Re-humanising eLearning. David White @daveowhite University of the arts . London. Slideshare

Hoy traemos a este espacio esta slidshare de

My spotlight stage session for Online Educa 2014 ... y que se nos presenta así en su web  David White. Digital-Learning-Culture
I’ve worked in various roles where digital, learning and culture meet – including:
  • Senior lecturer in visual communication
  • Making proof-of-concept pilots for delivering media online at the BBC
  • Managing a team of online distance learning developers at the University of Oxford
  • Leading numerous studies around the impact of the Web on learning and higher education.
I’m currently Head of Technology Enhanced Learning at the University of the Arts London – I help to run the ‘CLTAD‘ group. (I  moved to this role in June 2014, all posts before then were written while I was working at the University of Oxford.) (...)

Ah! , y por último el post de su blog,  que se titula (Re)humanising eLearning , y que comienza así ... :

For my ‘Spotlight stage’ session at Online Educa (15:35 on Thursday 4th) I’m  exploring ‘Re-humanising eLearning’. This is a theme very much inspired by Catherine Cronin’s keynote at ALT-C this year in which she spoke, among other things, about the value of online identity and open practice.
When I’ve mentioned the theme of Re-humanising eLearning to colleagues many of them suggested that eLearning was never particularly ‘human’ in the first place. This is a reasonable, if disappointing, comment. Nevertheless, take a look at almost any Digital Literacy framework and it will have the distinctly human (in that it is about the ‘self’) concept of a Digital Identity highlighted in it somewhere. In my favourite framework/hierarchy from Helen Beetham and Rhona Sharpe Digital Identity is the apex of digital capability.

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Fuente: [ slideshare]

Vol 11, No 3 (July 2014) : RUSC. Universities and Knowledge Society Journal

Hoy traemos a este espacio el nuevo número de la revista de la UOC

RUSC. Universities and Knowledge Society Journal

Vol 11, No 3 (July 2014)

Full Issue

View or download the full issue PDF PDF (Español)

Table of Contents

Editorial PDF PDF (Español) PDF (Català)
Josep M. Duart, Rosalind James 1-3

Research Articles

SIMULACRE: A proposal for practical training in e-learning environments PDF PDF (Español)
Alba Colombo, Muriel Gómez Pradas 4-21
University Lecturers’ Conceptions of Ethics and Citizenship Education in the European Higher Education Area: a Case Study PDF PDF (Español)
Francisco Esteban Bara, Teodor Mellen, Maria Rosa Buxarrais Estrada 22-31
University virtualisation in Latin America PDF PDF (Español)
Claudio Antonio Rama 32-41
Bibliometric profile of RUSC. Universities and Knowledge Society Journal PDF PDF (Español)
María Teresa Ramiro Sánchez, Tamara Ramiro-Sánchez, Rubén Alba-Ruiz 42-62
Analysis of the didactic use of tablets in the European Higher Education Area PDF PDF (Español)
Esteban Vázquez Cano, M. Luisa Sevillano 63-77

Special Section

Conversations from south of the equator: Challenges and Opportunities in OER across Broader Oceania PDF PDF (Español)
Rosalind James, Carina Bossu 78-90
Open Educational Resources: a regional university’s journey PDF PDF (Español)
Theresa Koroivulaono 91-107
'Fit for Purpose': a cohort-centric approach to MOOC design PDF PDF (Español)
Carolyn Elizabeth King, Kathleen Doherty, Jo-Anne Kelder, Fran McInerney, Justin Walls, Andrew Robinson, James Vickers 108-121
The evolution of open access to research and data in Australian higher education PDF PDF (Español)
Vicki Picasso, Liam Prior Phelan 122-133
OER in practice: Organisational change by bootstrapping PDF PDF (Español)
John Hannon, Simon Huggard, Annabel Orchard, Nick Stone 134-150
OER adoption: a continuum for practice PDF PDF (Español)
Adrian Stagg 151-164

RUSC. Universities and Knowledge Society Journal is an e-journal coedited by the Universitat Oberta de Catalunya (Barcelona) and its eLearn Center, and the University of New England (Australia) and its dehub.
Creative Commons
The texts published in this journal are – unless indicated otherwise – covered by the Creative Commons Spain Attribution 3.0 licence. You may copy, distribute, transmit and adapt the work, provided you attribute it (authorship, journal name, publisher) in the manner specified by the author(s) or licensor(s). The full text of the licence can be consulted here:

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NAER Vol 3, No 2 (2014). Journal of New approach in Education Research

Hoy traemos a este espacio el último número de la revista NAER Journal of New approach in Education Research de la Universitat d'Alacant ...

