Saturday, December 31, 2016
Saturday, December 24, 2016
Weekly Sporto bookmarks (weekly)
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Moving from “Alternative Credentials” to an Integrated Credential Ecosystem | The EvoLLLution
- The demand for talent is rising, which means that in order for people to get to that higher level of talent they need to learn—they need to have the opportunity to expand their knowledge, skills and abilities.
- alternative credentials have become another avenue for people to demonstrate to employers that they have the talent that’s required to make them successful in an evolving labor market.
- The other element of this is that consumers are increasingly demanding the opportunity to demonstrate their talent in ways beyond traditional degrees.
- alternative credentials are workforce-oriented
- and often non-credit, what role will non-institutional education providers play in making them more common?
- postsecondary learning ecosystem where colleges and universities are—and will continue to be—the primary providers of postsecondary learning. But with the democratisation of learning that’s taking place through technology, workplace-based learning and other avenues, it’s not a surprise that we’re seeing this as its evolution taking place.
- organize more of these non-institution-delivered credential systems
- finding ways for non-institutional education providers to better link certifications, certificate, degrees, industry-driven qualifications and new efforts like badges and other types of credentialing, with the existing credential ecosystem.
- alternative credentials are unaccredited in the traditional sense, but many of them are being recognized by employers as legitimate indicators carrying labor market value. What we’re going to be seeing is an effort to express this postsecondary learning ecosystem through an expanded system of credentials. These alternative providers like bootcamps are going to be formally included in that postsecondary learning ecosystem sooner rather than later.
- For example, edX—which is a collaborative venture of MIT and Harvard—has now moved in a preliminary way into microcredentialing by offering micro-master’s and micro-bachelor’s degrees
- It’s also a good thing for consumers because it expands their opportunities to demonstrate that they know and are able to do certain things that are going to help them advance in the labor market
- broader ecosystem of credentials
- However, in this ecosystem, we’re going to see an expansion in the recognition and understanding of what degrees, certificates, certifications, badges and other credentials actually mean, in terms of one’s ability to get a good job and to lead a good life.
- as a more integrated, cohesive ecosystem within which degrees will continue to play an important role.
- One roadblock is tradition—it’s a change from what employers and consumers are accustomed to.
- Another impediment is that the quality assurance systems for alternative offerings aren’t as well known and, in some cases, don’t exist in the way they do for degrees.
- The third impediment to this credential ecosystem is government policy
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6 Dimensions for More Effective Online Instructional Videos -- Campus Technology
Saturday, December 17, 2016
Weekly Sporto bookmarks (weekly)
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10 Excellent Social Bookmarking Tools for Teachers ~ Educational Technology and Mobile Learning
- This is my favourite tool for socialbookmarking. Diigo is a powerful online research tool and collaborative research platform that integrates several key technologies, including social bookmarking, web annotation, tagging, and group-based collaboration, to enable a whole new process of online knowledge management and participatory learning in the 21st century.Diigo provides several apps/extensions, so you can collect everything or use Diigo for a specific purpose.
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educational-origami - Bloom's Digital Taxonomy
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MOOCs vs online courses - what's the difference? | Career FAQs
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MOOCs vs. HCOCs (Higher Cost Online Courses) | National Association of Scholars
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How Credential Diversification Can Save the Soul of Higher Education | The EvoLLLution
Saturday, December 10, 2016
Saturday, December 3, 2016
Saturday, November 26, 2016
Saturday, November 19, 2016
Saturday, November 12, 2016
Saturday, October 29, 2016
Weekly Sporto bookmarks (weekly)
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Ace of All Trades: New Research Looks at Evolving Field of Instructional Design | EdSurge News
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Personas Place Developer Focus on Learners' Needs by Pamela S. Hogle : Learning Solutions Magazine
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Skills Development in Latin America
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Facilitating Interprofessional Collaboration Through ePortfolio: A Pilot Study
Saturday, October 22, 2016
Saturday, October 15, 2016
Saturday, October 8, 2016
Weekly Sporto bookmarks (weekly)
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Alternative and Next-Generation Credentialing | The EvoLLLution
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http://www.sdkrashen.com/content/books/principles_and_practice.pdf
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Video 6: Summary and Essential Question - Arizona State University | Coursera
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n this Essential Question peer review, you will upload a video where you offer your own analysis of the Essential Question/Assumption:
“Anyone who speaks the language can teach the language.”
