The company’s goal is to create a platform that gives real-time feedback and helps online tutors become better at teaching. For instance, the system will detect if a student’s reaction to a concept follows a pattern of misunderstanding. By giving early warning to teachers, the platform can help prevent problems further down the road.
So far, AI hasn’t made any such crazy waves, and in many ways has quietly become ubiquitous in numerous aspects of our daily lives.
While AI may not ever be able to truly replace human grading, it’s getting pretty close
nearly all kinds of multiple choice and fill-in-the-blank testing and automated grading of student writing may not be far behind
essay-grading software is still in its infancy and not quite up to par, yet it can (and will) improve over the coming years, allowing teachers to focus more on in-class activities and student interaction than grading.
This is a misleading statement. It gives the impression that there is no learning involved in the feedback and assessment that an instructor will provide to students writing. Assessment does not equal grading. One of the important learning moments is that where a student gets personalized feedback on their assessment activities. The grading is only part of this.
greater levels of individualized learning
Adaptive learning has already had a huge impact on education across the nation (especially through programs like Khan Academy), and as AI advances in the coming decades adaptive programs like these will likely only improve and expand
When a large number of students are found to submit the wrong answer to a homework assignment, the system alerts the teacher and gives future students a customized message that offers hints to the correct answer.
Rather than waiting to hear back from the professor, students get immediate feedback that helps them to understand a concept and remember how to do it correctly the next time around.
These programs can teach students fundamentals, but so far aren’t ideal for helping students learn high-order thinking and creativity, something that real-world teachers are still required to facilitate.
Some schools, especially those with online offerings, are using AI systems to monitor student progress and to alert professors when there might be an issue with student performance.
Some are working to develop systems that can help students to choose majors based on areas where they succeed and struggle.
Amazon makes recommendations based on previous purchases, Siri adapts to your needs and commands, and nearly all web ads are geared toward your interests and shopping preferences.
Over the past few decades, AI-based systems have already radically changed how we interact with information
Proactive: a corporate university must anticipate the needs of the organization and not simply work “on-demand.” It must act as a precursor of future needs, preparing the organization to face its future working environment and challenges.
Metrics: Measurement of the impact of learning interventions is an essential part of the design of corporate initiatives.
Influence: It should have an influence right across the organization, extending to the whole value chain, incorporating customers, suppliers, distributors, public and private stakeholders, etc
Integration: It should work as a knowledge hub, integrating internal knowledge through co-design with learners, and adopting the most innovative learning methods and technologies through alliances with expert training providers
The alignment of individual and organizational learning agendas is one of the key principles of the corporate university
a persona approach; global-local considerations; the harness of technology.
An appropriate combination of technology, learning methodologies and assessments allows us to capture real-time information about the development of the program, about how learning content is being incorporated into the daily performance of a business, aligning the corporate view with local interpretation.
The same occurs with the design of just-in-time training and here we are seeing some innovative technologies.
The corporate university is an extremely valuable institution, although its advantages are not always appreciated
integrate internal knowledge with business performance, generate new ideas and create a sense of community and common vision
Involving senior management as sponsors of initiatives generated by a corporate university.
Ensuring learning outcomes are consistent with a company’s wider activities and projects.
Supporting the transfer of learning content into daily business life by analyzing the impact of each initiative
Following a partnership strategy, establishing alliances with learning providers to bring new knowledge into organizational thinking
Creating space for reflection, critical thinking and debate.
catalyst for cascading innovation, recruiting and retaining talent
but my mistake has been in undervaluing memorization.
we should lift the knowledge about how to memorize in the long-term into that set of skills every student should know.
