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Lynn University to drop Blackboard Learn in favor of iTunes U | Inside Higher Ed
- Beginning this fall, the university’s daytime undergraduate courses will be managed through Apple’s course management software, iTunes U.
- The move makes Lynn one of only a handful of institutions that offer more than a select few courses through iTunes U, and is noteworthy because Lynn will trade a more comprehensive system, Blackboard Learn, for a product lacking key features such as analytics, attendance tracking and gradebooks.
- Apple has developed pieces of something that could resemble an education strategy. Its laptops and tablets are ubiquitous on college campuses, thanks in part to an educational discount, and each new device comes pre-installed with iWork, Apple’s answer to Microsoft’s Office and Google’s Docs. Faculty members can build courses through iTunes U’s Course Manager, which can import custom-made textbooks from Apple’s iBooks app. But the company lacks some unifying piece of software that handles administrative tasks, and has shown little interest in challenging companies such as Blackboard, Desire2Learn and Instructure.
- it’s not an enterprise solution
- It’s still on a very personal level.”
- In other words, for a university to rely on Apple alone, every faculty member and student more or less needs to have their own Apple device
- a recently reformed core curriculum, known as “The Dialogues of Learning,” the upgraded wireless capabilities spurred Lynn to invest in a digital future
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The Effective Use of Video in Online Courses Infographic | e-Learning Infographics
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Digital Literacy Simply Explained ~ Educational Technology and Mobile Learning
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16 Ways Teachers Use Pinterest ~ Educational Technology and Mobile Learning
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Teachers Manual on The Use of Pinterest in Education ~ Educational Technology and Mobile Learning
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A Straightforward Guide To Using Pinterest In Education - Edudemic
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Educators Guide to the use of Pinterest in Education ~ Educational Technology and Mobile Learning
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Opportunities and Predictions, 2014 A.D. |e-Literate
- Synchronous online is largely dismissed — the sexy stuff is all in programmed, individuated learning these days, and individuated is culturally identified with asynchronous. That’s a mistake.
- I’ve talked about this before — but the problem with these sessions is they ditch the affordances that physical space provides to structure classroom discussion without taking advantage of the unique affordances of the Net.
- In other words, synchronous online is where asynchronous online was a number of years back, when the LMS was a glorified content management system
- they conceptualized themselves as content repositories, and became irrelevant as both quality content and quality content publishing approached zero cost.
- Adobe Connect and Blackboard Collaborate are, I think, in a similar place. They are perfect tools for sales presentations, but they remain education-illiterate products
- But Small Data is the revolution in progress.
- Why? Because the the two people most able to affect education in any given scenario are the student and the teacher. And the information they need to make decisions has to be grokable to them, and fit with their understanding of the universe.
- because both people involved with the situation can think meaningfully about the pattern and alter their behavior to affect it.
- It’s likely to be dashboard style stuff; visualizations, metrics, alerts. But the key will be removing the “secret sauce” mentality that most vendors have about the scoring of their analytics.
- made meaningful
- For the moment, however, small is beautiful, and future analytics products will have to identify to students and professors whether a poor prognosis is due to prior GPA, class attendance, or LMS logins
- at any given university with an online arm you’ll find that 25-40% of the online classes are taken by students who are already on campus. So the trend is here. It’s arrived.
- For an increasing audience of students this just isn’t true anymore. People take online due to course scarcity, or because they like an online experience “in the mix”.
- There’s been a lot of scattered experimentation on this front, but I think this is the year a college or two really cracks the code on this, weaving local online into their global curriculum intentionally, and (and this part’s the big part) making their unique approach to local online part of the marketing campaign of the college
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- It is not quite a degree mill, but they give out 4.0's for merely completing the work.” A tally of nearly 4,000 recent graduates conducted by the university showed satisfaction was increasing steadily and that 95 percent would recommend SNHU.
- It latest gambit is the College for America, which offers college degrees but has no courses and no faculty
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- SNHU’s predictive analytics platform plays watchdog, sending up a red flag to an instructor when a student hasn’t logged on recently or has spent too much time on an assignment
- It’s a cookie-cutter approach, and a far cry from what some might recognize as the hallmark of a vibrant education.
- adjuncts who act more like coaches than professors.
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Lyell Asher: When Students Evaluate Teachers, Standards Drop - WSJ.com
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- It would seem natural to combine massive-open-online-course platforms, which accommodate thousands of students, with adaptive-learning software, which responds to the needs of individual students. But so far that has not happened.
- “One possible trajectory for the MOOC technology,” they continued, “would be to reduce the cost of education simply by economizing on the use of teachers, using computerized feedback to support a course rather than online or offline personal guidance by a faculty member or a teaching assistant.
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New IPEDS Data: Top 20 online US institutions by sector |e-Literate
Saturday, January 11, 2014
Weekly Sporto bookmarks (weekly)
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