment and Feedback programme Strand B, will be exploring the impact of this system and considering ways of further refining the process to maximise efficiency and student benefits. Students studying on the Teaching Qualification (Further Education) programme at Dundee since the start of the 2010-11 session have been supported by a centralised ...
- Evaluating the Benefits of Electronic Assessment Management
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-14 (id=258
** Top 10 **)
Ancillary Measures: Novelty= -0.352 , Subjectivity= 0.095 Max Author Betweenness= NA
Examining the embedding of electronic assessment management (EAM) within both administrative and teaching and learning practice is the main focus of the Evaluating the Benefits of Electronic Assessment Management (EBEAM) project running at the University of Huddersfield as part of the JISC Assessment and Feedback programme Strand B. This 18 month project will look at how Turnitin, incorporating GradeMark and eRater, addresses student, staff and institutional requirements for timely, invidiualised and focused feedback, reduced staff workloads and increasing reflection on practice, and cost-effective, scaleable and sustainable innovation. The dual focus on administrative and pedagogic aspects is crucial for real uptake of any new technology or process. By providing a supportive ...
- Online Coursework Management Evaluation
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-15 (id=259
)
Ancillary Measures: Novelty= -0.228 , Subjectivity= 0.043 Max Author Betweenness= NA
The University of Exeter has developed an entirely online end-to-end coursework management system which is the subject of the Online Coursework Management Evaluation (OCME) project funded by JISC as part of the Assessment and Feedback programme Strand B. This system sees the integration of Moodle and Turnitin within the university’s Exeter Learning Environment (ELE). Assignments are submitted through the ELE, assigned an originality score by Turnitin, then available for marking through GradeMark (a commercial online marking system within Turnitin) or MS Word markup. Feedback is returned to students either via uploaded forms or bespoke feedback forms, and are made available for viewing by both individual students and the personal tutor assigned to support them. Initially ...
- The e-Feedback Evaluation Project
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-15 (id=260
)
Ancillary Measures: Novelty= -0.5 , Subjectivity= 0.093 Max Author Betweenness= NA
Assessment of language learning naturally presents some unique challenges for both teaching staff and learners. Regular practice of both spoken and written language production is a vital part of language training and requires a significant amount of ongoing feedback to support the acquisition of competence in the subject. In a distance learning context in particular, but similarly in any setting where feedback is provided asynchronously rather than face-to-face, providing meaningful feedback on spoken texts especially is challenging, often requiring spoken feedback to correct pronunciation and structuring errors. There have been a number of exciting projects around audio feedback in recent years, including the Optimising Audio Feedback project at Aberystwyth University, Sounds Good at ...
- InterACT: modelling feedback flow
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2012-01-25 (id=263
)
Ancillary Measures: Novelty= -0.292 , Subjectivity= 0.052 Max Author Betweenness= NA
The InterACT project at the University of Dundee, part of the JISC Assessment and Feedback Programme Strand A (institutional change) is working on enhancing feedback dialogue, reflection and feed-forward in a large postgraduate online distance learning course in medical education. The course is unusual in that progress is heavily learner-driven: as students are working professionals they are able to enrol and submit assignments at any time they chose rather than according to a predetermined course timetable, and while this significantly increases the flexibility and accessibility of the course, this lack of external structure can impact, together with the higher attrition rates noted in online distance learning in general, on student progress and retention. Assessment feedback has ...
- Evaluating Electronic Voting Systems for Enhancing Student Experience
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2012-01-26 (id=265
** Top 10 **)
Ancillary Measures: Novelty= -0.303 , Subjectivity= 0.045 Max Author Betweenness= NA
The eighth project in Strand B (Evidence and Evaluation) of the JISC Assessment and Feedback Programme is Evaluating Electronic Voting Systems for Enhancing Student Experience (EEVS), based at the University of Hertfordshire. This one year project is undertaking an extensive review of the use of electronic voting systems (EVS) in a range of schools across the institution, gathering testimony from both staff and students on their experiences, insights and identified issues and success factors. Hertfordshire has invested substantially in assessment and feedback in recent years, with an extensive programme of innovations including the purchase of nearly four thousand EVS handsets for use in teaching in eight schools. The initial response to their introduction, from both staff and ...
- JISC Assessment and Feedback Programme Strand A
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-31 (id=278
** Top 10 **)
Ancillary Measures: Novelty= -0.352 , Subjectivity= 0.095 Max Author Betweenness= NA
JISC has a long tradition of providing support and encouragement for innovative assessment activities, recognising the crucial role assessment plays in education and the significant concerns about the current state of university assessment and feedback repeatedly revealed by the National Student Survey, stimulus for the National Union of Students’ recent high profile Feedback Amnesty campaign. Their latest work in this area is focused on a substantial programme of projects funded under the three strands of the current Assessment and Feedback Programme, covering institutional change, evidence and evaluation, and technology transfer. The twenty projects that successfully bid for funding under this programme address a wide range of assessment and feedback processes and educational ...
- JISC Assessment and Feedback Programme Strand B
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-31 (id=279
** Top 10 **)
Ancillary Measures: Novelty= -0.5 , Subjectivity= 0.061 Max Author Betweenness= NA
Where the JISC Assessment and Feedback Programme Strand A projects are focused on identifying and introducing new assessment and feedback processes and practices, the Strand B Evidence and Evaluation projects are reviewing the impact and implications of innovations and transformations that have already taken place, and exploring how these can be extended to new contexts and environments. These eight projects cover a broad range of approaches and will provide invaluable insight into the value of such changes for institutions, learners and staff. The EFFECT: Evaluating feedback for elearning: centralised tutors project at the University of Dundee will examine the success of esubmission and their TQFE-Tutor system, a centralised email account, blog and microblog supporting their online PDP ...
- JISC Assessment and Feedback Programme Strand C
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-31 (id=280
)
Ancillary Measures: Novelty= -0.094 , Subjectivity= 0.1 Max Author Betweenness= NA
The final part of the current JISC Assessment and Feedback Programme, Strand C provides support for technical development work to ‘package a technology innovation in assessment and feedback for re-use (with associated processes and practice), and support its transfer to two or more named external institutions’. This will see a number of innovative systems, including those developed over recent years with direct support from JISC, that have reached sufficient maturity adopted outside their originating institution and used to directly enhance teaching and learning. The Open Mentor Technology Transfer (OMtetra) project will see The Open University’s Open Mentor system packaged and transferred to the University of Southampton and King’s College London. This unique ...
Blog posts Containing "node"
- The Learning Registry: Rough Guide for Contributors
-
John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-11-22 (id=170
)
Ancillary Measures: Novelty= 0.019 , Subjectivity= 0.094 Max Author Betweenness= NA
Update: For clarity, this is a piece of documentation for a specific group rather than a “regular” blog post. It may be of wider interest but it makes a number of contextual assumptions…This document assumes that you have some familiarity with intent of the Learning Registry (LR) http://www. learningregistry. org/ and that you are interested in contributing information about your resources. It lists a few things to consider before you get into the detail of the how to guide. More extensive information is available from the Learning Registry document collection. This document draws on that documentation (By US Dept of Ed, SRI International, and others) and feedback from the LR development team. It’s primary audience are those in the UK community thinking about ...
- JISC Learning Registry Node Experiment
-
Lornas Blog, http://blogs.cetis.ac.uk/lmc/ 2011-11-07 (id=341
)
Ancillary Measures: Novelty= -0.083 , Subjectivity= 0.091 Max Author Betweenness= NA
Over the last decade the volume and range of educational content available on the Internet has grown exponentially, boosted by the recent proliferation of open educational resources. While search engines such as Google have made it easier to discover all kinds of content, one critical factor is missing where educational resources are concerned – context. Whether you are a teacher, learner or content provider, when it comes to discovering and using educational resources, context is key. Search engines may help you to find educational resources but they will tell you little of how those resources have been used, by whom, in what context and with which outcome. Formal educational metadata standards have gone some way to addressing this problem, but it has proved to be extremely ...
- The JLeRN Experiment
-
Lornas Blog, http://blogs.cetis.ac.uk/lmc/ 2012-01-13 (id=344
)
Ancillary Measures: Novelty= -0.025 , Subjectivity= 0.023 Max Author Betweenness= NA
Towards the end of last year we reported that JISC had approved funding for the development of an experimental Learning Registry node here in the UK, the first node of its kind to be developed outwith the US. The JLeRN Experiment, which is being undertaken by Mimas at the University of Manchester, with input from CETIS and JISC, launched in early December. The JLeRN team is being led by Sarah Currier with the technical development being undertaken by Nick Syrotiuk and Bharti Gupta. JLeRN / UK Contributors Learning Registry HackdayThe aim of this proof of concept project is to explore the practicalities of configuring and running a Learning Registry node and to explore the practicalities of getting data in and out of the network. The team are actively seeking any technical ...
Blog posts Containing "noss"
- The logic of National Occupational Standards
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-18 (id=391
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.104 Max Author Betweenness= NA
(16th in my logic of competence series)I've mentioned NOSs (UK National Occupational Standards) many times in earlier posts in this series, (3, 5, 6, 8, 9, 12, 14) but last week I was fortunate to visit a real SSC—LANTRA— talk to some very friendly and helpful people there and elsewhere, and reflect further on the logic of NOSs. One thing that became clear is that NOSs have specific uses, not exactly the same as some of the other competence-related concepts I've been writing about. Following this up, on the UKCES website I soon found the very helpful "Guide to Developing National Occupational Standards" (pdf) by Geoff Carroll and Trevor Boutall, written quite recently: March 2010. For brevity, I'll refer to this as "the NOS Guide". The NOS GuideI won't review the whole NOS ...
- The logic of competence assessability
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-31 (id=392
** Top 10 **)
Ancillary Measures: Novelty= -0.373 , Subjectivity= 0.121 Max Author Betweenness= NA
(17th in my logic of competence series)The discussion of NOS in the previous post clearly implicated assessability. Actually, assessment has been on the agenda right from the start of this series: claims and requirements are for someone "good" for a job or role. How do we assess what is "good" as opposed to "poor"? The logic of competence partly relies on the logic of assessability, so the topic deserves a closer look. "Assessability" isn't a common word. I mean, as one might expect, the quality of being assessable. Here, this applies to competence concept definitions. Given a definition of skill or competence, will people be able to use that definition to consistently assess the extent to which an individual has that skill or competence? If so, the definition is assessable. ...
- Representing level relationships
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-09-06 (id=393
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.089 Max Author Betweenness= NA
(18th in my logic of competence series)Having prepared the ground, I'm now going to address in more detail how levels of competence can best be represented, and the implications for the rest of representing competence structures. Levels can be represented similar to other competence concept definitions, but need different relationships. I've written about how giving levels to competence reflects common usage, at least for competence concepts that are not entirely assessable, and that the labels commonly used for levels are not unique identifiers; about how defining levels of assessment fits into a competence structure; and lately about how defining levels is one approach to raising the assessability of competence concepts. Later: shortly after first writing this, I put together the ideas ...
Blog posts Containing "song"
- Embedding LAMS sequences
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-09-29 (id=5
)
Ancillary Measures: Novelty= 0.139 , Subjectivity= 0.1 Max Author Betweenness= NA
This is just a quick test to show the new embed feature of LAMS sequences you can now get embed code for sequences from the LAMS Community site. You should be able to preview this sequecce, and edit by using LessonLAMS. Great step forward from the LAMS team. LAMS Sequence: Exploring Song LyricsBy: James Dalziel License: | | | |
- Author not found
-
John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2012-01-25 (id=169
)
Ancillary Measures: Novelty= 0.034 , Subjectivity= 0.109 Max Author Betweenness= NA
I posted a while ago about my upcoming move to the USA and today is my last working day at CETIS. Later in the week I’ll be getting on a plane to head over to Seattle and continue job-hunting on the West Coast. I’m looking forward to the challenge and new opportunities but will miss my colleagues and all those I’ve worked with (in particular all those who have been involved in UKOER). I’ve really enjoyed working with the programmes and thinking through the differences, pitfalls, and opportunities openness affords. I’ll look forward to hearing in due course how the Phase 3 and Rapid Innovation projects develop. I am very grateful for the opportunity I’ve had to work for CETIS and have been privileged to work with some great people. No matter how ...
- The logic of competence assessability
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-31 (id=392
** Top 10 **)
Ancillary Measures: Novelty= -0.373 , Subjectivity= 0.121 Max Author Betweenness= NA
(17th in my logic of competence series)The discussion of NOS in the previous post clearly implicated assessability. Actually, assessment has been on the agenda right from the start of this series: claims and requirements are for someone "good" for a job or role. How do we assess what is "good" as opposed to "poor"? The logic of competence partly relies on the logic of assessability, so the topic deserves a closer look. "Assessability" isn't a common word. I mean, as one might expect, the quality of being assessable. Here, this applies to competence concept definitions. Given a definition of skill or competence, will people be able to use that definition to consistently assess the extent to which an individual has that skill or competence? If so, the definition is assessable. ...
- Representing level relationships
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-09-06 (id=393
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.089 Max Author Betweenness= NA
(18th in my logic of competence series)Having prepared the ground, I'm now going to address in more detail how levels of competence can best be represented, and the implications for the rest of representing competence structures. Levels can be represented similar to other competence concept definitions, but need different relationships. I've written about how giving levels to competence reflects common usage, at least for competence concepts that are not entirely assessable, and that the labels commonly used for levels are not unique identifiers; about how defining levels of assessment fits into a competence structure; and lately about how defining levels is one approach to raising the assessability of competence concepts. Later: shortly after first writing this, I put together the ideas ...
Blog posts Containing "workload"
- The evaluation of assessment diaries and GradeMark at the University of Glamorgan
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-12 (id=255
** Top 10 **)
Ancillary Measures: Novelty= -0.352 , Subjectivity= 0.059 Max Author Betweenness= NA
Two major, institution-wide innovations introduced in recent years at the University of Glamorgan are the subject of this project, funded as part of the JISC Assessment and Feedback Programme Strand B. Arising as a result of a Change academy project running from 2008-10, the use of assessment diaries for scheduling and planning assessment, and GradeMark for online marking, have been adopted across the institution to various extents within different schools and faculties. This new JISC project will examine the reasons for variation in adoption and explore staff and student experiences of these technologies as well as exploring strategies for staff development to encourage wider uptake. The assessment diary system is a very simple, but very elegant approach to dealing with the issue of ...
- Student-generated content for learning
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-12 (id=256
)
Ancillary Measures: Novelty= -0.337 , Subjectivity= 0.065 Max Author Betweenness= NA
Finding ways of engaging learners while maximising their learning, without negatively impacting on either staff or student workloads and that fit constrained institutional budgets is no small task, but the Student-Generated Content for Learning: Enhancing Engagement, Feedback and Performance project based at the University of Edinburgh is evaluating the use of technology that seems to do just that. PeerWise, developed by the Department of Computer Science at the University of Auckland, is a free system designed not only to allow students to develop and publish their own questions but also to support a variety of social activities around those questions. As well as simply answering others’ questions to test their own knowledge, students can also comment on questions, rate them and ...
- Evaluating feedback for elearning: centralised tutors
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-13 (id=257
)
Ancillary Measures: Novelty= -0.292 , Subjectivity= 0.077 Max Author Betweenness= NA
Providing fast, focused feedback to a cohort of 200 busy professionals undertaking vocational distance learning with tuition provided by a diminishing number of tutors, a number of whom are part-time, is definitely a challenging undertaking, and one for which the TQFE-Tutor system at the University of Dundee provides an innovative centralised approach. The Evaluating Feedback for eLearning: Centralised Tutors (EFFECT) project, part of the JISC Assessment and Feedback programme Strand B, will be exploring the impact of this system and considering ways of further refining the process to maximise efficiency and student benefits. Students studying on the Teaching Qualification (Further Education) programme at Dundee since the start of the 2010-11 session have been supported by a centralised ...
- Evaluating the Benefits of Electronic Assessment Management
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-14 (id=258
** Top 10 **)
Ancillary Measures: Novelty= -0.352 , Subjectivity= 0.095 Max Author Betweenness= NA
Examining the embedding of electronic assessment management (EAM) within both administrative and teaching and learning practice is the main focus of the Evaluating the Benefits of Electronic Assessment Management (EBEAM) project running at the University of Huddersfield as part of the JISC Assessment and Feedback programme Strand B. This 18 month project will look at how Turnitin, incorporating GradeMark and eRater, addresses student, staff and institutional requirements for timely, invidiualised and focused feedback, reduced staff workloads and increasing reflection on practice, and cost-effective, scaleable and sustainable innovation. The dual focus on administrative and pedagogic aspects is crucial for real uptake of any new technology or process. By providing a supportive ...
- Evaluating Electronic Voting Systems for Enhancing Student Experience
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2012-01-26 (id=265
** Top 10 **)
Ancillary Measures: Novelty= -0.303 , Subjectivity= 0.045 Max Author Betweenness= NA
The eighth project in Strand B (Evidence and Evaluation) of the JISC Assessment and Feedback Programme is Evaluating Electronic Voting Systems for Enhancing Student Experience (EEVS), based at the University of Hertfordshire. This one year project is undertaking an extensive review of the use of electronic voting systems (EVS) in a range of schools across the institution, gathering testimony from both staff and students on their experiences, insights and identified issues and success factors. Hertfordshire has invested substantially in assessment and feedback in recent years, with an extensive programme of innovations including the purchase of nearly four thousand EVS handsets for use in teaching in eight schools. The initial response to their introduction, from both staff and ...
- Under development: Sharing Higher Education Data
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-25 (id=277
)
Ancillary Measures: Novelty= -0.097 , Subjectivity= 0.142 Max Author Betweenness= NA
Meaningful work placements and graduate employability have always been an important part of university education and preparation for a professional future in certain disciplines, and are arguably even more so today in a climate of limited employment opportunities, with high university fees and loans positioning students as customers investing in their future careers. Certain subject areas enjoy good relationships with industry, providing industrial placements to give students real-world experience in their future fields, while local companies benefit from the expertise and cutting edge knowledge these students can bring to the workplace. Universities and colleges similarly benefit from this ongoing engagement with industry, ensuring their courses remain relevant and meaningful. ...
- JISC Assessment and Feedback Programme Strand A
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-31 (id=278
** Top 10 **)
Ancillary Measures: Novelty= -0.352 , Subjectivity= 0.095 Max Author Betweenness= NA
JISC has a long tradition of providing support and encouragement for innovative assessment activities, recognising the crucial role assessment plays in education and the significant concerns about the current state of university assessment and feedback repeatedly revealed by the National Student Survey, stimulus for the National Union of Students’ recent high profile Feedback Amnesty campaign. Their latest work in this area is focused on a substantial programme of projects funded under the three strands of the current Assessment and Feedback Programme, covering institutional change, evidence and evaluation, and technology transfer. The twenty projects that successfully bid for funding under this programme address a wide range of assessment and feedback processes and educational ...
Blog posts Containing the Significant Rising Terms
See the end of this report for information about the source of blog posts.
Blog posts Containing "assign"
- The Learning Registry: Rough Guide for Contributors
-
John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-11-22 (id=170
)
Ancillary Measures: Novelty= 0.019 , Subjectivity= 0.094 Max Author Betweenness= NA
Update: For clarity, this is a piece of documentation for a specific group rather than a “regular” blog post. It may be of wider interest but it makes a number of contextual assumptions…This document assumes that you have some familiarity with intent of the Learning Registry (LR) http://www. learningregistry. org/ and that you are interested in contributing information about your resources. It lists a few things to consider before you get into the detail of the how to guide. More extensive information is available from the Learning Registry document collection. This document draws on that documentation (By US Dept of Ed, SRI International, and others) and feedback from the LR development team. It’s primary audience are those in the UK community thinking about ...
- Information Principles for the Public Sector - the Case of Principle 4
-
Adam's Work Blog, http://blogs.cetis.ac.uk/adam/ 2012-01-30 (id=182
)
Ancillary Measures: Novelty= 0.184 , Subjectivity= 0.079 Max Author Betweenness= NA
In December 2011, Version 1. 0 of "Information Principles for the UK Public Sector" (pdf) was published by the Cabinet Office. The principles have been endorsed by both the CIO and CTO councils within government. What surprised me is how good this document is. The approach taken recognises that the principles will be implemented in diverse ways according to the context. It is well written and full of material which strikes me as being widely applicable (not just to government bodies) in addition to containing a number of points that indicate a progressive attitude to information. In particular, "Principle 4 - Information is Standardised and Linkable", gives me cause to nod with approval. The standards message is not, of course, a new one for The Government; it is the inclusion of ...
- Evaluating feedback for elearning: centralised tutors
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-13 (id=257
)
Ancillary Measures: Novelty= -0.292 , Subjectivity= 0.077 Max Author Betweenness= NA
Providing fast, focused feedback to a cohort of 200 busy professionals undertaking vocational distance learning with tuition provided by a diminishing number of tutors, a number of whom are part-time, is definitely a challenging undertaking, and one for which the TQFE-Tutor system at the University of Dundee provides an innovative centralised approach. The Evaluating Feedback for eLearning: Centralised Tutors (EFFECT) project, part of the JISC Assessment and Feedback programme Strand B, will be exploring the impact of this system and considering ways of further refining the process to maximise efficiency and student benefits. Students studying on the Teaching Qualification (Further Education) programme at Dundee since the start of the 2010-11 session have been supported by a centralised ...
- Online Coursework Management Evaluation
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-15 (id=259
)
Ancillary Measures: Novelty= -0.228 , Subjectivity= 0.043 Max Author Betweenness= NA
The University of Exeter has developed an entirely online end-to-end coursework management system which is the subject of the Online Coursework Management Evaluation (OCME) project funded by JISC as part of the Assessment and Feedback programme Strand B. This system sees the integration of Moodle and Turnitin within the university’s Exeter Learning Environment (ELE). Assignments are submitted through the ELE, assigned an originality score by Turnitin, then available for marking through GradeMark (a commercial online marking system within Turnitin) or MS Word markup. Feedback is returned to students either via uploaded forms or bespoke feedback forms, and are made available for viewing by both individual students and the personal tutor assigned to support them. Initially ...
- The e-Feedback Evaluation Project
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-15 (id=260
)
Ancillary Measures: Novelty= -0.5 , Subjectivity= 0.093 Max Author Betweenness= NA
Assessment of language learning naturally presents some unique challenges for both teaching staff and learners. Regular practice of both spoken and written language production is a vital part of language training and requires a significant amount of ongoing feedback to support the acquisition of competence in the subject. In a distance learning context in particular, but similarly in any setting where feedback is provided asynchronously rather than face-to-face, providing meaningful feedback on spoken texts especially is challenging, often requiring spoken feedback to correct pronunciation and structuring errors. There have been a number of exciting projects around audio feedback in recent years, including the Optimising Audio Feedback project at Aberystwyth University, Sounds Good at ...
- InterACT: modelling feedback flow
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2012-01-25 (id=263
)
Ancillary Measures: Novelty= -0.292 , Subjectivity= 0.052 Max Author Betweenness= NA
The InterACT project at the University of Dundee, part of the JISC Assessment and Feedback Programme Strand A (institutional change) is working on enhancing feedback dialogue, reflection and feed-forward in a large postgraduate online distance learning course in medical education. The course is unusual in that progress is heavily learner-driven: as students are working professionals they are able to enrol and submit assignments at any time they chose rather than according to a predetermined course timetable, and while this significantly increases the flexibility and accessibility of the course, this lack of external structure can impact, together with the higher attrition rates noted in online distance learning in general, on student progress and retention. Assessment feedback has ...
- JISC Assessment and Feedback Programme Strand B
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-31 (id=279
** Top 10 **)
Ancillary Measures: Novelty= -0.5 , Subjectivity= 0.061 Max Author Betweenness= NA
Where the JISC Assessment and Feedback Programme Strand A projects are focused on identifying and introducing new assessment and feedback processes and practices, the Strand B Evidence and Evaluation projects are reviewing the impact and implications of innovations and transformations that have already taken place, and exploring how these can be extended to new contexts and environments. These eight projects cover a broad range of approaches and will provide invaluable insight into the value of such changes for institutions, learners and staff. The EFFECT: Evaluating feedback for elearning: centralised tutors project at the University of Dundee will examine the success of esubmission and their TQFE-Tutor system, a centralised email account, blog and microblog supporting their online PDP ...
- Representing level relationships
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-09-06 (id=393
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.089 Max Author Betweenness= NA
(18th in my logic of competence series)Having prepared the ground, I'm now going to address in more detail how levels of competence can best be represented, and the implications for the rest of representing competence structures. Levels can be represented similar to other competence concept definitions, but need different relationships. I've written about how giving levels to competence reflects common usage, at least for competence concepts that are not entirely assessable, and that the labels commonly used for levels are not unique identifiers; about how defining levels of assessment fits into a competence structure; and lately about how defining levels is one approach to raising the assessability of competence concepts. Later: shortly after first writing this, I put together the ideas ...
Blog posts Containing "badge"
- 2011: a CETIS year in blogging
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2012-01-17 (id=261
** Top 10 **)
Ancillary Measures: Novelty= -0.064 , Subjectivity= 0.075 Max Author Betweenness= NA
If you subscribe to any of our CETIS mailing lists you’ll probably be aware that each month I send out a newsletter summarising our blog posts and news stories over the previous month as well as information on our publications, events and sector funding opportunities. As part of this I always include a Top Five posts section, highlighting the five most popular posts of the month - a really interesting look at what our audiences are actually interested in. So with the new year now firmly in place, it seemed like the ideal time to take a look back at what you enjoyed reading - and we enjoyed writing - in 2011…What you liked readingThe top 20 most read posts of 2011 were:UKOER 2: Dissemination protocols in use and Jorum representation (26 August 2011) John RobertsonMobile Web ...
- Badges, identity and the $2million prize fund
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-11 (id=276
)
Ancillary Measures: Novelty= 0.001 , Subjectivity= 0.097 Max Author Betweenness= NA
You’ll almost certainly have noticed some of the excitement that’s suddenly erupted around the use of badges in education. Perhaps you’ve heard that it’s the latest in a long line of ‘game changers for education’, maybe you’re even hoping for a slice of that $2million prize fund the HASTAC Initiative, Mozilla and the MacArthur Foundation are offering for work around their adoption and development through the Digital Media and Learning Badges for Lifelong Learning competition. Supported by a number of significant entities, including Intel, Microsoft and various US Government departments, the competition offers up to $200k each for a number of projects around content and infrastructure for badges for lifelong learning, as well as an $80k award ...
- Notes on badges
-
David Sherlock Blog, http://blogs.cetis.ac.uk/david/ 2011-11-24 (id=386
)
Ancillary Measures: Novelty= 0.247 , Subjectivity= 0.114 Max Author Betweenness= NA
If you haven’t heard about Mozillas Open Badge Initiative, a great explanation and round up lives on Rowins blog. As Rowin points out that badges ‘draw upon widespread use of badges and achievements in gaming‘ and as somebody who has many badges and achievements in various game systems I can’t help but wonder if some of the problems that have cropped up in games might cross over into the Open Badge Initiative. Some early thoughts:Nobody wants to complete a level using only a hyperblasterBadly designed meta-goals can ruin an experience, some players will attempt to do all the tasks asked of them to get as many as the badges, achievements or points as possible. Is it fun completing any levels in quake 4 with only a hyperblaster? No, but it gets you a badge. ...
- Badges - another take
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-11-30 (id=395
)
Ancillary Measures: Novelty= -0.089 , Subjectivity= 0.086 Max Author Betweenness= NA
Badges can be seen as recognisable tokens of status or achievement. But tokens don't work in a vacuum, they depend on other things to make them work. Perhaps looking at these may help us understand how they might be used, both for portfolios and elsewhere. Rowin wrote a useful post a few weeks ago, and the topic has retained a buzz. Taking this forward, I'd like to discuss specifically the aspects of badges — and indeed any other certificate — relevant both to portfolio tools and to competence definitions. Because the focus here is on badges, I'll use the term "badge" occasionally to include what is normally thought of as a certificate. A badge, by being worn, expresses a claim to something. Some real badges may express the proposition that the wearer is a member of some ...
Blog posts Containing "binarily"
- Developing a web analytics strategy for a distributed organisation
-
David Sherlock Blog, http://blogs.cetis.ac.uk/david/ 2011-11-02 (id=385
)
Ancillary Measures: Novelty= -0.014 , Subjectivity= 0.078 Max Author Betweenness= NA
For as long as I have been a web developer with CETIS we have relied on analysing server logs to give an indication of traffic sources and visitor trends. This approach existed long before I joined CETIS and seemed like a logical way of doing things, CETIS has had many web servers and many different developers have installed different tools and resources and since they were all using the same servers and producing the same style logs it has been a reasonable method of producing comparable stats. While this method of collecting stats has stayed the same over the life of CETIS, the direction of CETIS and the environment that it finds itself in has changed over time and a need for a new strategy has become apparent. Challenges from JISC CETIS and the environmentJISC CETIS is more ...
- The logic of National Occupational Standards
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-18 (id=391
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.104 Max Author Betweenness= NA
(16th in my logic of competence series)I've mentioned NOSs (UK National Occupational Standards) many times in earlier posts in this series, (3, 5, 6, 8, 9, 12, 14) but last week I was fortunate to visit a real SSC—LANTRA— talk to some very friendly and helpful people there and elsewhere, and reflect further on the logic of NOSs. One thing that became clear is that NOSs have specific uses, not exactly the same as some of the other competence-related concepts I've been writing about. Following this up, on the UKCES website I soon found the very helpful "Guide to Developing National Occupational Standards" (pdf) by Geoff Carroll and Trevor Boutall, written quite recently: March 2010. For brevity, I'll refer to this as "the NOS Guide". The NOS GuideI won't review the whole NOS ...
- The logic of competence assessability
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-31 (id=392
** Top 10 **)
Ancillary Measures: Novelty= -0.373 , Subjectivity= 0.121 Max Author Betweenness= NA
(17th in my logic of competence series)The discussion of NOS in the previous post clearly implicated assessability. Actually, assessment has been on the agenda right from the start of this series: claims and requirements are for someone "good" for a job or role. How do we assess what is "good" as opposed to "poor"? The logic of competence partly relies on the logic of assessability, so the topic deserves a closer look. "Assessability" isn't a common word. I mean, as one might expect, the quality of being assessable. Here, this applies to competence concept definitions. Given a definition of skill or competence, will people be able to use that definition to consistently assess the extent to which an individual has that skill or competence? If so, the definition is assessable. ...
- Representing level relationships
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-09-06 (id=393
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.089 Max Author Betweenness= NA
(18th in my logic of competence series)Having prepared the ground, I'm now going to address in more detail how levels of competence can best be represented, and the implications for the rest of representing competence structures. Levels can be represented similar to other competence concept definitions, but need different relationships. I've written about how giving levels to competence reflects common usage, at least for competence concepts that are not entirely assessable, and that the labels commonly used for levels are not unique identifiers; about how defining levels of assessment fits into a competence structure; and lately about how defining levels is one approach to raising the assessability of competence concepts. Later: shortly after first writing this, I put together the ideas ...