Vol 3, No 2 (2014)

Table of Contents

Developments in Transnational Research Collaborations: Evidence from U.S. Higher-education Activity
Los avances en los vínculos de investigación transnacional: los datos obtenidos de la Educación Superior en Estados Unidos
Peter H Koehn
pages 52-58
Understanding the role of organizational factors in shaping the research careers of women academics in higher education
Comprender el rol de los factores organizativos que influyen sobre las carreras exitosas de las mujeres investigadoras en las universidades
Georgeta Ion
pages 59-66
An interdisciplinary study in initial teacher training
Experiencia interdisciplinaria en la formación inicial de maestros
Virginia Larraz Rada, Cristina Yáñez de Aldecoa, Mercè Gisbert Cervera, Cinta Espuny Vidal
pages 67-74
Solving math and science problems in the real world with a computational mind
Resolviendo problemas de matemáticas y ciencias en el mundo real con una mente computacional
Juan Carlos Olabe, Xabier Basogain, Miguel Ángel Olabe, Inmaculada Maíz, Carlos Castaño
pages 75-82
Assessing Adult Learner’s Numeracy as Related to Gender and Performance in Arithmetic
Evaluación de habilidades aritméticas de alumnos adultos con relación al género y desempeño en Aritmética
Adeneye O. A. Awofala, Anyikwa Egbichi Blessing
pages 83-92
Effects of goal-setting skills on students’academic performance in english language in Enugu Nigeria
Efectos de habilidades de establecimiento de metas en trabajo académico de los estudiantes en Nigeria Enugu en lengua inglesa
Abe Iyabo Idowu, Ilogu Guy Chibuzoh, Madueke L I
pages 93-99
The human-animal relationship: a new field of socio-educational action
La relación con los animales: un nuevo ámbito de la intervención socioeducativa
Joan-María Senent

(leer más...) Fuente: [ NAER ]

IRRODL Vol 15, No 3 (2014). The International Review of Research in Open and Distance Learning

Hoy traemos a este espacio el nuevo número de (IRRODL ) The International Review of Research in Open and Distance Learning de la Athabasca University

Vol 15, No 3 (2014)

Table of Contents


Editorial: Volume 15, Number 3HTML PDF MP3 EPUB
Dianne Conrad

Research Articles

Success factors for e-learning in a developing country: A case study of SerbiaHTML PDF MP3 EPUB
Miroslava Raspopovic, Aleksandar Jankulovic, Jovana Runic, Vanja Lucic
Mediating knowledge through peer-to-peer interaction in a multicultural online learning environment: A case of international students in the USHTML PDF MP3 EPUB
Gulnara Sadykova
Ghosts, stars, and learning online: Analysis of interaction patterns in student online discussionsHTML PDF MP3 EPUB
Debbie Samuels-Peretz
University faculty’s perspectives on the roles of e-instructors and their online instruction practiceHTML PDF MP3 EPUB
Chiungsui Chang, Hun-Yi Shen, Zhi-Feng Liu
First steps towards a university social network on personal learning environmentsHTML PDF MP3 EPUB
Veronica Marin Diaz, Ana Isabel Vazquez Martinez, Karen Josephine McMullin
Factors driving learner success in online professional developmentHTML PDF MP3 EPUB
Phu Vu, Vien Cao, Lan Vu, Jude Cepero
Exploring the moderating role of perceived flexibility advantages in mobile learning continuance intention (MLCI)HTML PDF MP3 EPUB
Rui-Ting Huang, Chia-Hua Hsiao, Tzy-Wen Tang, Tsung-Cheng Lien
Coping with the challenges of open online education in Chinese societies in the mobile era: NTHU OCW as a case studyHTML PDF MP3 EPUB
Shelley Shwu-Ching Young, Hui-Chun Hung
Telecommuting academics within an open distance education environment of South Africa: More content, productive, and healthy?HTML PDF MP3 EPUB
Deon Harold Tustin
Promoting reflection in asynchronous virtual learning spaces: Tertiary distance tutors’ conceptionsHTML PDF MP3 EPUB
Bethany Alden Alden Rivers, John T. E. Richardson, Linda Price
Examining the impact of video feedback on instructor social presence in blended coursesHTML PDF MP3 EPUB
Jered Borup, Richard E. West, Rebecca Thomas, Charles R. Graham
Global transition in higher education: From the traditional model of learning to a new socially mediated modelHTML PDF MP3 EPUB
Blessing Mbatha
Using supplementary video in multimedia instruction as a teaching tool to increase efficiency of learning and quality of experienceHTML PDF MP3 EPUB
Milos Ljubojevic, Vojkan Vaskovic, Srecko Stankovic, Jelena Vaskovic
Exploring the impact of role-playing on peer feedback in an online case-based learning activityHTML PDF MP3 EPUB
Yu-Hui Ching

