Month: April 2013

This is an archive of the 2013 version of ocTEL.

Why We Need Teaching Machines

Harvard Educational Review (1961). Volume: 31, Issue: 4. Pages: 377-398.

Current Suggestions et al.

In 1954, B. F. Skinner published his first discussion of teaching machines utilizing the results of experimental investigations on the effects of reinforcement in learning. Since that time many educators and psychologists have become interested in the technical and ethical issues involved in programmed instruction. In this article Professor Skinner discusses specific types of teaching machines and the particular types of “learning” possible through the use of these machines.

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A history of teaching machines

American Psychologist (1988). Volume: 43, Issue: 9. Pages: 703-712.

Ludy T Benjamin et al.

Comments on L. T. Benjamin’s (see record 1989-06671-001) history of teaching machines (TMs), suggesting the need for reexamination of the belief that cultural inertia was the principal cause of the failure of TMs. Implications for computer-assisted instruction are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

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ocTEL weekly webinars starting this Wednesday

ocTEL is running weekly webinars starting this Wednesday, 10 April. The week 0 webinar will start at 12:30pm (BST), via Blackboard Collaborate 11. Links to all webinar sessions will be available via the Course Materials page. This week’s webinar This week’s webinar has two

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OCTEL – Week 0: A little about me!


I have been a ‘learning technologist’ for about 8 or 9 years – it’s a role I fell into via Web development and an MA is Eighteenth Century History!
I read for my degrees in the early 90s and wasn’t accustomed to using technology much beyond word processing essays; when I first went to University you could only send email to other universities! In the final year of my undergraduate degree my tutor introduced us to email discussion forums, which opened my eyes to a whole world of possibilities. Suddenly, as a third year undergraduate, we were able to ‘listen to’ and join in discussions with real researchers and academics. We could hear the debates that previously only took place in staff seminars and postgraduate tutorials. And if we felt brave enough we could ask a question, or even join in. At the end of my final year I used a web browser for the first time!
I worked whilst studying for an MA part-time, and learned to word processing, had a job as a trainee graphic designer, learned HTML (because no-one else wanted to!) and eventually got a job as a Web developer. My role sat in the same team as the learning technologist and when she left I got the opportunity to take on responsibility for the VLE.
During the last 9 years my job has changed massively, but a number of key elements have stayed the same. I still train people to use the VLE, I still answer questions about why people can’t login. But there is much more to CAL / e-learning / TEL than there was. We are involved in university policy and strategy, we have projects that are funded by external bodies, we run large-scale online exams, we help staff to decide what tools and techniques suit a range of class sizes, teaching scenarios and activities.
But I often reflect on those days of email discussion lists and the new horizons that they opened. My job has the potential to help academics and students access resources and opportunities that are far beyond what I was able to do as a student – opportunities to see and experience so many resources, to take part in new ways of learning, reflecting and understanding your chosen field of study.  In some ways I wish I was able to take my degree again, and experience what it’s like to learn through blogging, find video resources, take part in online discussions. Maybe that’s why I’m doing this course …

please remove me

Hello, could you please remove me both from this list and from the course? Thanks. Nathalie Ticheler http://ticheler.blogspot.com/

<No subject>

For those thinking of opting out of the list because of the number of incoming e-mails, you might want to try setting up a filter or a rule to get these e-mails out of your inbox and into an appropriate folder (or labeled and archived, depending on you…

Re: #ocTEL Intro about me? I guess I¹m all about the Technagogy

hi joseph you need to add the rss feed to your edit profile page to get itto appear on the reader.Thansk,phil

Re: Introduction….and no question yet..have thought of a BIG question

There is also a diigo list @ https://groups.diigo.com/group/alt-octel

Introduction

As a Subject Librarian at the University of Huddersfield, my role involves teaching ‘Information Skills’ to Library users, from foundation level through to academic staff. This involves face-to face tuition, classroom teaching, lectures, and the provision of instructional materials in print and online. To date, my use of TEL has mainly been restricted to the […]

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ocTEL: Week 0 Activity 0.1: My Big Question

“How do we encourage even greater use of e-learning?”

http://edina.ac.uk/cgi-bin/purl/eig/jc5424-001.jpg

This is not my big question, but one that has been asked many times before.  Each time we reach an e-learning milestone, e.g., all departments making use of the Virtual Learning Environment (VLE), or presiding over 65% annual increases in the use of E-Assessment, Senior Management ask it once more.

I have answers to that question, but these in turn ask further questions.  So my big question is in fact threefold:

  • How do we facilitate active staff and student ownership of institutional services?
  • How can staff and students move beyond the basic use of the VLE?
  • How can research intensive Higher Education Institutions (HEIs) encourage and recognise e-learning activity among the staff?

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