Blog posts Containing "caprét"
- CaPRéT: Getting to the Alpha Release
-
Lornas Blog, http://blogs.cetis.ac.uk/lmc/ 2011-08-19 (id=339
)
Ancillary Measures: Novelty= -0.024 , Subjectivity= 0.009 Max Author Betweenness= NA
Earlier this week Phil Barker wrote a blog post about the intriguing cut and paste attribution tool developed by the CaPRéT OER Technical Mini Project. CaPRéT has been developed by Brandon Muramatsu of MIT and Justin Ball and Joel Duffin of Tatemae. Brandon has now written a blog explaining how the team scoped and developed the alpha release of the CaPRéT tool and also how it works: CaPRéT uses the jQuery library and a jQuery clipboard extension to monitor the copy event on a given web page. At the time content is copied, the extension adds attribution information that was parsed from the page using the OER license parser. In addition, analytics are gathered at the time content is copied so that even if the user chooses to remove the attribution information the server still gathers ...
- OER Bookmarking Mini Project Update
-
Lornas Blog, http://blogs.cetis.ac.uk/lmc/ 2011-08-30 (id=340
)
Ancillary Measures: Novelty= 0.031 , Subjectivity= 0.053 Max Author Betweenness= NA
Following on from last week’s CaPRéT OER Technical Mini Project update we now have a progress report from Paul Horner of the University of Newcastle’s OER Bookmarking mini project. The project, which builds on the Dynamic Learning Maps initiative aims to:1. To develop a non-proprietary social bookmaking service to enhance resource discovery across the community. This will be designed specifically for OERs. 2. To provide an openly available and well documented API, enabling 3rd party systems to access and add to the resources and associated ‘paradata’. 3. To pilot the API and system in Dynamic Learning Maps. This will harvest resources for specific topics and add descriptors and links to these within personal and curriculum maps. In a recent post to the ...
- Testing Caprét
-
Phil Barker Blog, http://blogs.cetis.ac.uk/philb/ 2011-08-17 (id=434
)
Ancillary Measures: Novelty= -0.294 , Subjectivity= 0.038 Max Author Betweenness= NA
I’ve been testing the alpha release of CaPRéT , a tool that aids attribution and tracking of openly licensed content from web sites. According to the Caprét website. When a user cuts and pastes text from a CaPRéT-enabled site:The user gets the text as originally cut, and if their application supports the pasted text will also automatically include attribution and licensing information. The OER site can also track what text was cut, allowing them to better understand how users are using their site. I tested Caprét on a single page, my institutional home page and on this blog. To enable Caprét for material on a website you need to include links to four javascript files in your webpages. I went with the files hosted on the Caprét site so all I had to do was put this into my ...
Blog posts Containing "claim"
- Public funding, OER, and Academics - a brief reflection
-
John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-08-18 (id=155
)
Ancillary Measures: Novelty= 0.066 , Subjectivity= 0.06 Max Author Betweenness= NA
Earlier today Amber Thomas kicked off an interesting discussion on twitter about which institutions had a reputation for openness in various domains. One tangential thread from this conversation was a comment Pat Lockley made about the difference between openness that happens in connection to funded projects and openness that happens at your own initiative. I think Pat has a point but also think there are differences between models that work for individuals and models that work for institutions. I’ll reproduce some of the conversation here, as it raises some issues. Pat: my take is, if it’s done off your own back, it’s open, else it’s just “of kernes and gallowglasses supplied”Me: there’s a place for funded stuff & sustainable open models rely ...
- Badges, identity and the $2million prize fund
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-11 (id=276
)
Ancillary Measures: Novelty= 0.001 , Subjectivity= 0.097 Max Author Betweenness= NA
You’ll almost certainly have noticed some of the excitement that’s suddenly erupted around the use of badges in education. Perhaps you’ve heard that it’s the latest in a long line of ‘game changers for education’, maybe you’re even hoping for a slice of that $2million prize fund the HASTAC Initiative, Mozilla and the MacArthur Foundation are offering for work around their adoption and development through the Digital Media and Learning Badges for Lifelong Learning competition. Supported by a number of significant entities, including Intel, Microsoft and various US Government departments, the competition offers up to $200k each for a number of projects around content and infrastructure for badges for lifelong learning, as well as an $80k award ...
- The logic of competence assessability
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-31 (id=392
** Top 10 **)
Ancillary Measures: Novelty= -0.373 , Subjectivity= 0.121 Max Author Betweenness= NA
(17th in my logic of competence series)The discussion of NOS in the previous post clearly implicated assessability. Actually, assessment has been on the agenda right from the start of this series: claims and requirements are for someone "good" for a job or role. How do we assess what is "good" as opposed to "poor"? The logic of competence partly relies on the logic of assessability, so the topic deserves a closer look. "Assessability" isn't a common word. I mean, as one might expect, the quality of being assessable. Here, this applies to competence concept definitions. Given a definition of skill or competence, will people be able to use that definition to consistently assess the extent to which an individual has that skill or competence? If so, the definition is assessable. ...
- Representing level relationships
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-09-06 (id=393
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.089 Max Author Betweenness= NA
(18th in my logic of competence series)Having prepared the ground, I'm now going to address in more detail how levels of competence can best be represented, and the implications for the rest of representing competence structures. Levels can be represented similar to other competence concept definitions, but need different relationships. I've written about how giving levels to competence reflects common usage, at least for competence concepts that are not entirely assessable, and that the labels commonly used for levels are not unique identifiers; about how defining levels of assessment fits into a competence structure; and lately about how defining levels is one approach to raising the assessability of competence concepts. Later: shortly after first writing this, I put together the ideas ...
- Badges - another take
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-11-30 (id=395
)
Ancillary Measures: Novelty= -0.089 , Subjectivity= 0.086 Max Author Betweenness= NA
Badges can be seen as recognisable tokens of status or achievement. But tokens don't work in a vacuum, they depend on other things to make them work. Perhaps looking at these may help us understand how they might be used, both for portfolios and elsewhere. Rowin wrote a useful post a few weeks ago, and the topic has retained a buzz. Taking this forward, I'd like to discuss specifically the aspects of badges — and indeed any other certificate — relevant both to portfolio tools and to competence definitions. Because the focus here is on badges, I'll use the term "badge" occasionally to include what is normally thought of as a certificate. A badge, by being worn, expresses a claim to something. Some real badges may express the proposition that the wearer is a member of some ...
- ICT Skills
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-12-13 (id=396
)
Ancillary Measures: Novelty= -0.036 , Subjectivity= 0.071 Max Author Betweenness= NA
Several of us in CETIS have been to the CEN Workshop Learning Technologies (WS-LT), but as far as I know none yet to a closely related Workshop on ICT Skills. Their main claim to fame is the European e-Competence Framework (e-CF), a simpler alternative to SFIA (developed by the BCS and partners). It was interesting on several counts, and raises some questions we could all give an opinion on. The meeting was on 2011-12-12 at the CEN meeting rooms in Brussels. I was there on two counts: first as a CETIS and BSI member of CEN WS-LT and TC 353, and second as the team leader of InLOC, which has the e-CF mentioned in its terms of reference. There was a good attendance of 35 people, just a few of whom I had met before. Some members are ICT employers, but more are either self-employed or ...
- Learning resource metadata initiative
-
Phil Barker Blog, http://blogs.cetis.ac.uk/philb/ 2011-09-08 (id=435
)
Ancillary Measures: Novelty= -0.156 , Subjectivity= 0.093 Max Author Betweenness= NA
In the spirit of Godwin’s law, I would propose that“As any discussion about metadata grows longer the probability of a comparison to Google approaches one. ”Of course the comparison is usually that formal metadata is insignificant for the resource discovery needs of most people when compared to Google. On one hand this is an over simplification: metadata is important for resource management in general not just for resource discovery, the information contained in metadata can be exposed to Google and other search engines, and it helps resource discovery in other ways, for example in displaying relationships between resources that can be browsed and crawled. It remains, however, true that all the effort that has gone into formalising and standardising metadata schema has ...
Blog posts Containing "classroom"
- Can the flipped classroom disrupt the existing lecture-based teaching model in institutions?
-
Li Yuan's blog, http://blogs.cetis.ac.uk/cetisli 2011-11-16 (id=248
)
Ancillary Measures: Novelty= -0.179 , Subjectivity= 0.093 Max Author Betweenness= NA
HE institutions, from architecture and business to pedagogy and content delivery, have been designed for the classroom-based lecture model. However, rapid technological change now means that lecture capture technology is becoming widely available and lecturers can easily record their presentations so that students may view them anywhere, anytime. Millions of audios and videos of OERs have been produced by subject experts and are freely available at iTunes U for teachers and students to use and re-use in their teaching and learning. And students can search and find most of the information they need on Google, YouTube and social networks via their mobile phones or laptops. As a result of this ever-increasing student access to technology and online learning content, institutions and ...
- Under development: xGames
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-11-15 (id=252
)
Ancillary Measures: Novelty= 0.102 , Subjectivity= 0.086 Max Author Betweenness= NA
The xGames project, a collaboration between Reid Kerr and Anniesland colleges, has been running for nearly a year and is currently in the final stages of piloting its innovative use of wireless xBox360 controllers for classroom quizzes. Funded as part of the JISC Learning and Teaching Innovation Grants: SWaNI (Scotland, Wales and Northern Ireland) FE programme, the project has produced a highly user friendly question editor to allow complete novices to quiz and game design to easily author questions. These questions can then be played in one of several games designed by the project on a large screen linked to a standard Windows PC fitted with USB receivers for up to four wireless xBox controllers. Using wireless controllers is crucial as the range of the sensors allows a great deal ...
- Evaluating Electronic Voting Systems for Enhancing Student Experience
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2012-01-26 (id=265
** Top 10 **)
Ancillary Measures: Novelty= -0.303 , Subjectivity= 0.045 Max Author Betweenness= NA
The eighth project in Strand B (Evidence and Evaluation) of the JISC Assessment and Feedback Programme is Evaluating Electronic Voting Systems for Enhancing Student Experience (EEVS), based at the University of Hertfordshire. This one year project is undertaking an extensive review of the use of electronic voting systems (EVS) in a range of schools across the institution, gathering testimony from both staff and students on their experiences, insights and identified issues and success factors. Hertfordshire has invested substantially in assessment and feedback in recent years, with an extensive programme of innovations including the purchase of nearly four thousand EVS handsets for use in teaching in eight schools. The initial response to their introduction, from both staff and ...
Blog posts Containing "coherent"
- Summary of technologies in use in the JISC Developing Digital Literacies Programme
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2012-01-31 (id=4
)
Ancillary Measures: Novelty= -0.369 , Subjectivity= 0.051 Max Author Betweenness= NA
The JISC Developing Digital Literacies programme is now well underway. As I reported from the programme start up meeting last October , the aim of this 2 year programme is too " . . . promote the development of coherent, inclusive and holistic institutional strategies and organisational approaches for developing digital literacies for all staff and students in UK further and higher education. "with projects:" . . . working across the following stakeholder groupings in their plans for developing digital literacies: students, academic staff, research staff, librarians and learning resources and support staff, administrators and managers and institutional support staff . . . "As part of the programme support project, over the last couple of months I've conducting our usual technical ...
- Developing Digital Literacies Programme Start Up Meeting
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-10-05 (id=12
)
Ancillary Measures: Novelty= -0.369 , Subjectivity= 0.034 Max Author Betweenness= NA
The 12 successfully funded projects in the JISC Developing Digital Literacies programme met yesterday (4 October) in Birmingham for the programme start-up meeting. The aim of the programme is to:" . . . promote the development of coherent, inclusive and holistic institutional strategies and organisational approaches for developing digital literacies for all staff and students in UK further and higher education. " with projects: " . . . working across the following stakeholder groupings in their plans for developing digital literacies: students, academic staff, research staff, librarians and learning resources and support staff, administrators and managers and institutional support staff . . . "The programme has developed from previous user centred work funded by the JISC Elearning ...
- A conversation around what it means to be a digital university
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2012-01-26 (id=107
)
Ancillary Measures: Novelty= -0.136 , Subjectivity= 0.046 Max Author Betweenness= NA
Over the past 18 months I've been having a series of discussions with Bill Johnston (a colleague of mine here at Strathclyde) around notions information and digital literacy and of what it means to be a digital university. We moved from a series increasingly long, and wide ranging ad hoc "in the kitchen/pub" chats to slightly more formal meetings with the idea of writing a paper. However, as the months have passed, we've actually come round to the idea of extending our conversation in a more informal way, and (hopefully) to a wider audience via this blog. In this post, I'd like to introduce you, dear reader, to Bill and the some of the key questions and issues we've been been working on. Bill Johnston is recently retired, but he is still an active Honorary Research Fellow at the ...
- Public funding, OER, and Academics - a brief reflection
-
John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-08-18 (id=155
)
Ancillary Measures: Novelty= 0.066 , Subjectivity= 0.06 Max Author Betweenness= NA
Earlier today Amber Thomas kicked off an interesting discussion on twitter about which institutions had a reputation for openness in various domains. One tangential thread from this conversation was a comment Pat Lockley made about the difference between openness that happens in connection to funded projects and openness that happens at your own initiative. I think Pat has a point but also think there are differences between models that work for individuals and models that work for institutions. I’ll reproduce some of the conversation here, as it raises some issues. Pat: my take is, if it’s done off your own back, it’s open, else it’s just “of kernes and gallowglasses supplied”Me: there’s a place for funded stuff & sustainable open models rely ...
- 2011: a CETIS year in blogging
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2012-01-17 (id=261
** Top 10 **)
Ancillary Measures: Novelty= -0.064 , Subjectivity= 0.075 Max Author Betweenness= NA
If you subscribe to any of our CETIS mailing lists you’ll probably be aware that each month I send out a newsletter summarising our blog posts and news stories over the previous month as well as information on our publications, events and sector funding opportunities. As part of this I always include a Top Five posts section, highlighting the five most popular posts of the month - a really interesting look at what our audiences are actually interested in. So with the new year now firmly in place, it seemed like the ideal time to take a look back at what you enjoyed reading - and we enjoyed writing - in 2011…What you liked readingThe top 20 most read posts of 2011 were:UKOER 2: Dissemination protocols in use and Jorum representation (26 August 2011) John RobertsonMobile Web ...
- Representing level relationships
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-09-06 (id=393
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.089 Max Author Betweenness= NA
(18th in my logic of competence series)Having prepared the ground, I'm now going to address in more detail how levels of competence can best be represented, and the implications for the rest of representing competence structures. Levels can be represented similar to other competence concept definitions, but need different relationships. I've written about how giving levels to competence reflects common usage, at least for competence concepts that are not entirely assessable, and that the labels commonly used for levels are not unique identifiers; about how defining levels of assessment fits into a competence structure; and lately about how defining levels is one approach to raising the assessability of competence concepts. Later: shortly after first writing this, I put together the ideas ...
- The future of Leap2A?
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-11-17 (id=394
)
Ancillary Measures: Novelty= 0.1 , Subjectivity= 0.111 Max Author Betweenness= NA
We've done a great job with Leap2A in terms of providing a workable starting point for interoperability of e-portfolio systems and portability of learner-ownable information, but what are the next steps we (and JISC) should be taking? That's what we need to think about. The role of CETIS was only to co-ordinate this work. The ones to take the real credit are the vendors and developers of e-portfolio and related systems, who worked well together to make the decisions on how Leap2A should be, representing all the information that is seen as sharable between actual e-portfolio tools, allowing it to be communicated between different systems. The current limitations come from the lack of coherent practice in personal and professional development, indeed in all the areas that e-portfolio and ...
- ICT Skills
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-12-13 (id=396
)
Ancillary Measures: Novelty= -0.036 , Subjectivity= 0.071 Max Author Betweenness= NA
Several of us in CETIS have been to the CEN Workshop Learning Technologies (WS-LT), but as far as I know none yet to a closely related Workshop on ICT Skills. Their main claim to fame is the European e-Competence Framework (e-CF), a simpler alternative to SFIA (developed by the BCS and partners). It was interesting on several counts, and raises some questions we could all give an opinion on. The meeting was on 2011-12-12 at the CEN meeting rooms in Brussels. I was there on two counts: first as a CETIS and BSI member of CEN WS-LT and TC 353, and second as the team leader of InLOC, which has the e-CF mentioned in its terms of reference. There was a good attendance of 35 people, just a few of whom I had met before. Some members are ICT employers, but more are either self-employed or ...
- LRMI: after the meeting
-
Phil Barker Blog, http://blogs.cetis.ac.uk/philb/ 2011-09-15 (id=436
)
Ancillary Measures: Novelty= -0.156 , Subjectivity= 0.084 Max Author Betweenness= NA
Last week I was at the first face to face meeting of the Learning Resource Metadata Initiative technical working group, here are my reflections on it. In short, what I said in previous post was about right, and the discussion went the way I hoped. One addition, though, that I didn’t cover in that post, was some discussion of accessibility conditions. That was one of a number of issues that was set aside as being of more general importance than learning resources and best dealt with that wider scope in mind; the resources of the LRMI project being better spent on those issues that are specific to learning materials. An interesting take on the scope of the project that someone (I forget who) raised during the meeting concerns working within the constraints of the search engine ...
Blog posts Containing "criteria"
- The logic of National Occupational Standards
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-18 (id=391
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.104 Max Author Betweenness= NA
(16th in my logic of competence series)I've mentioned NOSs (UK National Occupational Standards) many times in earlier posts in this series, (3, 5, 6, 8, 9, 12, 14) but last week I was fortunate to visit a real SSC—LANTRA— talk to some very friendly and helpful people there and elsewhere, and reflect further on the logic of NOSs. One thing that became clear is that NOSs have specific uses, not exactly the same as some of the other competence-related concepts I've been writing about. Following this up, on the UKCES website I soon found the very helpful "Guide to Developing National Occupational Standards" (pdf) by Geoff Carroll and Trevor Boutall, written quite recently: March 2010. For brevity, I'll refer to this as "the NOS Guide". The NOS GuideI won't review the whole NOS ...
- The logic of competence assessability
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-31 (id=392
** Top 10 **)
Ancillary Measures: Novelty= -0.373 , Subjectivity= 0.121 Max Author Betweenness= NA
(17th in my logic of competence series)The discussion of NOS in the previous post clearly implicated assessability. Actually, assessment has been on the agenda right from the start of this series: claims and requirements are for someone "good" for a job or role. How do we assess what is "good" as opposed to "poor"? The logic of competence partly relies on the logic of assessability, so the topic deserves a closer look. "Assessability" isn't a common word. I mean, as one might expect, the quality of being assessable. Here, this applies to competence concept definitions. Given a definition of skill or competence, will people be able to use that definition to consistently assess the extent to which an individual has that skill or competence? If so, the definition is assessable. ...
- Representing level relationships
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-09-06 (id=393
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.089 Max Author Betweenness= NA
(18th in my logic of competence series)Having prepared the ground, I'm now going to address in more detail how levels of competence can best be represented, and the implications for the rest of representing competence structures. Levels can be represented similar to other competence concept definitions, but need different relationships. I've written about how giving levels to competence reflects common usage, at least for competence concepts that are not entirely assessable, and that the labels commonly used for levels are not unique identifiers; about how defining levels of assessment fits into a competence structure; and lately about how defining levels is one approach to raising the assessability of competence concepts. Later: shortly after first writing this, I put together the ideas ...
Blog posts Containing "define"
- How would you build a widget authoring tool?
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-09-15 (id=22
)
Ancillary Measures: Novelty= -0.184 , Subjectivity= 0.029 Max Author Betweenness= NA
Yesterday along with about 20 others I attended a Design Event organised by the Widg@t project, which is being funded through the current round of JISC Learning Teaching Innovation Grants (LTIG). The aim of the day was to help the team "define the design specification for the WIDGaT toolkit, in particular the Design Decision Maker and Authoring Tool interface. " The team are planning to build a tool specifically aimed at non-techies - " The WiDGaT toolkit (Design Decision Maker, Authoring Toolkit) aims to enable staff or students without technical expertise to easily design, develop and share widgets that support personalised learning. It enables the creation of widgets that address particularly (but not exclusively) the needs and preferences of disabled students. " Splitting into ...
- Summer round up from the institutional DVLE projects
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-09-01 (id=99
** Top 10 **)
Ancillary Measures: Novelty= -0.421 , Subjectivity= 0.047 Max Author Betweenness= NA
Summer generally provides a bit of time for reflection and gathering of thoughts. It also marks the start of the final phase of the current JISC Distributed Virtual Learning Environments (DVLE) programme. For the five institutionally based projects, this summer has provided a short break before some major implementations and evaluations get underway in the new semester. This post summarizes some of the developments and future plans as outlined by the projects in their recent interim reports. To give a bit more context the original call for funding for the institutional projects specifically asked for bids that would:" . . . review their virtual learning environment and related systems to establish to what extent they meet the current and projected needs of the wide range of ...
- UKOER 2: Content description
-
John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-08-26 (id=175
)
Ancillary Measures: Novelty= -0.148 , Subjectivity= 0.045 Max Author Betweenness= NA
What standards did projects intend to use to describe and package their OERs? - what other standards are in use? This is a post in the UKOER 2 technical synthesis series. [These posts should be regarded as drafts for comment until I remove this note]Descriptive choicesDescriptive metadata in use in the UKOER 2 programmeDublin Core“The Dublin Core Metadata Initiative “popularized the idea of “core metadata” for simple and generic resource descriptions” and its initial 15 descriptive elements became an international standard and a component of the Open Archives Initiatives Protocol for Metadata Harvesting. The Dublin Core community has subsequently developed in two directions – one developing application profiles to support particular implementation ...
- UKOER 2: Collections, technology, and community
-
John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-09-06 (id=181
)
Ancillary Measures: Novelty= 0.067 , Subjectivity= 0.113 Max Author Betweenness= NA
In the UKOER 2 programme Strand C funded “Projects identifying, collecting and promoting collections of OER and other material around a common theme” with the aim “…to investigate how thematic and subject area presentation of OER material can make resources more discoverable by those working in these areas” (UKOER 2 call document). The projects had to create what were termed static and dynamic collections of OER. The intent of the static collection was that it could in some way act as an identity, focus, or seed for the dynamic collection. Six projects were funded: CSAP OER, Oerbital, DelOREs, Triton, EALCFO, Open Fieldwork and a range of approaches and technologies was taken to making both static and dynamic collections. The projects are all worth ...
- JISC Learning Registry Node Experiment
-
Lornas Blog, http://blogs.cetis.ac.uk/lmc/ 2011-11-07 (id=341
)
Ancillary Measures: Novelty= -0.083 , Subjectivity= 0.091 Max Author Betweenness= NA
Over the last decade the volume and range of educational content available on the Internet has grown exponentially, boosted by the recent proliferation of open educational resources. While search engines such as Google have made it easier to discover all kinds of content, one critical factor is missing where educational resources are concerned – context. Whether you are a teacher, learner or content provider, when it comes to discovering and using educational resources, context is key. Search engines may help you to find educational resources but they will tell you little of how those resources have been used, by whom, in what context and with which outcome. Formal educational metadata standards have gone some way to addressing this problem, but it has proved to be extremely ...
- The logic of National Occupational Standards
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-18 (id=391
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.104 Max Author Betweenness= NA
(16th in my logic of competence series)I've mentioned NOSs (UK National Occupational Standards) many times in earlier posts in this series, (3, 5, 6, 8, 9, 12, 14) but last week I was fortunate to visit a real SSC—LANTRA— talk to some very friendly and helpful people there and elsewhere, and reflect further on the logic of NOSs. One thing that became clear is that NOSs have specific uses, not exactly the same as some of the other competence-related concepts I've been writing about. Following this up, on the UKCES website I soon found the very helpful "Guide to Developing National Occupational Standards" (pdf) by Geoff Carroll and Trevor Boutall, written quite recently: March 2010. For brevity, I'll refer to this as "the NOS Guide". The NOS GuideI won't review the whole NOS ...
- The logic of competence assessability
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-31 (id=392
** Top 10 **)
Ancillary Measures: Novelty= -0.373 , Subjectivity= 0.121 Max Author Betweenness= NA
(17th in my logic of competence series)The discussion of NOS in the previous post clearly implicated assessability. Actually, assessment has been on the agenda right from the start of this series: claims and requirements are for someone "good" for a job or role. How do we assess what is "good" as opposed to "poor"? The logic of competence partly relies on the logic of assessability, so the topic deserves a closer look. "Assessability" isn't a common word. I mean, as one might expect, the quality of being assessable. Here, this applies to competence concept definitions. Given a definition of skill or competence, will people be able to use that definition to consistently assess the extent to which an individual has that skill or competence? If so, the definition is assessable. ...
- Representing level relationships
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-09-06 (id=393
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.089 Max Author Betweenness= NA
(18th in my logic of competence series)Having prepared the ground, I'm now going to address in more detail how levels of competence can best be represented, and the implications for the rest of representing competence structures. Levels can be represented similar to other competence concept definitions, but need different relationships. I've written about how giving levels to competence reflects common usage, at least for competence concepts that are not entirely assessable, and that the labels commonly used for levels are not unique identifiers; about how defining levels of assessment fits into a competence structure; and lately about how defining levels is one approach to raising the assessability of competence concepts. Later: shortly after first writing this, I put together the ideas ...
- Badges - another take
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-11-30 (id=395
)
Ancillary Measures: Novelty= -0.089 , Subjectivity= 0.086 Max Author Betweenness= NA
Badges can be seen as recognisable tokens of status or achievement. But tokens don't work in a vacuum, they depend on other things to make them work. Perhaps looking at these may help us understand how they might be used, both for portfolios and elsewhere. Rowin wrote a useful post a few weeks ago, and the topic has retained a buzz. Taking this forward, I'd like to discuss specifically the aspects of badges — and indeed any other certificate — relevant both to portfolio tools and to competence definitions. Because the focus here is on badges, I'll use the term "badge" occasionally to include what is normally thought of as a certificate. A badge, by being worn, expresses a claim to something. Some real badges may express the proposition that the wearer is a member of some ...
Blog posts Containing "diaries"
- Innovating e-Learning 2011 (#jiscel11)
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-10-18 (id=10
)
Ancillary Measures: Novelty= 0.204 , Subjectivity= 0.046 Max Author Betweenness= NA
Just a reminder that the JISC online conference "Innovating e-Learning 2011" is taking place next month from 22- 25 November, with a pre-activity week starting on 15th November. As ever the programme is filled with a broad range of presentations around the latest developments in the use of technology, and some great key note speakers including David Puttnam (Lord Puttnam of Queensgate). Over the years I've found the JISC online conference really useful both for the range of presenters, keynotes and the mix of synchronous and asynchronous sessions and discussions. Being online it gives a great deal of flexibility and no need for my usual 'silly-o''clock" start times to get to a conference. A word of caution tho' - it can suck you in so don't expect that you can fully engage in ...
- UKOER 2: Content description
-
John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-08-26 (id=175
)
Ancillary Measures: Novelty= -0.148 , Subjectivity= 0.045 Max Author Betweenness= NA
What standards did projects intend to use to describe and package their OERs? - what other standards are in use? This is a post in the UKOER 2 technical synthesis series. [These posts should be regarded as drafts for comment until I remove this note]Descriptive choicesDescriptive metadata in use in the UKOER 2 programmeDublin Core“The Dublin Core Metadata Initiative “popularized the idea of “core metadata” for simple and generic resource descriptions” and its initial 15 descriptive elements became an international standard and a component of the Open Archives Initiatives Protocol for Metadata Harvesting. The Dublin Core community has subsequently developed in two directions – one developing application profiles to support particular implementation ...
- The evaluation of assessment diaries and GradeMark at the University of Glamorgan
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-12 (id=255
** Top 10 **)
Ancillary Measures: Novelty= -0.352 , Subjectivity= 0.059 Max Author Betweenness= NA
Two major, institution-wide innovations introduced in recent years at the University of Glamorgan are the subject of this project, funded as part of the JISC Assessment and Feedback Programme Strand B. Arising as a result of a Change academy project running from 2008-10, the use of assessment diaries for scheduling and planning assessment, and GradeMark for online marking, have been adopted across the institution to various extents within different schools and faculties. This new JISC project will examine the reasons for variation in adoption and explore staff and student experiences of these technologies as well as exploring strategies for staff development to encourage wider uptake. The assessment diary system is a very simple, but very elegant approach to dealing with the issue of ...
- Evaluating the Benefits of Electronic Assessment Management
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-14 (id=258
** Top 10 **)
Ancillary Measures: Novelty= -0.352 , Subjectivity= 0.095 Max Author Betweenness= NA
Examining the embedding of electronic assessment management (EAM) within both administrative and teaching and learning practice is the main focus of the Evaluating the Benefits of Electronic Assessment Management (EBEAM) project running at the University of Huddersfield as part of the JISC Assessment and Feedback programme Strand B. This 18 month project will look at how Turnitin, incorporating GradeMark and eRater, addresses student, staff and institutional requirements for timely, invidiualised and focused feedback, reduced staff workloads and increasing reflection on practice, and cost-effective, scaleable and sustainable innovation. The dual focus on administrative and pedagogic aspects is crucial for real uptake of any new technology or process. By providing a supportive ...
- JISC Assessment and Feedback Programme Strand B
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-31 (id=279
** Top 10 **)
Ancillary Measures: Novelty= -0.5 , Subjectivity= 0.061 Max Author Betweenness= NA
Where the JISC Assessment and Feedback Programme Strand A projects are focused on identifying and introducing new assessment and feedback processes and practices, the Strand B Evidence and Evaluation projects are reviewing the impact and implications of innovations and transformations that have already taken place, and exploring how these can be extended to new contexts and environments. These eight projects cover a broad range of approaches and will provide invaluable insight into the value of such changes for institutions, learners and staff. The EFFECT: Evaluating feedback for elearning: centralised tutors project at the University of Dundee will examine the success of esubmission and their TQFE-Tutor system, a centralised email account, blog and microblog supporting their online PDP ...
Blog posts Containing "dunde"
- My memory of eAssessment Scotland
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-08-29 (id=39
)
Ancillary Measures: Novelty= 0.126 , Subjectivity= 0.066 Max Author Betweenness= NA
Along with around another 270 people, attended the eAssessment Scotland Conference on 26 August at the University of Dundee. It was a thought provoking day, with lots of examples of some innovative approaches to assessment within the sector. Steve Wheeler got the day off to a great start talking us through some of the "big questions" around assesment, for example is it knowledge or wisdom that we should be assessing? and what are the best ways to do this? Steve also emphasised the the evolving nature of assessment and the need to share best practice and introduced many of us to the term "ipsative assessment". The other keynotes complemented this big picture view with Becka Coley sharing her experiences of the student perspective on assessment and Pamela Kata showing taking us ...
