Splicing information and social relations to suite the needs of different situations is increasingly important. The fields of learning and development have not yet been transformed to the online environment. The combination of learning/knowledge analytics, data visualization, and activity streams provide, I think, a sufficient basis for educators to begin planning for a post-course view of education.
SNAPP is a software tool that allows users to visualize the network of interactions resulting from discussion forum posts and replies. The network visualisations of forum interactions provide an opportunity for teachers to rapidly identify patterns of user behaviour – at any stage of course progression. SNAPP has been developed to extract all user interactions from various commercial and open source learning management systems (LMS) such as BlackBoard (including the former WebCT), and Moodle. SNAPP is compatible for both Mac and PC users and operates in Internet Explorer, Firefox and Safari.
The University of Leicester’s Student Support and Development Service are currently running at graduate internship scheme called TULIP. We are encouraging the students to record their experiences by creating an ePortfolio on wordpress. Here is the beginners guide for the the students.
British Universities have world-class reputations and they are vital to our social and economic future. But they are in a tight spot. The huge public investment that sustained much of the sector is in jeopardy and the current way of working is not sustainable. Some are predicting the end of the university as we have known it. The Edgeless University argues that this can be a moment of rebirth for universities. Technology is changing universities as they become just one source among many for ideas, knowledge and innovation. But online tools and open access also offer the means for their survival. Their expertise and value is needed more than ever to validate and support learning and research.
Wikipedia is ubiquitous. It’s handy. And it works. However, wouldn’t it be a great resource for the lay community and an important learning opportunity if these students were actually editing and adding to Wikipedia instead of making it their primary source for new clinical information? It wouldn’t take many medical schools requiring a “Web 2.0 Medical Resources” course focusing on available information, credibility, and online research to drastically increase the utility of Wikipedia and its ilk for both the medical community and patients.