Technical Notes

Peer assessment for massive open online courses (MOOCs)HTML PDF MP3 EPUB
Hoi K. Suen

Leadership in Open and Distance Learning Notes

Leadership Notes editorial: Distributed leadership for distributed learningHTML PDF MP3 EPUB
Marti Cleveland-Innes
Leadership strategies in mobile English as a Second Language trainingHTML PDF MP3 EPUB
Djenana Jalovcic, Linda McCloud-Bondoc, Anthony Ralston

Full Issue

Cover Image
IRRODL Volume 15, Number 3PDF

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Issue No.37 Experiences and best practices in and around MOOCs. #eLearning Papers. Open Education

Hoy traemos a este espacio el nuevo número de eLearning Papers : Issue No.37 Experiences and best practices in and around MOOCs. Open Education

Guest Editors

View user profile.Pierre-Antoine UllmoFounder and Director
View user profile.Tapio KoskinenSecretary General - EDII Secretariat

This special issue of the eLearning Papers is based on the contributions made to the EMOOCS 2014 conference jointly organized by the École Polytechnique Fédérale de Lausanne (EPFL) and P.A.U. Education. The success of this conference with more than 450 participants demonstrates that MOOCs are at the beginning of a wave and a first step towards opening up education.

Why are MOOCs innovative? They provide alternative ways for students to gain new knowledge according to a given curriculum. MOOCs can also enhance learners’ ability to think creatively to select and adapt a paradigm to solve the problem at hand. These are the main findings of a case study on the Discrete Optimization MOOC on Coursera.

Many higher education institutions are asking their staff to run high quality MOOCs in a race to gain visibility in an education market that is increasingly abundant with choice. Nevertheless, designing and running a MOOC from scratch is not an easy task and requires a high workload. Professors from Universidad Carlos III in Madrid offer a set of recommendations that will be useful to inexperienced professors. An MIT study also gives key findings on optimizing video consumption across courses.

What are the defining characteristics of a MOOC? Can we categorically differentiate a MOOC from other types of online courses? This is one of the central questions of the debate on the future of MOOCs. An UNED study proposes a quality model based on both course structure andcertification process. Most of the debate around the future of MOOCs focuses on learners’ attitudes such as attrition or a lack of satisfaction that leads to disengagement or dropout. A Stanford study shows how educational interventions targeting such risk factors can help reduce dropout rates, as long as the dropouts are predicted early and accurately enough. A French researcher shows that learners who interact on the forums and assess peer assignments are more likely to complete the course. Another Stanford study tested different approaches to measure the extent to which online learners experience a sense of community in current implementations of online courses. In a similar context, a German team of researchers studied the collaborative endeavour of planning and implementing a cMOOC.

One of the key elements of the discussion around MOOCs is their relevance to students in their respective cultural settings. A Leicester University researcher contemplates whether activities, tasks, assignments and/or projects can be applicable to students’ own settings; for example, giving students the freedom to choose the setting of their projects and the people with whom they work. These questions are central to making MOOCs truly accessible to all.

This issue of the eLearning Papers contributes to that body of knowledge with four in-depth research papers and six reports from the field:

Dropout Prediction in MOOCs using Learner Activity Features
Encouraging Forum Participation in Online Courses with Collectivist, Individualist and Neutral Motivational Framings
Cultural Translation in Massive Open Online Courses (MOOCs)
Characterizing Video Use in the Catalogue of MITx MOOCs

From the field
Toward a Quality Model for UNED MOOCs
The Discrete Optimization MOOC: An Exploration in Discovery-Based Learning
Designing Your First MOOC from Scratch: Recommendations After Teaching “Digital Education of the Future”
Offering cMOOCs Collaboratively: The COER13 Experience from the Convenors’ Perspective
Mathematics Courses: Fostering Individuality Through EMOOCs
Analyzing Completion Rates in the First French xMOOC

The guest editor for this issue is Pierre Antoine Ullmo, Founder and Director of P.A.U. Education. P.A.U. Education organized the EMOOCs2014 conference in partnership with the École Polytechnique Fédérale de Lausanne (EPFL).

