pintiniblog

- Further Reading on Web 2.0 and Scholarship
Liens proposés sur le wiki scholar2scholar

- Conference Alerts - Academic Conference Worldwide

- Podcast: Towards the research library of the future
(source: JISC, 21/04/08)

- Mondes persistants et enseignement à distance: de nouvelles perspectives?
(source: Vagabondages, 21/04/08)

- A Look at Online Orientations
(source: Inside Higher Ed, 08/04/08)

- SCOAP3: A New Model for Scholarly Communication
(source: ARL, 08/04/08)
The Association of Research Libraries (ARL) has published an online preprint essay by Ivy Anderson, Director of Collections, California Digital Library, encouraging libraries to support SCOAP3, the Sponsoring Consortium for Open Access Publishing in Particle Physics.
SCOAP3 is a new model for scholarly communication proposed by a community of scientists. Physicists interested in expanding access to their literature have designed a novel approach to garner support from individual libraries, library consortia, research institutions, and even nation states to turn a core set of journals in the high energy physics discipline into open access publications.

- Armbruster, Chris (2007), Moving out of oldenburg's long shadow: what is the future for society

publishing?, Learned Publishing 20(3)
(source: E-LIS, 08/04/08)

- Balance in copyright law demanded by British Library
(source: Information World Review, 08/04/08)

- Les universitaires devraient blogguer
(source: affordance.info, 09/04/08)

- Le CNRS en vidéo
(source: affordance.info, 10/04/08)

- CNI Podcast: An Interview with Clifford Lynch
(source: Educause, 10/04/08)

Au sommaire du vol. 4, n° 3 (fév.-mars 08) de la revue Innovate. Journal of Online Education:

- Online Teaching and Classroom Change: The Trans-Classroom Teacher in the Age of the Internet
Online and face-to-face courses are often viewed and studied as two distinct worlds, but the social field of the teacher who teaches them may well include both, and both the teacher and the courses he or she teaches may be transformed by the movement from one environment to the other. Susan Lowes explores this two-way interaction between face-to-face and online teaching, addressing two important questions: Do teachers who move between face-to-face and online classrooms transfer ideas, strategies, and practices from one to the other? If so, which strategies and practices do they transfer? Particularly, Lowes focuses on the constraints and affordances of the online environment itself and how these affect face-to-face classroom practice.

- Let Me Learn with My Peers Online!: Foreign Language Learning Through Reciprocal Peer Tutoring
Rayenne Dekhinet, Keith Topping, David Duran, and Silvia Blanch describe a pilot project on the use of Internet-assisted reciprocal peer tutoring in foreign-language learning. The eight-week project connected Spanish-speaking English-language learners at a primary school in Catalonia with English-speaking Spanish-language learners at a Scottish primary school. Children were matched in pairs and acted as language tutors in their own mother tongue to their peers. Each week, the children wrote or corrected a text, depending on their role for that week, and sent messages to their peers. During and after the intervention, data were collected in the form of observations, participant and teacher interviews, and analysis of student writing in the target languages. The results of this study show how Internet technology can be leveraged with reciprocal peer tutoring to enhance language learning.

- Learning at a Distance: Engaged or Not?
In this study, Pu-Shih Chen, Robert Gonyea, and George Kuh compare the engagement of distance learners in educationally effective activities with that of their campus-based counterparts and compare the engagement of older distance learners relative to younger online students. Although distance learning is the fastest growing segment of postsecondary education, questions remain about the quality of distance education; a key unresolved issue is the degree to which online learners are engaged in effective educational practices. These results indicate that distance learners are generally as engaged and often more engaged than other students in most educational practices, with the exception of active and collaborative learning activities. Older distance learners report greater gains and are more likely to use higher-order mental processes (e.g., analysis and synthesis) than younger distance learners. Chen, Gonyea, and Kuh discuss the implications of these results for colleges and universities and indicate directions for future work.

- When the Medium Illustrates the Content: Exploiting the Unique Features of Online Communication
Julie Foertsch and Morton Ann Gernsbacher present the results of an evaluation of an online undergraduate course in psychology that adheres to the seven widely accepted principles of effective online teaching and suggests an eighth principle: using the unique benefits and constraints of online communication to prompt critical thinking about various facets of human communication, psychology, sociology, or human-computer interface design. Formative evaluation of this new course, carried out by Foertsch over three semesters, showed that it benefited from an illuminating association between its content--the cognitive and social experiences of people with autism--and its online delivery method, in which students communicated with each other and the professor in asynchronous and synchronous forums that removed the nonverbal social cues present in face-to-face communication. By applying the seven principles to the design of this course, Gernsbacher created a learning environment that 87% of 105 upper-division students rated as "extremely" or "very" useful in developing their critical thinking skills and a course that a number of students described as one of the best they had ever taken.