Cognitive Principle: Each subject area has some set of facts that, if committed to long-term memory, aids problem-solving by freeing working memory resources and illuminating contexts in which existing knowledge and skills can be applied. The size and content of this set varies by subject matter
I described the trajectory of Moodle, noting that "the data seem to indicate a collapse of Moodle selections in the US and Canada, and potentially a significant slow-down in other regions
market share as the percentage of primary systems at degree-granting institutions for each of four global regions: North America (US and Canada), Europe, Latin America, and Oceania (Australia, New Zealand and surrounding island countries).
across the globe we essentially have had a duopoly in this market - Moodle and Blackboard Learn
North America is the only region where a third-place solution (Canvas) or fourth-place (D2L), comes close to these two systems in market share.
Europe has the largest number of long-tail systems. Sakai, Ilias, Olat, Stud.IP, Claroline, itsLearning, and Fronter are all second-tier competitors
Canvas either has a long way to go to join Moodle and Blackboard as overall market leaders, or Canvas has a tremendous amount of headroom to continue its growth both in North America and in international regions.
In every region outside of North America (US and Canada), Moodle has largest market share by far, and it is second place in North America.
But the trajectory of Moodle new implementations (higher education degree-granting institutions moving from another LMS to Moodle as the primary LMS) is striking
Remembering that 2017 is partial-year data, this view still shows that Moodle's selection as a new LMS has virtually ceased in the US and Canada after peaking in 2010.
While we should avoid over interpreting 2017 partial-year data, the data seem to indicate a collapse of Moodle selections in the US and Canada, and potentially a significant slow-down in other regions.
Instructure has signaled very strongly to investors that it plans to target the installed Moodle base for growth of its LMS, Canvas. Just last week the University of Minnesota, a long-time Moodle customer, announced that its 80k students and 6 campuses would be moving to Canvas.
When you combine the precipitous drop in new implementations with the observed movement from standalone or mom-and-pop Moodle installations to larger Moodle Partners like Moodlerooms, you see a broader movement towards cloud hosting and enterprise solutions. This is interesting in that Moodle is not feature-poor, but the support and hosting models of the big three proprietary vendors and the larger Moodle Partners seems to be a key driver for change
there is no risk in the near term for the installed base to reduce to unhealthy levels
It often carries over the very elements of our educational system that are least effective and most actively encourage passivity, e.g., the use of lectures, multiple choice exams, cookie-cutter assignments and mandatory discussion boards that are more often make-work than meaningful discussions.
I no longer believe, however, that teaching is the only or even the best way to learn.
Learning and engagement are intertwined; passivity is the death knell of engagement
The attitude that “the presence of a faculty member” equals “education” has serious consequences
The good news is that taking the education of adult students seriously gives us the impetus to rethink the professor-centric worldview for all students
Students need to be involved in the planning and evaluation of their instruction;
Experience (including mistakes) provides the basis for learning activities;
Students are most interested in learning about subjects that have immediate relevance to their job or personal life;
Learning is problem-centered rather than content-oriented
Information and skills to be learned can be directly applied across borders between subjects and outside the classroom in situations where the information and skills are used (natural transfer)
While Moodle is still by far the most widely adopted LMS in higher education globally and is no danger of disappearing any time soon, I believe that our data should give the Moodle community cause for considerable concern about their long-term future and should trigger some soul searching about how the community can ensure it continues to have the development resources necessary to continue to be relevant in the long term.
Notice the scope of the chart: It does not include the US and Canada
our coverage of these areas of the world are not as complete as they are in the US and Canada, so trends we see in our data for these parts of the world should be considered directional and somewhat provisional rather than pinpoint accurate.
When we look at installed base, Moodle still looks formidable:
The second caveat is that the chart shows new adoptions.
So the issue we’re talking about is not that Moodle is disappearing but rather that it is losing ground during new adoption cycles.
We measure higher education institutional adoptions
But institutional higher education adoption is a particularly meaningful measure for Moodle’s long-term health
his is what is sometimes known as the “benevolent dictator” model of open source
However much input the company may take from the community, the ultimate decisions and, perhaps more importantly for this post, the work of implementing those decisions, fall under the purview of Moodle Pty, a for-profit company that must generate revenue to pay the employees who actually write that code
In richer countries, adopters could afford to pay hosting or management companies to run their mission-critical instances.
