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5 Dimensions Of Critical Digital Literacy: A Framework
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Hooray for Janet Napolitano and her views on online learning (and public HE in general)!
- What she is doing is bringing online learning down to the level of sensible policy – not a silver bullet for all HE’s ills, but one, important, tool in the box. This allows policy makers to focus on the true value of online learning, and also protects it from disappearing off the radar when the next fad hits the USA, or when disillusionment sets in around MOOCs.
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What Will Education Look Like in 2025? What the Experts Have to Say | online learning insights
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Transactional Distance, Virtual classroom, teacher education
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List of learning management systems - Wikipedia, the free encyclopedia
Saturday, March 29, 2014
Weekly Sporto bookmarks (weekly)
Saturday, March 22, 2014
Weekly Sporto bookmarks (weekly)
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Technology Is for Closers | Inside Higher Ed
- I give lots of presentations about effective technology use and teaching. One of the first things that I share with people is that they only want to use technology if they think it will add to the class curriculum in terms of the delivery or of student learning outcomes. You do not really want to use technology just for the sake of using it.
- You also want familiarity with the technology prior to the term that you use
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New policies for online learning and distance education in South Africa
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Business Model Innovation in Higher Education (Part 2) | Acrobatiq
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Chomsky: How America's Great University System Is Getting Destroyed | Alternet
- That’s part of the business model. It’s the same as hiring temps in industry or what they call “associates” at Wal-Mart, employees that aren’t owed benefits
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Major Players in the MOOC Universe - The Digital Campus 2013 - The Chronicle of Higher Education
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Higher Education's Top-Ten Strategic Technologies in 2014 | EDUCAUSE.edu
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Straight Talk about the Clouds (EDUCAUSE Review) | EDUCAUSE.edu
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Conjecture, Tension, and Online Learning (EDUCAUSE Review) | EDUCAUSE.edu
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Texas A&M University-Commerce: Tips for writing good interview questions:
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Preparing Questions For a Qualitative Research Interview | IndianScribes
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- MOOCs are not a “solution” to the problem of rising costs at American universities today.
- The Coursera data indicate the primary audience of MOOCs isn’t the traditional college-bound student. The typical MOOC participant is a 30-year-old with a college or even a postbaccalaureate degree. Two-thirds live outside the United States.
- Nor are MOOCs the cause of all problems facing American universities today
- The distress in higher education is a product of 50 years of neoliberalism, both the actual defunding of public higher education by state legislatures and the magical thinking that corporate administrators can run universities more cost-effectively than faculty members
- The major push to “corporatize” higher education has coincided with a rise, not a decrease, in costs
- MOOCs may be a manifestation of the problem, but they are hardly its cause.
- We built a platform where anyone could list their contribution, and we sent out a newsletter twice a month highlighting models of successful change
- “The learners who signed up for this course obviously have a passion for learning and changing education. I only hope that each of us will try to do something to change our learning culture; perhaps as a movement or perhaps as an individual. The rewards would be worth it.” Or, in the inspiring words of another: “If every student in this class did only one thing to change the tide of education, we’d have a tidal wave!
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Education 2.0 Vs Education 3.0- Awesome Chart ~ Educational Technology and Mobile Learning
Saturday, March 15, 2014
Weekly Sporto bookmarks (weekly)
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Gainful employment debate aired out in The New York Times | Inside Higher Ed
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Where in the World Are Our Distance Education Students?: IPEDS Reality Check « WCET Frontiers
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New post at 20MM: Two Approaches to Watch in Remedial Education Innovation | e-Literatee-Literate
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Survey of university libraries finds diversity developing by institutional type | Inside Higher Ed
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10 rules for developing your first online course - eCampus News | eCampus News
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Five Ways that 21st and 20th Century Learning Will Differ | Inside Higher Ed
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15 Tips For Better Online Student-Faculty Communication - Edudemic
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A response to New Yorker article on 'A MOOC Mystery' | e-Literatee-Literate
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Future eLearning Trends and Technologies in the Global eLearning Industry
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Much change, some progress dominate second annual Online Learning Summit | Inside Higher Ed
- The university instead tried to use online courses for remedial education, but later abandoned the project.