- V-Learning: How Gaming and Avatars are Engaging Online Students
Len Annetta, Marta Klesath, and Shawn Holmes describe how avatars in virtual learning environments (VLEs) can contribute to the learning experience by giving students a sense of social presence and investment in the learning community that may otherwise be difficult to access. VLEs have the potential to become the next generation of instructional tools for online learning. By allowing students to simulate the campus experience online, VLEs offer rich, flexible class environments without compromising their reach to diverse students desiring online courses. Describing studies carried out in the WolfDen VLE, Annetta, Klesath, and Holmes examine how gaming and avatars are engaging online students and the role personality may play in a student's selection of an avatars.

- Experiential Work-Integrated Online Learning: Insights from an Established UK Higher Education Program
Lydia Arnold explores how work-based learners can embrace technology-enabled ways of learning. The case study of the BA (Honours) Learning Technology Research (BA LTR) program at Anglia Ruskin University, United Kingdom , shows how a unique learning blend that combines online social learning, work-based learning, inquiry-led learning, and high degrees of personalization can be used to enable and empower learners. Additionally, Arnold illustrates the unique characteristics of the BA LTR program and the role that these play in enabling work-based learners to participate fully in learning. The article explores the role of the work-based context as both a source of motivation and an authentic learning environment for BA LTR learners.

- Perspective on Certainty-Based Marking: An Interview with Tony Gardner-Medwin
In this edition of Perspectives, Reid Cornwell discusses certainty-based marking (CBM) with Tony Gardner-Medwin, professor emeritus of physiology at University College London (UCL), which adopted a simple, theoretically sound version of CBM in its medical education program. CBM has been shown to encourage thinking, reflection, improved analysis, and synthesis and to improve both the reliability and validity of students' exam data in measuring partial knowledge. However, CBM has been adopted in very few places and is sometimes regarded with skepticism. The UCL initiative has used computer technology to produce empirically convincing results. A comparison of CBM scores with conventional (correct/incorrect) scores revealed marked improvements in standard measurements of reliability. Gardner-Medwin describes the CBM system used by UCL and its philosophical, methodological, and pedagogical underpinnings, as well as the qualitative and quantitative advantages of CBM more generally.

George E. Walker, Chris M. Golde, Laura Jones, Andrea Conklin Bueschel, Pat Hutchings, The Formation of Scholars: Rethinking Doctoral Education for the Twenty-First Century (publié chez Jossey-Bass / Wiley).

Tdm:

1. Moving Doctoral Education into the Future.
2. Setting the Stage for Change.
3. Talking About Purpose: Mirrors, Lenses, and Windows.
4. From Experience to Expertise: Principles of Powerful Formation.
5. Apprenticeship Reconsidered.
6. Creating and Sustaining Intellectual Community.
7. A Call to Action.
Appendix A: Summary Description of the Carnegie Initiative on the Doctorate.
Appendix B: List of Participating Departments.
Appendix C: Overview of the Surveys.
Appendix D: Graduate Student Survey.
Appendix E: Graduate Faculty Survey.

Extrait

Lire article sur Inside Higher Ed

Internet Resources for Higher Education Outcomes Assessment (site maintenu par Ephraim I. Schechter et hébergé à la North Carolina State University): plus de 800 références, réparties comme suit:

General resources--discussion groups, lists of links, archives of articles, etc.
Assessment "handbooks"
Assessment of specific skills or content
Individual institutions' assessment-related pages
Accrediting bodies
Student assessment of courses & faculty

Via ILW

Le numéro de l'été 2007 (vol. 42, n° 4) de l'Educause Review est disponible.

Au menu, notamment:

Dr. Mashup; or, Why Educators Should Learn to Stop Worrying and Love the Remix
What are mashups? How can they be used effectively in higher education teaching and learning? And what are the implications of this content/data reuse for IT and other campus administrators and policy-makers?

Voluntary Counter-Reformation: Stepping Up to the Challenge
U.S. higher education faces an externally led reformation. Disciplined leadership and innovation through IT-enabled service process redesign are the keys to measurably improving institutional productivity, performance, and educational outcomes

Academic Analytics: A New Tool for a New Era
As colleges and universities respond to the public demand for greater accountability in the form of documented learning outcomes and increased student retention, the emerging practice of academic analytics can create actionable intelligence for higher education institutions.

Having Your Cake and Eating It: The e-Frameworks Service-Oriented Approach to IT in Higher Education
The international e-Framework for Education and Research is helping the research and education world take advantage of the opportunities offered by the service-oriented approach.

Technology and Standards Watch est une initiative du Joint Information Systems Committee (JISC). TechWatch, comme son nom l'indique, est un site de veille sur les développements technologiques dans le monde de l'information et de la communication qui sont susceptibles d'avoir un impact dans l'enseignement supérieur.

Educause est une association sans but lucratif dont la mission est de promouvoir une "utilisation intelligente" des nouvelles technologies dans le monde académique.

A découvrir et à approfondir...