ACODE’s mission is to enhance policy and practice in Australasian higher education around technology enhanced learning and teaching at institutional, national and international levels through:
-Disseminating and sharing knowledge and expertise.
-Supporting professional development and providing networking opportunities.
-Investigating, developing and evaluating new approaches.
-Advising and influencing key bodies in higher education.
"About a third of high school teachers (35%) say these tools do more harm than good. Roughly a quarter of middle school teachers (24%) and 19% of elementary school teachers say the same."
"Blended learning leverages the power of technology to create a more personalized and interactive learning experience. By combining real-time classroom teaching with self-paced online modules, students have the flexibility to learn at their own pace while also benefiting from the guidance of their teachers."
Universities across Australasia regularly evaluate their Learning Management Systems (LMS) to meet the increasing digital teaching and learning demands. LMS reviews conducted approximately every five years or so are driven by factors such as pandemics, contract renewals, fiscal considerations, and the pursuit of optimal student online learning experiences. Recent trends show that Australian universities are conducting LMS reviews more frequently and transitioning to new LMSs at an accelerated pace (Phil, 2022; Sankey, 2023a). This is to ensure the LMS of choice meets the Next Generation Digital Learning Environment (NGDLE) functionality (Educause, 2018), is affordable, reliable and is still fit for purpose. While ongoing LMS reviews are common, there is a lack of published information on how higher education institutions undertake them. There was little available to unpack how best to engage in open, transparent, and aspirational conversation with staff and students about their experience with the LMS. As part of the review, even less was published about the dialogue on the future teaching and learning needs and the future of the LMS. To help address this gap in the literature, this practice-based paper reports on our approach and the steps taken to propose a unique two-phase / multi-stage model for reviewing an LMS and offers a useful checklist for those who may want some help getting started.
In the fast-evolving landscape of artificial intelligence, two concepts often spark vigorous debate among tech enthusiasts: Generative AI and Artificial General Intelligence(AGI). While both promise to revolutionize our interaction with machines, they serve fundamentally different functions and embody distinct potential futures. Let's dive into these differences and explore what each form of AI means for tomorrow.
Like many of our colleagues, the emergence of ChatGPT and other generative artificial intelligence sites initially created a mild panic. Out of the panic, an emerging field of practical, practitioner-based research has begun to emerge. The call for calm, patient reflection has been noted (Naidu 2023, para 10). Others argue that AI, in various forms, […]
Ayúdame a Aprender, una institución con experiencia en la inclusión educativa, ha lanzado plataforma digital accesible e inclusiva desarrollada por Net-Learning. La plataforma, basada en los principios del Diseño Universal para el Aprendizaje (DuA), ofrece cursos y materiales adaptados a las necesidades de todos los estudiantes.
Cómo usar una PDI Smartboard con software libre Opensankoré. La calibración se realiza con software Smartboard, para ello no es necesario estar registrado. Y luego ya se puede utilizar con Opensankoré.
"Generative AI will bring innovations, efficiencies, creativity and effectiveness to most who work at our colleges and universities in the coming year."
"Let’s take a look at how AI will facilitate the work of the instructional designers, researchers, administrators and other nonteaching professionals in colleges and universities this fall."
This week for The AI Educator:This is my first visit to Mexico City. I'm looking forward to working with Universidad Iberoamericana. Then heading back to the UK to work with Sheffield College at the end of the week.What people are saying:"Dan knows what he is talking about and explains the situation from a teacher's perspective. He is informative and talks about what is, and not what could be.." Jill, Assumption High SchoolIn a world of artificial intelligence, a new type of educator has emerged
"By putting extra effort into understanding and addressing what learners need to reach maximum learning results, instructors manage to bring a new dimension to learning experiences. Specifically, they offer learners truly personalized learning, as well as a supportive community that helps them overcome any hurdle."
AI is forcing us to reimagine Education as a vehicle for democratizing thinking and knowing. There is no denying that. About 40% of the world’s population is under 24. If schools fail to prepare this generation of youth for the age of thinking machines, the consequences on social and economic peace may be dire.
La importancia de la educación digital radica en su facultad para capacitar a las generaciones presentes y futuras para prosperar en un mundo moldeado por la tecnología. Al abrazar esta revolución educativa, abrimos las puertas a la innovación, la creatividad y el progreso humano. Sin embargo, solo a través de un compromiso colectivo y una visión inclusiva podemos aprovechar plenamente el potencial transformador de la Educación Digital.
Este reporte aspira a presentar nueve dimensiones sobre la Educación Digital en el siglo XXI. Haciendo un recorrido útil a través de la historia, definiciones, comentarios de expertos, así como casos de éxito que existen en la educación superior. Su intención es ser una guía que oriente desde un enfoque práctico a las universidades que estén buscando entrar a este modelo educativo o a aquellas que tienen experiencia previa.
"La universidad digital no es solo una universidad en línea, que ofrece educación a distancia, ni siquiera basta con inundar de tecnología a la universidad presencial actual, sino que se trataba de un nuevo enfoque que dé respuesta a las demandas de la sociedad actual…Es importante tener en cuenta los objetivos de aprendizaje y la intención pedagógica al utilizar la tecnología. No se debe utilizar la tecnología por usarla, sino definir claramente su propósito. Debemos preguntarnos si es un tema de cobertura, alcance, calidad, pertinencia, personalización o equidad, al determinar el mejor uso de la tecnología con base en la intención educativa”
Social media continues to provide both benefits and costs for young people when it comes to supporting their mental health and well-being. Our new report reveals its stronger impacts on youth of color, LGBTQ+ youth, and youth with depressive symptoms.
La tecnología no es sólo una herramienta, sino un producto social, que está lejos de ser neutro. El diseño de cualquier tecnología es un acto moral. De hecho, muchas de las más avanzadas tecnologías poseen una moral, en el sentido que se comportan de acuerdo a unas normas inscritas en su diseño (esto es muy claro con los sistemas basados en IAs y data). Defender la idea de una tecnología neutra tan solo condicionada por el uso que hagamos de ella es una manera de ocultar (conscientemente o no) este hecho y las responsabilidades que implica. Y es además algo poco útil porque nos dificulta aclarar las opciones éticas y las compensaciones que a menudo requieren muchas tecnologías y, por lo tanto, las políticas y regulaciones que deben diseñarse (Floridi, 2023).
En un mundo cada vez más interconectado, el concepto de cultura adquiere nuevas dimensiones y complejidades. Tradicionalmente, la cultura ha sido vista como un conjunto homogéneo de prácticas y valores compartidos por una sociedad. Sin embargo, dentro de estas culturas dominantes existen grupos menores, conocidos como subculturas, que poseen sus propias identidades. Vamos a ver cómo las subculturas, lejos de ser meros fragmentos aislados, se integran y transforman la cultura más amplia, influyendo en aspectos tan variados como la moda, el lenguaje y las normas sociales.
Dear colleague, In the Speaking/Listening chapter of These 6 Things, I argue that teachers only need three kinds of speaking routines for their practice: This school year, one of the few experiments I've run in my practice is with pop-up debates. Based on promising results at the end of the previous year, I went into […]
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