Saturday, June 29, 2019
Saturday, June 22, 2019
Weekly Sporto bookmarks (weekly)
-
Explaining the shakeout in the adaptive learning market (opinion)
- In a recent rush, more than half a dozen adaptive learning companies have been scooped up like M&Ms at a candy counter
- new field known as learning science, propelling advances in a new personalized practice -- adaptive learning.
- Designed to adjust in real time to each student's prior knowledge and skill attainment, adaptive systems respond to variations in ability and diverse student backgrounds, sensitive to unique needs of each learner. Based on each student’s actions, when a student gets stuck, the system automatically suggests strategies on how to get out of it and proceed to mastery.
- Following a Harvard Business Review analysis of corporate consolidation, adaptive systems now mark a stage at which top players own the lion’s share of the market.
- The current shakeout also parallels the “disillusionment phase” of the Gartner hype cycle, a popular analysis, charting ups and downs of new technologies,
- To succeed, vendors must assemble an adaptive Rubik’s cube, snapping four essentials securely in place. The central one, of course, is brilliantly crafted technology, coupled with a deep reservoir of high-quality content, integrated with shrewd assessment tools, embedded with skilled teacher training at each site -- all at scale to secure market share, sustainability, profits and plugged-in implementation at every campus
- Like much of ed tech, adaptive research results can be ambiguous, with some saying the software is marginally better than classroom instruction, while others report impressive results.
-
-
What’s Next for Coursera and FutureLearn? Insights Revealed at the EMOOCS Conference | IBL News
- “62 percent of those who take an online degree [in Coursera] started with a MOOC”. “MOOCs are the gateway to online degrees,” he stated.
- what lies ahead for Coursera: “Inclusion of Behavioral Sciences to help learners succeed. Data analytics to help identify content and learners habits. Help partners succeed (…). Social impact: Coursera for refugees, veterans, and incarcerated populations”.
- stressed the impact of in-demand MOOCs on up-skilling and re-skilling employees as well as setting up lifelong learning habits.
- FutureLearn will invest money in creating high-quality content. So far the three big MOOC providers have not invested in content, relying instead on universities’ and industry partners’ offerings
- The CEO of FutureLearn also disclosed that his organization is working, along with some other European MOOC providers such as France Universite Numerique (FUN) and Spanish Telefonica’s MiriadaX, in a common microcredential framework, recognized for credit by leading employers
-
Saturday, June 15, 2019
Saturday, June 8, 2019
Weekly Sporto bookmarks (weekly)
-
Qualitative versus Quantitative Research: Key points in a classic debate
-
Learning to Learn Online - Canvas Network | Free online courses | MOOCs
-
Is learning to learn from MOOCs a teachable skill?
- The question is, can those attributes that are critical for succeeding in an open online educational environment be taught?
- Can a case be made that an effective strategy to give our students the tools for lifetime economic success and career options is that of teaching them how to learn in a MOOC?
- Should we be using some of the small-scale/relationship-based educational opportunities that we have with students to teach them skills to thrive in an open online learning knowledge economy?
-
Should MOOC learning become the subject of teaching?
Can we imagine building traditional courses around existing MOOCs, where the goal is not content or subject mastery, but the development of open online learning skills?
Is learning how to learn from MOOCs a teachable skill?
-
-
Learning How to Learn: Powerful mental tools to help you master tough subjects | Coursera
-
How to Run a Massive Open Online Course Once the Funding is Over | Request PDF
-
Interaction Equivalency in an OER, MOOCS and Informal Learning Era
-
"Zimmerman, T. D. (2012). Exploring learner to content interaction as a success factor in online courses. The International Review of Research in Open and Distributed Learning, 13(4), 152-165. https://doi.org/10.19173/irrodl.v13i4.1302"
-
"Woods, R. H., & Baker, J. D. (2004). Interaction and Immediacy in Online Learning. The International Review of Research in Open and Distributed Learning, 5(2). https://doi.org/10.19173/irrodl.v5i2.186"
-
learner- content interaction the weakest link in distance education:
-
View of Student engagement with a content-based learning design
-
(2) (PDF) Applying the Interaction Equivalency Theorem to Online Courses in a Large Organization
-
View of Getting the Mix Right Again: An Updated and Theoretical Rationale for Interaction