- Evaluating feedback for elearning: centralised tutors
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-13 (id=257
)
Ancillary Measures: Novelty= -0.292 , Subjectivity= 0.077 Max Author Betweenness= NA
Providing fast, focused feedback to a cohort of 200 busy professionals undertaking vocational distance learning with tuition provided by a diminishing number of tutors, a number of whom are part-time, is definitely a challenging undertaking, and one for which the TQFE-Tutor system at the University of Dundee provides an innovative centralised approach. The Evaluating Feedback for eLearning: Centralised Tutors (EFFECT) project, part of the JISC Assessment and Feedback programme Strand B, will be exploring the impact of this system and considering ways of further refining the process to maximise efficiency and student benefits. Students studying on the Teaching Qualification (Further Education) programme at Dundee since the start of the 2010-11 session have been supported by a centralised ...
- eAssessment Scotland 2012 call for posters, presentations and workshops
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2012-01-24 (id=262
)
Ancillary Measures: Novelty= -0.53 , Subjectivity= 0.04 Max Author Betweenness= NA
The call for posters, presentations and workshops for eAssessment Scotland 2012 – Feeding Back, Forming the Future is now available. Proposals should be submitted by 1 May. This annual conference has become a valuable part of the eassessment calendar, as can be seen by the rich and varied content in the archive of past events. The conference is being held on 31 August at the University of Dundee, with an online conference running from 23 August – 6 September. The conference will also host the annual Scottish eAssessment Awards, for which submissions open in early March. Registration for both events will open in mid-March.
- InterACT: modelling feedback flow
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2012-01-25 (id=263
)
Ancillary Measures: Novelty= -0.292 , Subjectivity= 0.052 Max Author Betweenness= NA
The InterACT project at the University of Dundee, part of the JISC Assessment and Feedback Programme Strand A (institutional change) is working on enhancing feedback dialogue, reflection and feed-forward in a large postgraduate online distance learning course in medical education. The course is unusual in that progress is heavily learner-driven: as students are working professionals they are able to enrol and submit assignments at any time they chose rather than according to a predetermined course timetable, and while this significantly increases the flexibility and accessibility of the course, this lack of external structure can impact, together with the higher attrition rates noted in online distance learning in general, on student progress and retention. Assessment feedback has ...
- JISC Assessment and Feedback Programme Strand A
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-31 (id=278
** Top 10 **)
Ancillary Measures: Novelty= -0.352 , Subjectivity= 0.095 Max Author Betweenness= NA
JISC has a long tradition of providing support and encouragement for innovative assessment activities, recognising the crucial role assessment plays in education and the significant concerns about the current state of university assessment and feedback repeatedly revealed by the National Student Survey, stimulus for the National Union of Students’ recent high profile Feedback Amnesty campaign. Their latest work in this area is focused on a substantial programme of projects funded under the three strands of the current Assessment and Feedback Programme, covering institutional change, evidence and evaluation, and technology transfer. The twenty projects that successfully bid for funding under this programme address a wide range of assessment and feedback processes and educational ...
- JISC Assessment and Feedback Programme Strand B
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-31 (id=279
** Top 10 **)
Ancillary Measures: Novelty= -0.5 , Subjectivity= 0.061 Max Author Betweenness= NA
Where the JISC Assessment and Feedback Programme Strand A projects are focused on identifying and introducing new assessment and feedback processes and practices, the Strand B Evidence and Evaluation projects are reviewing the impact and implications of innovations and transformations that have already taken place, and exploring how these can be extended to new contexts and environments. These eight projects cover a broad range of approaches and will provide invaluable insight into the value of such changes for institutions, learners and staff. The EFFECT: Evaluating feedback for elearning: centralised tutors project at the University of Dundee will examine the success of esubmission and their TQFE-Tutor system, a centralised email account, blog and microblog supporting their online PDP ...
Blog posts Containing "eassessment"
- Betweenness Centrality - helping us understand our networks
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-08-30 (id=27
)
Ancillary Measures: Novelty= -0.069 , Subjectivity= 0.105 Max Author Betweenness= NA
Like many others I'm becoming increasingly interested in the many ways we can now start to surface and visualise connections on social networks. I've written about some aspects social connections and measurement of networks before. My primary interest in this area just now is more at the CETIS ISC (innovation support centre) level, and to explore ways which we can utilise technology better to surface our networks, connections and influence. To this end I'm an avid reader of Tony Hirst's blog, and really appreciated being able to attend the recent Metrics and Social Web Services workshop organised by Brian Kelly and colleagues at UKOLN to explore this topic more. Yesterday, promoted by a tweet of a visualisation of the twitter community at the recent eAssessment Scotland conference, ...
- My memory of eAssessment Scotland
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-08-29 (id=39
)
Ancillary Measures: Novelty= 0.126 , Subjectivity= 0.066 Max Author Betweenness= NA
Along with around another 270 people, attended the eAssessment Scotland Conference on 26 August at the University of Dundee. It was a thought provoking day, with lots of examples of some innovative approaches to assessment within the sector. Steve Wheeler got the day off to a great start talking us through some of the "big questions" around assesment, for example is it knowledge or wisdom that we should be assessing? and what are the best ways to do this? Steve also emphasised the the evolving nature of assessment and the need to share best practice and introduced many of us to the term "ipsative assessment". The other keynotes complemented this big picture view with Becka Coley sharing her experiences of the student perspective on assessment and Pamela Kata showing taking us ...
- Timeline of an event
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-10-20 (id=95
)
Ancillary Measures: Novelty= 0.09 , Subjectivity= 0.031 Max Author Betweenness= NA
As readers of this blog will know, I quite like experimenting with a number of services to record, represent and re-present various activities. One tool I have been revisiting over the past few months is memolane. When I first looked at this service I thought it had potential for projects and also as a kind of corporate memory. I've now started to use its "story" feature to record tweets and blogs from a number of meetings and conferences e. g. e-Assessment Scotland, EuroSakai, and I've just pulled together my blogs and tweets from the recent Design Bash 11 meeting - see embedded story below. Clicking on the blog posts expands them so you can read the whole text, and you can move along the timeline using the arrows on top right hand side of the frame. I think this gives a ...
- Evaluating the Benefits of Electronic Assessment Management
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-14 (id=258
** Top 10 **)
Ancillary Measures: Novelty= -0.352 , Subjectivity= 0.095 Max Author Betweenness= NA
Examining the embedding of electronic assessment management (EAM) within both administrative and teaching and learning practice is the main focus of the Evaluating the Benefits of Electronic Assessment Management (EBEAM) project running at the University of Huddersfield as part of the JISC Assessment and Feedback programme Strand B. This 18 month project will look at how Turnitin, incorporating GradeMark and eRater, addresses student, staff and institutional requirements for timely, invidiualised and focused feedback, reduced staff workloads and increasing reflection on practice, and cost-effective, scaleable and sustainable innovation. The dual focus on administrative and pedagogic aspects is crucial for real uptake of any new technology or process. By providing a supportive ...
- eAssessment Scotland 2012 call for posters, presentations and workshops
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2012-01-24 (id=262
)
Ancillary Measures: Novelty= -0.53 , Subjectivity= 0.04 Max Author Betweenness= NA
The call for posters, presentations and workshops for eAssessment Scotland 2012 – Feeding Back, Forming the Future is now available. Proposals should be submitted by 1 May. This annual conference has become a valuable part of the eassessment calendar, as can be seen by the rich and varied content in the archive of past events. The conference is being held on 31 August at the University of Dundee, with an online conference running from 23 August – 6 September. The conference will also host the annual Scottish eAssessment Awards, for which submissions open in early March. Registration for both events will open in mid-March.
- Under development: eMargin
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-10 (id=275
)
Ancillary Measures: Novelty= -0.001 , Subjectivity= 0.044 Max Author Betweenness= NA
When I was studying English at university, one of the more engaging and intriguing sites of discussion and debate was the margins of printed texts. These are the ultimate asynchronous discussions, taking place over decades in some cases, rarely revisted by their participants once they’d left their comment on previous comments. It was fascinating to encounter often very different perceptions on both primary and secondary texts, and they encouraged me to reflect on my own interpretations and arguments as well as articulating them in the form of comments added to those already there. These serendipitous discoveries definitely enhanced my learning experience, providing the opportunity to discuss texts and solidify my understanding significantly beyond that provided by limited ...
- JISC Assessment and Feedback Programme Strand A
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-31 (id=278
** Top 10 **)
Ancillary Measures: Novelty= -0.352 , Subjectivity= 0.095 Max Author Betweenness= NA
JISC has a long tradition of providing support and encouragement for innovative assessment activities, recognising the crucial role assessment plays in education and the significant concerns about the current state of university assessment and feedback repeatedly revealed by the National Student Survey, stimulus for the National Union of Students’ recent high profile Feedback Amnesty campaign. Their latest work in this area is focused on a substantial programme of projects funded under the three strands of the current Assessment and Feedback Programme, covering institutional change, evidence and evaluation, and technology transfer. The twenty projects that successfully bid for funding under this programme address a wide range of assessment and feedback processes and educational ...
- JISC Assessment and Feedback Programme Strand C
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-31 (id=280
)
Ancillary Measures: Novelty= -0.094 , Subjectivity= 0.1 Max Author Betweenness= NA
The final part of the current JISC Assessment and Feedback Programme, Strand C provides support for technical development work to ‘package a technology innovation in assessment and feedback for re-use (with associated processes and practice), and support its transfer to two or more named external institutions’. This will see a number of innovative systems, including those developed over recent years with direct support from JISC, that have reached sufficient maturity adopted outside their originating institution and used to directly enhance teaching and learning. The Open Mentor Technology Transfer (OMtetra) project will see The Open University’s Open Mentor system packaged and transferred to the University of Southampton and King’s College London. This unique ...
- First CFP for CAA 2012 now out
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-11-04 (id=281
)
Ancillary Measures: Novelty= -0.749 , Subjectivity= 0.057 Max Author Betweenness= NA
The first Call for Papers for the 2012 International CAA Conference: Research into E-Assessment is now available on the conference website, which also includes links to previous proceedings and a wide range of other important information about the event. The conference will take place on 10-11 July in Southampton, and is jointly organised by Electronics and Computer Science at the University of Southampton and the Institute of Educational Technology at The Open University. Thanks to @drdjwalker for the heads up
Blog posts Containing "electronic"
- Evaluating the Benefits of Electronic Assessment Management
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-14 (id=258
** Top 10 **)
Ancillary Measures: Novelty= -0.352 , Subjectivity= 0.095 Max Author Betweenness= NA
Examining the embedding of electronic assessment management (EAM) within both administrative and teaching and learning practice is the main focus of the Evaluating the Benefits of Electronic Assessment Management (EBEAM) project running at the University of Huddersfield as part of the JISC Assessment and Feedback programme Strand B. This 18 month project will look at how Turnitin, incorporating GradeMark and eRater, addresses student, staff and institutional requirements for timely, invidiualised and focused feedback, reduced staff workloads and increasing reflection on practice, and cost-effective, scaleable and sustainable innovation. The dual focus on administrative and pedagogic aspects is crucial for real uptake of any new technology or process. By providing a supportive ...
- The e-Feedback Evaluation Project
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-15 (id=260
)
Ancillary Measures: Novelty= -0.5 , Subjectivity= 0.093 Max Author Betweenness= NA
Assessment of language learning naturally presents some unique challenges for both teaching staff and learners. Regular practice of both spoken and written language production is a vital part of language training and requires a significant amount of ongoing feedback to support the acquisition of competence in the subject. In a distance learning context in particular, but similarly in any setting where feedback is provided asynchronously rather than face-to-face, providing meaningful feedback on spoken texts especially is challenging, often requiring spoken feedback to correct pronunciation and structuring errors. There have been a number of exciting projects around audio feedback in recent years, including the Optimising Audio Feedback project at Aberystwyth University, Sounds Good at ...
- Evaluating Electronic Voting Systems for Enhancing Student Experience
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2012-01-26 (id=265
** Top 10 **)
Ancillary Measures: Novelty= -0.303 , Subjectivity= 0.045 Max Author Betweenness= NA
The eighth project in Strand B (Evidence and Evaluation) of the JISC Assessment and Feedback Programme is Evaluating Electronic Voting Systems for Enhancing Student Experience (EEVS), based at the University of Hertfordshire. This one year project is undertaking an extensive review of the use of electronic voting systems (EVS) in a range of schools across the institution, gathering testimony from both staff and students on their experiences, insights and identified issues and success factors. Hertfordshire has invested substantially in assessment and feedback in recent years, with an extensive programme of innovations including the purchase of nearly four thousand EVS handsets for use in teaching in eight schools. The initial response to their introduction, from both staff and ...
- Under development: eMargin
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-10 (id=275
)
Ancillary Measures: Novelty= -0.001 , Subjectivity= 0.044 Max Author Betweenness= NA
When I was studying English at university, one of the more engaging and intriguing sites of discussion and debate was the margins of printed texts. These are the ultimate asynchronous discussions, taking place over decades in some cases, rarely revisted by their participants once they’d left their comment on previous comments. It was fascinating to encounter often very different perceptions on both primary and secondary texts, and they encouraged me to reflect on my own interpretations and arguments as well as articulating them in the form of comments added to those already there. These serendipitous discoveries definitely enhanced my learning experience, providing the opportunity to discuss texts and solidify my understanding significantly beyond that provided by limited ...
- JISC Assessment and Feedback Programme Strand A
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-31 (id=278
** Top 10 **)
Ancillary Measures: Novelty= -0.352 , Subjectivity= 0.095 Max Author Betweenness= NA
JISC has a long tradition of providing support and encouragement for innovative assessment activities, recognising the crucial role assessment plays in education and the significant concerns about the current state of university assessment and feedback repeatedly revealed by the National Student Survey, stimulus for the National Union of Students’ recent high profile Feedback Amnesty campaign. Their latest work in this area is focused on a substantial programme of projects funded under the three strands of the current Assessment and Feedback Programme, covering institutional change, evidence and evaluation, and technology transfer. The twenty projects that successfully bid for funding under this programme address a wide range of assessment and feedback processes and educational ...
- JISC Assessment and Feedback Programme Strand B
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-31 (id=279
** Top 10 **)
Ancillary Measures: Novelty= -0.5 , Subjectivity= 0.061 Max Author Betweenness= NA
Where the JISC Assessment and Feedback Programme Strand A projects are focused on identifying and introducing new assessment and feedback processes and practices, the Strand B Evidence and Evaluation projects are reviewing the impact and implications of innovations and transformations that have already taken place, and exploring how these can be extended to new contexts and environments. These eight projects cover a broad range of approaches and will provide invaluable insight into the value of such changes for institutions, learners and staff. The EFFECT: Evaluating feedback for elearning: centralised tutors project at the University of Dundee will examine the success of esubmission and their TQFE-Tutor system, a centralised email account, blog and microblog supporting their online PDP ...
- First CFP for CAA 2012 now out
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-11-04 (id=281
)
Ancillary Measures: Novelty= -0.749 , Subjectivity= 0.057 Max Author Betweenness= NA
The first Call for Papers for the 2012 International CAA Conference: Research into E-Assessment is now available on the conference website, which also includes links to previous proceedings and a wide range of other important information about the event. The conference will take place on 10-11 July in Southampton, and is jointly organised by Electronics and Computer Science at the University of Southampton and the Institute of Educational Technology at The Open University. Thanks to @drdjwalker for the heads up
- Badges - another take
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-11-30 (id=395
)
Ancillary Measures: Novelty= -0.089 , Subjectivity= 0.086 Max Author Betweenness= NA
Badges can be seen as recognisable tokens of status or achievement. But tokens don't work in a vacuum, they depend on other things to make them work. Perhaps looking at these may help us understand how they might be used, both for portfolios and elsewhere. Rowin wrote a useful post a few weeks ago, and the topic has retained a buzz. Taking this forward, I'd like to discuss specifically the aspects of badges — and indeed any other certificate — relevant both to portfolio tools and to competence definitions. Because the focus here is on badges, I'll use the term "badge" occasionally to include what is normally thought of as a certificate. A badge, by being worn, expresses a claim to something. Some real badges may express the proposition that the wearer is a member of some ...
Blog posts Containing "employed"
- Public funding, OER, and Academics - a brief reflection
-
John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-08-18 (id=155
)
Ancillary Measures: Novelty= 0.066 , Subjectivity= 0.06 Max Author Betweenness= NA
Earlier today Amber Thomas kicked off an interesting discussion on twitter about which institutions had a reputation for openness in various domains. One tangential thread from this conversation was a comment Pat Lockley made about the difference between openness that happens in connection to funded projects and openness that happens at your own initiative. I think Pat has a point but also think there are differences between models that work for individuals and models that work for institutions. I’ll reproduce some of the conversation here, as it raises some issues. Pat: my take is, if it’s done off your own back, it’s open, else it’s just “of kernes and gallowglasses supplied”Me: there’s a place for funded stuff & sustainable open models rely ...
- Can the flipped classroom disrupt the existing lecture-based teaching model in institutions?
-
Li Yuan's blog, http://blogs.cetis.ac.uk/cetisli 2011-11-16 (id=248
)
Ancillary Measures: Novelty= -0.179 , Subjectivity= 0.093 Max Author Betweenness= NA
HE institutions, from architecture and business to pedagogy and content delivery, have been designed for the classroom-based lecture model. However, rapid technological change now means that lecture capture technology is becoming widely available and lecturers can easily record their presentations so that students may view them anywhere, anytime. Millions of audios and videos of OERs have been produced by subject experts and are freely available at iTunes U for teachers and students to use and re-use in their teaching and learning. And students can search and find most of the information they need on Google, YouTube and social networks via their mobile phones or laptops. As a result of this ever-increasing student access to technology and online learning content, institutions and ...
- Badges, identity and the $2million prize fund
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-11 (id=276
)
Ancillary Measures: Novelty= 0.001 , Subjectivity= 0.097 Max Author Betweenness= NA
You’ll almost certainly have noticed some of the excitement that’s suddenly erupted around the use of badges in education. Perhaps you’ve heard that it’s the latest in a long line of ‘game changers for education’, maybe you’re even hoping for a slice of that $2million prize fund the HASTAC Initiative, Mozilla and the MacArthur Foundation are offering for work around their adoption and development through the Digital Media and Learning Badges for Lifelong Learning competition. Supported by a number of significant entities, including Intel, Microsoft and various US Government departments, the competition offers up to $200k each for a number of projects around content and infrastructure for badges for lifelong learning, as well as an $80k award ...
- Under development: Sharing Higher Education Data
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-25 (id=277
)
Ancillary Measures: Novelty= -0.097 , Subjectivity= 0.142 Max Author Betweenness= NA
Meaningful work placements and graduate employability have always been an important part of university education and preparation for a professional future in certain disciplines, and are arguably even more so today in a climate of limited employment opportunities, with high university fees and loans positioning students as customers investing in their future careers. Certain subject areas enjoy good relationships with industry, providing industrial placements to give students real-world experience in their future fields, while local companies benefit from the expertise and cutting edge knowledge these students can bring to the workplace. Universities and colleges similarly benefit from this ongoing engagement with industry, ensuring their courses remain relevant and meaningful. ...
- JISC Assessment and Feedback Programme Strand A
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-31 (id=278
** Top 10 **)
Ancillary Measures: Novelty= -0.352 , Subjectivity= 0.095 Max Author Betweenness= NA
JISC has a long tradition of providing support and encouragement for innovative assessment activities, recognising the crucial role assessment plays in education and the significant concerns about the current state of university assessment and feedback repeatedly revealed by the National Student Survey, stimulus for the National Union of Students’ recent high profile Feedback Amnesty campaign. Their latest work in this area is focused on a substantial programme of projects funded under the three strands of the current Assessment and Feedback Programme, covering institutional change, evidence and evaluation, and technology transfer. The twenty projects that successfully bid for funding under this programme address a wide range of assessment and feedback processes and educational ...
- The logic of National Occupational Standards
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-18 (id=391
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.104 Max Author Betweenness= NA
(16th in my logic of competence series)I've mentioned NOSs (UK National Occupational Standards) many times in earlier posts in this series, (3, 5, 6, 8, 9, 12, 14) but last week I was fortunate to visit a real SSC—LANTRA— talk to some very friendly and helpful people there and elsewhere, and reflect further on the logic of NOSs. One thing that became clear is that NOSs have specific uses, not exactly the same as some of the other competence-related concepts I've been writing about. Following this up, on the UKCES website I soon found the very helpful "Guide to Developing National Occupational Standards" (pdf) by Geoff Carroll and Trevor Boutall, written quite recently: March 2010. For brevity, I'll refer to this as "the NOS Guide". The NOS GuideI won't review the whole NOS ...
- The logic of competence assessability
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-31 (id=392
** Top 10 **)
Ancillary Measures: Novelty= -0.373 , Subjectivity= 0.121 Max Author Betweenness= NA
(17th in my logic of competence series)The discussion of NOS in the previous post clearly implicated assessability. Actually, assessment has been on the agenda right from the start of this series: claims and requirements are for someone "good" for a job or role. How do we assess what is "good" as opposed to "poor"? The logic of competence partly relies on the logic of assessability, so the topic deserves a closer look. "Assessability" isn't a common word. I mean, as one might expect, the quality of being assessable. Here, this applies to competence concept definitions. Given a definition of skill or competence, will people be able to use that definition to consistently assess the extent to which an individual has that skill or competence? If so, the definition is assessable. ...
- ICT Skills
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-12-13 (id=396
)
Ancillary Measures: Novelty= -0.036 , Subjectivity= 0.071 Max Author Betweenness= NA
Several of us in CETIS have been to the CEN Workshop Learning Technologies (WS-LT), but as far as I know none yet to a closely related Workshop on ICT Skills. Their main claim to fame is the European e-Competence Framework (e-CF), a simpler alternative to SFIA (developed by the BCS and partners). It was interesting on several counts, and raises some questions we could all give an opinion on. The meeting was on 2011-12-12 at the CEN meeting rooms in Brussels. I was there on two counts: first as a CETIS and BSI member of CEN WS-LT and TC 353, and second as the team leader of InLOC, which has the e-CF mentioned in its terms of reference. There was a good attendance of 35 people, just a few of whom I had met before. Some members are ICT employers, but more are either self-employed or ...
- Managing Relationships across the pond
-
Lisa Corley Blog, http://blogs.cetis.ac.uk/lisa/ 2011-12-13 (id=425
)
Ancillary Measures: Novelty= 0.123 , Subjectivity= 0.072 Max Author Betweenness= NA
It may sound like something for Kermit the frog, but no, I am talking about ‘Relationship Management’ and how the work here in the UK has been picked up in the USA. I recently starting working on the JISC Relationship Management programme, which is genuinely a really interesting look at how institutions deal with the people they interact with. Relationship management is becoming increasingly important in the tertiary education sector as institutions try to meet the challenges of funding cuts and increased student and community expectations. Employers and other external customers may have the potential to help the sector navigate through these difficult times, however good customer relationship management is necessary to maintain and develop such relationships. Sharon Perry, ...
Blog posts Containing "evident"
- Outputs, deliverables and other stuff
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-10-18 (id=11
)
Ancillary Measures: Novelty= -0.185 , Subjectivity= 0.07 Max Author Betweenness= NA
Sustaining and embedding changes to curriculum design practices and processes was the theme for the Curriculum Design Programme meeting held last week in Nottingham. The projects are now in their final year of a four year funding cycle, and the focus of the activities and discussions were to:"*Explore how projects can best ensure their activities result in real and sustained changes to curriculum design processes and practices and how to evidence this impact *Showcase innovative practice from the Curriculum Design programme and explore and discuss how these outputs can assist in transforming curriculum design more widely in other institutions *Further explore how projects can contribute to the programme level narrative around how institutions are changing the processes and practices ...
- Betweenness Centrality - helping us understand our networks
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-08-30 (id=27
)
Ancillary Measures: Novelty= -0.069 , Subjectivity= 0.105 Max Author Betweenness= NA
Like many others I'm becoming increasingly interested in the many ways we can now start to surface and visualise connections on social networks. I've written about some aspects social connections and measurement of networks before. My primary interest in this area just now is more at the CETIS ISC (innovation support centre) level, and to explore ways which we can utilise technology better to surface our networks, connections and influence. To this end I'm an avid reader of Tony Hirst's blog, and really appreciated being able to attend the recent Metrics and Social Web Services workshop organised by Brian Kelly and colleagues at UKOLN to explore this topic more. Yesterday, promoted by a tweet of a visualisation of the twitter community at the recent eAssessment Scotland conference, ...
- My memory of eAssessment Scotland
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-08-29 (id=39
)
Ancillary Measures: Novelty= 0.126 , Subjectivity= 0.066 Max Author Betweenness= NA
Along with around another 270 people, attended the eAssessment Scotland Conference on 26 August at the University of Dundee. It was a thought provoking day, with lots of examples of some innovative approaches to assessment within the sector. Steve Wheeler got the day off to a great start talking us through some of the "big questions" around assesment, for example is it knowledge or wisdom that we should be assessing? and what are the best ways to do this? Steve also emphasised the the evolving nature of assessment and the need to share best practice and introduced many of us to the term "ipsative assessment". The other keynotes complemented this big picture view with Becka Coley sharing her experiences of the student perspective on assessment and Pamela Kata showing taking us ...
- Socially favoured projects, real measures of engagement?
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-08-15 (id=100
)
Ancillary Measures: Novelty= -0.069 , Subjectivity= 0.034 Max Author Betweenness= NA
Martin Hawksey has been doing a bit of playing around with JISC project data lately and has now created a spreadsheet of the top "socially favoured" JISC funded projects. As a large part of my job involves supporting and amplifying the work of JISC programmes, I'm also always looking for ways to keep in touch with projects between official programme meetings and feedback on reports. Over the past few years, I have personally found that twitter has been quite revolutionary in that regard. It gives me a flexible 'lite" way to build relationships, monitor and share project developments. I've also noted how twitter is becoming a key dissemination tool for projects and indeed programmes. So I was fascinated to see Martin's table and what sources he had used. Like many others I'm becoming ...
- UKOER 2: Dissemination protocols in use and Jorum representation
-
John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-08-26 (id=180
)
Ancillary Measures: Novelty= 0.063 , Subjectivity= 0.032 Max Author Betweenness= NA
What technical protocols are projects using to share their resource? and how are they planning on representing their resources in Jorum? This is a post in the UKOER 2 technical synthesis series. [These posts should be regarded as drafts for comment until I remove this note]Dissemination protocolsDissemination protocols in use in the UKOER 2 programmeThe chosen dissemination protocols are usually already built in the platforms in use by projects; adding or customising an RSS feed is possible but often intricate and adding an OAI-PMH feed is likely to require substantial technical development. DelOREs investigated existing OAI-PMH plugins for Wordpress they could use but didn’t find anything usable within their project. As will be discussed in more detail when considering Strand C - ...
- Under development: xGames
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-11-15 (id=252
)
Ancillary Measures: Novelty= 0.102 , Subjectivity= 0.086 Max Author Betweenness= NA
The xGames project, a collaboration between Reid Kerr and Anniesland colleges, has been running for nearly a year and is currently in the final stages of piloting its innovative use of wireless xBox360 controllers for classroom quizzes. Funded as part of the JISC Learning and Teaching Innovation Grants: SWaNI (Scotland, Wales and Northern Ireland) FE programme, the project has produced a highly user friendly question editor to allow complete novices to quiz and game design to easily author questions. These questions can then be played in one of several games designed by the project on a large screen linked to a standard Windows PC fitted with USB receivers for up to four wireless xBox controllers. Using wireless controllers is crucial as the range of the sensors allows a great deal ...
- Making Assessment Count Evaluation project
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-11-30 (id=254
)
Ancillary Measures: Novelty= -0.237 , Subjectivity= 0.065 Max Author Betweenness= NA
The Making Assessment Count (MAC) project ran from November 2008 to October 2010, funded by JISC as part of their Transforming Curriculum Delivery through Technology programme and led by the University of Westminster. Focused on the desire to engage students with assessment feedback provided to them, it explored processes for encouraging and guiding student reflection on feedback and developing a dialogue between learners and teachers around feedback. Participants at a joint Making Assessment Count/JISC CETIS event on Assessment and Feedback back in February 2011 heard not only from project staff but also from students who were actively using the system and whose enthusiasm for it and recognition of its impact on their development as learners was genuinely inspiring. Although the ...
- 2011: a CETIS year in blogging
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2012-01-17 (id=261
** Top 10 **)
Ancillary Measures: Novelty= -0.064 , Subjectivity= 0.075 Max Author Betweenness= NA
If you subscribe to any of our CETIS mailing lists you’ll probably be aware that each month I send out a newsletter summarising our blog posts and news stories over the previous month as well as information on our publications, events and sector funding opportunities. As part of this I always include a Top Five posts section, highlighting the five most popular posts of the month - a really interesting look at what our audiences are actually interested in. So with the new year now firmly in place, it seemed like the ideal time to take a look back at what you enjoyed reading - and we enjoyed writing - in 2011…What you liked readingThe top 20 most read posts of 2011 were:UKOER 2: Dissemination protocols in use and Jorum representation (26 August 2011) John RobertsonMobile Web ...
- Evaluating Electronic Voting Systems for Enhancing Student Experience
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2012-01-26 (id=265
** Top 10 **)
Ancillary Measures: Novelty= -0.303 , Subjectivity= 0.045 Max Author Betweenness= NA
The eighth project in Strand B (Evidence and Evaluation) of the JISC Assessment and Feedback Programme is Evaluating Electronic Voting Systems for Enhancing Student Experience (EEVS), based at the University of Hertfordshire. This one year project is undertaking an extensive review of the use of electronic voting systems (EVS) in a range of schools across the institution, gathering testimony from both staff and students on their experiences, insights and identified issues and success factors. Hertfordshire has invested substantially in assessment and feedback in recent years, with an extensive programme of innovations including the purchase of nearly four thousand EVS handsets for use in teaching in eight schools. The initial response to their introduction, from both staff and ...
- Badges, identity and the $2million prize fund
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-11 (id=276
)
Ancillary Measures: Novelty= 0.001 , Subjectivity= 0.097 Max Author Betweenness= NA
You’ll almost certainly have noticed some of the excitement that’s suddenly erupted around the use of badges in education. Perhaps you’ve heard that it’s the latest in a long line of ‘game changers for education’, maybe you’re even hoping for a slice of that $2million prize fund the HASTAC Initiative, Mozilla and the MacArthur Foundation are offering for work around their adoption and development through the Digital Media and Learning Badges for Lifelong Learning competition. Supported by a number of significant entities, including Intel, Microsoft and various US Government departments, the competition offers up to $200k each for a number of projects around content and infrastructure for badges for lifelong learning, as well as an $80k award ...
- JISC Assessment and Feedback Programme Strand A
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-31 (id=278
** Top 10 **)
Ancillary Measures: Novelty= -0.352 , Subjectivity= 0.095 Max Author Betweenness= NA
JISC has a long tradition of providing support and encouragement for innovative assessment activities, recognising the crucial role assessment plays in education and the significant concerns about the current state of university assessment and feedback repeatedly revealed by the National Student Survey, stimulus for the National Union of Students’ recent high profile Feedback Amnesty campaign. Their latest work in this area is focused on a substantial programme of projects funded under the three strands of the current Assessment and Feedback Programme, covering institutional change, evidence and evaluation, and technology transfer. The twenty projects that successfully bid for funding under this programme address a wide range of assessment and feedback processes and educational ...