The rest of the contributions to the Summit are available online in the EMOOCs conference proceedings. An overview of the conference, including video recordings of the keynote speakers, is also available in our blog.

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Fuente: [open education ]

Revista Congreso Universidad. Vol 2 nº 3 (2013) . Cuba. #Universidad #higherED

Hoy traemos a este espacio como complemento al post del domingo, 22 de septiembre de 2013 Universidad 2014. 9º Congreso Internacional de Educación Superior. La Habana . Cuba ... socialmente responsable.

Vol 2, No 3 (2013)

Congreso Universidad


Tabla de contenidos

Consejo Editorial

Consejo EditorialPDF
Consejo Editorial2


Dra. Elvira Martín Sabina2

Artículos Científicos

Sistema de gestión integrada de capital humano para las universidades cubanas. Caso Universidad Agraria de La Habana (UNAH). Integrated system of human capital for Cuban universities. Case of Agrarian University of Havana (UNAH)PDF
Dr. C. José R. Capó Pérez, M.Sc. Julia Damaris Castillo Calderín, M.Sc. Saily González Perdigón12
The neoliberal university in Australia: permanent crisis. La Universidad neoliberal en Australia: crisis permanentePDF
Michelle Carmody6
El control estratégico: una perspectiva en construcción en las instituciones de educación superior. Strategic control: a perspective construction in higher education institutionsPDF
Dr. José Luis Almuiñas Rivero, Dr. Rey Felipe González, MsC. Dania Morales Batista11
Las perspectivas de desarrollo de la educación superior contemporánea: contribución de la Universidad de Ciencias Pedagógicas Enrique José Varona. Development prospects at contemporary higher education: contribution of UPCEJVPDF
Dr. C. Nereyda Cruz Tejas, Dr. C. Berta Fernández Rodríguez11
Una aproximación a la representación de preferencias de aprendizaje en entornos virtuales de enseñanza aprendizaje. An approach to the representation of learning preferences in learning virtual teachingPDF
M.Sc. Rey Segundo Guerrero Proenza, Dr. Andrés García Martínez12
Una aproximación a la representación de preferencias de aprendizaje en entornos virtuales de enseñanza aprendizaje. An approach to the representation of learning preferences in learning virtual teachingPDF
Dra. C. Judith Galarza López, Dr. C. José Luis Almuiñas Rivero12
Nuevo modelo de universidad-empresa. El sistema UCI. New model of university-industry. The ICU system.PDF
Dr. C Antonio Romillo Tarke, Ing. Daisy Oropesa Méndez12
La educación superior ante la diferencia indígena: Interculturalidad y gubernamentalidad. Higher education before indigenous difference: Interculturality and governmentality.PDF
Mario Arturo Martínez Cortés13
Aprendizaje de ciudadanía y educación superior. Learning citizenship and higher educationPDF
Dra. Rafaela García López, Dra. María Jesús Martínez Usarralde, Isabel Candela Pérez12
Acceso y permanencia de los estudiantes en la universidad. Un compromiso compartido entre la escuela media y la universidad. Enrollment and retention of students in college. A shared commitment between middle school and collegePDF
Mg Stella Maris Muiños de Britos12
Movilidad social y acceso a la educación superior pública en México. Upward social mobility and access to public higher education in MexicoPDF
M.F. Araceli Hernández Jiménez, Dra. Juquila Araceli González Nolasco, M.D. Roxana Sánchez Clara13
Las universidades como artífices de responsabilidad social. Universities as creators of social responsibilityPDF
Dra. Evelyn García10
La responsabilidad social de la universidad y la construcción de la cultura ciudadana. The social responsibility of the university and the construction of civic culturePDF
Sergio Jacinto Alejo López10
A (in)sustentabilidade da qualidade e da gestão democracia na educação brasileira. The (un) sustainability and the quality of management education in Brazilian democracy.PDF
Prof. Dr. Carlos RS Machado9
Cambio educativo: desarrollo organizacional y gestión universitaria. Educational change: organizational development and management universityPDF
Dora Luisa Roux Oropeza11
Implementación del proceso de Bolonia en una universidad pública española Implementation of the Bologna process in a Spanish public universityPDF
Dr. José A. Rabadán Rubio, Encarnación Hernández Pérez, Dr. Joaquín Parra Martínez, Dr. Andrés Escarbajal de Haro10
Las universidades públicas frente a las políticas neoliberales. Public universities against neoliberal policies.PDF
Dra. Bertha Adelina López Arce, Dr. Juan Patricio Castro Ibáñez, Dr. Fernando López Alcocer13
Ensino superior pelos caminhos da sustentabilidade e desenvolvimento institucional na República de Angola. Higher education in the ways of sustainability and institutional development in AngolaPDF
M.Sc. Eugenio dos Santos Novais, Dr. Mario M. Ares Sánchez12
Formación del profesorado universitario: Vinculación con el desarrollo profesional e institucional. Teacher training college: Linking with professional and institutional development.PDF
Dra. Silvia Patricia Aquino Zúñiga, Dra. Deneb Elí Magaña Medina, Dr. Jorge Alberto Rosas Castro11
El perfil del bachiller aspirante a ingresar a la Universidad Técnica Estatal de Quevedo. The profile of the bachelor aspiring to join the State Technical University QuevedoPDF
Dra. Ruth Elizabeth Corrales Morán, Dra. Gisela Bravo López11
La internacionalización de la educación superior en Argentina. Desafíos presentes y futuros The internationalization of higher education in Argentina. Present and future challengesPDF
Lic. María Julieta Abba10
Las redes de cooperación y la gestión del conocimiento: una experiencia. Cooperation networks and knowledge management: an experience.PDF
Dr. C. Jorge Juan Domínguez Menéndez11
Ejercicio de planeación estratégica para la internacionalización: propuesta de metodología y estudio de caso de la Universidad Central de Las Villas (UCLV) Strategic planning exercise for internationalization:proposed methodology and case study of UCLVPDF
Dra. C. Alina Montero Torres, Ing. Milagros Sarduy Valdés12
O projeto da Universidade Federal da Integração Latino-Americana (UNILA) The Project of University of Latin American Integration (UNILA)PDF
Daniela Andreia Schlogel7
La participación de las universidades y de los centros de investigaciones adscriptos al Ministerio de Educación Superior en la Cooperación Internacional al Desarrollo. The involvement of universities and research centers seconded to the MES.PDF
Dr. Huberto Rodríguez Coppola, Dr. Ricardo Fundora Piñeyro14
Modelo de financiamiento para la gestión académica de la Universidad Nacional Experimental Sur del Lago. Financing model for academic managing at Universidad Nacional Experimental Sur del Lago.PDF
MSc. Luis Emilio Torres N.11
El financiamiento de las universidades públicas. Rendición de cuentas mediante la auditoria de rendimientoPDF
M.Sc. Oscar Wolpes Álvarez, Dra. C. Yamila Plana Batista, Dr. C. Rolando Latorre Quirce14
El gasto por estudiante como un indicador de eficiencia de los procesos en la educación superior. Spending per student as an indicator of process efficiency in higher education.PDF
M.Sc. Odalys Elena Gastardi Picó, M.Sc. Miriam Alpízar Santana, Arq. Mario León Guerra13

