Educational Technology

5 Lessons Worth Learning About E-Portfolios

Educational Technology News Blog - Tue, 11/03/2015 - 00:40

By Dian Schaffhauser, THE Journal

The University of Alaska Anchorage shares best practices from its institution-wide electronic portfolio implementation and new approaches to gain rapid traction among faculty and students. The University of Alaska Anchorage introduced e-portfolios to the campus in a big way this year, rolling out the technology across the entire institution. And as anyone who has attempted such a feat quickly realizes, large-scale e-portfolio adoption takes more energy and commitment than the typical technology project. That’s because a healthy digital portfolio program requires ongoing support for adoption among faculty and students. Here’s how U Alaska is tackling the work.

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Flipping Lifts Learning Outcomes in Science Course

Educational Technology News Blog - Tue, 11/03/2015 - 00:35

By Dian Schaffhauser, Campus Technology

The researchers found that students given most of the course content outside of the classroom scored 12 percent higher on tests than their counterparts in more traditional classes. Also, the study reported, women demonstrated a greater benefit from the flipped classroom on exam scores than men. The standard classes showed a consistent four to five percentage point difference between male and female students; there were “smaller gender differences” on exam scores within the flipped class than when the flipped approach was compared to the standard lecture approach. Also, students with lower GPAs in the flipped courses showed greater improvement in online homework problems in the weeks immediately before the exam than students with higher GPAs and better exam scores in the flipped- vs. standard-course modes.

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Exploring the Use of Massive Open Online Courses for Teaching Students with Intellectual Disability

Educational Technology News Blog - Tue, 11/03/2015 - 00:30

by Rodrigo Laiola Guimarães and Andrea Britto Mattos, Assets ‘15

In this paper, we report on a qualitative study that investigates the impact of using a popular Massive Open Online Course (MOOC) to complement the vocational training of students with intellectual disability (ID). We have been investigating this problem for several months in partnership with a Brazilian NGO (Non-Governmental Organization) for people with ID. Our methodology integrates different aspects of human-computer interaction (i.e., requirement gathering sessions and observation of real subjects). Potential users were involved since the beginning of this research, starting with focus groups and interviews with experts, followed by the observation of a traditional vocational training session, and then the assessment of a popular MOOC in the classroom. In this paper, we discuss the process and present our preliminary results, providing some indications on how MOOCs could better support instructors and students with ID.

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