You will also have the opportunity to review the responses of some of your Teach English Now classmates.
To complete this assignment, you shoul
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Tenses Chart - Present Simple - Visual Chart of Tenses for ESL learners and classes
Saturday, October 1, 2016
Weekly Sporto bookmarks (weekly)
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How to pronounce WOOD (or WOULD) - American English Pronunciation Lesson - YouTube
WOULD pronunciation
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Pronunciación de SHOULD, COULD, y WOULD ¿Dónde quedó la L? - YouTube
would pronunciation
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8 Tools Spanish Speakers Can Use to Improve English Pronunciation
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English Pronunciation Resources for Native Spanish Speakers - Magoosh TOEFL Blog
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English Grammar: Examples of Modal Verbs in Texts and Dialogues
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photocopiables | supplementary resources for ESL teachers&learners
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Writing a business memo
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How to Write a Business Report for English Learners
Writing business report
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19 Successful Online English Teachers Share Their Tips and Resources for Planning Online Lessons
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Why Continuing Education Programs Are Poised to Become Hubs of Innovation | EdSurge News
- Because of their mission and relative autonomy on university campuses, continuing education programs—in the form of extension schools and schools of continuing and professional education—are well-positioned to experiment with different student-centered learning models, create innovative programs that generate new revenue streams, and build bridges with industry partners
- In particular, continuing education programs are less regulated, more responsive to industry and consumer needs, have less restrictive budget policies and procurement systems, operate under lower political pressure, and are often infused with the “startup mentality” that is critical for responding to and pioneering disruptive innovations
- And just as universities have seen international students as a key way to maintain revenues and bolster their global brand, so too will continuing education programs find future growth overseas. Adult international students, in particular, are attracted to non-degree programs because they are cheaper and shorter.
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Saturday, September 24, 2016
Weekly Sporto bookmarks (weekly)
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Shivani Siroya: A smart loan for people with no credit history (yet) | TED Talk | TED.com
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How the blockchain is changing money and business | Don Tapscott - YouTube
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Deep Learning in a Nutshell: Reinforcement Learning | Parallel Forall
" sequence learning"
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Deep Learning in a Nutshell: Sequence Learning | Parallel Forall
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Deep Learning in a Nutshell: History and Training | Parallel Forall
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Deep Learning in a Nutshell: Core Concepts | Parallel Forall
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Microsoft Word - hire education v9.docx.pdf
- Despite these trends, few universities or colleges see the need to adapt to the surge in demand of skillsets in the workforce. Distancing themselves from the notion of vocational training, institutions remain wary of aligning their programs and majors Hire Educationivto the needs of today’s rapidly evolving labor market
- Despite these trends, few universities or colleges see the need to adapt to the surge in demand of skillsets in the workforce. Distancing themselves from the notion of vocational training, institutions remain wary of aligning their programs and majors Hire Educationivto the needs of today’s rapidly evolving labor market
- Despite these trends, few universities or colleges see the need to adapt to the surge in demand of skillsets in the workforce. Distancing themselves from the notion of vocational training, institutions remain wary of aligning their programs and majors Hire Educationivto the needs of today’s rapidly evolving labor market
- Employers aredemanding more academic credentials for every kind of job yet are at the same time increasingly vocal about their dissatisfaction with the variance in quality of degree holders
- Students themselves are demanding more direct connections with employers:
- “Learning and work are becoming inseparable,” argued the authors of a report from the Institute for Public Policy Research, “indeed one could argue that this is precisely what it means to have a knowledge economy or a learning society. It follows that if work is becoming learning, then learning needs to become work—and universities need to become alive to the possibilities.
- Even the demographics of students seeking postsecondary education are shifting. TheNational Center for Education Statistics projectsthat by 2020, 42 percent of all college students will be 25 years ofage or older.7More working adultsare becoming responsible for actively honing and developing new skills for the new technologies and jobs emerging on a day-to-day basis
- Despite these trends, few universities or colleges see the need to adapt to the surge in demand of skillsets in the workforce. Distancing themselves from the notion of vocational training, institutions remain wary of aligning their programs and majors
- Therefore, whether institutions like it or not, students are inevitably beginning to question the return on their higher education investments because the costs of a college degree continue to rise and the gulf continues to widen between degree holders and the jobs available today.