Reseña de libros

La Reforma Universitaria de 1962: Medio siglo de impacto en la educación superior cubanaPDF
Colectivo de autores1

Normas de publicación

Normas de publicación de la revista Congreso UniversidadPDF
Daliana Rodríguez L.3

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 Fuente: [ revista congreso]

How do employers view Online Degree? [infographic] Drexel University Online. @drexelonline

Hoy traemos a este espacio esta infografía  de la Drexel University Online sobre How do employers view Online Degree? . ... que hace una comparativa en base a tres criterios :
Así nos presentan en su blog "The Digital Dragon"  la infografía :
Back-to-school season is not just for kids! Push aside the crayons and scissors and make way for the adult learner.
As more and more adults head back to school and high school students are exploring new collegiate options, many are faced with the question: should I enroll in a traditional program or pursue an online education?
What ranks highly important to students is how their degree will be received by employers. Drexel University Online put together a handy infographic that details how employers view online degrees, citing such sources as the Sloan Consortium, and the Society of Human Resource Management.
Our research shows employers view online and traditional degrees equally when online degrees meet three vital criteria. To view the full infographic, please click: How Do Employers View Online Degrees? 
Please contact Sabrina Ram at if you have any questions or would like to receive a JPG or PDF version of the infographic.
(leer más...) Fuente: [Drexel University ONline] ]