- JISC Assessment and Feedback Programme Strand B
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-31 (id=279
** Top 10 **)
Ancillary Measures: Novelty= -0.5 , Subjectivity= 0.061 Max Author Betweenness= NA
Where the JISC Assessment and Feedback Programme Strand A projects are focused on identifying and introducing new assessment and feedback processes and practices, the Strand B Evidence and Evaluation projects are reviewing the impact and implications of innovations and transformations that have already taken place, and exploring how these can be extended to new contexts and environments. These eight projects cover a broad range of approaches and will provide invaluable insight into the value of such changes for institutions, learners and staff. The EFFECT: Evaluating feedback for elearning: centralised tutors project at the University of Dundee will examine the success of esubmission and their TQFE-Tutor system, a centralised email account, blog and microblog supporting their online PDP ...
- The logic of National Occupational Standards
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-18 (id=391
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.104 Max Author Betweenness= NA
(16th in my logic of competence series)I've mentioned NOSs (UK National Occupational Standards) many times in earlier posts in this series, (3, 5, 6, 8, 9, 12, 14) but last week I was fortunate to visit a real SSC—LANTRA— talk to some very friendly and helpful people there and elsewhere, and reflect further on the logic of NOSs. One thing that became clear is that NOSs have specific uses, not exactly the same as some of the other competence-related concepts I've been writing about. Following this up, on the UKCES website I soon found the very helpful "Guide to Developing National Occupational Standards" (pdf) by Geoff Carroll and Trevor Boutall, written quite recently: March 2010. For brevity, I'll refer to this as "the NOS Guide". The NOS GuideI won't review the whole NOS ...
- The logic of competence assessability
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-31 (id=392
** Top 10 **)
Ancillary Measures: Novelty= -0.373 , Subjectivity= 0.121 Max Author Betweenness= NA
(17th in my logic of competence series)The discussion of NOS in the previous post clearly implicated assessability. Actually, assessment has been on the agenda right from the start of this series: claims and requirements are for someone "good" for a job or role. How do we assess what is "good" as opposed to "poor"? The logic of competence partly relies on the logic of assessability, so the topic deserves a closer look. "Assessability" isn't a common word. I mean, as one might expect, the quality of being assessable. Here, this applies to competence concept definitions. Given a definition of skill or competence, will people be able to use that definition to consistently assess the extent to which an individual has that skill or competence? If so, the definition is assessable. ...
- Representing level relationships
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-09-06 (id=393
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.089 Max Author Betweenness= NA
(18th in my logic of competence series)Having prepared the ground, I'm now going to address in more detail how levels of competence can best be represented, and the implications for the rest of representing competence structures. Levels can be represented similar to other competence concept definitions, but need different relationships. I've written about how giving levels to competence reflects common usage, at least for competence concepts that are not entirely assessable, and that the labels commonly used for levels are not unique identifiers; about how defining levels of assessment fits into a competence structure; and lately about how defining levels is one approach to raising the assessability of competence concepts. Later: shortly after first writing this, I put together the ideas ...
- Badges - another take
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-11-30 (id=395
)
Ancillary Measures: Novelty= -0.089 , Subjectivity= 0.086 Max Author Betweenness= NA
Badges can be seen as recognisable tokens of status or achievement. But tokens don't work in a vacuum, they depend on other things to make them work. Perhaps looking at these may help us understand how they might be used, both for portfolios and elsewhere. Rowin wrote a useful post a few weeks ago, and the topic has retained a buzz. Taking this forward, I'd like to discuss specifically the aspects of badges — and indeed any other certificate — relevant both to portfolio tools and to competence definitions. Because the focus here is on badges, I'll use the term "badge" occasionally to include what is normally thought of as a certificate. A badge, by being worn, expresses a claim to something. Some real badges may express the proposition that the wearer is a member of some ...
- Where are the customers?
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2012-01-16 (id=397
)
Ancillary Measures: Novelty= 0.017 , Subjectivity= 0.099 Max Author Betweenness= NA
All of us in the learning technology standards community share the challenge of knowing who our real customers are. Discussion at the January CEN Workshop on Learning Technologies (WS-LT) was a great stimulus for my further reflection — should we be thinking more of national governments?Let's review the usual stakeholder suspects: education and training providers; content providers; software developers; learners; the European Commission. I'll gesture (superficially) towards arguing that each one of these may indeed be stakeholders, but the direction of the argument is that there is a large space in our clientele and attendance for those who are directly interested and can pay. Let's start with the the providers of education and training. They do certainly have an interest in ...
Blog posts Containing "favourite"
- Author not found
-
John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2012-01-25 (id=169
)
Ancillary Measures: Novelty= 0.034 , Subjectivity= 0.109 Max Author Betweenness= NA
I posted a while ago about my upcoming move to the USA and today is my last working day at CETIS. Later in the week I’ll be getting on a plane to head over to Seattle and continue job-hunting on the West Coast. I’m looking forward to the challenge and new opportunities but will miss my colleagues and all those I’ve worked with (in particular all those who have been involved in UKOER). I’ve really enjoyed working with the programmes and thinking through the differences, pitfalls, and opportunities openness affords. I’ll look forward to hearing in due course how the Phase 3 and Rapid Innovation projects develop. I am very grateful for the opportunity I’ve had to work for CETIS and have been privileged to work with some great people. No matter how ...
- 2011: a CETIS year in blogging
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2012-01-17 (id=261
** Top 10 **)
Ancillary Measures: Novelty= -0.064 , Subjectivity= 0.075 Max Author Betweenness= NA
If you subscribe to any of our CETIS mailing lists you’ll probably be aware that each month I send out a newsletter summarising our blog posts and news stories over the previous month as well as information on our publications, events and sector funding opportunities. As part of this I always include a Top Five posts section, highlighting the five most popular posts of the month - a really interesting look at what our audiences are actually interested in. So with the new year now firmly in place, it seemed like the ideal time to take a look back at what you enjoyed reading - and we enjoyed writing - in 2011…What you liked readingThe top 20 most read posts of 2011 were:UKOER 2: Dissemination protocols in use and Jorum representation (26 August 2011) John RobertsonMobile Web ...
- Visualisation session at the CETIS conference. Thoughts and resources.
-
David Sherlock Blog, http://blogs.cetis.ac.uk/david/ 2012-01-18 (id=387
)
Ancillary Measures: Novelty= 0.264 , Subjectivity= 0.073 Max Author Betweenness= NA
We are 34 days away from the CETIS conference. On day two I have signed up to a session on Social Network Analysis and Data Visualisation being run by Sheila and Lorna. I’m really looking forward to the session as recently I have been thinking about visualisations, what they mean and how they can be used in the most effective manner and I have found understanding them quite difficult. I am only just getting my head around the area and hope that the session might be a hub for the experienced to share some of their protips. I thought that by airing some of my questions and sharing some favourite resources might be a good way to get the tips rolling in and a conversation going before the event. I guess that everybody at the session will have his or her own interests and questions ...
Blog posts Containing "flip"
- How would you build a widget authoring tool?
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-09-15 (id=22
)
Ancillary Measures: Novelty= -0.184 , Subjectivity= 0.029 Max Author Betweenness= NA
Yesterday along with about 20 others I attended a Design Event organised by the Widg@t project, which is being funded through the current round of JISC Learning Teaching Innovation Grants (LTIG). The aim of the day was to help the team "define the design specification for the WIDGaT toolkit, in particular the Design Decision Maker and Authoring Tool interface. " The team are planning to build a tool specifically aimed at non-techies - " The WiDGaT toolkit (Design Decision Maker, Authoring Toolkit) aims to enable staff or students without technical expertise to easily design, develop and share widgets that support personalised learning. It enables the creation of widgets that address particularly (but not exclusively) the needs and preferences of disabled students. " Splitting into ...
- The future of technology in education (FOTE11)
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-10-10 (id=96
)
Ancillary Measures: Novelty= 0.025 , Subjectivity= 0.102 Max Author Betweenness= NA
What is the the future of technology in education? This is the premise for the FOTE conference which was held on 7 October at UCL. And the answer is . . . . 42, a piece of string? Well of course there isn't a single one, and I don't think there should be one definitive answer either, but parts of the complex jigsaw puzzle were highlighted over the day. A few suggestions which were aired during the morning morning sessions included: it's the standards and EA approaches on the latest Gartner education hype cycle; it's "cool stuff" combining the physical and digital world to create engaging, memorable experiences (as exemplified by Bristol Uni); it's predictive analytics; it's flipped and naked; it's games; it's data objects; it's the user - v - we don't know as we haven't figured ...
- Can the flipped classroom disrupt the existing lecture-based teaching model in institutions?
-
Li Yuan's blog, http://blogs.cetis.ac.uk/cetisli 2011-11-16 (id=248
)
Ancillary Measures: Novelty= -0.179 , Subjectivity= 0.093 Max Author Betweenness= NA
HE institutions, from architecture and business to pedagogy and content delivery, have been designed for the classroom-based lecture model. However, rapid technological change now means that lecture capture technology is becoming widely available and lecturers can easily record their presentations so that students may view them anywhere, anytime. Millions of audios and videos of OERs have been produced by subject experts and are freely available at iTunes U for teachers and students to use and re-use in their teaching and learning. And students can search and find most of the information they need on Google, YouTube and social networks via their mobile phones or laptops. As a result of this ever-increasing student access to technology and online learning content, institutions and ...
Blog posts Containing "generic"
- My memory of eAssessment Scotland
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-08-29 (id=39
)
Ancillary Measures: Novelty= 0.126 , Subjectivity= 0.066 Max Author Betweenness= NA
Along with around another 270 people, attended the eAssessment Scotland Conference on 26 August at the University of Dundee. It was a thought provoking day, with lots of examples of some innovative approaches to assessment within the sector. Steve Wheeler got the day off to a great start talking us through some of the "big questions" around assesment, for example is it knowledge or wisdom that we should be assessing? and what are the best ways to do this? Steve also emphasised the the evolving nature of assessment and the need to share best practice and introduced many of us to the term "ipsative assessment". The other keynotes complemented this big picture view with Becka Coley sharing her experiences of the student perspective on assessment and Pamela Kata showing taking us ...
- Socially favoured projects, real measures of engagement?
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-08-15 (id=100
)
Ancillary Measures: Novelty= -0.069 , Subjectivity= 0.034 Max Author Betweenness= NA
Martin Hawksey has been doing a bit of playing around with JISC project data lately and has now created a spreadsheet of the top "socially favoured" JISC funded projects. As a large part of my job involves supporting and amplifying the work of JISC programmes, I'm also always looking for ways to keep in touch with projects between official programme meetings and feedback on reports. Over the past few years, I have personally found that twitter has been quite revolutionary in that regard. It gives me a flexible 'lite" way to build relationships, monitor and share project developments. I've also noted how twitter is becoming a key dissemination tool for projects and indeed programmes. So I was fascinated to see Martin's table and what sources he had used. Like many others I'm becoming ...
- UKOER 2: Content description
-
John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-08-26 (id=175
)
Ancillary Measures: Novelty= -0.148 , Subjectivity= 0.045 Max Author Betweenness= NA
What standards did projects intend to use to describe and package their OERs? - what other standards are in use? This is a post in the UKOER 2 technical synthesis series. [These posts should be regarded as drafts for comment until I remove this note]Descriptive choicesDescriptive metadata in use in the UKOER 2 programmeDublin Core“The Dublin Core Metadata Initiative “popularized the idea of “core metadata” for simple and generic resource descriptions” and its initial 15 descriptive elements became an international standard and a component of the Open Archives Initiatives Protocol for Metadata Harvesting. The Dublin Core community has subsequently developed in two directions – one developing application profiles to support particular implementation ...
- JISC Assessment and Feedback Programme Strand B
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-31 (id=279
** Top 10 **)
Ancillary Measures: Novelty= -0.5 , Subjectivity= 0.061 Max Author Betweenness= NA
Where the JISC Assessment and Feedback Programme Strand A projects are focused on identifying and introducing new assessment and feedback processes and practices, the Strand B Evidence and Evaluation projects are reviewing the impact and implications of innovations and transformations that have already taken place, and exploring how these can be extended to new contexts and environments. These eight projects cover a broad range of approaches and will provide invaluable insight into the value of such changes for institutions, learners and staff. The EFFECT: Evaluating feedback for elearning: centralised tutors project at the University of Dundee will examine the success of esubmission and their TQFE-Tutor system, a centralised email account, blog and microblog supporting their online PDP ...
- The logic of competence assessability
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-31 (id=392
** Top 10 **)
Ancillary Measures: Novelty= -0.373 , Subjectivity= 0.121 Max Author Betweenness= NA
(17th in my logic of competence series)The discussion of NOS in the previous post clearly implicated assessability. Actually, assessment has been on the agenda right from the start of this series: claims and requirements are for someone "good" for a job or role. How do we assess what is "good" as opposed to "poor"? The logic of competence partly relies on the logic of assessability, so the topic deserves a closer look. "Assessability" isn't a common word. I mean, as one might expect, the quality of being assessable. Here, this applies to competence concept definitions. Given a definition of skill or competence, will people be able to use that definition to consistently assess the extent to which an individual has that skill or competence? If so, the definition is assessable. ...
- Representing level relationships
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-09-06 (id=393
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.089 Max Author Betweenness= NA
(18th in my logic of competence series)Having prepared the ground, I'm now going to address in more detail how levels of competence can best be represented, and the implications for the rest of representing competence structures. Levels can be represented similar to other competence concept definitions, but need different relationships. I've written about how giving levels to competence reflects common usage, at least for competence concepts that are not entirely assessable, and that the labels commonly used for levels are not unique identifiers; about how defining levels of assessment fits into a competence structure; and lately about how defining levels is one approach to raising the assessability of competence concepts. Later: shortly after first writing this, I put together the ideas ...
- ICT Skills
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-12-13 (id=396
)
Ancillary Measures: Novelty= -0.036 , Subjectivity= 0.071 Max Author Betweenness= NA
Several of us in CETIS have been to the CEN Workshop Learning Technologies (WS-LT), but as far as I know none yet to a closely related Workshop on ICT Skills. Their main claim to fame is the European e-Competence Framework (e-CF), a simpler alternative to SFIA (developed by the BCS and partners). It was interesting on several counts, and raises some questions we could all give an opinion on. The meeting was on 2011-12-12 at the CEN meeting rooms in Brussels. I was there on two counts: first as a CETIS and BSI member of CEN WS-LT and TC 353, and second as the team leader of InLOC, which has the e-CF mentioned in its terms of reference. There was a good attendance of 35 people, just a few of whom I had met before. Some members are ICT employers, but more are either self-employed or ...
Blog posts Containing "guide"
- Enhancing and creating student centred portfolios in VLEs webinar
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-11-14 (id=6
)
Ancillary Measures: Novelty= -0.284 , Subjectivity= 0.057 Max Author Betweenness= NA
This week has been designated "activity week" for this year's JISC Innovating E-learning conference. There are a number of pre conference online activities taking place. I'm delighted to be chairing the "enhancing and creating student centred portfolios in VLEs" webinar, this Friday (18th November at 11am). The session will demonstrate a number of portfolio centric integrations and widgets being developed as part of the current JISC DVLE Programme from the DOULS, DEVLOP and ceLTIc projects. Below is a short summary of each of the presentations. DOULS Portfolio redevelopment at the Open University has focussed on incorporating some of the enhanced functionality available within Google, e. g. , a document repository, facilities for sharing, collaboration and reflection. The DOULS ...
- Sakai - worth another look
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-10-05 (id=13
)
Ancillary Measures: Novelty= -0.294 , Subjectivity= 0.075 Max Author Betweenness= NA
I spent part of last week at the EuroSakai Conference in Amsterdam. I haven't really had any involvement with Sakai, and to be honest, I've tended to think of it as a something slightly peripheral (probably due to its low update in the UK) and dominated by the US - a sort of "it happens over there" kind of thing. However the community driven development approach it is taking is of interest, and over the past year we at CETIS have been making a concerted effort to engage more with the Sakai community and try and build more links to relevant JISC funded activity e. g. the current DVLE programme. Ian Dolphin's opening keynote gave a really useful overview of the history of Sakai, their vision of 'plugability' and ease of integration of tools and services. The community continues to ...
- Programme Maps ( or even more maps . . .)
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2012-01-30 (id=24
)
Ancillary Measures: Novelty= 0.062 , Subjectivity= 0.088 Max Author Betweenness= NA
Following on from David's post on Getting Useful Data out of Prod and its linked data store this post shows a couple of examples of creating programme level maps. David and I have spent a bit of time over the past week going through some of Martin Hawksey's ideas, working out what we felt were useful queries to use with the linked data store, and creating some simple how to guides. As someone who is not at all familiar with writing queries, we reckoned if I could it, then just about anyone could To prove that this does all work below is a screen shot of map of the JISC Curriculum Design Projects including links to their individual PROD entry pages and to their Design Studio pages (which includes links to outputs/further information for each project). Curriculum Design Projects map
- The Learning Registry: Rough Guide for Contributors
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John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-11-22 (id=170
)
Ancillary Measures: Novelty= 0.019 , Subjectivity= 0.094 Max Author Betweenness= NA
Update: For clarity, this is a piece of documentation for a specific group rather than a “regular” blog post. It may be of wider interest but it makes a number of contextual assumptions…This document assumes that you have some familiarity with intent of the Learning Registry (LR) http://www. learningregistry. org/ and that you are interested in contributing information about your resources. It lists a few things to consider before you get into the detail of the how to guide. More extensive information is available from the Learning Registry document collection. This document draws on that documentation (By US Dept of Ed, SRI International, and others) and feedback from the LR development team. It’s primary audience are those in the UK community thinking about ...
- Big Data and Analytics in Education and Learning
-
Li Yuan's blog, http://blogs.cetis.ac.uk/cetisli 2011-12-14 (id=247
)
Ancillary Measures: Novelty= 0.003 , Subjectivity= 0.082 Max Author Betweenness= NA
With the growth of the internet, mobile technologies, multimedia, social media and the ever increasing Internet of Things, the data we can mine effectively as well as the types of information we can process from that data are evolving rapidly. In a recent report, McKinsey Global Institute estimated that the amount of data increase globally is roughly 40%. The term “Big data” has emerged to describe “datasets whose size is beyond the ability of typical database software tools to capture, store, manage and analyse” (McKinsey, 2011). Big data represents data sets that can no longer be easily managed or analysed with traditional or common data management tools, methods and infrastructures. According to Gartner, the challenges of Big data come from three ...
- Making Assessment Count Evaluation project
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-11-30 (id=254
)
Ancillary Measures: Novelty= -0.237 , Subjectivity= 0.065 Max Author Betweenness= NA
The Making Assessment Count (MAC) project ran from November 2008 to October 2010, funded by JISC as part of their Transforming Curriculum Delivery through Technology programme and led by the University of Westminster. Focused on the desire to engage students with assessment feedback provided to them, it explored processes for encouraging and guiding student reflection on feedback and developing a dialogue between learners and teachers around feedback. Participants at a joint Making Assessment Count/JISC CETIS event on Assessment and Feedback back in February 2011 heard not only from project staff but also from students who were actively using the system and whose enthusiasm for it and recognition of its impact on their development as learners was genuinely inspiring. Although the ...
- Under development: eMargin
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-10 (id=275
)
Ancillary Measures: Novelty= -0.001 , Subjectivity= 0.044 Max Author Betweenness= NA
When I was studying English at university, one of the more engaging and intriguing sites of discussion and debate was the margins of printed texts. These are the ultimate asynchronous discussions, taking place over decades in some cases, rarely revisted by their participants once they’d left their comment on previous comments. It was fascinating to encounter often very different perceptions on both primary and secondary texts, and they encouraged me to reflect on my own interpretations and arguments as well as articulating them in the form of comments added to those already there. These serendipitous discoveries definitely enhanced my learning experience, providing the opportunity to discuss texts and solidify my understanding significantly beyond that provided by limited ...
- Getting data out of PROD and its triplestore
-
David Sherlock Blog, http://blogs.cetis.ac.uk/david/ 2012-01-30 (id=388
)
Ancillary Measures: Novelty= 0.062 , Subjectivity= 0.095 Max Author Betweenness= NA
For a while I have been wondering about the best way of creating a how-to guide around getting data out of the JISC CETIS project directory and in particular around its linked data triple store. A few weeks ago Martin Hawksy posted some great examples of work he’s been doing, including maps using data generated by PROD, I think these examples are great and thought that they would be a good starting point for a how to guide. Don’t be put off by scary terms as I think these things are relatively easy to do and I’ve left out as much technobabble as possible, The difficulty really lies with knowing both the location of various resources and some useful tricks. I’ve split the instructions into 3 steps. Getting data out PROD in a Google SpreadsheetGetting Institution, ...
- The logic of National Occupational Standards
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-18 (id=391
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.104 Max Author Betweenness= NA
(16th in my logic of competence series)I've mentioned NOSs (UK National Occupational Standards) many times in earlier posts in this series, (3, 5, 6, 8, 9, 12, 14) but last week I was fortunate to visit a real SSC—LANTRA— talk to some very friendly and helpful people there and elsewhere, and reflect further on the logic of NOSs. One thing that became clear is that NOSs have specific uses, not exactly the same as some of the other competence-related concepts I've been writing about. Following this up, on the UKCES website I soon found the very helpful "Guide to Developing National Occupational Standards" (pdf) by Geoff Carroll and Trevor Boutall, written quite recently: March 2010. For brevity, I'll refer to this as "the NOS Guide". The NOS GuideI won't review the whole NOS ...
- The logic of competence assessability
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-31 (id=392
** Top 10 **)
Ancillary Measures: Novelty= -0.373 , Subjectivity= 0.121 Max Author Betweenness= NA
(17th in my logic of competence series)The discussion of NOS in the previous post clearly implicated assessability. Actually, assessment has been on the agenda right from the start of this series: claims and requirements are for someone "good" for a job or role. How do we assess what is "good" as opposed to "poor"? The logic of competence partly relies on the logic of assessability, so the topic deserves a closer look. "Assessability" isn't a common word. I mean, as one might expect, the quality of being assessable. Here, this applies to competence concept definitions. Given a definition of skill or competence, will people be able to use that definition to consistently assess the extent to which an individual has that skill or competence? If so, the definition is assessable. ...
Blog posts Containing "hoc"
- A conversation around what it means to be a digital university
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2012-01-26 (id=107
)
Ancillary Measures: Novelty= -0.136 , Subjectivity= 0.046 Max Author Betweenness= NA
Over the past 18 months I've been having a series of discussions with Bill Johnston (a colleague of mine here at Strathclyde) around notions information and digital literacy and of what it means to be a digital university. We moved from a series increasingly long, and wide ranging ad hoc "in the kitchen/pub" chats to slightly more formal meetings with the idea of writing a paper. However, as the months have passed, we've actually come round to the idea of extending our conversation in a more informal way, and (hopefully) to a wider audience via this blog. In this post, I'd like to introduce you, dear reader, to Bill and the some of the key questions and issues we've been been working on. Bill Johnston is recently retired, but he is still an active Honorary Research Fellow at the ...
- Badges, identity and the $2million prize fund
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-11 (id=276
)
Ancillary Measures: Novelty= 0.001 , Subjectivity= 0.097 Max Author Betweenness= NA
You’ll almost certainly have noticed some of the excitement that’s suddenly erupted around the use of badges in education. Perhaps you’ve heard that it’s the latest in a long line of ‘game changers for education’, maybe you’re even hoping for a slice of that $2million prize fund the HASTAC Initiative, Mozilla and the MacArthur Foundation are offering for work around their adoption and development through the Digital Media and Learning Badges for Lifelong Learning competition. Supported by a number of significant entities, including Intel, Microsoft and various US Government departments, the competition offers up to $200k each for a number of projects around content and infrastructure for badges for lifelong learning, as well as an $80k award ...
- Approaches to building interoperability and their pros and cons
-
Wilbert Kraan Blog, http://blogs.cetis.ac.uk/wilbert/ 2012-01-28 (id=412
)
Ancillary Measures: Novelty= 0.123 , Subjectivity= 0.103 Max Author Betweenness= NA
System A needs to talk to System B. Standards are the ideal to achieve that, but pragmatics often dictate otherwise. Let’s have a look at what approaches there are, and their pros and cons. When I looked at the general area of interoperability a while ago, I observed that useful technology becomes ubiquitous and predictable enough over time for the interoperability problem to go away. The route to get to such commodification is largely down to which party - vendors, customers, domain representatives - is most powerful and what their interests are. Which describes the process very nicely, but doesn’t help solve the problem of connecting stuff now. So I thought I’d try to list what the choices are, and what their main pros and cons are:A priori, global Also known as de ...
Blog posts Containing "ict"
- 2011: a CETIS year in blogging
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2012-01-17 (id=261
** Top 10 **)
Ancillary Measures: Novelty= -0.064 , Subjectivity= 0.075 Max Author Betweenness= NA
If you subscribe to any of our CETIS mailing lists you’ll probably be aware that each month I send out a newsletter summarising our blog posts and news stories over the previous month as well as information on our publications, events and sector funding opportunities. As part of this I always include a Top Five posts section, highlighting the five most popular posts of the month - a really interesting look at what our audiences are actually interested in. So with the new year now firmly in place, it seemed like the ideal time to take a look back at what you enjoyed reading - and we enjoyed writing - in 2011…What you liked readingThe top 20 most read posts of 2011 were:UKOER 2: Dissemination protocols in use and Jorum representation (26 August 2011) John RobertsonMobile Web ...
- The logic of competence assessability
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-31 (id=392
** Top 10 **)
Ancillary Measures: Novelty= -0.373 , Subjectivity= 0.121 Max Author Betweenness= NA
(17th in my logic of competence series)The discussion of NOS in the previous post clearly implicated assessability. Actually, assessment has been on the agenda right from the start of this series: claims and requirements are for someone "good" for a job or role. How do we assess what is "good" as opposed to "poor"? The logic of competence partly relies on the logic of assessability, so the topic deserves a closer look. "Assessability" isn't a common word. I mean, as one might expect, the quality of being assessable. Here, this applies to competence concept definitions. Given a definition of skill or competence, will people be able to use that definition to consistently assess the extent to which an individual has that skill or competence? If so, the definition is assessable. ...
- ICT Skills
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-12-13 (id=396
)
Ancillary Measures: Novelty= -0.036 , Subjectivity= 0.071 Max Author Betweenness= NA
Several of us in CETIS have been to the CEN Workshop Learning Technologies (WS-LT), but as far as I know none yet to a closely related Workshop on ICT Skills. Their main claim to fame is the European e-Competence Framework (e-CF), a simpler alternative to SFIA (developed by the BCS and partners). It was interesting on several counts, and raises some questions we could all give an opinion on. The meeting was on 2011-12-12 at the CEN meeting rooms in Brussels. I was there on two counts: first as a CETIS and BSI member of CEN WS-LT and TC 353, and second as the team leader of InLOC, which has the e-CF mentioned in its terms of reference. There was a good attendance of 35 people, just a few of whom I had met before. Some members are ICT employers, but more are either self-employed or ...
- Where are the customers?
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2012-01-16 (id=397
)
Ancillary Measures: Novelty= 0.017 , Subjectivity= 0.099 Max Author Betweenness= NA
All of us in the learning technology standards community share the challenge of knowing who our real customers are. Discussion at the January CEN Workshop on Learning Technologies (WS-LT) was a great stimulus for my further reflection — should we be thinking more of national governments?Let's review the usual stakeholder suspects: education and training providers; content providers; software developers; learners; the European Commission. I'll gesture (superficially) towards arguing that each one of these may indeed be stakeholders, but the direction of the argument is that there is a large space in our clientele and attendance for those who are directly interested and can pay. Let's start with the the providers of education and training. They do certainly have an interest in ...
Blog posts Containing "layer"
- UKOER 2: without the collections strand
-
John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-09-20 (id=173
)
Ancillary Measures: Novelty= 0.023 , Subjectivity= 0.079 Max Author Betweenness= NA
An intial look at UKOER without the collections strand (C). This is a post in the UKOER 2 technical synthesis series. [These posts should be regarded as drafts for comment until I remove this note]In my earlier post in this series on the collections strand (C), I presented a graph of the technical choices made just by that part of the programme looking at the issue of gathering static and dynamic collections, as part of that process I realised that, although the collections strand reflects a key aspect of the programme, and part of the direction future I hope future ukoer work is going, a consideration of the programme omitting the technical choices of strand C might be of interest. The below graphs are also the ones which compare most directly with the work of UKOER 1 which didn’t ...
- UKOER 2: Content management platforms
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John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-08-26 (id=177
)
Ancillary Measures: Novelty= 0.064 , Subjectivity= 0.046 Max Author Betweenness= NA
What platforms are UKOER 2 projects using to host and manage their content? What types of content are they releasing? This is a post in the UKOER 2 technical synthesis series. [These posts should be regarded as drafts for comment until I remove this note]OER types:Projects in UKOER 2 have released resources at various levels of granularity from individual images and documents through to whole courses. A variety of mime types are used by the projects. These include: doc, pdf, spss, wiki, ppt, prezi, wmv, html5, javascript, wav, MS Office, DOM, RTF, GIF, JPEG, PNG, AVI, MPEG, DivX, QuickTime, MP3, mp4, HTML, zip, xml, qti, swf, flv. Platform overview:Overview of platforms in use in the UKOER 2 programmeAs can be seen this graph is somewhat misleading as it aggregates the total use of web ...
- UKOER 2: Collections, technology, and community
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John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-09-06 (id=181
)
Ancillary Measures: Novelty= 0.067 , Subjectivity= 0.113 Max Author Betweenness= NA
In the UKOER 2 programme Strand C funded “Projects identifying, collecting and promoting collections of OER and other material around a common theme” with the aim “…to investigate how thematic and subject area presentation of OER material can make resources more discoverable by those working in these areas” (UKOER 2 call document). The projects had to create what were termed static and dynamic collections of OER. The intent of the static collection was that it could in some way act as an identity, focus, or seed for the dynamic collection. Six projects were funded: CSAP OER, Oerbital, DelOREs, Triton, EALCFO, Open Fieldwork and a range of approaches and technologies was taken to making both static and dynamic collections. The projects are all worth ...
- JISC Assessment and Feedback Programme Strand C
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-31 (id=280
)
Ancillary Measures: Novelty= -0.094 , Subjectivity= 0.1 Max Author Betweenness= NA
The final part of the current JISC Assessment and Feedback Programme, Strand C provides support for technical development work to ‘package a technology innovation in assessment and feedback for re-use (with associated processes and practice), and support its transfer to two or more named external institutions’. This will see a number of innovative systems, including those developed over recent years with direct support from JISC, that have reached sufficient maturity adopted outside their originating institution and used to directly enhance teaching and learning. The Open Mentor Technology Transfer (OMtetra) project will see The Open University’s Open Mentor system packaged and transferred to the University of Southampton and King’s College London. This unique ...