In poorer countries, they could adopt Moodle themselves without paying a hosting or support vendor. Moodle has always been unusually easy to install and run on even modest hardware relative to its competition, so poorer schools could still manage to adopt it with the resources that they had
But the problem is potentially worse for Moodle, because we’re beginning to see a pattern take hold in international markets as they reach a certain level of maturity, and it’s not good a good one for Moodle
Moodle’s Robin Hood model is under threat because whenever a market becomes rich enough to generate significant revenue for Moodle Pty, it also becomes rich enough for universities to consider switching to cloud hosting by one of Moodle’s commercial competitors.
According to our analysis, Moodle has over 80% of Brazil’s higher education institutional LMS market share. It’s entirely possible that we would not have seen that kind of growth in access to education if Moodle had not existed.
If the data patterns we are observing hold, then that engine may be under long-term threat. While Moodle has far too broad an installed base to disappear any time soon and just received an infusion of investor money, the fact is that its sustainability model is now in question.
Posted from Diigo. The rest of my favorite links are here.
There it is. Rigor is the result of work that challenges students' thinking in new and interesting ways. It occurs when they are encouraged toward a sophisticated understanding of fundamental ideas and are driven by curiosity to discover what they don't know
Let's take them to that intersection of encouragement and engagement, where they confront ideas and problems that are meaningful.
Posted from Diigo. The rest of my favorite links are here.
Micro-credentials can serve as a scaffolded approach to personalizing professional learning for educators.
Digital Promise’s micro-credential platform, powered by BloomBoard, houses more than 300 micro-credentials on skills teachers can develop in real-time, job-embedded contexts. Each micro-credential leverages research-backed methods and provides a clear path for educators to explore, develop, and understand best practices.
What should learners learn? What should teachers teach? What should teachers know?
The original objective of this particular project was, and remains, to develop a model of technological competencies that is consistent with other current educational theories, and completely applicable in any discipline or area of human activity outside of education, and therefore not limited to a pedagogical perspective
Four Orders of Technological Competency
imply the development of Four Orders of Competency, either as a prerequisite to making effective and efficient use of the technology, or as a result of using the technology for said purposes.
practical knowledge generally developed through experience with the technology and applied as usable methods to interact effectively and efficiently with the technological object itself.
communications experiences and centered on a genuine concern for the needs of others, in order to develop and use a strategy of thinking about, and acting with, others online, that is safe, respectful, viable and ethical
An array of theoretical and practical knowledge generally developed by reflecting on results of a variety of document gathering activities in order to extract usable methods for the aggregation, identification, selection, organization and interpretation of information.
An array of theoretical and practical knowledge about a specific discipline or domain generally developed through formal studies or experience and applied as usable methods to use domain specific digital tools effectively and efficiently.
assign information processing tasks (computational use) to a digital tool (such as a spreadsheet, a database, a photo or music editing system or any other information processing software, including programming languages and authoring systems), for identifying and solving of problems or for the accomplishment of specified tasks.
Everything we do with digital technology is a reflection of the combination of our intent and the technical possibilities of the tools themselves
The GTCU Profile instrument asks questions regarding these Technical, Communicational, Informational and Computational uses of digital technology and then groups the results along the same lines giving us the following four orders of competency: Technical, Social, Informational and Epistemological.
The generated graphs using Frequency of Use and Confidence of Use as major indicators of competency reflect these variations and thus illustrate our individual General Technological Competency and Use Profile
Confidence of use is therefore considered here to affect motivation that in turn will affect the potential for learning and for improving competency.
The relative competency of a user is therefore considered to grow with the breadth and frequency of experience.
associated competency and skill development with different groups.
Go to source page.
Note slide 6: the limitations of MOOCs are really making LMS' gain more prominence nor less.
Slides 9 and 10 is showing what online learning used to be - something in the corner - because they were let loose, their impact is significant.