- put aside the desire to be massive, arguing instead for the importance of creating a critical mass of learners rather than aspiring to reach an undifferentiated mass of students.
- This year’s speakers were asked to consider “How Technology Impacts the Pedagogy and Economics of Residential Higher Education”
- To make online education work for these students, we actually do have to spend far more than we currently do on them, and far more than you would on a typical Stanford or MIT student. We need to build models based on their needs of their world."
- One student said universities should reward coursework that doesn't take place in the classroom; another argued for new taxonomies of courses that would enable students to stitch together modules for specific learning outcomes
- Zheng attributed the multitasking to the “lack of a true learning environment” online and availability of distraction
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Saturday, March 8, 2014
Weekly Sporto bookmarks (weekly)
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Outcomes-Based Education and the Conservative Radicalism of the AAC&U | e-Literatee-Literate
"National Survey of Student Engagement"
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Essay on why faculty members work so much | Inside Higher Ed
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An Affinity for Asynchronous Learning - Hybrid Pedagogy
- But we feel the enthusiasm for audiovisual synchronicity often comes without sufficient discernment, and without deliberative consideration of how asynchronous learning can be not only viable but productive
- The first is a tendency to think of ways of approximating their face-to-face teaching into an online format as much as possible — instead of considering the possibilities afforded by the new medium, with the diverse opportunities for engagement and communication. The (problematic) assumptions behind this include a belief that text is less personal, that immediacy is inherently more valuable, and that approximating face-to-face is beneficial. The second, which relates to the first, is the belief (as Kolowich suggests) that increasing the “human” element of an online course is best done by either showing the face/voice of the teacher (e.g., as in pre-recorded lectures used in many xMOOCs), approximating a non-interactive lecture-based face-to-face class, or interacting synchronously (as in Google Hangouts), approximating a discussion-based face-to-face class.
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- the platform owned by the distributor Ingram Content Group, has more than 4 million faculty and student users -- a number that will be bolstered by CourseSmart’s more than 1.5 million faculty accounts. By acquiring CourseSmart, Vital Source also gains a deeper catalog of e-textbook titles.
- The acquisition also means Vital Source will be better positioned to sell its products directly to consumers, which Joseph J. Esposito, a digital media, software and publishing consultant, said puts the company in direct competition with many of its customers, including college bookstores.
- Michael Feldstein, who along with Hill last year founded the firm MindWires Consulting, said the acquisition could be interpreted as the publishers backing away from the e-textbook industry to focus on other digital products.
- The sale provides some confirmation that the publishers see ebooks of the type published by CourseSmart and Vital Source as the low end of the market from a profitability perspective and are therefore not strategic for their respective efforts to get on better financial footing,” Feldstein said in an email. “The ebook market is important to them because it provides an alternative to the used textbook market that is less financially painful for them, but it’s not where their future revenue and profit growth will come from.”
- In this fully digital future, textbooks will go away as the dominant container for educational content, making way for more modular, personalized, and open information
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Scholarly Research and Writing in the Digital Age | On public humanities
- It might be that in some fields quick and easy communications between scholars makes a difference in scholarly work. I kept my Twitter followers informed, mostly through entertaining quotes on the nature of museum work in my sources, and posted a bit on my blog. But the topic’s pretty esoteric; not much response there. A paper written over a longer period, with presentations of preliminary work, might get more from the online community. I’ve made my Zotero library public, but again, it’s pretty specialized, and hardly likely to attract a crowd. It does present a new kind of openness: my notes are there, and it should, in theory, make it easy for anyone to check my footnotes, and my sources.
- One question: why publish in a journal at all? It’s easy enough simply to put the manuscript onto Scribd and my blog, let the few dozen people who care about it know that it’s there, and move on. Over the course of a few months it will be seen by a few hundred people, which is probably more people than will see it in all but the largest circulation historical journal. True, it won’t be indexed – but it will be Googleable. It won’t get me official credit in my job, but I’m at the stage in my career where that doesn’t matter.
- And publishing means taking it off the open web.