- The logic of National Occupational Standards
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-18 (id=391
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.104 Max Author Betweenness= NA
(16th in my logic of competence series)I've mentioned NOSs (UK National Occupational Standards) many times in earlier posts in this series, (3, 5, 6, 8, 9, 12, 14) but last week I was fortunate to visit a real SSC—LANTRA— talk to some very friendly and helpful people there and elsewhere, and reflect further on the logic of NOSs. One thing that became clear is that NOSs have specific uses, not exactly the same as some of the other competence-related concepts I've been writing about. Following this up, on the UKCES website I soon found the very helpful "Guide to Developing National Occupational Standards" (pdf) by Geoff Carroll and Trevor Boutall, written quite recently: March 2010. For brevity, I'll refer to this as "the NOS Guide". The NOS GuideI won't review the whole NOS ...
Blog posts Containing "literacies"
- Summary of technologies in use in the JISC Developing Digital Literacies Programme
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2012-01-31 (id=4
)
Ancillary Measures: Novelty= -0.369 , Subjectivity= 0.051 Max Author Betweenness= NA
The JISC Developing Digital Literacies programme is now well underway. As I reported from the programme start up meeting last October , the aim of this 2 year programme is too " . . . promote the development of coherent, inclusive and holistic institutional strategies and organisational approaches for developing digital literacies for all staff and students in UK further and higher education. "with projects:" . . . working across the following stakeholder groupings in their plans for developing digital literacies: students, academic staff, research staff, librarians and learning resources and support staff, administrators and managers and institutional support staff . . . "As part of the programme support project, over the last couple of months I've conducting our usual technical ...
- Developing Digital Literacies Programme Start Up Meeting
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Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-10-05 (id=12
)
Ancillary Measures: Novelty= -0.369 , Subjectivity= 0.034 Max Author Betweenness= NA
The 12 successfully funded projects in the JISC Developing Digital Literacies programme met yesterday (4 October) in Birmingham for the programme start-up meeting. The aim of the programme is to:" . . . promote the development of coherent, inclusive and holistic institutional strategies and organisational approaches for developing digital literacies for all staff and students in UK further and higher education. " with projects: " . . . working across the following stakeholder groupings in their plans for developing digital literacies: students, academic staff, research staff, librarians and learning resources and support staff, administrators and managers and institutional support staff . . . "The programme has developed from previous user centred work funded by the JISC Elearning ...
- Crowd sourced open source alternatives to SPSS
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-11-09 (id=20
)
Ancillary Measures: Novelty= 0.152 , Subjectivity= 0.044 Max Author Betweenness= NA
This morning I was having a PROD call with Peter Kilcoyne from the WORDLE project (part of the current JISC Developing Digital Literacies programme). One area that came up during our discussion was open source alternatives to SPSS for data analysis of their baselining interviews with staff and students. Peter and his team have done a bit of research and have been looking at SOFA, and some other other possibilities. Statistical analysis is not one an area I know that much about, but I know a lot of people who do have expertise, so I decided to take the tried and tested "lazy web" approach to see if there were any other recommendations from my twitter community. And once again the power of the crowd came through. I even got some email with more detailed information and suggestions of ...
- The future of technology in education (FOTE11)
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-10-10 (id=96
)
Ancillary Measures: Novelty= 0.025 , Subjectivity= 0.102 Max Author Betweenness= NA
What is the the future of technology in education? This is the premise for the FOTE conference which was held on 7 October at UCL. And the answer is . . . . 42, a piece of string? Well of course there isn't a single one, and I don't think there should be one definitive answer either, but parts of the complex jigsaw puzzle were highlighted over the day. A few suggestions which were aired during the morning morning sessions included: it's the standards and EA approaches on the latest Gartner education hype cycle; it's "cool stuff" combining the physical and digital world to create engaging, memorable experiences (as exemplified by Bristol Uni); it's predictive analytics; it's flipped and naked; it's games; it's data objects; it's the user - v - we don't know as we haven't figured ...
- A conversation around what it means to be a digital university
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2012-01-26 (id=107
)
Ancillary Measures: Novelty= -0.136 , Subjectivity= 0.046 Max Author Betweenness= NA
Over the past 18 months I've been having a series of discussions with Bill Johnston (a colleague of mine here at Strathclyde) around notions information and digital literacy and of what it means to be a digital university. We moved from a series increasingly long, and wide ranging ad hoc "in the kitchen/pub" chats to slightly more formal meetings with the idea of writing a paper. However, as the months have passed, we've actually come round to the idea of extending our conversation in a more informal way, and (hopefully) to a wider audience via this blog. In this post, I'd like to introduce you, dear reader, to Bill and the some of the key questions and issues we've been been working on. Bill Johnston is recently retired, but he is still an active Honorary Research Fellow at the ...
- (Open) Educational practice and (digital) literacy
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-11-25 (id=110
)
Ancillary Measures: Novelty= -0.124 , Subjectivity= 0.085 Max Author Betweenness= NA
I've been dipping in and out of the JISC online conference this week. As usual, there has been a great mix of live presentations and asynchronous discussion. Two themes have risen to the top of my mind, (open) educational practice and (digital) literacy. I also recently attended the Mainstreaming Open Educational Practices Forum co-hosted by the OPAL and Concede projects and UNESCO. So this post is a sort of summary of my reaction and reflections to issues raised during both these events. Apologies, this maybe a bit of rambling rant!When working in any new or niche area, terminology and or jargon is always an issue. I've always disliked the term "e-learning", and prefer to talk about "learning". However I do realise that there are valid reasons for using the term, not least ...
Blog posts Containing "markup"
- UKOER 2: Content description
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John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-08-26 (id=175
)
Ancillary Measures: Novelty= -0.148 , Subjectivity= 0.045 Max Author Betweenness= NA
What standards did projects intend to use to describe and package their OERs? - what other standards are in use? This is a post in the UKOER 2 technical synthesis series. [These posts should be regarded as drafts for comment until I remove this note]Descriptive choicesDescriptive metadata in use in the UKOER 2 programmeDublin Core“The Dublin Core Metadata Initiative “popularized the idea of “core metadata” for simple and generic resource descriptions” and its initial 15 descriptive elements became an international standard and a component of the Open Archives Initiatives Protocol for Metadata Harvesting. The Dublin Core community has subsequently developed in two directions – one developing application profiles to support particular implementation ...
- UKOER 2: Licences and encoding
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John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-08-26 (id=176
)
Ancillary Measures: Novelty= 0.12 , Subjectivity= 0.08 Max Author Betweenness= NA
What licence have UKOER 2 projects used and how have they associated it with their content? This is a post in the UKOER 2 technical synthesis series. [These posts should be regarded as drafts for comment until I remove this note]Although, a project’s choice of licence is not a particular concern of a technical synthesis, how the licence is associated with the open content is a technical issue (see also Self description), and many of the available discovery services look for and only recognise particular licence types (typically Creative Commons - see Scott’s post). Licence choiceLicences chosen in the UKOER 2 programmeEncoding choiceHow licences are associated with content in the UKOER 2 programmeNotesA few projects use multiple options for licences, but on the whole each of ...
- Online Coursework Management Evaluation
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Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-15 (id=259
)
Ancillary Measures: Novelty= -0.228 , Subjectivity= 0.043 Max Author Betweenness= NA
The University of Exeter has developed an entirely online end-to-end coursework management system which is the subject of the Online Coursework Management Evaluation (OCME) project funded by JISC as part of the Assessment and Feedback programme Strand B. This system sees the integration of Moodle and Turnitin within the university’s Exeter Learning Environment (ELE). Assignments are submitted through the ELE, assigned an originality score by Turnitin, then available for marking through GradeMark (a commercial online marking system within Turnitin) or MS Word markup. Feedback is returned to students either via uploaded forms or bespoke feedback forms, and are made available for viewing by both individual students and the personal tutor assigned to support them. Initially ...
- Testing Caprét
-
Phil Barker Blog, http://blogs.cetis.ac.uk/philb/ 2011-08-17 (id=434
)
Ancillary Measures: Novelty= -0.294 , Subjectivity= 0.038 Max Author Betweenness= NA
I’ve been testing the alpha release of CaPRéT , a tool that aids attribution and tracking of openly licensed content from web sites. According to the Caprét website. When a user cuts and pastes text from a CaPRéT-enabled site:The user gets the text as originally cut, and if their application supports the pasted text will also automatically include attribution and licensing information. The OER site can also track what text was cut, allowing them to better understand how users are using their site. I tested Caprét on a single page, my institutional home page and on this blog. To enable Caprét for material on a website you need to include links to four javascript files in your webpages. I went with the files hosted on the Caprét site so all I had to do was put this into my ...
- Learning resource metadata initiative
-
Phil Barker Blog, http://blogs.cetis.ac.uk/philb/ 2011-09-08 (id=435
)
Ancillary Measures: Novelty= -0.156 , Subjectivity= 0.093 Max Author Betweenness= NA
In the spirit of Godwin’s law, I would propose that“As any discussion about metadata grows longer the probability of a comparison to Google approaches one. ”Of course the comparison is usually that formal metadata is insignificant for the resource discovery needs of most people when compared to Google. On one hand this is an over simplification: metadata is important for resource management in general not just for resource discovery, the information contained in metadata can be exposed to Google and other search engines, and it helps resource discovery in other ways, for example in displaying relationships between resources that can be browsed and crawled. It remains, however, true that all the effort that has gone into formalising and standardising metadata schema has ...
- LRMI: after the meeting
-
Phil Barker Blog, http://blogs.cetis.ac.uk/philb/ 2011-09-15 (id=436
)
Ancillary Measures: Novelty= -0.156 , Subjectivity= 0.084 Max Author Betweenness= NA
Last week I was at the first face to face meeting of the Learning Resource Metadata Initiative technical working group, here are my reflections on it. In short, what I said in previous post was about right, and the discussion went the way I hoped. One addition, though, that I didn’t cover in that post, was some discussion of accessibility conditions. That was one of a number of issues that was set aside as being of more general importance than learning resources and best dealt with that wider scope in mind; the resources of the LRMI project being better spent on those issues that are specific to learning materials. An interesting take on the scope of the project that someone (I forget who) raised during the meeting concerns working within the constraints of the search engine ...
Blog posts Containing "martin"
- Outputs, deliverables and other stuff
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-10-18 (id=11
)
Ancillary Measures: Novelty= -0.185 , Subjectivity= 0.07 Max Author Betweenness= NA
Sustaining and embedding changes to curriculum design practices and processes was the theme for the Curriculum Design Programme meeting held last week in Nottingham. The projects are now in their final year of a four year funding cycle, and the focus of the activities and discussions were to:"*Explore how projects can best ensure their activities result in real and sustained changes to curriculum design processes and practices and how to evidence this impact *Showcase innovative practice from the Curriculum Design programme and explore and discuss how these outputs can assist in transforming curriculum design more widely in other institutions *Further explore how projects can contribute to the programme level narrative around how institutions are changing the processes and practices ...
- Programme Maps ( or even more maps . . .)
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2012-01-30 (id=24
)
Ancillary Measures: Novelty= 0.062 , Subjectivity= 0.088 Max Author Betweenness= NA
Following on from David's post on Getting Useful Data out of Prod and its linked data store this post shows a couple of examples of creating programme level maps. David and I have spent a bit of time over the past week going through some of Martin Hawksey's ideas, working out what we felt were useful queries to use with the linked data store, and creating some simple how to guides. As someone who is not at all familiar with writing queries, we reckoned if I could it, then just about anyone could To prove that this does all work below is a screen shot of map of the JISC Curriculum Design Projects including links to their individual PROD entry pages and to their Design Studio pages (which includes links to outputs/further information for each project). Curriculum Design Projects map
- Socially favoured projects, real measures of engagement?
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-08-15 (id=100
)
Ancillary Measures: Novelty= -0.069 , Subjectivity= 0.034 Max Author Betweenness= NA
Martin Hawksey has been doing a bit of playing around with JISC project data lately and has now created a spreadsheet of the top "socially favoured" JISC funded projects. As a large part of my job involves supporting and amplifying the work of JISC programmes, I'm also always looking for ways to keep in touch with projects between official programme meetings and feedback on reports. Over the past few years, I have personally found that twitter has been quite revolutionary in that regard. It gives me a flexible 'lite" way to build relationships, monitor and share project developments. I've also noted how twitter is becoming a key dissemination tool for projects and indeed programmes. So I was fascinated to see Martin's table and what sources he had used. Like many others I'm becoming ...
- CETIS OER Visualisation Project
-
Lornas Blog, http://blogs.cetis.ac.uk/lmc/ 2011-12-06 (id=343
)
Ancillary Measures: Novelty= -0.13 , Subjectivity= 0.092 Max Author Betweenness= NA
As part of our work in the areas of open educational resources and data analysis CETIS are undertaking a new project to visualise the outputs of the JISC / HEA Open Educational Resource Programmes and we are very lucky to have recruited data wrangler extraordinaire Martin Hawksey to undertake this work. Martin’s job will be to firstly develop examples and workflows for visualising OER project data stored in the JISC CETIS PROD database, and secondly to produce visualisations around OER content and collections produced by the JISC / HEA programmes. Oh, and he’s only got 40 days to do it! You can read Martin’s thoughts on the task ahead over at his own blog MASHe: 40 days to let you see the impact of the OER Programme #ukoerPROD Data AnalysisA core aspect of ...
- Getting data out of PROD and its triplestore
-
David Sherlock Blog, http://blogs.cetis.ac.uk/david/ 2012-01-30 (id=388
)
Ancillary Measures: Novelty= 0.062 , Subjectivity= 0.095 Max Author Betweenness= NA
For a while I have been wondering about the best way of creating a how-to guide around getting data out of the JISC CETIS project directory and in particular around its linked data triple store. A few weeks ago Martin Hawksy posted some great examples of work he’s been doing, including maps using data generated by PROD, I think these examples are great and thought that they would be a good starting point for a how to guide. Don’t be put off by scary terms as I think these things are relatively easy to do and I’ve left out as much technobabble as possible, The difficulty really lies with knowing both the location of various resources and some useful tricks. I’ve split the instructions into 3 steps. Getting data out PROD in a Google SpreadsheetGetting Institution, ...
Blog posts Containing "mobile"
- Developing Digital Literacies Programme Start Up Meeting
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-10-05 (id=12
)
Ancillary Measures: Novelty= -0.369 , Subjectivity= 0.034 Max Author Betweenness= NA
The 12 successfully funded projects in the JISC Developing Digital Literacies programme met yesterday (4 October) in Birmingham for the programme start-up meeting. The aim of the programme is to:" . . . promote the development of coherent, inclusive and holistic institutional strategies and organisational approaches for developing digital literacies for all staff and students in UK further and higher education. " with projects: " . . . working across the following stakeholder groupings in their plans for developing digital literacies: students, academic staff, research staff, librarians and learning resources and support staff, administrators and managers and institutional support staff . . . "The programme has developed from previous user centred work funded by the JISC Elearning ...
- DVLE programme virtual brown bag session, 13 January
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2012-01-05 (id=21
)
Ancillary Measures: Novelty= -0.161 , Subjectivity= 0.048 Max Author Betweenness= NA
Beat the January wet and windy blues by joining us from the comfort of your own desk, for a free "virtual brown bag lunch" session next Friday (13 January). The W2C project (MMU) and the SLEP (Univeristy of Southampton) will give an overview of the work they have been doing in creating mobile web services and apps for staff and students as part of the JISC Distributed Virtual Learning Environments (DVLE) programme. Starting at 12 o'clock and lasting approximately an hour this session will give delegates an insight into the underlying technical approaches the projects have taken to providing mobile services which integrate with existing institutional systems, and also their ongoing requirements and student engagement processes. To get an overview and some background to the ...
- The future of technology in education (FOTE11)
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-10-10 (id=96
)
Ancillary Measures: Novelty= 0.025 , Subjectivity= 0.102 Max Author Betweenness= NA
What is the the future of technology in education? This is the premise for the FOTE conference which was held on 7 October at UCL. And the answer is . . . . 42, a piece of string? Well of course there isn't a single one, and I don't think there should be one definitive answer either, but parts of the complex jigsaw puzzle were highlighted over the day. A few suggestions which were aired during the morning morning sessions included: it's the standards and EA approaches on the latest Gartner education hype cycle; it's "cool stuff" combining the physical and digital world to create engaging, memorable experiences (as exemplified by Bristol Uni); it's predictive analytics; it's flipped and naked; it's games; it's data objects; it's the user - v - we don't know as we haven't figured ...
- Summer round up from the institutional DVLE projects
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Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-09-01 (id=99
** Top 10 **)
Ancillary Measures: Novelty= -0.421 , Subjectivity= 0.047 Max Author Betweenness= NA
Summer generally provides a bit of time for reflection and gathering of thoughts. It also marks the start of the final phase of the current JISC Distributed Virtual Learning Environments (DVLE) programme. For the five institutionally based projects, this summer has provided a short break before some major implementations and evaluations get underway in the new semester. This post summarizes some of the developments and future plans as outlined by the projects in their recent interim reports. To give a bit more context the original call for funding for the institutional projects specifically asked for bids that would:" . . . review their virtual learning environment and related systems to establish to what extent they meet the current and projected needs of the wide range of ...
- UKOER 2: Content description
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John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-08-26 (id=175
)
Ancillary Measures: Novelty= -0.148 , Subjectivity= 0.045 Max Author Betweenness= NA
What standards did projects intend to use to describe and package their OERs? - what other standards are in use? This is a post in the UKOER 2 technical synthesis series. [These posts should be regarded as drafts for comment until I remove this note]Descriptive choicesDescriptive metadata in use in the UKOER 2 programmeDublin Core“The Dublin Core Metadata Initiative “popularized the idea of “core metadata” for simple and generic resource descriptions” and its initial 15 descriptive elements became an international standard and a component of the Open Archives Initiatives Protocol for Metadata Harvesting. The Dublin Core community has subsequently developed in two directions – one developing application profiles to support particular implementation ...
- Big Data and Analytics in Education and Learning
-
Li Yuan's blog, http://blogs.cetis.ac.uk/cetisli 2011-12-14 (id=247
)
Ancillary Measures: Novelty= 0.003 , Subjectivity= 0.082 Max Author Betweenness= NA
With the growth of the internet, mobile technologies, multimedia, social media and the ever increasing Internet of Things, the data we can mine effectively as well as the types of information we can process from that data are evolving rapidly. In a recent report, McKinsey Global Institute estimated that the amount of data increase globally is roughly 40%. The term “Big data” has emerged to describe “datasets whose size is beyond the ability of typical database software tools to capture, store, manage and analyse” (McKinsey, 2011). Big data represents data sets that can no longer be easily managed or analysed with traditional or common data management tools, methods and infrastructures. According to Gartner, the challenges of Big data come from three ...
- Can the flipped classroom disrupt the existing lecture-based teaching model in institutions?
-
Li Yuan's blog, http://blogs.cetis.ac.uk/cetisli 2011-11-16 (id=248
)
Ancillary Measures: Novelty= -0.179 , Subjectivity= 0.093 Max Author Betweenness= NA
HE institutions, from architecture and business to pedagogy and content delivery, have been designed for the classroom-based lecture model. However, rapid technological change now means that lecture capture technology is becoming widely available and lecturers can easily record their presentations so that students may view them anywhere, anytime. Millions of audios and videos of OERs have been produced by subject experts and are freely available at iTunes U for teachers and students to use and re-use in their teaching and learning. And students can search and find most of the information they need on Google, YouTube and social networks via their mobile phones or laptops. As a result of this ever-increasing student access to technology and online learning content, institutions and ...
- TEL-Map Future Search Workshop in Shanghai
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Li Yuan's blog, http://blogs.cetis.ac.uk/cetisli 2011-09-26 (id=249
)
Ancillary Measures: Novelty= -0.031 , Subjectivity= 0.092 Max Author Betweenness= NA
In September, at the International Open Forum of e-Learning and Standardization in Shanghai, we organised a TEL-Map workshop to identify the main drivers in the use of technology in education, explore possible future scenarios of Technology Enhanced Learning and develop roadmaps to desired futures. The workshop provided a unique opportunity to engage people, both Chinese experts and experts participating in the 24th meeting of ISO/IEC JTC1 SC36 taking place at the same venue. Three main questions were used to prompt discussion and to enable the participants to pool their thinking and ideas about the current state and future vision of TEL, and how to achieve the desired future. These main questions were broken down into sub-questions as below:1. What is the current state of Technology ...
- Where are the customers?
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2012-01-16 (id=397
)
Ancillary Measures: Novelty= 0.017 , Subjectivity= 0.099 Max Author Betweenness= NA
All of us in the learning technology standards community share the challenge of knowing who our real customers are. Discussion at the January CEN Workshop on Learning Technologies (WS-LT) was a great stimulus for my further reflection — should we be thinking more of national governments?Let's review the usual stakeholder suspects: education and training providers; content providers; software developers; learners; the European Commission. I'll gesture (superficially) towards arguing that each one of these may indeed be stakeholders, but the direction of the argument is that there is a large space in our clientele and attendance for those who are directly interested and can pay. Let's start with the the providers of education and training. They do certainly have an interest in ...
Blog posts Containing "occupational"
- The logic of National Occupational Standards
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-18 (id=391
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.104 Max Author Betweenness= NA
(16th in my logic of competence series)I've mentioned NOSs (UK National Occupational Standards) many times in earlier posts in this series, (3, 5, 6, 8, 9, 12, 14) but last week I was fortunate to visit a real SSC—LANTRA— talk to some very friendly and helpful people there and elsewhere, and reflect further on the logic of NOSs. One thing that became clear is that NOSs have specific uses, not exactly the same as some of the other competence-related concepts I've been writing about. Following this up, on the UKCES website I soon found the very helpful "Guide to Developing National Occupational Standards" (pdf) by Geoff Carroll and Trevor Boutall, written quite recently: March 2010. For brevity, I'll refer to this as "the NOS Guide". The NOS GuideI won't review the whole NOS ...
- The logic of competence assessability
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-31 (id=392
** Top 10 **)
Ancillary Measures: Novelty= -0.373 , Subjectivity= 0.121 Max Author Betweenness= NA
(17th in my logic of competence series)The discussion of NOS in the previous post clearly implicated assessability. Actually, assessment has been on the agenda right from the start of this series: claims and requirements are for someone "good" for a job or role. How do we assess what is "good" as opposed to "poor"? The logic of competence partly relies on the logic of assessability, so the topic deserves a closer look. "Assessability" isn't a common word. I mean, as one might expect, the quality of being assessable. Here, this applies to competence concept definitions. Given a definition of skill or competence, will people be able to use that definition to consistently assess the extent to which an individual has that skill or competence? If so, the definition is assessable. ...
- Representing level relationships
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-09-06 (id=393
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.089 Max Author Betweenness= NA
(18th in my logic of competence series)Having prepared the ground, I'm now going to address in more detail how levels of competence can best be represented, and the implications for the rest of representing competence structures. Levels can be represented similar to other competence concept definitions, but need different relationships. I've written about how giving levels to competence reflects common usage, at least for competence concepts that are not entirely assessable, and that the labels commonly used for levels are not unique identifiers; about how defining levels of assessment fits into a competence structure; and lately about how defining levels is one approach to raising the assessability of competence concepts. Later: shortly after first writing this, I put together the ideas ...
- ICT Skills
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-12-13 (id=396
)
Ancillary Measures: Novelty= -0.036 , Subjectivity= 0.071 Max Author Betweenness= NA
Several of us in CETIS have been to the CEN Workshop Learning Technologies (WS-LT), but as far as I know none yet to a closely related Workshop on ICT Skills. Their main claim to fame is the European e-Competence Framework (e-CF), a simpler alternative to SFIA (developed by the BCS and partners). It was interesting on several counts, and raises some questions we could all give an opinion on. The meeting was on 2011-12-12 at the CEN meeting rooms in Brussels. I was there on two counts: first as a CETIS and BSI member of CEN WS-LT and TC 353, and second as the team leader of InLOC, which has the e-CF mentioned in its terms of reference. There was a good attendance of 35 people, just a few of whom I had met before. Some members are ICT employers, but more are either self-employed or ...
Blog posts Containing "perform"
- Big Data and Analytics in Education and Learning
-
Li Yuan's blog, http://blogs.cetis.ac.uk/cetisli 2011-12-14 (id=247
)
Ancillary Measures: Novelty= 0.003 , Subjectivity= 0.082 Max Author Betweenness= NA
With the growth of the internet, mobile technologies, multimedia, social media and the ever increasing Internet of Things, the data we can mine effectively as well as the types of information we can process from that data are evolving rapidly. In a recent report, McKinsey Global Institute estimated that the amount of data increase globally is roughly 40%. The term “Big data” has emerged to describe “datasets whose size is beyond the ability of typical database software tools to capture, store, manage and analyse” (McKinsey, 2011). Big data represents data sets that can no longer be easily managed or analysed with traditional or common data management tools, methods and infrastructures. According to Gartner, the challenges of Big data come from three ...
- The evaluation of assessment diaries and GradeMark at the University of Glamorgan
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-12 (id=255
** Top 10 **)
Ancillary Measures: Novelty= -0.352 , Subjectivity= 0.059 Max Author Betweenness= NA
Two major, institution-wide innovations introduced in recent years at the University of Glamorgan are the subject of this project, funded as part of the JISC Assessment and Feedback Programme Strand B. Arising as a result of a Change academy project running from 2008-10, the use of assessment diaries for scheduling and planning assessment, and GradeMark for online marking, have been adopted across the institution to various extents within different schools and faculties. This new JISC project will examine the reasons for variation in adoption and explore staff and student experiences of these technologies as well as exploring strategies for staff development to encourage wider uptake. The assessment diary system is a very simple, but very elegant approach to dealing with the issue of ...
- Student-generated content for learning
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-12 (id=256
)
Ancillary Measures: Novelty= -0.337 , Subjectivity= 0.065 Max Author Betweenness= NA
Finding ways of engaging learners while maximising their learning, without negatively impacting on either staff or student workloads and that fit constrained institutional budgets is no small task, but the Student-Generated Content for Learning: Enhancing Engagement, Feedback and Performance project based at the University of Edinburgh is evaluating the use of technology that seems to do just that. PeerWise, developed by the Department of Computer Science at the University of Auckland, is a free system designed not only to allow students to develop and publish their own questions but also to support a variety of social activities around those questions. As well as simply answering others’ questions to test their own knowledge, students can also comment on questions, rate them and ...
- InterACT: modelling feedback flow
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Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2012-01-25 (id=263
)
Ancillary Measures: Novelty= -0.292 , Subjectivity= 0.052 Max Author Betweenness= NA
The InterACT project at the University of Dundee, part of the JISC Assessment and Feedback Programme Strand A (institutional change) is working on enhancing feedback dialogue, reflection and feed-forward in a large postgraduate online distance learning course in medical education. The course is unusual in that progress is heavily learner-driven: as students are working professionals they are able to enrol and submit assignments at any time they chose rather than according to a predetermined course timetable, and while this significantly increases the flexibility and accessibility of the course, this lack of external structure can impact, together with the higher attrition rates noted in online distance learning in general, on student progress and retention. Assessment feedback has ...
- Evaluating Electronic Voting Systems for Enhancing Student Experience
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2012-01-26 (id=265
** Top 10 **)
Ancillary Measures: Novelty= -0.303 , Subjectivity= 0.045 Max Author Betweenness= NA
The eighth project in Strand B (Evidence and Evaluation) of the JISC Assessment and Feedback Programme is Evaluating Electronic Voting Systems for Enhancing Student Experience (EEVS), based at the University of Hertfordshire. This one year project is undertaking an extensive review of the use of electronic voting systems (EVS) in a range of schools across the institution, gathering testimony from both staff and students on their experiences, insights and identified issues and success factors. Hertfordshire has invested substantially in assessment and feedback in recent years, with an extensive programme of innovations including the purchase of nearly four thousand EVS handsets for use in teaching in eight schools. The initial response to their introduction, from both staff and ...
- Badges, identity and the $2million prize fund
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-11 (id=276
)
Ancillary Measures: Novelty= 0.001 , Subjectivity= 0.097 Max Author Betweenness= NA
You’ll almost certainly have noticed some of the excitement that’s suddenly erupted around the use of badges in education. Perhaps you’ve heard that it’s the latest in a long line of ‘game changers for education’, maybe you’re even hoping for a slice of that $2million prize fund the HASTAC Initiative, Mozilla and the MacArthur Foundation are offering for work around their adoption and development through the Digital Media and Learning Badges for Lifelong Learning competition. Supported by a number of significant entities, including Intel, Microsoft and various US Government departments, the competition offers up to $200k each for a number of projects around content and infrastructure for badges for lifelong learning, as well as an $80k award ...
- JISC Assessment and Feedback Programme Strand A
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-31 (id=278
** Top 10 **)
Ancillary Measures: Novelty= -0.352 , Subjectivity= 0.095 Max Author Betweenness= NA
JISC has a long tradition of providing support and encouragement for innovative assessment activities, recognising the crucial role assessment plays in education and the significant concerns about the current state of university assessment and feedback repeatedly revealed by the National Student Survey, stimulus for the National Union of Students’ recent high profile Feedback Amnesty campaign. Their latest work in this area is focused on a substantial programme of projects funded under the three strands of the current Assessment and Feedback Programme, covering institutional change, evidence and evaluation, and technology transfer. The twenty projects that successfully bid for funding under this programme address a wide range of assessment and feedback processes and educational ...
- The logic of National Occupational Standards
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-18 (id=391
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.104 Max Author Betweenness= NA
(16th in my logic of competence series)I've mentioned NOSs (UK National Occupational Standards) many times in earlier posts in this series, (3, 5, 6, 8, 9, 12, 14) but last week I was fortunate to visit a real SSC—LANTRA— talk to some very friendly and helpful people there and elsewhere, and reflect further on the logic of NOSs. One thing that became clear is that NOSs have specific uses, not exactly the same as some of the other competence-related concepts I've been writing about. Following this up, on the UKCES website I soon found the very helpful "Guide to Developing National Occupational Standards" (pdf) by Geoff Carroll and Trevor Boutall, written quite recently: March 2010. For brevity, I'll refer to this as "the NOS Guide". The NOS GuideI won't review the whole NOS ...
- The logic of competence assessability
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-31 (id=392
** Top 10 **)
Ancillary Measures: Novelty= -0.373 , Subjectivity= 0.121 Max Author Betweenness= NA
(17th in my logic of competence series)The discussion of NOS in the previous post clearly implicated assessability. Actually, assessment has been on the agenda right from the start of this series: claims and requirements are for someone "good" for a job or role. How do we assess what is "good" as opposed to "poor"? The logic of competence partly relies on the logic of assessability, so the topic deserves a closer look. "Assessability" isn't a common word. I mean, as one might expect, the quality of being assessable. Here, this applies to competence concept definitions. Given a definition of skill or competence, will people be able to use that definition to consistently assess the extent to which an individual has that skill or competence? If so, the definition is assessable. ...