- to the needs of today’s rapidly evolving labor market. At the same time, the business models of most traditional schools make them structurally incapable of responding to changes in the markets that they serve
- online competency-based education is revolutionary because it marks the critical convergence of multiple vectors: the right learning model, the right technologies, the right customers, and the right business model.
- online competency-based education stands out as the innovation most likely to disrupt higher education.
- Who will attend to the skills gap and create stronger linkages to the workforce?
- By breaking down learning into competencies—not by courses or even subject matter—these providers can cost-effectively combine modules oflearning into pathways that are agile and adaptable to the changing labor market.
- The fusion of modularization with mastery-based learning is the key to understanding how these providers can build a multitude of stackable credentials or programs for a wide variety of industries, scale them, and simultaneously drive down the cost of educating students for the opportunities at hand
- These programs target a growing set of students who are looking for a different value proposition from higher education—one that centers on targetedand specific learning outcomes, tailored support, as well as identifiable skillsets that are portable and meaningful to employers.
- Moreover, they underscore the valuable role that employers can play in postsecondary education by creating a whole new valuenetwork that connects students directly with employers.
- This first wave of online education presented working adults with a new value proposition around flexibility and convenience by allowing many to avoid the opportunity costs of quitting their jobs.
- Traditional institutions havecontinued to thrive financially because the initial wave of disruptive entrants targeted a completely separate market. Often referred to asnontraditionalstudents, this market is comprised of people who are often older than the typical 18 to 22-year-old student population, are not enrolled full-time, do not live on campus, and have work, family, or other responsibilities that can interfere with the successful completion of their learning objectives.Oddly, the nontraditional student has become the new normal, as somewhere around 71 percent of the college-going students in America now fall under this misnomer
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Explainer Video on Flipped Class, Learning Analytics, and Adaptive Learning -e-Literate
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Hire educationMastery, modularization, and the workforce revolution | Christensen Institute
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- Students advance upon demonstrated mastery.
- Competencies include explicit, measurable, transferable learning objectives that empower students.
- Assessment is meaningful and a positive learning experience for students.
- Students receive rapid, differentiated support based on their individual learning needs.
- Learning outcomes emphasize competencies that include application and creation of knowledge along with the development of important skills and dispositions.
ive-part working definition of high-quality CBE from 2011:
- Learning providers are aiming toward mastery learning
- a wild proliferation of different learning pathways that stem from these same core definitions.
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Saturday, September 17, 2016
Weekly Sporto bookmarks (weekly)
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The Potential of Non-Degree Credentials to Reinvent Workforce Education | The EvoLLLution
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50 Tongue Twisters to improve pronunciation in English · engVid
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Pronunciation Practice with Tongue Twisters – Espresso English
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A focus on skills increasingly links higher education with employment - University World News
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Stackable Credentials Meet the Needs of Students and Society | The EvoLLLution
- These were students who were earning degrees that were their second or third step on their postsecondary education pathway.
- Among the 25-and-up group, we found that the percentage of first-time graduates fell from about 62 percent of all degrees awarded to 55 percent. Barely more than half of the awards going to older adults were their first degrees.
- The Recession Cohort was a wave of first-time college goers who might have gone right out of high school into the labor market, working in the construction industry or in the retail industry, and didn’t see the need for any college at all. When the recession hit, those were the individuals who were, in many cases, the first to get laid off. As such, they were also the first to enroll in college as a result of the recession.
- That explains the surge of first-time degrees that were awarded.
- These were students looking to retool and reskill, who maybe had an associate’s degree or a certificate and were coming back to get something more.
- This whole idea of chunking postsecondary education is becoming much more acceptable.
- Absolutely, students started building their own stackable pathways.
- There are more flexible and, in many cases, more cost-effective pathways to a degree than ever before, particularly at the bachelor’s level.
- That’s another trend that’s important to note—these are students who are much more sensitive to debt and concerned about the cost of a four-year degree than traditional students
- That’s up from 17 percent just a few years earlier in 2011. That’s a pretty dramatic and steady rise in the number of students who are looking at their degree pursuit as a pathway from the community college to the university.