- No answer to this question here; it’s a conundrum that the world of scholarly communications needs to work out. And it will certainly all look very different in another decade
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You think you know what teachers do. Right? Wrong.
- The problem with teaching as a profession is that every single adult citizen of this country thinks that they know what teachers do. And they don’t. So they prescribe solutions, and they develop public policy, and they editorialize, and they politicize. And they don’t listen to those who do know. Those who could teach. The teachers.
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- "Technology is not something that happens to us. It is something we create." He continues: "We must not confuse a tool with a goal. We must, therefore, be sure that technology serves the fundamental purposes of higher education."1
- First, we may rightly argue that information technology has truly revolutionized the mission of higher education and is a prime enabler of the knowledge-driven era. The place in such an era for scholars and in particular for scholarship is secure. Second, we may also rightly argue that those forces that have doomed the current form of the newspaper, music, television, and book-publishing industries will soon be unleashed in education — particularly higher education. The stability of traditional higher education
- They are liberating scholars and scholarship from many traditional bounds of culture, community, and practice. They are redefining or even eliminating the rationing of academic tools and resources (e.g., space telescopes, particle colliders). They are predisposing scholars to a scholarship of open content, knowledge, and learning. And they are liberating us all from the "busy-ness" of knowledge work.
- he propensity of networked people and scholarly resources to negate the "busy-ness" of scholarship
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SAMR as a Framework for Moving Towards Education 3.0 | User Generated Education
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Mooc fans step out of the shadows | Education | theguardian.com
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Business Model Innovation in Higher Education (Part 2) | Acrobatiq
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Business Model Innovation in Online Higher Education | MANAGEMENT & STRATEGY in DIGITAL HIGHER ED
"Business Model Innovation in Higher Education, Part 2"
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Online Or In Class: The Shifting Educational Paradigm | The EvoLLLution
Saturday, March 1, 2014
Weekly Sporto bookmarks (weekly)
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Provosts, business leaders disagree on graduates' career readiness | Inside Higher Ed
- But when you ask businesses and members of the public, they think about everyone who hasn't had the chance to go to college.
- “On the one hand, everybody knows in a knowledge economy that a higher education credential is absolutely more critical than ever. As a result, we can be more critical of higher education than we may otherwise be.”
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» The End of Higher Education’s Golden Age Clay Shirky
- The other way to help these students would be to dramatically reduce the price or time required to get an education of acceptable quality (and for acceptable read “enabling the student to get a better job”, their commonest goal.) This is a worse option in every respect except one, which is that it may be possible.
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7 Things You Should Know About... Learning Technology Topics | EDUCAUSE.edu
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7 Things You Should Know About Competency-Based Education | EDUCAUSE.edu
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7 Things You Should Know About LMS Evaluation | EDUCAUSE.edu
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7 Things You Should Know About Privacy in Web 2.0 Learning Environments | EDUCAUSE.edu
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7 Things You Should Know About Creative Commons | EDUCAUSE.edu
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Competency-based education's newest form creates promise and questions | Inside Higher Ed
- As a result, direct assessment is the most extensive form of competency-based education.
- Instructors don’t teach, because there are no lectures or any other guided path through course material
- a choice between several suggested study guides or texts that relate to assessed competencies. Much of the content both institutions point students toward is free, or open educational resources (OER).
- Books are not required. And students can pick from a suggested hodgepodge of texts, e-books, videos, journal articles and even their experiences at work to master competencies. But that’s all optional, and they can skip reading about concepts they already know or think they know.
- And “every single faculty judgment can be traced to the program outcomes.
- This is really the next step of teaching online,” says Ted Freeman, a part-time instructor in Capella’s M.B.A. program. He says the direct assessment format offers more flexibility for students, but “they do the same quantity and quality of work.
- Capella’s small experimental program falls more on the boutique side. The courses are in bachelor's- and master’s-degree tracks. And university officials say they are aimed at adult students described as “educational pioneers” who are highly motivated and self-directed. The ideal candidate is also “technologically savvy and is a bit of risk taker.”
- Instead, they receive four possible final descriptions of their performance: distinguished, proficient, basic and nonperformance. They can also resubmit assessments.