- Representing level relationships
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-09-06 (id=393
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.089 Max Author Betweenness= NA
(18th in my logic of competence series)Having prepared the ground, I'm now going to address in more detail how levels of competence can best be represented, and the implications for the rest of representing competence structures. Levels can be represented similar to other competence concept definitions, but need different relationships. I've written about how giving levels to competence reflects common usage, at least for competence concepts that are not entirely assessable, and that the labels commonly used for levels are not unique identifiers; about how defining levels of assessment fits into a competence structure; and lately about how defining levels is one approach to raising the assessability of competence concepts. Later: shortly after first writing this, I put together the ideas ...
- Badges - another take
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-11-30 (id=395
)
Ancillary Measures: Novelty= -0.089 , Subjectivity= 0.086 Max Author Betweenness= NA
Badges can be seen as recognisable tokens of status or achievement. But tokens don't work in a vacuum, they depend on other things to make them work. Perhaps looking at these may help us understand how they might be used, both for portfolios and elsewhere. Rowin wrote a useful post a few weeks ago, and the topic has retained a buzz. Taking this forward, I'd like to discuss specifically the aspects of badges — and indeed any other certificate — relevant both to portfolio tools and to competence definitions. Because the focus here is on badges, I'll use the term "badge" occasionally to include what is normally thought of as a certificate. A badge, by being worn, expresses a claim to something. Some real badges may express the proposition that the wearer is a member of some ...
Blog posts Containing "pop"
- Evaluating Electronic Voting Systems for Enhancing Student Experience
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2012-01-26 (id=265
** Top 10 **)
Ancillary Measures: Novelty= -0.303 , Subjectivity= 0.045 Max Author Betweenness= NA
The eighth project in Strand B (Evidence and Evaluation) of the JISC Assessment and Feedback Programme is Evaluating Electronic Voting Systems for Enhancing Student Experience (EEVS), based at the University of Hertfordshire. This one year project is undertaking an extensive review of the use of electronic voting systems (EVS) in a range of schools across the institution, gathering testimony from both staff and students on their experiences, insights and identified issues and success factors. Hertfordshire has invested substantially in assessment and feedback in recent years, with an extensive programme of innovations including the purchase of nearly four thousand EVS handsets for use in teaching in eight schools. The initial response to their introduction, from both staff and ...
- The logic of competence assessability
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-31 (id=392
** Top 10 **)
Ancillary Measures: Novelty= -0.373 , Subjectivity= 0.121 Max Author Betweenness= NA
(17th in my logic of competence series)The discussion of NOS in the previous post clearly implicated assessability. Actually, assessment has been on the agenda right from the start of this series: claims and requirements are for someone "good" for a job or role. How do we assess what is "good" as opposed to "poor"? The logic of competence partly relies on the logic of assessability, so the topic deserves a closer look. "Assessability" isn't a common word. I mean, as one might expect, the quality of being assessable. Here, this applies to competence concept definitions. Given a definition of skill or competence, will people be able to use that definition to consistently assess the extent to which an individual has that skill or competence? If so, the definition is assessable. ...
- Representing level relationships
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-09-06 (id=393
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.089 Max Author Betweenness= NA
(18th in my logic of competence series)Having prepared the ground, I'm now going to address in more detail how levels of competence can best be represented, and the implications for the rest of representing competence structures. Levels can be represented similar to other competence concept definitions, but need different relationships. I've written about how giving levels to competence reflects common usage, at least for competence concepts that are not entirely assessable, and that the labels commonly used for levels are not unique identifiers; about how defining levels of assessment fits into a competence structure; and lately about how defining levels is one approach to raising the assessability of competence concepts. Later: shortly after first writing this, I put together the ideas ...
Blog posts Containing "registri"
- The Learning Registry: Rough Guide for Contributors
-
John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-11-22 (id=170
)
Ancillary Measures: Novelty= 0.019 , Subjectivity= 0.094 Max Author Betweenness= NA
Update: For clarity, this is a piece of documentation for a specific group rather than a “regular” blog post. It may be of wider interest but it makes a number of contextual assumptions…This document assumes that you have some familiarity with intent of the Learning Registry (LR) http://www. learningregistry. org/ and that you are interested in contributing information about your resources. It lists a few things to consider before you get into the detail of the how to guide. More extensive information is available from the Learning Registry document collection. This document draws on that documentation (By US Dept of Ed, SRI International, and others) and feedback from the LR development team. It’s primary audience are those in the UK community thinking about ...
- UKOER 2: Content description
-
John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-08-26 (id=175
)
Ancillary Measures: Novelty= -0.148 , Subjectivity= 0.045 Max Author Betweenness= NA
What standards did projects intend to use to describe and package their OERs? - what other standards are in use? This is a post in the UKOER 2 technical synthesis series. [These posts should be regarded as drafts for comment until I remove this note]Descriptive choicesDescriptive metadata in use in the UKOER 2 programmeDublin Core“The Dublin Core Metadata Initiative “popularized the idea of “core metadata” for simple and generic resource descriptions” and its initial 15 descriptive elements became an international standard and a component of the Open Archives Initiatives Protocol for Metadata Harvesting. The Dublin Core community has subsequently developed in two directions – one developing application profiles to support particular implementation ...
- 2011: a CETIS year in blogging
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2012-01-17 (id=261
** Top 10 **)
Ancillary Measures: Novelty= -0.064 , Subjectivity= 0.075 Max Author Betweenness= NA
If you subscribe to any of our CETIS mailing lists you’ll probably be aware that each month I send out a newsletter summarising our blog posts and news stories over the previous month as well as information on our publications, events and sector funding opportunities. As part of this I always include a Top Five posts section, highlighting the five most popular posts of the month - a really interesting look at what our audiences are actually interested in. So with the new year now firmly in place, it seemed like the ideal time to take a look back at what you enjoyed reading - and we enjoyed writing - in 2011…What you liked readingThe top 20 most read posts of 2011 were:UKOER 2: Dissemination protocols in use and Jorum representation (26 August 2011) John RobertsonMobile Web ...
- Badges, identity and the $2million prize fund
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-11 (id=276
)
Ancillary Measures: Novelty= 0.001 , Subjectivity= 0.097 Max Author Betweenness= NA
You’ll almost certainly have noticed some of the excitement that’s suddenly erupted around the use of badges in education. Perhaps you’ve heard that it’s the latest in a long line of ‘game changers for education’, maybe you’re even hoping for a slice of that $2million prize fund the HASTAC Initiative, Mozilla and the MacArthur Foundation are offering for work around their adoption and development through the Digital Media and Learning Badges for Lifelong Learning competition. Supported by a number of significant entities, including Intel, Microsoft and various US Government departments, the competition offers up to $200k each for a number of projects around content and infrastructure for badges for lifelong learning, as well as an $80k award ...
- JISC Learning Registry Node Experiment
-
Lornas Blog, http://blogs.cetis.ac.uk/lmc/ 2011-11-07 (id=341
)
Ancillary Measures: Novelty= -0.083 , Subjectivity= 0.091 Max Author Betweenness= NA
Over the last decade the volume and range of educational content available on the Internet has grown exponentially, boosted by the recent proliferation of open educational resources. While search engines such as Google have made it easier to discover all kinds of content, one critical factor is missing where educational resources are concerned – context. Whether you are a teacher, learner or content provider, when it comes to discovering and using educational resources, context is key. Search engines may help you to find educational resources but they will tell you little of how those resources have been used, by whom, in what context and with which outcome. Formal educational metadata standards have gone some way to addressing this problem, but it has proved to be extremely ...
- The JLeRN Experiment
-
Lornas Blog, http://blogs.cetis.ac.uk/lmc/ 2012-01-13 (id=344
)
Ancillary Measures: Novelty= -0.025 , Subjectivity= 0.023 Max Author Betweenness= NA
Towards the end of last year we reported that JISC had approved funding for the development of an experimental Learning Registry node here in the UK, the first node of its kind to be developed outwith the US. The JLeRN Experiment, which is being undertaken by Mimas at the University of Manchester, with input from CETIS and JISC, launched in early December. The JLeRN team is being led by Sarah Currier with the technical development being undertaken by Nick Syrotiuk and Bharti Gupta. JLeRN / UK Contributors Learning Registry HackdayThe aim of this proof of concept project is to explore the practicalities of configuring and running a Learning Registry node and to explore the practicalities of getting data in and out of the network. The team are actively seeking any technical ...
- A lesson in tagging for UKOER
-
Phil Barker Blog, http://blogs.cetis.ac.uk/philb/ 2011-11-06 (id=438
)
Ancillary Measures: Novelty= 0.291 , Subjectivity= 0.051 Max Author Betweenness= NA
We’ve been encouraging projects in the HE Academy / JISC OER programmes to use platforms that help get the resources out onto the open web and into the places where people look, rather than expecting people to come to them. YouTube is one such place. However, we also wanted to be able to find all the outputs from the various projects wherever they had been put, without relying on a central registry, so one of the technical recommendations for the programme was that resources are tagged UKOER. So, I went to YouTube and searched for UKOER, and this was the top hit. Well, it’s a lesson in tagging I suppose. I don’t think it invalidates the approach, we never expected 100% fidelity and this seems to be a one-off among the first 100 or so of the 500+ results. And ...
Blog posts Containing "relationship"
- Socially favoured projects, real measures of engagement?
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-08-15 (id=100
)
Ancillary Measures: Novelty= -0.069 , Subjectivity= 0.034 Max Author Betweenness= NA
Martin Hawksey has been doing a bit of playing around with JISC project data lately and has now created a spreadsheet of the top "socially favoured" JISC funded projects. As a large part of my job involves supporting and amplifying the work of JISC programmes, I'm also always looking for ways to keep in touch with projects between official programme meetings and feedback on reports. Over the past few years, I have personally found that twitter has been quite revolutionary in that regard. It gives me a flexible 'lite" way to build relationships, monitor and share project developments. I've also noted how twitter is becoming a key dissemination tool for projects and indeed programmes. So I was fascinated to see Martin's table and what sources he had used. Like many others I'm becoming ...
- Information Principles for the Public Sector - the Case of Principle 4
-
Adam's Work Blog, http://blogs.cetis.ac.uk/adam/ 2012-01-30 (id=182
)
Ancillary Measures: Novelty= 0.184 , Subjectivity= 0.079 Max Author Betweenness= NA
In December 2011, Version 1. 0 of "Information Principles for the UK Public Sector" (pdf) was published by the Cabinet Office. The principles have been endorsed by both the CIO and CTO councils within government. What surprised me is how good this document is. The approach taken recognises that the principles will be implemented in diverse ways according to the context. It is well written and full of material which strikes me as being widely applicable (not just to government bodies) in addition to containing a number of points that indicate a progressive attitude to information. In particular, "Principle 4 - Information is Standardised and Linkable", gives me cause to nod with approval. The standards message is not, of course, a new one for The Government; it is the inclusion of ...
- Can the flipped classroom disrupt the existing lecture-based teaching model in institutions?
-
Li Yuan's blog, http://blogs.cetis.ac.uk/cetisli 2011-11-16 (id=248
)
Ancillary Measures: Novelty= -0.179 , Subjectivity= 0.093 Max Author Betweenness= NA
HE institutions, from architecture and business to pedagogy and content delivery, have been designed for the classroom-based lecture model. However, rapid technological change now means that lecture capture technology is becoming widely available and lecturers can easily record their presentations so that students may view them anywhere, anytime. Millions of audios and videos of OERs have been produced by subject experts and are freely available at iTunes U for teachers and students to use and re-use in their teaching and learning. And students can search and find most of the information they need on Google, YouTube and social networks via their mobile phones or laptops. As a result of this ever-increasing student access to technology and online learning content, institutions and ...
- Under development: Sharing Higher Education Data
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-25 (id=277
)
Ancillary Measures: Novelty= -0.097 , Subjectivity= 0.142 Max Author Betweenness= NA
Meaningful work placements and graduate employability have always been an important part of university education and preparation for a professional future in certain disciplines, and are arguably even more so today in a climate of limited employment opportunities, with high university fees and loans positioning students as customers investing in their future careers. Certain subject areas enjoy good relationships with industry, providing industrial placements to give students real-world experience in their future fields, while local companies benefit from the expertise and cutting edge knowledge these students can bring to the workplace. Universities and colleges similarly benefit from this ongoing engagement with industry, ensuring their courses remain relevant and meaningful. ...
- JISC Learning Registry Node Experiment
-
Lornas Blog, http://blogs.cetis.ac.uk/lmc/ 2011-11-07 (id=341
)
Ancillary Measures: Novelty= -0.083 , Subjectivity= 0.091 Max Author Betweenness= NA
Over the last decade the volume and range of educational content available on the Internet has grown exponentially, boosted by the recent proliferation of open educational resources. While search engines such as Google have made it easier to discover all kinds of content, one critical factor is missing where educational resources are concerned – context. Whether you are a teacher, learner or content provider, when it comes to discovering and using educational resources, context is key. Search engines may help you to find educational resources but they will tell you little of how those resources have been used, by whom, in what context and with which outcome. Formal educational metadata standards have gone some way to addressing this problem, but it has proved to be extremely ...
- The logic of National Occupational Standards
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-18 (id=391
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.104 Max Author Betweenness= NA
(16th in my logic of competence series)I've mentioned NOSs (UK National Occupational Standards) many times in earlier posts in this series, (3, 5, 6, 8, 9, 12, 14) but last week I was fortunate to visit a real SSC—LANTRA— talk to some very friendly and helpful people there and elsewhere, and reflect further on the logic of NOSs. One thing that became clear is that NOSs have specific uses, not exactly the same as some of the other competence-related concepts I've been writing about. Following this up, on the UKCES website I soon found the very helpful "Guide to Developing National Occupational Standards" (pdf) by Geoff Carroll and Trevor Boutall, written quite recently: March 2010. For brevity, I'll refer to this as "the NOS Guide". The NOS GuideI won't review the whole NOS ...
- Representing level relationships
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-09-06 (id=393
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.089 Max Author Betweenness= NA
(18th in my logic of competence series)Having prepared the ground, I'm now going to address in more detail how levels of competence can best be represented, and the implications for the rest of representing competence structures. Levels can be represented similar to other competence concept definitions, but need different relationships. I've written about how giving levels to competence reflects common usage, at least for competence concepts that are not entirely assessable, and that the labels commonly used for levels are not unique identifiers; about how defining levels of assessment fits into a competence structure; and lately about how defining levels is one approach to raising the assessability of competence concepts. Later: shortly after first writing this, I put together the ideas ...
- ICT Skills
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-12-13 (id=396
)
Ancillary Measures: Novelty= -0.036 , Subjectivity= 0.071 Max Author Betweenness= NA
Several of us in CETIS have been to the CEN Workshop Learning Technologies (WS-LT), but as far as I know none yet to a closely related Workshop on ICT Skills. Their main claim to fame is the European e-Competence Framework (e-CF), a simpler alternative to SFIA (developed by the BCS and partners). It was interesting on several counts, and raises some questions we could all give an opinion on. The meeting was on 2011-12-12 at the CEN meeting rooms in Brussels. I was there on two counts: first as a CETIS and BSI member of CEN WS-LT and TC 353, and second as the team leader of InLOC, which has the e-CF mentioned in its terms of reference. There was a good attendance of 35 people, just a few of whom I had met before. Some members are ICT employers, but more are either self-employed or ...
- Managing Relationships across the pond
-
Lisa Corley Blog, http://blogs.cetis.ac.uk/lisa/ 2011-12-13 (id=425
)
Ancillary Measures: Novelty= 0.123 , Subjectivity= 0.072 Max Author Betweenness= NA
It may sound like something for Kermit the frog, but no, I am talking about ‘Relationship Management’ and how the work here in the UK has been picked up in the USA. I recently starting working on the JISC Relationship Management programme, which is genuinely a really interesting look at how institutions deal with the people they interact with. Relationship management is becoming increasingly important in the tertiary education sector as institutions try to meet the challenges of funding cuts and increased student and community expectations. Employers and other external customers may have the potential to help the sector navigate through these difficult times, however good customer relationship management is necessary to maintain and develop such relationships. Sharon Perry, ...
- Learning resource metadata initiative
-
Phil Barker Blog, http://blogs.cetis.ac.uk/philb/ 2011-09-08 (id=435
)
Ancillary Measures: Novelty= -0.156 , Subjectivity= 0.093 Max Author Betweenness= NA
In the spirit of Godwin’s law, I would propose that“As any discussion about metadata grows longer the probability of a comparison to Google approaches one. ”Of course the comparison is usually that formal metadata is insignificant for the resource discovery needs of most people when compared to Google. On one hand this is an over simplification: metadata is important for resource management in general not just for resource discovery, the information contained in metadata can be exposed to Google and other search engines, and it helps resource discovery in other ways, for example in displaying relationships between resources that can be browsed and crawled. It remains, however, true that all the effort that has gone into formalising and standardising metadata schema has ...
- Text and Data Mining workshop, London 21 Oct 2011
-
Phil Barker Blog, http://blogs.cetis.ac.uk/philb/ 2011-10-21 (id=437
)
Ancillary Measures: Novelty= 0.245 , Subjectivity= 0.123 Max Author Betweenness= NA
There were two themes running through this workshop organised by the Strategic Content Alliance: technical potential and legal barriers. An important piece of background is the Hargreaves report. The potential of text and data mining is probably well understood in technical circles, and were well articulated by JohnMcNaught of NaCTeM. Briefly the potential lies in the extraction of new knowledge from old through the ability to surface implicit knowledge and show semantic relationships. This is something that could not be done by humans, not even crowds, because of volume of information involved. Full text access is crucial, John cited a finding that only 7% of the subject information extracted from research papers was mentioned in the abstract. There was a strong emphasis, from for ...
Blog posts Containing "schema"
- JISC Learning Registry Node Experiment
-
Lornas Blog, http://blogs.cetis.ac.uk/lmc/ 2011-11-07 (id=341
)
Ancillary Measures: Novelty= -0.083 , Subjectivity= 0.091 Max Author Betweenness= NA
Over the last decade the volume and range of educational content available on the Internet has grown exponentially, boosted by the recent proliferation of open educational resources. While search engines such as Google have made it easier to discover all kinds of content, one critical factor is missing where educational resources are concerned – context. Whether you are a teacher, learner or content provider, when it comes to discovering and using educational resources, context is key. Search engines may help you to find educational resources but they will tell you little of how those resources have been used, by whom, in what context and with which outcome. Formal educational metadata standards have gone some way to addressing this problem, but it has proved to be extremely ...
- UKOER 3 Technical Reflections
-
Lornas Blog, http://blogs.cetis.ac.uk/lmc/ 2011-11-24 (id=342
)
Ancillary Measures: Novelty= -0.021 , Subjectivity= 0.082 Max Author Betweenness= NA
The Technical Requirements for the JISC / HEA OER 3 Programme remain unchanged from those established for UKOER 2. These requirements can be referred to here: OER 2 Technical Requirements. However, many projects now have considerable experience and we would anticipate that they would engage with some of the technical challenges currently ongoing in the resource sharing and description domains. We still don’t mandate content standards, however given the number of projects in this phase that are releasing ebooks we would anticipate seeing a number of projects using ePub. We would be interested in: Your experiences of putting dynamic content into ePub format (e. g. animations, videos)Your investigations of workflows to create/ publish multiple ebook formats at once, and of ...
- The logic of National Occupational Standards
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-18 (id=391
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.104 Max Author Betweenness= NA
(16th in my logic of competence series)I've mentioned NOSs (UK National Occupational Standards) many times in earlier posts in this series, (3, 5, 6, 8, 9, 12, 14) but last week I was fortunate to visit a real SSC—LANTRA— talk to some very friendly and helpful people there and elsewhere, and reflect further on the logic of NOSs. One thing that became clear is that NOSs have specific uses, not exactly the same as some of the other competence-related concepts I've been writing about. Following this up, on the UKCES website I soon found the very helpful "Guide to Developing National Occupational Standards" (pdf) by Geoff Carroll and Trevor Boutall, written quite recently: March 2010. For brevity, I'll refer to this as "the NOS Guide". The NOS GuideI won't review the whole NOS ...
- Learning resource metadata initiative
-
Phil Barker Blog, http://blogs.cetis.ac.uk/philb/ 2011-09-08 (id=435
)
Ancillary Measures: Novelty= -0.156 , Subjectivity= 0.093 Max Author Betweenness= NA
In the spirit of Godwin’s law, I would propose that“As any discussion about metadata grows longer the probability of a comparison to Google approaches one. ”Of course the comparison is usually that formal metadata is insignificant for the resource discovery needs of most people when compared to Google. On one hand this is an over simplification: metadata is important for resource management in general not just for resource discovery, the information contained in metadata can be exposed to Google and other search engines, and it helps resource discovery in other ways, for example in displaying relationships between resources that can be browsed and crawled. It remains, however, true that all the effort that has gone into formalising and standardising metadata schema has ...
- LRMI: after the meeting
-
Phil Barker Blog, http://blogs.cetis.ac.uk/philb/ 2011-09-15 (id=436
)
Ancillary Measures: Novelty= -0.156 , Subjectivity= 0.084 Max Author Betweenness= NA
Last week I was at the first face to face meeting of the Learning Resource Metadata Initiative technical working group, here are my reflections on it. In short, what I said in previous post was about right, and the discussion went the way I hoped. One addition, though, that I didn’t cover in that post, was some discussion of accessibility conditions. That was one of a number of issues that was set aside as being of more general importance than learning resources and best dealt with that wider scope in mind; the resources of the LRMI project being better spent on those issues that are specific to learning materials. An interesting take on the scope of the project that someone (I forget who) raised during the meeting concerns working within the constraints of the search engine ...
Blog posts Containing "separate"
- UKOER 3 Technical Reflections
-
Lornas Blog, http://blogs.cetis.ac.uk/lmc/ 2011-11-24 (id=342
)
Ancillary Measures: Novelty= -0.021 , Subjectivity= 0.082 Max Author Betweenness= NA
The Technical Requirements for the JISC / HEA OER 3 Programme remain unchanged from those established for UKOER 2. These requirements can be referred to here: OER 2 Technical Requirements. However, many projects now have considerable experience and we would anticipate that they would engage with some of the technical challenges currently ongoing in the resource sharing and description domains. We still don’t mandate content standards, however given the number of projects in this phase that are releasing ebooks we would anticipate seeing a number of projects using ePub. We would be interested in: Your experiences of putting dynamic content into ePub format (e. g. animations, videos)Your investigations of workflows to create/ publish multiple ebook formats at once, and of ...
- The logic of National Occupational Standards
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-18 (id=391
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.104 Max Author Betweenness= NA
(16th in my logic of competence series)I've mentioned NOSs (UK National Occupational Standards) many times in earlier posts in this series, (3, 5, 6, 8, 9, 12, 14) but last week I was fortunate to visit a real SSC—LANTRA— talk to some very friendly and helpful people there and elsewhere, and reflect further on the logic of NOSs. One thing that became clear is that NOSs have specific uses, not exactly the same as some of the other competence-related concepts I've been writing about. Following this up, on the UKCES website I soon found the very helpful "Guide to Developing National Occupational Standards" (pdf) by Geoff Carroll and Trevor Boutall, written quite recently: March 2010. For brevity, I'll refer to this as "the NOS Guide". The NOS GuideI won't review the whole NOS ...
- The logic of competence assessability
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-31 (id=392
** Top 10 **)
Ancillary Measures: Novelty= -0.373 , Subjectivity= 0.121 Max Author Betweenness= NA
(17th in my logic of competence series)The discussion of NOS in the previous post clearly implicated assessability. Actually, assessment has been on the agenda right from the start of this series: claims and requirements are for someone "good" for a job or role. How do we assess what is "good" as opposed to "poor"? The logic of competence partly relies on the logic of assessability, so the topic deserves a closer look. "Assessability" isn't a common word. I mean, as one might expect, the quality of being assessable. Here, this applies to competence concept definitions. Given a definition of skill or competence, will people be able to use that definition to consistently assess the extent to which an individual has that skill or competence? If so, the definition is assessable. ...
- Representing level relationships
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-09-06 (id=393
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.089 Max Author Betweenness= NA
(18th in my logic of competence series)Having prepared the ground, I'm now going to address in more detail how levels of competence can best be represented, and the implications for the rest of representing competence structures. Levels can be represented similar to other competence concept definitions, but need different relationships. I've written about how giving levels to competence reflects common usage, at least for competence concepts that are not entirely assessable, and that the labels commonly used for levels are not unique identifiers; about how defining levels of assessment fits into a competence structure; and lately about how defining levels is one approach to raising the assessability of competence concepts. Later: shortly after first writing this, I put together the ideas ...
- Badges - another take
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-11-30 (id=395
)
Ancillary Measures: Novelty= -0.089 , Subjectivity= 0.086 Max Author Betweenness= NA
Badges can be seen as recognisable tokens of status or achievement. But tokens don't work in a vacuum, they depend on other things to make them work. Perhaps looking at these may help us understand how they might be used, both for portfolios and elsewhere. Rowin wrote a useful post a few weeks ago, and the topic has retained a buzz. Taking this forward, I'd like to discuss specifically the aspects of badges — and indeed any other certificate — relevant both to portfolio tools and to competence definitions. Because the focus here is on badges, I'll use the term "badge" occasionally to include what is normally thought of as a certificate. A badge, by being worn, expresses a claim to something. Some real badges may express the proposition that the wearer is a member of some ...
- Approaches to building interoperability and their pros and cons
-
Wilbert Kraan Blog, http://blogs.cetis.ac.uk/wilbert/ 2012-01-28 (id=412
)
Ancillary Measures: Novelty= 0.123 , Subjectivity= 0.103 Max Author Betweenness= NA
System A needs to talk to System B. Standards are the ideal to achieve that, but pragmatics often dictate otherwise. Let’s have a look at what approaches there are, and their pros and cons. When I looked at the general area of interoperability a while ago, I observed that useful technology becomes ubiquitous and predictable enough over time for the interoperability problem to go away. The route to get to such commodification is largely down to which party - vendors, customers, domain representatives - is most powerful and what their interests are. Which describes the process very nicely, but doesn’t help solve the problem of connecting stuff now. So I thought I’d try to list what the choices are, and what their main pros and cons are:A priori, global Also known as de ...
Blog posts Containing "skill"
- Developing Digital Literacies Programme Start Up Meeting
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-10-05 (id=12
)
Ancillary Measures: Novelty= -0.369 , Subjectivity= 0.034 Max Author Betweenness= NA
The 12 successfully funded projects in the JISC Developing Digital Literacies programme met yesterday (4 October) in Birmingham for the programme start-up meeting. The aim of the programme is to:" . . . promote the development of coherent, inclusive and holistic institutional strategies and organisational approaches for developing digital literacies for all staff and students in UK further and higher education. " with projects: " . . . working across the following stakeholder groupings in their plans for developing digital literacies: students, academic staff, research staff, librarians and learning resources and support staff, administrators and managers and institutional support staff . . . "The programme has developed from previous user centred work funded by the JISC Elearning ...
- A conversation around what it means to be a digital university
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2012-01-26 (id=107
)
Ancillary Measures: Novelty= -0.136 , Subjectivity= 0.046 Max Author Betweenness= NA
Over the past 18 months I've been having a series of discussions with Bill Johnston (a colleague of mine here at Strathclyde) around notions information and digital literacy and of what it means to be a digital university. We moved from a series increasingly long, and wide ranging ad hoc "in the kitchen/pub" chats to slightly more formal meetings with the idea of writing a paper. However, as the months have passed, we've actually come round to the idea of extending our conversation in a more informal way, and (hopefully) to a wider audience via this blog. In this post, I'd like to introduce you, dear reader, to Bill and the some of the key questions and issues we've been been working on. Bill Johnston is recently retired, but he is still an active Honorary Research Fellow at the ...
- (Open) Educational practice and (digital) literacy
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-11-25 (id=110
)
Ancillary Measures: Novelty= -0.124 , Subjectivity= 0.085 Max Author Betweenness= NA
I've been dipping in and out of the JISC online conference this week. As usual, there has been a great mix of live presentations and asynchronous discussion. Two themes have risen to the top of my mind, (open) educational practice and (digital) literacy. I also recently attended the Mainstreaming Open Educational Practices Forum co-hosted by the OPAL and Concede projects and UNESCO. So this post is a sort of summary of my reaction and reflections to issues raised during both these events. Apologies, this maybe a bit of rambling rant!When working in any new or niche area, terminology and or jargon is always an issue. I've always disliked the term "e-learning", and prefer to talk about "learning". However I do realise that there are valid reasons for using the term, not least ...
- Public funding, OER, and Academics - a brief reflection
-
John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-08-18 (id=155
)
Ancillary Measures: Novelty= 0.066 , Subjectivity= 0.06 Max Author Betweenness= NA
Earlier today Amber Thomas kicked off an interesting discussion on twitter about which institutions had a reputation for openness in various domains. One tangential thread from this conversation was a comment Pat Lockley made about the difference between openness that happens in connection to funded projects and openness that happens at your own initiative. I think Pat has a point but also think there are differences between models that work for individuals and models that work for institutions. I’ll reproduce some of the conversation here, as it raises some issues. Pat: my take is, if it’s done off your own back, it’s open, else it’s just “of kernes and gallowglasses supplied”Me: there’s a place for funded stuff & sustainable open models rely ...
- Information Principles for the Public Sector - the Case of Principle 4
-
Adam's Work Blog, http://blogs.cetis.ac.uk/adam/ 2012-01-30 (id=182
)
Ancillary Measures: Novelty= 0.184 , Subjectivity= 0.079 Max Author Betweenness= NA
In December 2011, Version 1. 0 of "Information Principles for the UK Public Sector" (pdf) was published by the Cabinet Office. The principles have been endorsed by both the CIO and CTO councils within government. What surprised me is how good this document is. The approach taken recognises that the principles will be implemented in diverse ways according to the context. It is well written and full of material which strikes me as being widely applicable (not just to government bodies) in addition to containing a number of points that indicate a progressive attitude to information. In particular, "Principle 4 - Information is Standardised and Linkable", gives me cause to nod with approval. The standards message is not, of course, a new one for The Government; it is the inclusion of ...
- Big Data and Analytics in Education and Learning
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Li Yuan's blog, http://blogs.cetis.ac.uk/cetisli 2011-12-14 (id=247
)
Ancillary Measures: Novelty= 0.003 , Subjectivity= 0.082 Max Author Betweenness= NA
With the growth of the internet, mobile technologies, multimedia, social media and the ever increasing Internet of Things, the data we can mine effectively as well as the types of information we can process from that data are evolving rapidly. In a recent report, McKinsey Global Institute estimated that the amount of data increase globally is roughly 40%. The term “Big data” has emerged to describe “datasets whose size is beyond the ability of typical database software tools to capture, store, manage and analyse” (McKinsey, 2011). Big data represents data sets that can no longer be easily managed or analysed with traditional or common data management tools, methods and infrastructures. According to Gartner, the challenges of Big data come from three ...
- Deterrents don’t deter?
