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Alternative Credentials Research - PLA-2.0
- The objective of this study is to provide a better understanding of how adult learning institutions address students who possess alternative credentials and seek to apply these experiences to a degree.
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Searchable Directory of Selected Journals in Online and Distance Learning | teachonline.ca
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- The findings indicate that researchers use ASNS mainly for consumption of information, slightly less for sharing of information, and very scantily for interaction with others. As for the gratifications that motivate users to visit ASNS, four main ones were found: self-promotion and ego-bolstering, acquisition of professional knowledge, belonging to a peer community, and interaction with peers.
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- The existence of properly classified content results in an enhanced distance learning experience in which appropriate materials can be retrieved efficiently; however, for this to happen, metadata needs to be present.
- we propose a novel metadata generation system aimed at automatically tagging distance learning resources.
- Metadata is generated in order to achieve a better integration of the web resources with the social networks.
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A principled approach to the design ofcollaborative MOOC curricula
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What are the expectations of disabled learners whenparticipating in a MOOC?
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by Doug Belshaw
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The Potential and Value of using Badges for Adult Learners
- unique to digital badges include their ongoing connection to sources that can validate their issue
- some form of evidence of the achievements they denote
- an emerging, consistent standard regarding what constitutes a badge, making it possible for these digital representations of accomplishment to be portable and displayed side by side with badges received from a range of sources
- discoverable through a search method
- displayable in far more settings
- information needed to determine its validity, authenticity, source, and value
- This includes the recipient (who earned the achievement), the issuer (the individual or organization taking responsibility for issuing the badge), the badge’s criteria and description (what the recipient needed to do or demonstrate to earn the badge), evidence (an authentic representation or connection to the underlying work performed or contribution made to earn the badge), a date (precisely when the badge was awarded), its expiration (when, if ever, the credential bestowed is no longer valid), and a certificate or assertion (a connection to an official form of verification vouching for the validity of the award).
- achievements in both formal and informal settings not traditionally assessed or recognized
- Badges are also a way to look at achievement from a multidimensional, metadata-driven perspective; they easily mark progress that otherwise goes unacknowledged when there are more ways than ever for people to learn and share.
- a wider variety of activities and demonstrations of ability become the subjects of recognition
- The visual nature of badges also enhances the ability to see progress; they are motivational and engaging
- improve learner retention and reduce attrition by encouraging learners along the way and rewarding previous learning
- individualized pathways for learning
- Digital badges awarded by local learning service providers should be relevant to the needs of local employers
- An exciting result of the recent activity surrounding digital badges is that nontraditional partners and stakeholders in the education ecosystem have found a reason to sit down together to identify new ways to collaborate in a very tangible and practical way.
- An inherent value of badges is the flexibility they give learners to develop and demonstrate competencies and for educators to help them do so
- An adult education badge system should identify the types of skills, knowledge, and behaviors that can and should be measured. It should also determine how to assess those skills and provide options to recognize skills as stepping stones toward larger goals. Finally, it should create comparability across programs
- The ability of the badge system to seamlessly link badges from different systems makes it different from a certificate of completion posted online, and it requires a shared, open infrastructure.
- For an adult education badge system to work there must be a process for developing, issuing, managing, and storing the badges.
- Managing the digital badges earned entails storing them in “e-portfolios,” online tools that enable users to store the badges that they earn in a single digital, portable repository that accompanies them wherever they go
- Adult learners and other badge recipients will be able to control which badges to display to particular observers, presenting themselves much as they customize a résumé for different employment opportunities. More than a résumé, however, the digital badge portfolio will present an array of skills that offers a fuller picture of an individual’s identity.
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Want To Use Moodle As A Teacher? Check Out This Comprehensive Video Guide | Moodle News
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A Quick Tour of Moodle for Instructors | UMass Amherst Information Technology | UMass Amherst
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MOOCs in 2015: Breaking Down the Numbers | EdSurge News
- Rise of self-paced courses: MOOCs started out with a structure parallel to college classroom courses, with a start and end date, and specific deadlines for assignments. One issue with these courses is that students would not know when—or if—the class would be offered again. Currently, 55% of all courses listed on Class Central do not have an upcoming start date.
- Recently, MOOC providers have moved towards a self-paced model, meaning that courses are always open to signup and users can complete a course at their own pace. There are now more than 800 self-paced courses (20% of all MOOCs on Class Central), and the number is growing quickly. Coursera also introduced regularly scheduled sessions with soft deadlines. These sessions usually run once a month. If a student is not able to finish the course, they can always move to the next session without losing their place in the course.
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Need-to-Know MOOC News: MOOCs Find Their Niche & Business Model in 2016 | Online Learning Insights
- fee-based courses
- Specializations,
- Course Certificates
- But free is not sustainable. The concept of MOOCs is shifting to where the demand is—fee-based certificate courses and programs in skill-specific areas, and corporate learning.
- mini-degrees based on MOOCs
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Why Ed Tech Will Fail to Transform Education (for Now) -e-Literate
- algorithm-based ed tech like learning analytics and adaptive learning will not sell well as long as educators do not have the mathematical and scientific literacies necessary to understand the rationale and limitations of the ways in which the software makes evaluation
- even revolutionary developments in educational technology will fail to have the dramatic impact
- how a technology needs to be embedded in a set of cultural and institutional supports in order to achieve widespread adoption, acceptance, and effective use.
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Analytics isn't a thing - Blackboard Blog
- Analytics doesn’t solve a problem. Analytics provides data and insight that can be leveraged to solve problems.
- You can clearly see the advancing trend of analytics from 2010 to 2016. In this year’s report, though, you need to understand that analytics isn’t called out as “a thing.” Instead, it’s embedded in many of the other points in the report
- In this Important Developments section, Adaptive Learning and Next-Gen LMS explicitly reference analytics as a part of those trends. IoT and AI are also intimately intertwined with analytics. Additionally, an earlier section of the report lists “measuring learning” as a mid-term key trend. This is 100% data dependent and has benefited from the growth of analytics. All of this helped to bridge that dissonance gap for me. Analytics isn’t called out in the Horizon Report because analytics isn’t a thing.
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3 Types of EdTech Baggage: Toolsets, Mindsets, Skillsets - DMLcentral
Saturday, March 18, 2017
Weekly Sporto bookmarks (weekly)
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