In this course, we show you how to fact and source-check in five easy lessons, taking about 30 minutes apiece. The entire online curriculum is two and a half to three hours and is suitable homework for the first week of a college-level module on disinformation or online information literacy, or the first few weeks of a course if assigned with other discipline-focused homework.
Once students have completed the starter course they can move on to any number of additional topical modules we will be rolling out. The topical modules go into more depth on skills, and explore specific social issues around information pollution.
Each lesson has multiple pages and activities. After clicking through to each lesson, you can use the list of links at the bottom of the first page to navigate, or just click through using the “Next up:” link under the main text.
The Social Media Alternatives Project (S-MAP) is comprised of two parts. First, there is a blog exploring developments in alternative social media. That is, sites that are built due to criticisms of mainstream social media sites such as Facebook, Google+, and Twitter. Notable examples of these sites include Diaspora, Quitter, and Lorea. The blog will discuss these sites and detail research on them.
Second, the S-MAP will house an archive of screenshots and data about alternative social media. This is meant to be a resource for scholars who are studying these alternatives, as well as for those who want to build their own alternatives to Facebook, Twitter, and Google.
Getting the Balance Right: Applying the Online Learning Model to Teaching Practice
Teaching, like composing music, is as much art as science. There are many elements to balance and discord occurs if any one of the elements is in the wrong relationship to another. Technology has introduced a range of new possibilities to the teaching space but in doing so it introduces further opportunities for potential dissonance. There is no magic formula for creating fabulous music, or fabulous learning experiences, but there are principles that we know will work and combinations of elements that form pleasing patterns which we can repeat.
When composing, performing and recording a piece of music successful patterns and sound combinations used in the past are rethought and built on through a process of careful selection in the context of current practice and new ways of hearing and thinking about music. As educators we need to go through a similar process. Just as a musician builds on a personal history of scholarly expertise and immersion in music experience, developing a sense of the repertoires that please their ear and the ears of others, educators take the patterns of successful experiences and research of the past and recombine them in the new contexts of today to find the right balance for harmonious, or thrilling learning experiences.
The Online Learning Model proposed by CSU highlights seven elements composing a potential learning experience. These elements have been identified through prior experience and research to contribute to the composition of high quality learning experiences. They are not a mathematical formula that can be applied to every situation uniformly, the balance between the elements and the unique context of various courses determines the appropriate expression of each element. Educators must make the judgement calls at many stages along the way of planning, composing and performing learning experiences. They must weigh the needs of the experience and judge which elements to engage with in greater depth and which ones will provide better support with a lighter touch.
You can participate in the ALT Annual Conference 2019, without being in Edinburgh. At the ALT Annual Conference 2019, hundreds of delegates will attend in person: for the whole conference or…
‘Artificial intelligence will shape our future more powerfully than any other innovation this century. Anyone who does not understand it will soon find themselves feeling left behind, waking up in a world full of technology that feels more and more like magic.’ (Maini and Sabri, 2017, p.3)
Making micro-credentials work for learners, employers and providers.
According to existing laws of war and international human rights accords, children and schools (i.e., learning environments) are supposed to be protected when in warzones. In 1949, The Geneva Conve…
The European Learning & Teaching Forum provides a platform for vice-rectors for academic affairs, deans, programme directors, academic staff and researchers interested in learning and teaching. The Forum also welcomes the participation of students, policy-makers and other stakeholders in higher education.
University education has changed significantly in recent decades, and continues to do so, as the expectations of students, stakeholders and society towards universities evolve. This process is further influenced by universities’ diverse historical, disciplinary and regional backgrounds. The 2020 European Learning & Teaching Forum entitled ‘Balancing tradition and change’ explores how institutions balance tried and trusted practices and innovative approaches to learning and teaching in a dynamic and increasingly digital and international environment.
Through a mix of plenary and parallel sessions, the Forum provides a platform for discussion on how universities enhance learning and teaching, while also presenting the work of the 2019 EUA Learning & Teaching Thematic Peer Groups. The Forum is an ideal event for vice-rectors for academic affairs, deans, and management involved in learning and teaching. It also welcomes students, policy-makers and other stakeholders in higher education.
For updates, look out for #EUALearnTeach on Twitter and/or join the LinkedIn group ‘Learning & Teaching in European Higher Education’.
Digital capability service – Helping educators thrive in a digital world
The Collaborative Knowledge Exchange for Learning Impact – or, simply, Crannóg, for short, is a partnership between NUI Galway, UL, MIC, and DCU, which aims to support the professional development of those colleagues in roles such as Head of School/Department, Dean, etc.
Specifically, the project focuses on aspects of leadership of teaching & learning, and the building of digital capacity/capability. It builds on the work of Ireland’s National Forum for the Enhancement of Teaching & Learning, and seeks to encourage the sharing of ideas, the dissemination of research and scholarship, and the development of a professional network.
The project has been curating resources on key topics raised by Heads of School and Discipline in the partner institutions.