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Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2012-01-26 (id=264
)
Ancillary Measures: Novelty= 0.237 , Subjectivity= 0.094 Max Author Betweenness= NA
A recent article in THES reports on research by Robert J. Youmans at California State University Northridgethat found thatStudents who are aware that their work will be checked by plagiarism-detection software are just as likely to cheat as those who are not. Conventional wisdom - and intuition - suggests that the threat of discovery, and subsequent punishment, is an effective deterrent against plagiarism - indeed, one of the comments on the article points to another study that suggested that students’ awareness of the use of Turnitin on a course significantly reduced plagiarism. It’s not always clear whether plagiarism is an intentional and cynical attempt to deceive, the result of bad time management and poor writing or referencing skills, or due to genuine lack of ...
- Badges, identity and the $2million prize fund
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Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-11 (id=276
)
Ancillary Measures: Novelty= 0.001 , Subjectivity= 0.097 Max Author Betweenness= NA
You’ll almost certainly have noticed some of the excitement that’s suddenly erupted around the use of badges in education. Perhaps you’ve heard that it’s the latest in a long line of ‘game changers for education’, maybe you’re even hoping for a slice of that $2million prize fund the HASTAC Initiative, Mozilla and the MacArthur Foundation are offering for work around their adoption and development through the Digital Media and Learning Badges for Lifelong Learning competition. Supported by a number of significant entities, including Intel, Microsoft and various US Government departments, the competition offers up to $200k each for a number of projects around content and infrastructure for badges for lifelong learning, as well as an $80k award ...
- The logic of National Occupational Standards
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Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-18 (id=391
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.104 Max Author Betweenness= NA
(16th in my logic of competence series)I've mentioned NOSs (UK National Occupational Standards) many times in earlier posts in this series, (3, 5, 6, 8, 9, 12, 14) but last week I was fortunate to visit a real SSC—LANTRA— talk to some very friendly and helpful people there and elsewhere, and reflect further on the logic of NOSs. One thing that became clear is that NOSs have specific uses, not exactly the same as some of the other competence-related concepts I've been writing about. Following this up, on the UKCES website I soon found the very helpful "Guide to Developing National Occupational Standards" (pdf) by Geoff Carroll and Trevor Boutall, written quite recently: March 2010. For brevity, I'll refer to this as "the NOS Guide". The NOS GuideI won't review the whole NOS ...
- The logic of competence assessability
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Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-31 (id=392
** Top 10 **)
Ancillary Measures: Novelty= -0.373 , Subjectivity= 0.121 Max Author Betweenness= NA
(17th in my logic of competence series)The discussion of NOS in the previous post clearly implicated assessability. Actually, assessment has been on the agenda right from the start of this series: claims and requirements are for someone "good" for a job or role. How do we assess what is "good" as opposed to "poor"? The logic of competence partly relies on the logic of assessability, so the topic deserves a closer look. "Assessability" isn't a common word. I mean, as one might expect, the quality of being assessable. Here, this applies to competence concept definitions. Given a definition of skill or competence, will people be able to use that definition to consistently assess the extent to which an individual has that skill or competence? If so, the definition is assessable. ...
- Representing level relationships
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Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-09-06 (id=393
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.089 Max Author Betweenness= NA
(18th in my logic of competence series)Having prepared the ground, I'm now going to address in more detail how levels of competence can best be represented, and the implications for the rest of representing competence structures. Levels can be represented similar to other competence concept definitions, but need different relationships. I've written about how giving levels to competence reflects common usage, at least for competence concepts that are not entirely assessable, and that the labels commonly used for levels are not unique identifiers; about how defining levels of assessment fits into a competence structure; and lately about how defining levels is one approach to raising the assessability of competence concepts. Later: shortly after first writing this, I put together the ideas ...
- ICT Skills
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Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-12-13 (id=396
)
Ancillary Measures: Novelty= -0.036 , Subjectivity= 0.071 Max Author Betweenness= NA
Several of us in CETIS have been to the CEN Workshop Learning Technologies (WS-LT), but as far as I know none yet to a closely related Workshop on ICT Skills. Their main claim to fame is the European e-Competence Framework (e-CF), a simpler alternative to SFIA (developed by the BCS and partners). It was interesting on several counts, and raises some questions we could all give an opinion on. The meeting was on 2011-12-12 at the CEN meeting rooms in Brussels. I was there on two counts: first as a CETIS and BSI member of CEN WS-LT and TC 353, and second as the team leader of InLOC, which has the e-CF mentioned in its terms of reference. There was a good attendance of 35 people, just a few of whom I had met before. Some members are ICT employers, but more are either self-employed or ...
- Where are the customers?
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Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2012-01-16 (id=397
)
Ancillary Measures: Novelty= 0.017 , Subjectivity= 0.099 Max Author Betweenness= NA
All of us in the learning technology standards community share the challenge of knowing who our real customers are. Discussion at the January CEN Workshop on Learning Technologies (WS-LT) was a great stimulus for my further reflection — should we be thinking more of national governments?Let's review the usual stakeholder suspects: education and training providers; content providers; software developers; learners; the European Commission. I'll gesture (superficially) towards arguing that each one of these may indeed be stakeholders, but the direction of the argument is that there is a large space in our clientele and attendance for those who are directly interested and can pay. Let's start with the the providers of education and training. They do certainly have an interest in ...
Blog posts Containing "stats"
- Sakai - worth another look
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Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-10-05 (id=13
)
Ancillary Measures: Novelty= -0.294 , Subjectivity= 0.075 Max Author Betweenness= NA
I spent part of last week at the EuroSakai Conference in Amsterdam. I haven't really had any involvement with Sakai, and to be honest, I've tended to think of it as a something slightly peripheral (probably due to its low update in the UK) and dominated by the US - a sort of "it happens over there" kind of thing. However the community driven development approach it is taking is of interest, and over the past year we at CETIS have been making a concerted effort to engage more with the Sakai community and try and build more links to relevant JISC funded activity e. g. the current DVLE programme. Ian Dolphin's opening keynote gave a really useful overview of the history of Sakai, their vision of 'plugability' and ease of integration of tools and services. The community continues to ...
- 2011: a CETIS year in blogging
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Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2012-01-17 (id=261
** Top 10 **)
Ancillary Measures: Novelty= -0.064 , Subjectivity= 0.075 Max Author Betweenness= NA
If you subscribe to any of our CETIS mailing lists you’ll probably be aware that each month I send out a newsletter summarising our blog posts and news stories over the previous month as well as information on our publications, events and sector funding opportunities. As part of this I always include a Top Five posts section, highlighting the five most popular posts of the month - a really interesting look at what our audiences are actually interested in. So with the new year now firmly in place, it seemed like the ideal time to take a look back at what you enjoyed reading - and we enjoyed writing - in 2011…What you liked readingThe top 20 most read posts of 2011 were:UKOER 2: Dissemination protocols in use and Jorum representation (26 August 2011) John RobertsonMobile Web ...
- Developing a web analytics strategy for a distributed organisation
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David Sherlock Blog, http://blogs.cetis.ac.uk/david/ 2011-11-02 (id=385
)
Ancillary Measures: Novelty= -0.014 , Subjectivity= 0.078 Max Author Betweenness= NA
For as long as I have been a web developer with CETIS we have relied on analysing server logs to give an indication of traffic sources and visitor trends. This approach existed long before I joined CETIS and seemed like a logical way of doing things, CETIS has had many web servers and many different developers have installed different tools and resources and since they were all using the same servers and producing the same style logs it has been a reasonable method of producing comparable stats. While this method of collecting stats has stayed the same over the life of CETIS, the direction of CETIS and the environment that it finds itself in has changed over time and a need for a new strategy has become apparent. Challenges from JISC CETIS and the environmentJISC CETIS is more ...
Blog posts Containing "strand"
- Summer round up from the institutional DVLE projects
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Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-09-01 (id=99
** Top 10 **)
Ancillary Measures: Novelty= -0.421 , Subjectivity= 0.047 Max Author Betweenness= NA
Summer generally provides a bit of time for reflection and gathering of thoughts. It also marks the start of the final phase of the current JISC Distributed Virtual Learning Environments (DVLE) programme. For the five institutionally based projects, this summer has provided a short break before some major implementations and evaluations get underway in the new semester. This post summarizes some of the developments and future plans as outlined by the projects in their recent interim reports. To give a bit more context the original call for funding for the institutional projects specifically asked for bids that would:" . . . review their virtual learning environment and related systems to establish to what extent they meet the current and projected needs of the wide range of ...
- UKOER 2: without the collections strand
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John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-09-20 (id=173
)
Ancillary Measures: Novelty= 0.023 , Subjectivity= 0.079 Max Author Betweenness= NA
An intial look at UKOER without the collections strand (C). This is a post in the UKOER 2 technical synthesis series. [These posts should be regarded as drafts for comment until I remove this note]In my earlier post in this series on the collections strand (C), I presented a graph of the technical choices made just by that part of the programme looking at the issue of gathering static and dynamic collections, as part of that process I realised that, although the collections strand reflects a key aspect of the programme, and part of the direction future I hope future ukoer work is going, a consideration of the programme omitting the technical choices of strand C might be of interest. The below graphs are also the ones which compare most directly with the work of UKOER 1 which didn’t ...
- UKOER 2: Technical synthesis introduction
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John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-08-26 (id=174
)
Ancillary Measures: Novelty= 0.004 , Subjectivity= 0.056 Max Author Betweenness= NA
IntroductionThe is the first post in a short series offering a technical summary of the 23 projects in the UKOER 2 programme. It is based on interviews with the projects, the data and information summarised here is all available in PROD. The JISC site describes the programme as follows:“Phase 2 of the HEFCE-funded Open Educational Resources (OER) programme is managed jointly by the Higher Education Academy(Academy) and JISC. Running between August 2010 and August 2011, it will build on and expand the work of the pilot phase around the release of OER material, and commence research and technical work examining the discovery and use of OER - specifically by academics. “. The technical requirements provided to projects are outlined in OER 2 Technical Requirements. Subsequent ...
- UKOER 2: Content description
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John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-08-26 (id=175
)
Ancillary Measures: Novelty= -0.148 , Subjectivity= 0.045 Max Author Betweenness= NA
What standards did projects intend to use to describe and package their OERs? - what other standards are in use? This is a post in the UKOER 2 technical synthesis series. [These posts should be regarded as drafts for comment until I remove this note]Descriptive choicesDescriptive metadata in use in the UKOER 2 programmeDublin Core“The Dublin Core Metadata Initiative “popularized the idea of “core metadata” for simple and generic resource descriptions” and its initial 15 descriptive elements became an international standard and a component of the Open Archives Initiatives Protocol for Metadata Harvesting. The Dublin Core community has subsequently developed in two directions – one developing application profiles to support particular implementation ...
- UKOER 2: Licences and encoding
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John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-08-26 (id=176
)
Ancillary Measures: Novelty= 0.12 , Subjectivity= 0.08 Max Author Betweenness= NA
What licence have UKOER 2 projects used and how have they associated it with their content? This is a post in the UKOER 2 technical synthesis series. [These posts should be regarded as drafts for comment until I remove this note]Although, a project’s choice of licence is not a particular concern of a technical synthesis, how the licence is associated with the open content is a technical issue (see also Self description), and many of the available discovery services look for and only recognise particular licence types (typically Creative Commons - see Scott’s post). Licence choiceLicences chosen in the UKOER 2 programmeEncoding choiceHow licences are associated with content in the UKOER 2 programmeNotesA few projects use multiple options for licences, but on the whole each of ...
- UKOER 2: Content management platforms
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John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-08-26 (id=177
)
Ancillary Measures: Novelty= 0.064 , Subjectivity= 0.046 Max Author Betweenness= NA
What platforms are UKOER 2 projects using to host and manage their content? What types of content are they releasing? This is a post in the UKOER 2 technical synthesis series. [These posts should be regarded as drafts for comment until I remove this note]OER types:Projects in UKOER 2 have released resources at various levels of granularity from individual images and documents through to whole courses. A variety of mime types are used by the projects. These include: doc, pdf, spss, wiki, ppt, prezi, wmv, html5, javascript, wav, MS Office, DOM, RTF, GIF, JPEG, PNG, AVI, MPEG, DivX, QuickTime, MP3, mp4, HTML, zip, xml, qti, swf, flv. Platform overview:Overview of platforms in use in the UKOER 2 programmeAs can be seen this graph is somewhat misleading as it aggregates the total use of web ...
- UKOER 2: Analytics and tools to manipulate OER
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John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-08-26 (id=179
)
Ancillary Measures: Novelty= -0.157 , Subjectivity= 0.025 Max Author Betweenness= NA
How are projects tracking the use of their OER? What tools are projects using to work with their OER collections? This is a post in the UKOER 2 technical synthesis series. [These posts should be regarded as drafts for comment until I remove this note]AnalyticsAnalytics and tracking tools in use in the UKOER 2 programmeAs part of their thinking around sustainability, it was suggested to projects that they consider how they would track and monitor the use of the open content they released. Most projects have opted to rely on tracking functionality built into their chosen platform (were present). The tools listed in the graph above represent the content tracking or web traffic analysis tools being used in addition to any built in features of platforms. Awstats, Webalizer and Piwik are all ...
- UKOER 2: Collections, technology, and community
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John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-09-06 (id=181
)
Ancillary Measures: Novelty= 0.067 , Subjectivity= 0.113 Max Author Betweenness= NA
In the UKOER 2 programme Strand C funded “Projects identifying, collecting and promoting collections of OER and other material around a common theme” with the aim “…to investigate how thematic and subject area presentation of OER material can make resources more discoverable by those working in these areas” (UKOER 2 call document). The projects had to create what were termed static and dynamic collections of OER. The intent of the static collection was that it could in some way act as an identity, focus, or seed for the dynamic collection. Six projects were funded: CSAP OER, Oerbital, DelOREs, Triton, EALCFO, Open Fieldwork and a range of approaches and technologies was taken to making both static and dynamic collections. The projects are all worth ...
- The evaluation of assessment diaries and GradeMark at the University of Glamorgan
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Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-12 (id=255
** Top 10 **)
Ancillary Measures: Novelty= -0.352 , Subjectivity= 0.059 Max Author Betweenness= NA
Two major, institution-wide innovations introduced in recent years at the University of Glamorgan are the subject of this project, funded as part of the JISC Assessment and Feedback Programme Strand B. Arising as a result of a Change academy project running from 2008-10, the use of assessment diaries for scheduling and planning assessment, and GradeMark for online marking, have been adopted across the institution to various extents within different schools and faculties. This new JISC project will examine the reasons for variation in adoption and explore staff and student experiences of these technologies as well as exploring strategies for staff development to encourage wider uptake. The assessment diary system is a very simple, but very elegant approach to dealing with the issue of ...
- Student-generated content for learning
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Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-12 (id=256
)
Ancillary Measures: Novelty= -0.337 , Subjectivity= 0.065 Max Author Betweenness= NA
Finding ways of engaging learners while maximising their learning, without negatively impacting on either staff or student workloads and that fit constrained institutional budgets is no small task, but the Student-Generated Content for Learning: Enhancing Engagement, Feedback and Performance project based at the University of Edinburgh is evaluating the use of technology that seems to do just that. PeerWise, developed by the Department of Computer Science at the University of Auckland, is a free system designed not only to allow students to develop and publish their own questions but also to support a variety of social activities around those questions. As well as simply answering others’ questions to test their own knowledge, students can also comment on questions, rate them and ...
- Evaluating feedback for elearning: centralised tutors
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Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-13 (id=257
)
Ancillary Measures: Novelty= -0.292 , Subjectivity= 0.077 Max Author Betweenness= NA
Providing fast, focused feedback to a cohort of 200 busy professionals undertaking vocational distance learning with tuition provided by a diminishing number of tutors, a number of whom are part-time, is definitely a challenging undertaking, and one for which the TQFE-Tutor system at the University of Dundee provides an innovative centralised approach. The Evaluating Feedback for eLearning: Centralised Tutors (EFFECT) project, part of the JISC Assessment and Feedback programme Strand B, will be exploring the impact of this system and considering ways of further refining the process to maximise efficiency and student benefits. Students studying on the Teaching Qualification (Further Education) programme at Dundee since the start of the 2010-11 session have been supported by a centralised ...
- Evaluating the Benefits of Electronic Assessment Management
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Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-14 (id=258
** Top 10 **)
Ancillary Measures: Novelty= -0.352 , Subjectivity= 0.095 Max Author Betweenness= NA
Examining the embedding of electronic assessment management (EAM) within both administrative and teaching and learning practice is the main focus of the Evaluating the Benefits of Electronic Assessment Management (EBEAM) project running at the University of Huddersfield as part of the JISC Assessment and Feedback programme Strand B. This 18 month project will look at how Turnitin, incorporating GradeMark and eRater, addresses student, staff and institutional requirements for timely, invidiualised and focused feedback, reduced staff workloads and increasing reflection on practice, and cost-effective, scaleable and sustainable innovation. The dual focus on administrative and pedagogic aspects is crucial for real uptake of any new technology or process. By providing a supportive ...
- Online Coursework Management Evaluation
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Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-15 (id=259
)
Ancillary Measures: Novelty= -0.228 , Subjectivity= 0.043 Max Author Betweenness= NA
The University of Exeter has developed an entirely online end-to-end coursework management system which is the subject of the Online Coursework Management Evaluation (OCME) project funded by JISC as part of the Assessment and Feedback programme Strand B. This system sees the integration of Moodle and Turnitin within the university’s Exeter Learning Environment (ELE). Assignments are submitted through the ELE, assigned an originality score by Turnitin, then available for marking through GradeMark (a commercial online marking system within Turnitin) or MS Word markup. Feedback is returned to students either via uploaded forms or bespoke feedback forms, and are made available for viewing by both individual students and the personal tutor assigned to support them. Initially ...
- 2011: a CETIS year in blogging
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Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2012-01-17 (id=261
** Top 10 **)
Ancillary Measures: Novelty= -0.064 , Subjectivity= 0.075 Max Author Betweenness= NA
If you subscribe to any of our CETIS mailing lists you’ll probably be aware that each month I send out a newsletter summarising our blog posts and news stories over the previous month as well as information on our publications, events and sector funding opportunities. As part of this I always include a Top Five posts section, highlighting the five most popular posts of the month - a really interesting look at what our audiences are actually interested in. So with the new year now firmly in place, it seemed like the ideal time to take a look back at what you enjoyed reading - and we enjoyed writing - in 2011…What you liked readingThe top 20 most read posts of 2011 were:UKOER 2: Dissemination protocols in use and Jorum representation (26 August 2011) John RobertsonMobile Web ...
- InterACT: modelling feedback flow
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Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2012-01-25 (id=263
)
Ancillary Measures: Novelty= -0.292 , Subjectivity= 0.052 Max Author Betweenness= NA
The InterACT project at the University of Dundee, part of the JISC Assessment and Feedback Programme Strand A (institutional change) is working on enhancing feedback dialogue, reflection and feed-forward in a large postgraduate online distance learning course in medical education. The course is unusual in that progress is heavily learner-driven: as students are working professionals they are able to enrol and submit assignments at any time they chose rather than according to a predetermined course timetable, and while this significantly increases the flexibility and accessibility of the course, this lack of external structure can impact, together with the higher attrition rates noted in online distance learning in general, on student progress and retention. Assessment feedback has ...
- JISC Assessment and Feedback Programme Strand A
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Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-31 (id=278
** Top 10 **)
Ancillary Measures: Novelty= -0.352 , Subjectivity= 0.095 Max Author Betweenness= NA
JISC has a long tradition of providing support and encouragement for innovative assessment activities, recognising the crucial role assessment plays in education and the significant concerns about the current state of university assessment and feedback repeatedly revealed by the National Student Survey, stimulus for the National Union of Students’ recent high profile Feedback Amnesty campaign. Their latest work in this area is focused on a substantial programme of projects funded under the three strands of the current Assessment and Feedback Programme, covering institutional change, evidence and evaluation, and technology transfer. The twenty projects that successfully bid for funding under this programme address a wide range of assessment and feedback processes and educational ...
- JISC Assessment and Feedback Programme Strand B
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Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-31 (id=279
** Top 10 **)
Ancillary Measures: Novelty= -0.5 , Subjectivity= 0.061 Max Author Betweenness= NA
Where the JISC Assessment and Feedback Programme Strand A projects are focused on identifying and introducing new assessment and feedback processes and practices, the Strand B Evidence and Evaluation projects are reviewing the impact and implications of innovations and transformations that have already taken place, and exploring how these can be extended to new contexts and environments. These eight projects cover a broad range of approaches and will provide invaluable insight into the value of such changes for institutions, learners and staff. The EFFECT: Evaluating feedback for elearning: centralised tutors project at the University of Dundee will examine the success of esubmission and their TQFE-Tutor system, a centralised email account, blog and microblog supporting their online PDP ...
- JISC Assessment and Feedback Programme Strand C
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Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-31 (id=280
)
Ancillary Measures: Novelty= -0.094 , Subjectivity= 0.1 Max Author Betweenness= NA
The final part of the current JISC Assessment and Feedback Programme, Strand C provides support for technical development work to ‘package a technology innovation in assessment and feedback for re-use (with associated processes and practice), and support its transfer to two or more named external institutions’. This will see a number of innovative systems, including those developed over recent years with direct support from JISC, that have reached sufficient maturity adopted outside their originating institution and used to directly enhance teaching and learning. The Open Mentor Technology Transfer (OMtetra) project will see The Open University’s Open Mentor system packaged and transferred to the University of Southampton and King’s College London. This unique ...
Blog posts Containing "top"
- Timeline of an event
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Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-10-20 (id=95
)
Ancillary Measures: Novelty= 0.09 , Subjectivity= 0.031 Max Author Betweenness= NA
As readers of this blog will know, I quite like experimenting with a number of services to record, represent and re-present various activities. One tool I have been revisiting over the past few months is memolane. When I first looked at this service I thought it had potential for projects and also as a kind of corporate memory. I've now started to use its "story" feature to record tweets and blogs from a number of meetings and conferences e. g. e-Assessment Scotland, EuroSakai, and I've just pulled together my blogs and tweets from the recent Design Bash 11 meeting - see embedded story below. Clicking on the blog posts expands them so you can read the whole text, and you can move along the timeline using the arrows on top right hand side of the frame. I think this gives a ...
- Socially favoured projects, real measures of engagement?
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Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-08-15 (id=100
)
Ancillary Measures: Novelty= -0.069 , Subjectivity= 0.034 Max Author Betweenness= NA
Martin Hawksey has been doing a bit of playing around with JISC project data lately and has now created a spreadsheet of the top "socially favoured" JISC funded projects. As a large part of my job involves supporting and amplifying the work of JISC programmes, I'm also always looking for ways to keep in touch with projects between official programme meetings and feedback on reports. Over the past few years, I have personally found that twitter has been quite revolutionary in that regard. It gives me a flexible 'lite" way to build relationships, monitor and share project developments. I've also noted how twitter is becoming a key dissemination tool for projects and indeed programmes. So I was fascinated to see Martin's table and what sources he had used. Like many others I'm becoming ...
- (Open) Educational practice and (digital) literacy
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Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-11-25 (id=110
)
Ancillary Measures: Novelty= -0.124 , Subjectivity= 0.085 Max Author Betweenness= NA
I've been dipping in and out of the JISC online conference this week. As usual, there has been a great mix of live presentations and asynchronous discussion. Two themes have risen to the top of my mind, (open) educational practice and (digital) literacy. I also recently attended the Mainstreaming Open Educational Practices Forum co-hosted by the OPAL and Concede projects and UNESCO. So this post is a sort of summary of my reaction and reflections to issues raised during both these events. Apologies, this maybe a bit of rambling rant!When working in any new or niche area, terminology and or jargon is always an issue. I've always disliked the term "e-learning", and prefer to talk about "learning". However I do realise that there are valid reasons for using the term, not least ...
- UKOER 2: without the collections strand
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John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-09-20 (id=173
)
Ancillary Measures: Novelty= 0.023 , Subjectivity= 0.079 Max Author Betweenness= NA
An intial look at UKOER without the collections strand (C). This is a post in the UKOER 2 technical synthesis series. [These posts should be regarded as drafts for comment until I remove this note]In my earlier post in this series on the collections strand (C), I presented a graph of the technical choices made just by that part of the programme looking at the issue of gathering static and dynamic collections, as part of that process I realised that, although the collections strand reflects a key aspect of the programme, and part of the direction future I hope future ukoer work is going, a consideration of the programme omitting the technical choices of strand C might be of interest. The below graphs are also the ones which compare most directly with the work of UKOER 1 which didn’t ...
- UKOER 2: Content management platforms
-
John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-08-26 (id=177
)
Ancillary Measures: Novelty= 0.064 , Subjectivity= 0.046 Max Author Betweenness= NA
What platforms are UKOER 2 projects using to host and manage their content? What types of content are they releasing? This is a post in the UKOER 2 technical synthesis series. [These posts should be regarded as drafts for comment until I remove this note]OER types:Projects in UKOER 2 have released resources at various levels of granularity from individual images and documents through to whole courses. A variety of mime types are used by the projects. These include: doc, pdf, spss, wiki, ppt, prezi, wmv, html5, javascript, wav, MS Office, DOM, RTF, GIF, JPEG, PNG, AVI, MPEG, DivX, QuickTime, MP3, mp4, HTML, zip, xml, qti, swf, flv. Platform overview:Overview of platforms in use in the UKOER 2 programmeAs can be seen this graph is somewhat misleading as it aggregates the total use of web ...
- UKOER 2: Collections, technology, and community
-
John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-09-06 (id=181
)
Ancillary Measures: Novelty= 0.067 , Subjectivity= 0.113 Max Author Betweenness= NA
In the UKOER 2 programme Strand C funded “Projects identifying, collecting and promoting collections of OER and other material around a common theme” with the aim “…to investigate how thematic and subject area presentation of OER material can make resources more discoverable by those working in these areas” (UKOER 2 call document). The projects had to create what were termed static and dynamic collections of OER. The intent of the static collection was that it could in some way act as an identity, focus, or seed for the dynamic collection. Six projects were funded: CSAP OER, Oerbital, DelOREs, Triton, EALCFO, Open Fieldwork and a range of approaches and technologies was taken to making both static and dynamic collections. The projects are all worth ...
- TEL-Map Future Search Workshop in Shanghai
-
Li Yuan's blog, http://blogs.cetis.ac.uk/cetisli 2011-09-26 (id=249
)
Ancillary Measures: Novelty= -0.031 , Subjectivity= 0.092 Max Author Betweenness= NA
In September, at the International Open Forum of e-Learning and Standardization in Shanghai, we organised a TEL-Map workshop to identify the main drivers in the use of technology in education, explore possible future scenarios of Technology Enhanced Learning and develop roadmaps to desired futures. The workshop provided a unique opportunity to engage people, both Chinese experts and experts participating in the 24th meeting of ISO/IEC JTC1 SC36 taking place at the same venue. Three main questions were used to prompt discussion and to enable the participants to pool their thinking and ideas about the current state and future vision of TEL, and how to achieve the desired future. These main questions were broken down into sub-questions as below:1. What is the current state of Technology ...
- 2011: a CETIS year in blogging
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2012-01-17 (id=261
** Top 10 **)
Ancillary Measures: Novelty= -0.064 , Subjectivity= 0.075 Max Author Betweenness= NA
If you subscribe to any of our CETIS mailing lists you’ll probably be aware that each month I send out a newsletter summarising our blog posts and news stories over the previous month as well as information on our publications, events and sector funding opportunities. As part of this I always include a Top Five posts section, highlighting the five most popular posts of the month - a really interesting look at what our audiences are actually interested in. So with the new year now firmly in place, it seemed like the ideal time to take a look back at what you enjoyed reading - and we enjoyed writing - in 2011…What you liked readingThe top 20 most read posts of 2011 were:UKOER 2: Dissemination protocols in use and Jorum representation (26 August 2011) John RobertsonMobile Web ...
- JISC Learning Registry Node Experiment
-
Lornas Blog, http://blogs.cetis.ac.uk/lmc/ 2011-11-07 (id=341
)
Ancillary Measures: Novelty= -0.083 , Subjectivity= 0.091 Max Author Betweenness= NA
Over the last decade the volume and range of educational content available on the Internet has grown exponentially, boosted by the recent proliferation of open educational resources. While search engines such as Google have made it easier to discover all kinds of content, one critical factor is missing where educational resources are concerned – context. Whether you are a teacher, learner or content provider, when it comes to discovering and using educational resources, context is key. Search engines may help you to find educational resources but they will tell you little of how those resources have been used, by whom, in what context and with which outcome. Formal educational metadata standards have gone some way to addressing this problem, but it has proved to be extremely ...
- Representing level relationships
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-09-06 (id=393
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.089 Max Author Betweenness= NA
(18th in my logic of competence series)Having prepared the ground, I'm now going to address in more detail how levels of competence can best be represented, and the implications for the rest of representing competence structures. Levels can be represented similar to other competence concept definitions, but need different relationships. I've written about how giving levels to competence reflects common usage, at least for competence concepts that are not entirely assessable, and that the labels commonly used for levels are not unique identifiers; about how defining levels of assessment fits into a competence structure; and lately about how defining levels is one approach to raising the assessability of competence concepts. Later: shortly after first writing this, I put together the ideas ...
- Approaches to building interoperability and their pros and cons
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Wilbert Kraan Blog, http://blogs.cetis.ac.uk/wilbert/ 2012-01-28 (id=412
)
Ancillary Measures: Novelty= 0.123 , Subjectivity= 0.103 Max Author Betweenness= NA
System A needs to talk to System B. Standards are the ideal to achieve that, but pragmatics often dictate otherwise. Let’s have a look at what approaches there are, and their pros and cons. When I looked at the general area of interoperability a while ago, I observed that useful technology becomes ubiquitous and predictable enough over time for the interoperability problem to go away. The route to get to such commodification is largely down to which party - vendors, customers, domain representatives - is most powerful and what their interests are. Which describes the process very nicely, but doesn’t help solve the problem of connecting stuff now. So I thought I’d try to list what the choices are, and what their main pros and cons are:A priori, global Also known as de ...
- A lesson in tagging for UKOER
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Phil Barker Blog, http://blogs.cetis.ac.uk/philb/ 2011-11-06 (id=438
)
Ancillary Measures: Novelty= 0.291 , Subjectivity= 0.051 Max Author Betweenness= NA
We’ve been encouraging projects in the HE Academy / JISC OER programmes to use platforms that help get the resources out onto the open web and into the places where people look, rather than expecting people to come to them. YouTube is one such place. However, we also wanted to be able to find all the outputs from the various projects wherever they had been put, without relying on a central registry, so one of the technical recommendations for the programme was that resources are tagged UKOER. So, I went to YouTube and searched for UKOER, and this was the top hit. Well, it’s a lesson in tagging I suppose. I don’t think it invalidates the approach, we never expected 100% fidelity and this seems to be a one-off among the first 100 or so of the 500+ results. And ...
