Educational Jargon Generator:
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Friday, May 17, 2013
Thursday, May 9, 2013
Adaptive learning, vendor comparison, etc.
Education Growth Advisors
LEARNING TO ADAPT:
A Case for Accelerating Adaptive
Learning in Higher Education
http://edgrowthadvisors.com/wp-content/uploads/2013/03/Learning-to-Adapt-White-Paper_Education-Growth-Advisors_March-2013.pdf
http://screencast.com/t/DfX33IAX
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Tuesday, May 7, 2013
UMN overview of Mead Dept of Ed
http://www.oit.umn.edu/prod/groups/oit/@pub/@oit/@web/@evaluationresearch/documents/article/oit_article_336064.pdf
t TEL
Instructors interested in technology-enhanced learning (TEL) frequently want to know whether digital technology is
educationally effective. Their question is not whether students like digital technology, or whether students are
engaged by it, but instead whether it enhances student learning outcomes.
Despite a growing body of research into TEL, it is hard to give a simple answer to this question, in part because
TEL studies are frequently deeply embedded in a particular context, which makes it difficult to know how well the
studies generalize outside of that context.
A recent thorough and methodologically sound meta-analysis1
by Barbara Means and colleagues for the U.S.
Department of Education helps to address this problem by providing an overview of conclusions that are supported
overall by the research on TEL. Means’ primary concern was to compare the effectiveness of courses with an online
component2
to fully face-to-face courses.
Means used a stringent selection procedure in selecting studies for the meta-analysis, limiting the studies to
those that used a comparative research design, measured learning outcomes objectively, controlled statistically for
possible differences between control and treatment samples, and reported effect sizes for student learning
outcomes. This procedure yielded 50 contr
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t TEL
Instructors interested in technology-enhanced learning (TEL) frequently want to know whether digital technology is
educationally effective. Their question is not whether students like digital technology, or whether students are
engaged by it, but instead whether it enhances student learning outcomes.
Despite a growing body of research into TEL, it is hard to give a simple answer to this question, in part because
TEL studies are frequently deeply embedded in a particular context, which makes it difficult to know how well the
studies generalize outside of that context.
A recent thorough and methodologically sound meta-analysis1
by Barbara Means and colleagues for the U.S.
Department of Education helps to address this problem by providing an overview of conclusions that are supported
overall by the research on TEL. Means’ primary concern was to compare the effectiveness of courses with an online
component2
to fully face-to-face courses.
Means used a stringent selection procedure in selecting studies for the meta-analysis, limiting the studies to
those that used a comparative research design, measured learning outcomes objectively, controlled statistically for
possible differences between control and treatment samples, and reported effect sizes for student learning
outcomes. This procedure yielded 50 contr
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