Education 2.0 & 3.0

Your iLearn unit should be laid out according to the iLearn Template to provide a consistent online learning experience for students.

Among the custom digital learning solutions, I find gamification to be one of the most effective in creating the right impact on the learners. Gamification in eLearning helps in better retention of knowledge and concepts. In this blog, I will discuss some approaches to make gamification in eLearning

For Digital Learning Day this week on February 27, we will be celebrating with The Van Meter School Digital Learning Day Technology Playground.  We will be hosting it in the library and have invited our teachers to sign up for a time to come with their students throughout the day.  

Digital learning has limitless possibilities--get some inspiration from how these educators are using edtech tools in their classrooms.

Developed through a collaborative process between researchers and practitioners, this toolkit is a curated cross-section of resources that relay knowledge and best practices in achieving real success in youth-centered digital learning. The Reclaiming Digital Futures toolkit is a curated cross-section of resources that relay best practices in youth-centered digital learning.

New ways of learning, owing much to digital technology and scientific research, are empowering students and business trainees.

The challenge we face is that learning is often not built to fit the learners,” says Dr Itiel Dror, a cognitive neuroscientist from University College London. “There is a mismatch between the learning and the learners. Learning must be ‘brain friendly’, so it’s engaging, motivating and effective.

A critical perspective on digital learning is desperately needed, and I hope that future scholarship will engage with this perspective, not simply to criticize online learning for being unlike face-to-face learning, but to drastically improve the design and functions of education overall. Scholarship should evoke change, and academics, particularly academics in schools of education, should strive to improve our societies in meaningful ways. By applying research to practice, we can make strides towards creating equitable, effective and supportive digital learning environments.

Technology isn't the answer, it's a medium to provide scalable individualized instruction. The biggest flaw is our lack of experience and skill in designing individualized instruction.

What are microinteractions? How can you use them to deliver better, effective, and engaging learning experiences? Today, we talk about the importance of user experience, user engagement, and user interaction in learning. But, why do we usually limit them to a website or a web-based product? Why do we not use them in digital learning? 

In March 2020, UK higher education embarked on a sudden shift to digital learning. In the vast majority of cases, it wasn’t a designed and fully realised transformation of teaching and learning.

It was an emergency response to an unprecedented situation that relied on upskilling staff rapidly enough to enable them to deliver the remainder of their courses, and assess them, in as effective and equitable way as possible. 

The extent of this digital shift, and the tools, techniques and platforms used, varied not only between universities but also within them, depending on the demands of different departments and the confidence and capabilities of the staff.

It isn’t all about the technology. In a new report released by Schoology, researchers made three key findings that have significant implications for digital learning. In a report released by the EdTech company that looked at the 2018-2019 digital state of learning (based off responses from 9,279 teachers and administrators), researchers identified three major findings …

Academic librarians cannot escape the implications of the knowledge economy and the pervasion of technology which effects everything that we do. Similarly, we must be prepared to teach our students how to cope in this knowledge society and how to develop the necessary information and digital literacy skills to be productive members of society in a digital environment. This article explores the first eighteen months of our experience as digital curriculum librarians in a large project at the University of South Australia (UniSA), UniSA Online. We have taken this opportunity to critically reflect on being embedded librarians within such a strategic and unique project. We examine the key cultural, pedagogical and technological challenges we have faced in delivering resources, support and services to the project team.