Blog posts Containing "tutor"
- Enhancing and creating student centred portfolios in VLEs webinar
-
Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-11-14 (id=6
)
Ancillary Measures: Novelty= -0.284 , Subjectivity= 0.057 Max Author Betweenness= NA
This week has been designated "activity week" for this year's JISC Innovating E-learning conference. There are a number of pre conference online activities taking place. I'm delighted to be chairing the "enhancing and creating student centred portfolios in VLEs" webinar, this Friday (18th November at 11am). The session will demonstrate a number of portfolio centric integrations and widgets being developed as part of the current JISC DVLE Programme from the DOULS, DEVLOP and ceLTIc projects. Below is a short summary of each of the presentations. DOULS Portfolio redevelopment at the Open University has focussed on incorporating some of the enhanced functionality available within Google, e. g. , a document repository, facilities for sharing, collaboration and reflection. The DOULS ...
- Summer round up from the institutional DVLE projects
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Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-09-01 (id=99
** Top 10 **)
Ancillary Measures: Novelty= -0.421 , Subjectivity= 0.047 Max Author Betweenness= NA
Summer generally provides a bit of time for reflection and gathering of thoughts. It also marks the start of the final phase of the current JISC Distributed Virtual Learning Environments (DVLE) programme. For the five institutionally based projects, this summer has provided a short break before some major implementations and evaluations get underway in the new semester. This post summarizes some of the developments and future plans as outlined by the projects in their recent interim reports. To give a bit more context the original call for funding for the institutional projects specifically asked for bids that would:" . . . review their virtual learning environment and related systems to establish to what extent they meet the current and projected needs of the wide range of ...
- Under development: SWANI
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-11-15 (id=253
)
Ancillary Measures: Novelty= 0.099 , Subjectivity= 0.1 Max Author Betweenness= NA
Anyone who’s ever worked on a European funded project or programme will be all too familiar with the volume of paperwork and time spent on administration and auditing to meet European funding and reporting requirements. Digital signatures, although highly time and cost efficient, are not acceptable for auditing purposes with only hand signed documentation being permitted. As part of a consortium providing a significant amount of European funded work based learning in Wales, Coleg Sir Gâr were keen to find a solution that would meet both European and Welsh Assembly Government requirements for hand written signatures as well as providing the elegance and efficiency of the online learner management and learner support systems colleges and tutors wished for. The Secure Work-Based ...
- Evaluating feedback for elearning: centralised tutors
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-13 (id=257
)
Ancillary Measures: Novelty= -0.292 , Subjectivity= 0.077 Max Author Betweenness= NA
Providing fast, focused feedback to a cohort of 200 busy professionals undertaking vocational distance learning with tuition provided by a diminishing number of tutors, a number of whom are part-time, is definitely a challenging undertaking, and one for which the TQFE-Tutor system at the University of Dundee provides an innovative centralised approach. The Evaluating Feedback for eLearning: Centralised Tutors (EFFECT) project, part of the JISC Assessment and Feedback programme Strand B, will be exploring the impact of this system and considering ways of further refining the process to maximise efficiency and student benefits. Students studying on the Teaching Qualification (Further Education) programme at Dundee since the start of the 2010-11 session have been supported by a centralised ...
- Online Coursework Management Evaluation
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Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-15 (id=259
)
Ancillary Measures: Novelty= -0.228 , Subjectivity= 0.043 Max Author Betweenness= NA
The University of Exeter has developed an entirely online end-to-end coursework management system which is the subject of the Online Coursework Management Evaluation (OCME) project funded by JISC as part of the Assessment and Feedback programme Strand B. This system sees the integration of Moodle and Turnitin within the university’s Exeter Learning Environment (ELE). Assignments are submitted through the ELE, assigned an originality score by Turnitin, then available for marking through GradeMark (a commercial online marking system within Turnitin) or MS Word markup. Feedback is returned to students either via uploaded forms or bespoke feedback forms, and are made available for viewing by both individual students and the personal tutor assigned to support them. Initially ...
- The e-Feedback Evaluation Project
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-15 (id=260
)
Ancillary Measures: Novelty= -0.5 , Subjectivity= 0.093 Max Author Betweenness= NA
Assessment of language learning naturally presents some unique challenges for both teaching staff and learners. Regular practice of both spoken and written language production is a vital part of language training and requires a significant amount of ongoing feedback to support the acquisition of competence in the subject. In a distance learning context in particular, but similarly in any setting where feedback is provided asynchronously rather than face-to-face, providing meaningful feedback on spoken texts especially is challenging, often requiring spoken feedback to correct pronunciation and structuring errors. There have been a number of exciting projects around audio feedback in recent years, including the Optimising Audio Feedback project at Aberystwyth University, Sounds Good at ...
- InterACT: modelling feedback flow
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Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2012-01-25 (id=263
)
Ancillary Measures: Novelty= -0.292 , Subjectivity= 0.052 Max Author Betweenness= NA
The InterACT project at the University of Dundee, part of the JISC Assessment and Feedback Programme Strand A (institutional change) is working on enhancing feedback dialogue, reflection and feed-forward in a large postgraduate online distance learning course in medical education. The course is unusual in that progress is heavily learner-driven: as students are working professionals they are able to enrol and submit assignments at any time they chose rather than according to a predetermined course timetable, and while this significantly increases the flexibility and accessibility of the course, this lack of external structure can impact, together with the higher attrition rates noted in online distance learning in general, on student progress and retention. Assessment feedback has ...
- JISC Assessment and Feedback Programme Strand A
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Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-31 (id=278
** Top 10 **)
Ancillary Measures: Novelty= -0.352 , Subjectivity= 0.095 Max Author Betweenness= NA
JISC has a long tradition of providing support and encouragement for innovative assessment activities, recognising the crucial role assessment plays in education and the significant concerns about the current state of university assessment and feedback repeatedly revealed by the National Student Survey, stimulus for the National Union of Students’ recent high profile Feedback Amnesty campaign. Their latest work in this area is focused on a substantial programme of projects funded under the three strands of the current Assessment and Feedback Programme, covering institutional change, evidence and evaluation, and technology transfer. The twenty projects that successfully bid for funding under this programme address a wide range of assessment and feedback processes and educational ...
- JISC Assessment and Feedback Programme Strand B
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Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-31 (id=279
** Top 10 **)
Ancillary Measures: Novelty= -0.5 , Subjectivity= 0.061 Max Author Betweenness= NA
Where the JISC Assessment and Feedback Programme Strand A projects are focused on identifying and introducing new assessment and feedback processes and practices, the Strand B Evidence and Evaluation projects are reviewing the impact and implications of innovations and transformations that have already taken place, and exploring how these can be extended to new contexts and environments. These eight projects cover a broad range of approaches and will provide invaluable insight into the value of such changes for institutions, learners and staff. The EFFECT: Evaluating feedback for elearning: centralised tutors project at the University of Dundee will examine the success of esubmission and their TQFE-Tutor system, a centralised email account, blog and microblog supporting their online PDP ...
- JISC Assessment and Feedback Programme Strand C
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Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-31 (id=280
)
Ancillary Measures: Novelty= -0.094 , Subjectivity= 0.1 Max Author Betweenness= NA
The final part of the current JISC Assessment and Feedback Programme, Strand C provides support for technical development work to ‘package a technology innovation in assessment and feedback for re-use (with associated processes and practice), and support its transfer to two or more named external institutions’. This will see a number of innovative systems, including those developed over recent years with direct support from JISC, that have reached sufficient maturity adopted outside their originating institution and used to directly enhance teaching and learning. The Open Mentor Technology Transfer (OMtetra) project will see The Open University’s Open Mentor system packaged and transferred to the University of Southampton and King’s College London. This unique ...
Blog posts Containing "unit"
- Returning to Libraries and OER
-
John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-10-17 (id=171
)
Ancillary Measures: Novelty= -0.015 , Subjectivity= 0.083 Max Author Betweenness= NA
“The responsibility of acquiring books was the libraries and you might therefore think of extending the libraries role to…educational resources in general” p 21 (Nikoi, S. (2010) “Open Transferable Technology enabled Educational Resources (OTTER) project: Stakeholder Views on Open Educational Resources” Research Report, University of Leicester) About a month ago I tweeted that we CETIS and CAPLE had a visiting scholar working with us for this semester. I’d like to take this opportunity to more comprehensively introduce Gema, some of the work she’s doing while she’s with us, and plug our survey investigate the role of academic libraries in OER efforts (you’ll remember I ran a study in this area last year). Gema Bueno de la Fuente is ...
- Under development: eMargin
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Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-10 (id=275
)
Ancillary Measures: Novelty= -0.001 , Subjectivity= 0.044 Max Author Betweenness= NA
When I was studying English at university, one of the more engaging and intriguing sites of discussion and debate was the margins of printed texts. These are the ultimate asynchronous discussions, taking place over decades in some cases, rarely revisted by their participants once they’d left their comment on previous comments. It was fascinating to encounter often very different perceptions on both primary and secondary texts, and they encouraged me to reflect on my own interpretations and arguments as well as articulating them in the form of comments added to those already there. These serendipitous discoveries definitely enhanced my learning experience, providing the opportunity to discuss texts and solidify my understanding significantly beyond that provided by limited ...
- The logic of National Occupational Standards
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Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-18 (id=391
** Top 10 **)
Ancillary Measures: Novelty= -0.476 , Subjectivity= 0.104 Max Author Betweenness= NA
(16th in my logic of competence series)I've mentioned NOSs (UK National Occupational Standards) many times in earlier posts in this series, (3, 5, 6, 8, 9, 12, 14) but last week I was fortunate to visit a real SSC—LANTRA— talk to some very friendly and helpful people there and elsewhere, and reflect further on the logic of NOSs. One thing that became clear is that NOSs have specific uses, not exactly the same as some of the other competence-related concepts I've been writing about. Following this up, on the UKCES website I soon found the very helpful "Guide to Developing National Occupational Standards" (pdf) by Geoff Carroll and Trevor Boutall, written quite recently: March 2010. For brevity, I'll refer to this as "the NOS Guide". The NOS GuideI won't review the whole NOS ...
- The logic of competence assessability
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Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-31 (id=392
** Top 10 **)
Ancillary Measures: Novelty= -0.373 , Subjectivity= 0.121 Max Author Betweenness= NA
(17th in my logic of competence series)The discussion of NOS in the previous post clearly implicated assessability. Actually, assessment has been on the agenda right from the start of this series: claims and requirements are for someone "good" for a job or role. How do we assess what is "good" as opposed to "poor"? The logic of competence partly relies on the logic of assessability, so the topic deserves a closer look. "Assessability" isn't a common word. I mean, as one might expect, the quality of being assessable. Here, this applies to competence concept definitions. Given a definition of skill or competence, will people be able to use that definition to consistently assess the extent to which an individual has that skill or competence? If so, the definition is assessable. ...
Blog posts Containing "usual"
- Summary of technologies in use in the JISC Developing Digital Literacies Programme
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Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2012-01-31 (id=4
)
Ancillary Measures: Novelty= -0.369 , Subjectivity= 0.051 Max Author Betweenness= NA
The JISC Developing Digital Literacies programme is now well underway. As I reported from the programme start up meeting last October , the aim of this 2 year programme is too " . . . promote the development of coherent, inclusive and holistic institutional strategies and organisational approaches for developing digital literacies for all staff and students in UK further and higher education. "with projects:" . . . working across the following stakeholder groupings in their plans for developing digital literacies: students, academic staff, research staff, librarians and learning resources and support staff, administrators and managers and institutional support staff . . . "As part of the programme support project, over the last couple of months I've conducting our usual technical ...
- Innovating e-Learning 2011 (#jiscel11)
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Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-10-18 (id=10
)
Ancillary Measures: Novelty= 0.204 , Subjectivity= 0.046 Max Author Betweenness= NA
Just a reminder that the JISC online conference "Innovating e-Learning 2011" is taking place next month from 22- 25 November, with a pre-activity week starting on 15th November. As ever the programme is filled with a broad range of presentations around the latest developments in the use of technology, and some great key note speakers including David Puttnam (Lord Puttnam of Queensgate). Over the years I've found the JISC online conference really useful both for the range of presenters, keynotes and the mix of synchronous and asynchronous sessions and discussions. Being online it gives a great deal of flexibility and no need for my usual 'silly-o''clock" start times to get to a conference. A word of caution tho' - it can suck you in so don't expect that you can fully engage in ...
- Sakai - worth another look
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Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-10-05 (id=13
)
Ancillary Measures: Novelty= -0.294 , Subjectivity= 0.075 Max Author Betweenness= NA
I spent part of last week at the EuroSakai Conference in Amsterdam. I haven't really had any involvement with Sakai, and to be honest, I've tended to think of it as a something slightly peripheral (probably due to its low update in the UK) and dominated by the US - a sort of "it happens over there" kind of thing. However the community driven development approach it is taking is of interest, and over the past year we at CETIS have been making a concerted effort to engage more with the Sakai community and try and build more links to relevant JISC funded activity e. g. the current DVLE programme. Ian Dolphin's opening keynote gave a really useful overview of the history of Sakai, their vision of 'plugability' and ease of integration of tools and services. The community continues to ...
- Betweenness Centrality - helping us understand our networks
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Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-08-30 (id=27
)
Ancillary Measures: Novelty= -0.069 , Subjectivity= 0.105 Max Author Betweenness= NA
Like many others I'm becoming increasingly interested in the many ways we can now start to surface and visualise connections on social networks. I've written about some aspects social connections and measurement of networks before. My primary interest in this area just now is more at the CETIS ISC (innovation support centre) level, and to explore ways which we can utilise technology better to surface our networks, connections and influence. To this end I'm an avid reader of Tony Hirst's blog, and really appreciated being able to attend the recent Metrics and Social Web Services workshop organised by Brian Kelly and colleagues at UKOLN to explore this topic more. Yesterday, promoted by a tweet of a visualisation of the twitter community at the recent eAssessment Scotland conference, ...
- (Open) Educational practice and (digital) literacy
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Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-11-25 (id=110
)
Ancillary Measures: Novelty= -0.124 , Subjectivity= 0.085 Max Author Betweenness= NA
I've been dipping in and out of the JISC online conference this week. As usual, there has been a great mix of live presentations and asynchronous discussion. Two themes have risen to the top of my mind, (open) educational practice and (digital) literacy. I also recently attended the Mainstreaming Open Educational Practices Forum co-hosted by the OPAL and Concede projects and UNESCO. So this post is a sort of summary of my reaction and reflections to issues raised during both these events. Apologies, this maybe a bit of rambling rant!When working in any new or niche area, terminology and or jargon is always an issue. I've always disliked the term "e-learning", and prefer to talk about "learning". However I do realise that there are valid reasons for using the term, not least ...
- UKOER 2: Content description
-
John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-08-26 (id=175
)
Ancillary Measures: Novelty= -0.148 , Subjectivity= 0.045 Max Author Betweenness= NA
What standards did projects intend to use to describe and package their OERs? - what other standards are in use? This is a post in the UKOER 2 technical synthesis series. [These posts should be regarded as drafts for comment until I remove this note]Descriptive choicesDescriptive metadata in use in the UKOER 2 programmeDublin Core“The Dublin Core Metadata Initiative “popularized the idea of “core metadata” for simple and generic resource descriptions” and its initial 15 descriptive elements became an international standard and a component of the Open Archives Initiatives Protocol for Metadata Harvesting. The Dublin Core community has subsequently developed in two directions – one developing application profiles to support particular implementation ...
- UKOER 2: Dissemination protocols in use and Jorum representation
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John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-08-26 (id=180
)
Ancillary Measures: Novelty= 0.063 , Subjectivity= 0.032 Max Author Betweenness= NA
What technical protocols are projects using to share their resource? and how are they planning on representing their resources in Jorum? This is a post in the UKOER 2 technical synthesis series. [These posts should be regarded as drafts for comment until I remove this note]Dissemination protocolsDissemination protocols in use in the UKOER 2 programmeThe chosen dissemination protocols are usually already built in the platforms in use by projects; adding or customising an RSS feed is possible but often intricate and adding an OAI-PMH feed is likely to require substantial technical development. DelOREs investigated existing OAI-PMH plugins for Wordpress they could use but didn’t find anything usable within their project. As will be discussed in more detail when considering Strand C - ...
- Preparing for a Thaw – Seven Questions to Make Sense of the Future
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Adam's Work Blog, http://blogs.cetis.ac.uk/adam/ 2011-09-08 (id=208
)
Ancillary Measures: Novelty= 0.198 , Subjectivity= 0.035 Max Author Betweenness= NA
“Preparing for a Thaw – Seven Questions to Make Sense of the Future” is the title of a workshop at ALT-C 2011. The idea of the workshop was to use a simple conversational technique to capture perspectives on where Learning Technology might be going, hopes and fears and views on where education and educational technology should be going. The abstract for the workshop (ALT-C CrowdVine site) gives a little more information and background and there is also a handout available that extends this. The workshop had two purposes: to introduce participants to the technique with a view to possible use in their organisations; to gather some interesting information on the issues and forces shaping the future of learning technology. All materials have Creative Commons licences. ...
- Evaluating feedback for elearning: centralised tutors
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-12-13 (id=257
)
Ancillary Measures: Novelty= -0.292 , Subjectivity= 0.077 Max Author Betweenness= NA
Providing fast, focused feedback to a cohort of 200 busy professionals undertaking vocational distance learning with tuition provided by a diminishing number of tutors, a number of whom are part-time, is definitely a challenging undertaking, and one for which the TQFE-Tutor system at the University of Dundee provides an innovative centralised approach. The Evaluating Feedback for eLearning: Centralised Tutors (EFFECT) project, part of the JISC Assessment and Feedback programme Strand B, will be exploring the impact of this system and considering ways of further refining the process to maximise efficiency and student benefits. Students studying on the Teaching Qualification (Further Education) programme at Dundee since the start of the 2010-11 session have been supported by a centralised ...
- Under development: eMargin
-
Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2011-10-10 (id=275
)
Ancillary Measures: Novelty= -0.001 , Subjectivity= 0.044 Max Author Betweenness= NA
When I was studying English at university, one of the more engaging and intriguing sites of discussion and debate was the margins of printed texts. These are the ultimate asynchronous discussions, taking place over decades in some cases, rarely revisted by their participants once they’d left their comment on previous comments. It was fascinating to encounter often very different perceptions on both primary and secondary texts, and they encouraged me to reflect on my own interpretations and arguments as well as articulating them in the form of comments added to those already there. These serendipitous discoveries definitely enhanced my learning experience, providing the opportunity to discuss texts and solidify my understanding significantly beyond that provided by limited ...
- The logic of competence assessability
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-08-31 (id=392
** Top 10 **)
Ancillary Measures: Novelty= -0.373 , Subjectivity= 0.121 Max Author Betweenness= NA
(17th in my logic of competence series)The discussion of NOS in the previous post clearly implicated assessability. Actually, assessment has been on the agenda right from the start of this series: claims and requirements are for someone "good" for a job or role. How do we assess what is "good" as opposed to "poor"? The logic of competence partly relies on the logic of assessability, so the topic deserves a closer look. "Assessability" isn't a common word. I mean, as one might expect, the quality of being assessable. Here, this applies to competence concept definitions. Given a definition of skill or competence, will people be able to use that definition to consistently assess the extent to which an individual has that skill or competence? If so, the definition is assessable. ...
- Badges - another take
-
Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2011-11-30 (id=395
)
Ancillary Measures: Novelty= -0.089 , Subjectivity= 0.086 Max Author Betweenness= NA
Badges can be seen as recognisable tokens of status or achievement. But tokens don't work in a vacuum, they depend on other things to make them work. Perhaps looking at these may help us understand how they might be used, both for portfolios and elsewhere. Rowin wrote a useful post a few weeks ago, and the topic has retained a buzz. Taking this forward, I'd like to discuss specifically the aspects of badges — and indeed any other certificate — relevant both to portfolio tools and to competence definitions. Because the focus here is on badges, I'll use the term "badge" occasionally to include what is normally thought of as a certificate. A badge, by being worn, expresses a claim to something. Some real badges may express the proposition that the wearer is a member of some ...
- Where are the customers?
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Simon Grant Blog, http://blogs.cetis.ac.uk/asimong/ 2012-01-16 (id=397
)
Ancillary Measures: Novelty= 0.017 , Subjectivity= 0.099 Max Author Betweenness= NA
All of us in the learning technology standards community share the challenge of knowing who our real customers are. Discussion at the January CEN Workshop on Learning Technologies (WS-LT) was a great stimulus for my further reflection — should we be thinking more of national governments?Let's review the usual stakeholder suspects: education and training providers; content providers; software developers; learners; the European Commission. I'll gesture (superficially) towards arguing that each one of these may indeed be stakeholders, but the direction of the argument is that there is a large space in our clientele and attendance for those who are directly interested and can pay. Let's start with the the providers of education and training. They do certainly have an interest in ...
- Approaches to building interoperability and their pros and cons
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Wilbert Kraan Blog, http://blogs.cetis.ac.uk/wilbert/ 2012-01-28 (id=412
)
Ancillary Measures: Novelty= 0.123 , Subjectivity= 0.103 Max Author Betweenness= NA
System A needs to talk to System B. Standards are the ideal to achieve that, but pragmatics often dictate otherwise. Let’s have a look at what approaches there are, and their pros and cons. When I looked at the general area of interoperability a while ago, I observed that useful technology becomes ubiquitous and predictable enough over time for the interoperability problem to go away. The route to get to such commodification is largely down to which party - vendors, customers, domain representatives - is most powerful and what their interests are. Which describes the process very nicely, but doesn’t help solve the problem of connecting stuff now. So I thought I’d try to list what the choices are, and what their main pros and cons are:A priori, global Also known as de ...
- Learning resource metadata initiative
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Phil Barker Blog, http://blogs.cetis.ac.uk/philb/ 2011-09-08 (id=435
)
Ancillary Measures: Novelty= -0.156 , Subjectivity= 0.093 Max Author Betweenness= NA
In the spirit of Godwin’s law, I would propose that“As any discussion about metadata grows longer the probability of a comparison to Google approaches one. ”Of course the comparison is usually that formal metadata is insignificant for the resource discovery needs of most people when compared to Google. On one hand this is an over simplification: metadata is important for resource management in general not just for resource discovery, the information contained in metadata can be exposed to Google and other search engines, and it helps resource discovery in other ways, for example in displaying relationships between resources that can be browsed and crawled. It remains, however, true that all the effort that has gone into formalising and standardising metadata schema has ...
Blog posts Containing "visualise"
- Betweenness Centrality - helping us understand our networks
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Sheila's work blog, http://blogs.cetis.ac.uk/sheilamacneill 2011-08-30 (id=27
)
Ancillary Measures: Novelty= -0.069 , Subjectivity= 0.105 Max Author Betweenness= NA
Like many others I'm becoming increasingly interested in the many ways we can now start to surface and visualise connections on social networks. I've written about some aspects social connections and measurement of networks before. My primary interest in this area just now is more at the CETIS ISC (innovation support centre) level, and to explore ways which we can utilise technology better to surface our networks, connections and influence. To this end I'm an avid reader of Tony Hirst's blog, and really appreciated being able to attend the recent Metrics and Social Web Services workshop organised by Brian Kelly and colleagues at UKOLN to explore this topic more. Yesterday, promoted by a tweet of a visualisation of the twitter community at the recent eAssessment Scotland conference, ...
- 2011: a CETIS year in blogging
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Rowins Blog, http://blogs.cetis.ac.uk/rowin/ 2012-01-17 (id=261
** Top 10 **)
Ancillary Measures: Novelty= -0.064 , Subjectivity= 0.075 Max Author Betweenness= NA
If you subscribe to any of our CETIS mailing lists you’ll probably be aware that each month I send out a newsletter summarising our blog posts and news stories over the previous month as well as information on our publications, events and sector funding opportunities. As part of this I always include a Top Five posts section, highlighting the five most popular posts of the month - a really interesting look at what our audiences are actually interested in. So with the new year now firmly in place, it seemed like the ideal time to take a look back at what you enjoyed reading - and we enjoyed writing - in 2011…What you liked readingThe top 20 most read posts of 2011 were:UKOER 2: Dissemination protocols in use and Jorum representation (26 August 2011) John RobertsonMobile Web ...
- CETIS OER Visualisation Project
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Lornas Blog, http://blogs.cetis.ac.uk/lmc/ 2011-12-06 (id=343
)
Ancillary Measures: Novelty= -0.13 , Subjectivity= 0.092 Max Author Betweenness= NA
As part of our work in the areas of open educational resources and data analysis CETIS are undertaking a new project to visualise the outputs of the JISC / HEA Open Educational Resource Programmes and we are very lucky to have recruited data wrangler extraordinaire Martin Hawksey to undertake this work. Martin’s job will be to firstly develop examples and workflows for visualising OER project data stored in the JISC CETIS PROD database, and secondly to produce visualisations around OER content and collections produced by the JISC / HEA programmes. Oh, and he’s only got 40 days to do it! You can read Martin’s thoughts on the task ahead over at his own blog MASHe: 40 days to let you see the impact of the OER Programme #ukoerPROD Data AnalysisA core aspect of ...
- Visualisation session at the CETIS conference. Thoughts and resources.
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David Sherlock Blog, http://blogs.cetis.ac.uk/david/ 2012-01-18 (id=387
)
Ancillary Measures: Novelty= 0.264 , Subjectivity= 0.073 Max Author Betweenness= NA
We are 34 days away from the CETIS conference. On day two I have signed up to a session on Social Network Analysis and Data Visualisation being run by Sheila and Lorna. I’m really looking forward to the session as recently I have been thinking about visualisations, what they mean and how they can be used in the most effective manner and I have found understanding them quite difficult. I am only just getting my head around the area and hope that the session might be a hub for the experienced to share some of their protips. I thought that by airing some of my questions and sharing some favourite resources might be a good way to get the tips rolling in and a conversation going before the event. I guess that everybody at the session will have his or her own interests and questions ...
- Getting data out of PROD and its triplestore
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David Sherlock Blog, http://blogs.cetis.ac.uk/david/ 2012-01-30 (id=388
)
Ancillary Measures: Novelty= 0.062 , Subjectivity= 0.095 Max Author Betweenness= NA
For a while I have been wondering about the best way of creating a how-to guide around getting data out of the JISC CETIS project directory and in particular around its linked data triple store. A few weeks ago Martin Hawksy posted some great examples of work he’s been doing, including maps using data generated by PROD, I think these examples are great and thought that they would be a good starting point for a how to guide. Don’t be put off by scary terms as I think these things are relatively easy to do and I’ve left out as much technobabble as possible, The difficulty really lies with knowing both the location of various resources and some useful tricks. I’ve split the instructions into 3 steps. Getting data out PROD in a Google SpreadsheetGetting Institution, ...
Blog posts with a Standardised Novelty Score Exceeding 0.25
See the end of this report for information about the source of blog posts.
- Post UKOER? the Saylor open textbook challenge
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John?s JISC CETIS blog | reflections and news about open educational resources, ed tech, standards, metadata, and repositories, http://blogs.cetis.ac.uk/johnr/ 2011-09-07 (id=128
)
Ancillary Measures: Novelty= 0.376 , Subjectivity= 0.109 Max Author Betweenness= NA
Are you wondering what to do with your OER next? Are you wondering how to keep the ball rolling in your institution and share some more educational resources openly? Are you looking for a tangible way to get your open content used? or perhaps looking for a way to turn your OER into something a little more tangible for your CV?well, this might be your lucky day…If your OER is transformable into a textbook (or is already a textbook) and is entirely licensable as CC: BY content (either already CC:BY or you’re the rights holder and are willing to licence as such), the Saylor Foundation would like to hear from you. There’s a $20000 award for any textbook they accept for their curriculum. full details are available at: http://www. saylor. org/OTC/key datesround 1 funding ...
- Validating XCRI 1.2 with Schematron
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David Sherlock Blog, http://blogs.cetis.ac.uk/david/ 2011-09-23 (id=384
)
Ancillary Measures: Novelty= 0.254 , Subjectivity= 0.095 Max Author Betweenness= NA
I’ve started writing a Schematron ruleset that can be used to validate your own XCRI-CAP document so that you can get something that looks like this. You can grab my work so far from google code. So far the ruleset only checks the core elements but I intend to work on it further soon. If your new to schematron you I recommend a scan of the schematron site and should be able to work out what to do with the ruleset by following the instructions on an old post of mine. If anybody feels the urge to update or improve the ruleset please feel free too
- Visualisation session at the CETIS conference. Thoughts and resources.
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David Sherlock Blog, http://blogs.cetis.ac.uk/david/ 2012-01-18 (id=387
)
Ancillary Measures: Novelty= 0.264 , Subjectivity= 0.073 Max Author Betweenness= NA
We are 34 days away from the CETIS conference. On day two I have signed up to a session on Social Network Analysis and Data Visualisation being run by Sheila and Lorna. I’m really looking forward to the session as recently I have been thinking about visualisations, what they mean and how they can be used in the most effective manner and I have found understanding them quite difficult. I am only just getting my head around the area and hope that the session might be a hub for the experienced to share some of their protips. I thought that by airing some of my questions and sharing some favourite resources might be a good way to get the tips rolling in and a conversation going before the event. I guess that everybody at the session will have his or her own interests and questions ...
- Amazon kindle and textbooks
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Phil Barker Blog, http://blogs.cetis.ac.uk/philb/ 2011-08-10 (id=433
)
Ancillary Measures: Novelty= 0.442 , Subjectivity= 0.092 Max Author Betweenness= NA
Amazon are renting textbooks for the kindle. Over the last couple of months I’ve been using a Kindle. We bought it with the idea of seeing how it might be useful for educational content, eTextbooks at the most basic level, though I’ve already written about my misgivings on that score. Well, we quickly came to the conclusion that the Kindle device wasn’t much good for eTextbooks: no colour, screen refresh too slow for dynamic content, not good for non-linear content (breakout boxes, footnotes, even multiple columns)–sure it displays pdfs and HTML, but it’s difficult to get difficult to get a magnification that works well and navigating around the page is clunky, and it doesn’t do ePub. But it’s fine for novels and there may be some educational ...
- A lesson in tagging for UKOER
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Phil Barker Blog, http://blogs.cetis.ac.uk/philb/ 2011-11-06 (id=438
)
Ancillary Measures: Novelty= 0.291 , Subjectivity= 0.051 Max Author Betweenness= NA
We’ve been encouraging projects in the HE Academy / JISC OER programmes to use platforms that help get the resources out onto the open web and into the places where people look, rather than expecting people to come to them. YouTube is one such place. However, we also wanted to be able to find all the outputs from the various projects wherever they had been put, without relying on a central registry, so one of the technical recommendations for the programme was that resources are tagged UKOER. So, I went to YouTube and searched for UKOER, and this was the top hit. Well, it’s a lesson in tagging I suppose. I don’t think it invalidates the approach, we never expected 100% fidelity and this seems to be a one-off among the first 100 or so of the 500+ results. And ...
Copyright, Licence and Credits
The blog content analysed was crawled by the Mediabase, for which thanks to Michael Derntl and colleagues at RWTH Aachen DBIS (and TELMap partners).
This work was undertaken as part of the TEL-Map Project; TEL-Map is a support and coordination action within EC IST FP7 Technology Enhanced Learning.
Generated using Brew with R
Source code for processing and formatting is available on GitHub.
Data: the raw results are available as a CSV download under the same licence terms as this report.
