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Open Educational Resources (OER) and Open Educational Practices (OEP) have the potential to transform and positively impact individuals, institutions, and society. As educators, we have a unique responsibility to explore opportunities and possibilities afforded by openness enabled by current technologies to reimagine and reshape current educational reality and provide a more hopeful and equitable future for all. EdTechnica is an openly licensed living encyclopedia that provides background information on central topics and theories in the field of educational technology. As an OER, EdTechnica extends the 5Rs of openness—retain, reuse, revise, remix, and redistribute by also attending to the 3Rs of social justice—recognition, representation, and redistribution—bringing about a responsive product that reimagines what encyclopedias should be. Additionally, the governing board enacts principles of openness in its practice, striving for OEP in all its activities. This article explores how EdTechnica promotes knowledge creation and academic discourse by attending to key principles of openness in terms of ensuring accessibility, flexibility, justice, and sustainable generosity. Specific examples of OER/P in the EdTechnica context offer an insight into our practices and ambitions to improve the current educational landscape, illustrating what is possible at the intersection of justice, hope, and educational technology when we strive for openness and are guided by the values of sustainable generosity and sustainable improvement.
This paper critically examines the transformation of the educational landscape through the integration of generative AI with Open Educational Resources (OER) and Open Educational Practices (OEP). The emergence of AI in content creation has ignited
“Expert Voices” is an online platform featuring original commentary and analysis on the higher education and research sector in Europe.
The purpose of this paper is to encourage research at the primary, secondary, and post-secondary levels to further explore the ramifications on educational practice due to the most recent pandemic. While a body of global research has developed that
Digital skills are necessary for first-year students at Austrian universities. This paper unveils results from two surveys among first-year students at Graz University of Technology (TU Graz): Pre-Covid-19 data (n=921) is derived from a larger study
2024 Integrations Survey Technology Partners | Research Summary March 2024
What Is The Effect Of Empathy On Online Learner Engagement? The rise in internet use and the democratization of knowledge has made eLearning a sought-after alternative for instructors and learners alike. Using the undeniable power of technology, schools, companies, and other institutions interested
Commentary on Stephen's Web ~ Towards Responsible Development of Generative AI for Education: An Evaluation-Driven Approach by Stephen Downes. Online learning, e-learning, new media, connectivism, MOOCs, personal learning environments, new literacy, and more
The MOOChub is a joined web-based catalog of all relevant German and Austrian MOOC platforms that lists well over 750 Massive Open Online Courses (MOOCs). Automatically building such a catalog requires that all partners describe and publicly offer
The ability to collect, summarise and analyse data is especially vital for students and researchers in medical and healthcare-related fields, writes Alessio Bellato. Here, he explains what it is and how to access training
How can academics get to grips with the most cutting-edge of assessment tools? Matthew Courtney details how to educate STEM experts on modern assessment systems
There is a prevailing conception that students must learn facts and procedural knowledge BEFORE they can then engage in so-called 'higher-order' thinking skills. Educators, parents, policymakers, online commentators, and others point to Bloom's taxonomy (which typically has been portrayed as a pyramid) and say, "See? You have to do this stuff down here before you…
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This encyclopedia is a living volume that provides an entry point for learning about the educational technology field and that evolves over time with additional contributions and resources. Representing the perspectives of educational technology researchers, instructors, designers, developers, and practitioners throughout the world, it includes short, focused articles on foundational topics ranging from learning and design concepts to emerging technologies to policies shaping the future of educational technology. Each article is peer-reviewed and intended to provide an expert and up-to-date understanding of the topic, while also providing a space for community contributors to share helpful resources related to the topic.
A quarter of all webpages that existed at one point between 2013 and 2023 are no longer accessible.
The five whys as an academic strategy enables students to discover the core concepts and engage in continuous learning.
In a digitally interconnected world, those in positions of leadership should focus on helping their networks become smarter, more resilient, and able to make better decisions. Networks move information faster than institutions or markets.
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Plus: Bipartisan AI Legislation Proposal and OpenAI and Google Differ on AI Vision.
AI can make special educators' jobs easier by handling paperwork and serving as an adaptive tool. But there are privacy and other concerns.
The future of human curiosity in the age of AI is not a zero-sum game. It’s an opportunity to create a virtuous cycle of discovery where the unique strengths of human and AI curiosity build upon and reinforce each other. It can be a journey towards a shared destination.
Artificial intelligence (AI) applications to support human tutoring have potential to significantly improve learning outcomes, but engagement issues persist, especially among students from low-income backgrounds. We introduce an AI-assisted tutoring model that combines human and AI tutoring and hypothesize that this synergy will have positive impacts on learning processes. To investigate this hypothesis, we conduct a three-study quasi-experiment across three urban and low-income middle schools: 1) 125 students in a Pennsylvania school; 2) 385 students (50% Latinx) in a California school; and 3) 75 students (100% Black) in a Pennsylvania charter school, all implementing analogous tutoring models. We compare learning analytics of students engaged in human-AI tutoring compared to students using math software only. We find human-AI tutoring has positive effects, particularly in student's proficiency and usage, with evidence suggesting lower achieving students may benefit more compared to higher achieving students. We illustrate the use of quasi-experimental methods adapted to the particulars of different schools and data-availability contexts so as to achieve the rapid data-driven iteration needed to guide an inspired creation into effective innovation. Future work focuses on improving the tutor dashboard and optimizing tutor-student ratios, while maintaining annual costs per students of approximately $700 annually.
Amid all the encouragement to try the technology, there are plenty of educators who don’t plan to start.
In the second part of their series looking at 100 ways to use ChatGPT in higher education, Seb Dianati and Suman Laudari share 25 prompts for such AI tools to assist with teaching and assessment
Want to take your Diffit expertise to the next level? Take our self-paced Diffit Certified Educator course. What you gain from this course: In depth knowledge of Diffit Learn about all features Ideas for classroom use Earn your Digital Badge and Certificate
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