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Capella requires instructors to respond to students within 48 hours after an assessment is submitted. That’s not as intimidating as it sounds, says Rod Hagedorn, a part-time instructor in the university’s business program.
Class sizes are small in the program, often around 15 students per instructor, which is less than Capella’s already-small overall ratio of roughly 24 to 1. And the asynchronous nature of the direct assessment courses helps with faculty workloads. That’s because assignments are spaced out based on students’ varying paces, and don’t bunch up like they do in typical courses.
- Capella’s high-touch approach is labor-intensive for both students and professors. And the small class sizes might not “scale up,” to use the parlance of the day. That suggests this possible disruption might not exactly take over the world.
- The college employs part-time evaluators who review assessments and double as student advisers.
- Many academics, however, will remain opposed to the hands-off form of student instruction. College credit without faculty-led courses is not higher education, some say. And the rise of competence as a standard for learning is also controversial, and threatening
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Essay questions benefits of rush to competency-based education | Inside Higher Ed
- At worst, it seems to be the fulfillment of conservative cost-cutting visions that will put our most enriching higher education experiences still further out of reach for many Americans.
- Through the use of all of these innovations, an affordable alternative to the conventional bachelor’s degree is envisioned, meeting the demands of many audiences -- funders, taxpayers and students -- for lowered higher education costs
- But this plan to save college students and their families money through the use of individualized curriculums; standardized instructional measurements; and reductions in classroom, lab, shop or studio hours will only increase those disadvantages.
- If we focus our attention on that contraction of institutional outlay, the promises of this new educational model start to seem less than solid
- And with that move, the notion that every student (not just those of affluence) might learn best by taking more rather than fewer courses, staged as small classes taught by well-compensated, securely employed (tenured!) instructors, in well-resourced facilities, is being taken off the table.
- The notion that our nation, if it wishes to promote workforce preparation and global economic competitiveness, would do best to EXPAND funding provisions for education is dismissed.
- the valorization of market freedom and consumer choice here makes me wary.
- But what is most concerning is that in my experience, it is the errors, dead ends and confusions that launch students into the most profound and transformative moments of learning and self-discovery.
- I fear that the deployment of “competencies” and “proficiencies” as instruments of economy and brevity is simply antithetical to the open-ended inquiry that is foundational to rigorous critical thinking, for learner and teacher.
- Learning, I believe, must be shot through with dissatisfaction, with frustration and moments of utter uncertainty about where one is heading intellectually
- all experiences that are now to be treated as inefficiencies
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Building a Practical College Degree for the New Economy | LinkedIn
- Now we demand that skills training move in tandem with broad learning, and expect both to be completed in the four years of an undergraduate education
- They’re searching for quick and cheap add-on boot camps that give them what they’re missing. And a whole new set of providers are emerging outside of the traditional higher-education ecosystem to provide that lift.
- provide short, immersive workplace experiences to college seniors or recent graduates (anyone can apply, although students at the partner institutions get some preference).
- actual work experiences, practical skill development, networking, and coaching.
- it’s probably not a smart strategy for colleges to respond to every new skill set the economy needs when those skill sets are constantly evolving. Outside providers could be more nimble.
- In the future, what we think of as higher education will be much more of a platform for life-long learning that will blend the experiences of college with the world of work.
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Eportfolio - free websites | Career Services | Goshen College
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http://www.pontydysgu.org/wp-content/uploads/2008/02/eportolioDNAofPLEjournal.pdf
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Supersize your free cloud storage to 100GB or more | PCWorld
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5 of the Best Free Cloud Storage Providers and Their Features
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The Growth Of Learning Through Video in 2014 - Business 2 Community
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Impostor effect: Women feel like frauds at work because they are high achieving perfectionists.
- “Researchers find that impostorism is most often found among extremely talented and capable individuals, not people who are true impostors.” Those plagued by insecurity are paradoxically more likely to be high-achieving. Their doubt drives them to push themselves harder—and, conversely, their perfectionism makes them belittle themselves for doing entirely competent work. The more expertise you acquire, the more you feel like you have to learn.
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