Importance and value of online learning on slide 12
Important remark on slide 15
Slide 18,19, 20: the addition of incredible features to LMS, so not needed.
the big ones showcased on slide 23.
Note slide 24, where Canvas from the list of new comers is the only one becoming mainstream
Note inflection point for Moodle and Sakai on slide 26 (North America only), then outside of North america on slide 27.
Slide 28: Moodle still reigns, followed by Blackboard. Note especially in Latin America
Slide 30: importance of responsiveness to all devices
Slide 31: use of mobile device
Slide 32-34: the initial ideas behind LMS design - the fortress, with a timeline of added features as the technology outside the LMS advanced (it was replicated inside the LMS)
Slide 35-36: is the rupture of this pattern, with the break of the walls and finally the use of external tools as part of the LMS
Slide 37: another important trend - analytics - which can bring back personalization to teaching.
Personalization trends on slide 41
Main point made again at the end on slide 43
Open Badges are trust statements that could be combined to create chains and networks of trust. The information on how the members of the network trust each other can be used as the basis to establish trustworthy transactions
Blockchains on the other hand are a means to establish trustworthy transactions even if those engaged in transactions do not trust each other.
The blockchain technology was designed to eliminate the human factor from making the decision on whether a transaction is trustworthy or not.
trustworthy transactions are possible without the involvement of any trustedauthority (a bank, a notary or a registrar) and despite the fact that the parties involved do not trust each other.
With the BadgeChain, trust is a property emerging from the participants’ behaviour, with blockchain trust is a property that ignores participants behaviour.
One builds dynamic multidimensional networks i, the other an ever growing unidimensional chain. One is able to add and delete data (withdraw trust), the other can only add data (write only).
One has emerged from the world of informal education, the other from the formal world of international business and finance.
blockchains, even in their infant stage, are far superior to the current Open Badge technology for storing academic credentials. Moreover it is an opportunity for institutions to reassess their power as
The integration model is a means for the Open Badge practitioners to continue business as usual while exploiting the unique properties of blockchains to correct some of the shortcomings of the current Open Badge Infrastructure.
integration is the ability create fully trustworthy and easy to verify records.
Service providers (e.g. issuing platforms) will be free to concentrate on added value services rather than trying to improve an idiosyncratic technology.
In this case, on-campus students were taking the EXACT same course as MOOC students around the world, and they were earning credit. Credit is a real world currency that society understands, acknowledges, and values. When on-campus students use MOOCs to earn credit, it validates the rigors of the course and even improves the credibility of non-credit certificates. The fact that the on-campus students did most of the coursework on edX helps to validate the platform as well.
For both MIT and Georgia Tech, the results from both these pilots have been promising. Students in the online version at MIT rated the course as significantly less stressful than their on-campus classes. At Georgia Tech, based on test scores, no statistically significant differences were observed
Lifelong learning is an economic imperative: technological change demands stronger and continuous connections between education and employment. Ongoing learning and skill development is essential to survive the economic and technological disruption
The vast amount of material available today can, however, lead to less than optimal study practices
Make an action plan and set SMART (Specific, Measurable, Attainable, Relevant, Time-bound) learning goals. Define general knowledge areas (long term: 2–4 years), specific topics (mid term: 3–6 months), and dedicated courses (short term: 2 months).
(http://sporto.wordpress.com // http://stellaporto.com) 20+ years of higher education experience, and 13+ years of experience in the leadership, management,
administration, delivery and development of distance education
programs, with extensive experience in e-learning systems and
methodologies. With a solid background in the technical field, Porto
has acquired her expertise in the e-learning arena through her on-going
job experience as well as theoretical foundation through formal study
in distance education. She has a strong higher-education administration
background, having worked with traditional and non-traditional
students. She also holds significant academic scholarship credentials
with research experience in both computer science and distance
education fields. The synergy of these two areas help profile Dr. Porto
as an innovator, highly-driven and committed to quality and growth in
her workplace and within the distance education field.