- Many of these students are figuring out their education pathways on their own right now. If we look at the success rate of students building their own, informal stackable pathways, it’s remarkable that so many students are succeeding in spite of the pretty long odds they face.
- when we look at the data, it is disadvantaged students who are the most likely to see stackable pathways as attractive and to pursue these pathways, partly because of perceived lower cost and partly because these students are less likely to be able to commit upfront to spending large amounts of time in higher education.
- To pursue a degree piece by piece, rather than embarking on a four-year degree program outright, means that you know you’ll have something to show for your effort after one year, after two years and so on. So even if you don’t make it all the way to your ultimate goal, you’re not going to be stuck with a lot of debt and no credential at all. That’s a less risky and more inviting path to students who are the least traditionally well served by higher education.
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The Future of Collaboration Spaces Encompasses Video, Interactive, Mobile -- Campus Technology
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Artificial Intelligence Research Takes Off at California Universities
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The Future of Digital Credentials: Portability, Depth, Focus. (Pick Two) | EDUCAUSE
- digital credentials. The entire domain is characterized by some pretty blurry lines that represent boundaries of uncertainty, responsibility, and trust.
- But a record of what you’ve accomplished?
- The transcript is not really a record of everything you accomplished.
- But you, the person whose life is transcripted, don’t get the opportunity to contextualize the information.
- student ownership of the transcript with institutional stewardship, based on new design principles: interoperable, customizable, and informative — demand all three.
- most advantageous to your professional prospects while neither fabricating or otherwise inaccurately embellishing them.
- The key is to give you more granular control of their presentation while retaining or conveying their authenticity. That might sound more easily said than done. But the architecture of badging is a step in that direction
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- But recently I have noticed forum activity and interactions in MOOCs have declined drastically.
- But as course providers learned more about student behavior in online courses, MOOCs have evolved to meet the needs of the student.
- MOOCs have evolved to meet the needs of the student. These needs include shorter courses with soft deadlines
- biggest change to MOOCs in recent times has been that they have become more available
- September because it’s usually the biggest month for MOOCs
- gradually being transformed from virtual classrooms to a Netflix-like experience.
- from virtual classrooms to a Netflix-like experience.
- self-paced format or, in the case of Coursera courses, switched to a regular schedule, with new sessions starting automatically on a bi-weekly or monthly basis
- If a student can’t finish a session, all their work is simply transferred to a new session
- increase in the number of courses students can register for and start almost immediately
- But now the same courses are available through the year and can be started immediately.
- This means that instead of tens of thousands of people learning together, everybody is learning at their own pace in much smaller cohorts
- The downside is that this has led to a drastic reduction in forum activity within MOOC cohorts.
- Part of this shift towards more availability is driven by MOOC business models.
- Having more courses available at any given time simply means more opportunities for people to pay for certificates, or for other additional services
- Fundamentally MOOCs as a format haven’t changed much over the last five years. What’s really changed is the how they are packaged and promoted.
- MOOC providers have found success in monetization by packaging these courses into a credential and tying it into real world outcomes like career advancement
- We still get to audit courses for free, but the real money lies in professional development courses.
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Using Songs with Adults | Teaching Listening Skills with Songs
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9 Modern Songs for Teaching Hip English Grammar and Vocab Lessons | FluentU English Educator Blog
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Pre-Intermediate and Intermediate Listening - Songs To Learn English
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ESL Lounge: Songs for English Teaching. Free song lyrics. | ESL Lounge
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Safwat Saleem: Why I keep speaking up, even when people mock my accent | TED Talk | TED.com
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Mary Norris: The nit-picking glory of The New Yorker's Comma Queen | TED Talk | TED.com
""Copy editing for The New Yorker is like playing shortstop for a Major League Baseball team — every little movement gets picked over by the critics," says Mary Norris, who has played the position for more than thirty years. In that time, she's gotten a reputation for sternness and for being a "comma maniac," but this is unfounded, she says. Above all, her work is aimed at one thing: making authors look good. Explore The New Yorker's distinctive style with the person who knows it best in this charming talk."
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writing4summer10 [licensed for non-commercial use only] / Adjective Clauses for Better Writing