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Is Higher Education Ready For Rapid Evolution of xMOOCs? |e-Literate
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Text to Speech Software with AT&T Natural Voices™, Acapela™, Nuance™ Voices
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Text to Speech Software. Screen Reader Converts Text to Voice or Save to Mp3
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Cool and Credible Web Video: Old Rules, No Rules, or New Rules? (EDUCAUSE Quarterly) | EDUCAUSE.edu
Monday, October 29, 2012
Daily Randomly Sporto 10/30/2012
Friday, October 26, 2012
Thursday, October 25, 2012
Wednesday, October 24, 2012
Daily Randomly Sporto 10/25/2012
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Academy Bridge Is The “Khan Academy For Big Kids” | Edudemic
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Higher Education Customers Are Called Students – The Mindset Is Broken
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http://rube.asq.org/edu/2012/02/best-practices/quality-approaches-in-higher-education-vol-3-no-1.pdf
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Imagining the Future of the Enterprise « On Web Strategy | Dion Hinchcliffe
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The Next Big Disruptor – Competency-based Learning | online learning insights
"What is Competency Based Learning"
Tuesday, October 23, 2012
Tuesday, October 9, 2012
CFHE12: Drivers of change
In the heels of the iron triangle discussion, the issue of assessment and credentials was raised. Very good one by the way. That took me back again to Daniel's discussion of separation between institutions that do assessment and certifications and those that conduct the actual teaching...
Hi Beth -
I don't think the iron triangle captures every single aspect, but looking to major drivers, these seem as big ones. You raise the issue of credentials, and I definitely think this is a huge one, and Sir John Daniel is other papers, including his recent work on MOOCs brings to the forefront. For years now, he has advocated that assessement/certification/credentialing should be done separately from the teaching and learning. If that were to happen, students would have a plethora of venues to learn, both formal and informal, different ways of assessing mastery and competencies would be in place. One could actually have the 'real' passport of learning, where the 'stamps' give you recognized credentials and one can move around. This is exactly the concept behind badges. In my view, all these movements will only create actual change in these connections are made. Not necessarily this needs to happen in a concerted way though...Sir John Daniel's paper can be found here through Tony Bates' wonderful blog post:
http://www.tonybates.ca/2012/10/01/daniels-comprehensive-review-of-mooc-developments/
cheers,--Stella.
CFHE12: Higher-ed changers...
I have joined the CFHE12 MOOC created by Downes and conducted through D2L... I great chance to learn a bit aout D2L, which soon will be UMUC's new LMS, and also get to discuss the Future of Higher-Ed with some other educators around the world.
I'll use this blog, which I had left to die for years now ;-) as a way to track some of my thoughts. Maybe in doing so, I can revive this medium once again, and capture some of my ideas and reflections, which I still often have, but don't really share other than through my Diigo bookmarking mania (see link on the side of this blog).
For the first discussion, we were asked about the major drivers of change... Sir John Daniel pops right into my head. So, from October 8, here is my post...
I'll use this blog, which I had left to die for years now ;-) as a way to track some of my thoughts. Maybe in doing so, I can revive this medium once again, and capture some of my ideas and reflections, which I still often have, but don't really share other than through my Diigo bookmarking mania (see link on the side of this blog).
For the first discussion, we were asked about the major drivers of change... Sir John Daniel pops right into my head. So, from October 8, here is my post...
As I read through all the articles about the changes in HE, Sir John Daniel speeches still ring true. The iron triangle still explains the forces of change and push-pull relationship in education in general, and HE, namely: the tight relationship between cost-quality-access. Daniel makes the point that technology has the potential of 'breaking the iron triangle' (sometimes called the eternal triangle). But, it still very much a complex issue to be solved. Technology will require appropriate practices and policies that ensure that high quality can be achieved, with open access at a low cost.
Here are some places where this concept is well defined:
http://www.col.org/resources/speeches/2011presentation/Pages/2011-12-15a.aspxhttp://www.irrodl.org/index.php/irrodl/article/view/916/1739
--Stella.
Saturday, June 21, 2008
One additional writing discussing the challenge of Web 2.0 vs LMS's in HEd
The article written by Martin Weller, posted inside Michael Feldstein's blog (e-Literate) brings about once more the issue of the challenge institutions will be facing in dealing with the innovation of web 2.0 tools and the legacy of LMS's, which in fact represents an entire mindset of aggregating learning tools under one monolithic environment. With the speed of change of these tools, and the personal preferences of learners, it is clear that there is a good probability that LMS's might simply become empty.
SocialLearn: Bridging the Gap Between Web 2.0 and Higher Education at e-Literate
It is clear that institutions are aware of that. Some LMS companies are simply adding the tools to the LMS, but as mentioned above this is bound to break or at least not be an effective solution in the long run. The trend does represent a change in paradigm. A personalization of one's learning process. It is the representation of empowering the learners in its full extent, including in the selection of learning tools. I believe it is still not easy to predict the outcome, and the process might actually generate different threads in terms of compromises. An interesting issue that involves technology management, a change in pedagogy, organizational culture and issues of cost-efficiency.
SocialLearn: Bridging the Gap Between Web 2.0 and Higher Education at e-Literate
It is clear that institutions are aware of that. Some LMS companies are simply adding the tools to the LMS, but as mentioned above this is bound to break or at least not be an effective solution in the long run. The trend does represent a change in paradigm. A personalization of one's learning process. It is the representation of empowering the learners in its full extent, including in the selection of learning tools. I believe it is still not easy to predict the outcome, and the process might actually generate different threads in terms of compromises. An interesting issue that involves technology management, a change in pedagogy, organizational culture and issues of cost-efficiency.
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Thursday, June 19, 2008
Lots of people agree, it is just a matter of time...
Should LMS's include more tools in an effort to embrace the web 2.0 trend? What happens with the new tools constantly emerging ? Should we determine the tools that need to be used by learners and restrict creativity, going against the wave of user generated content and the sharing potential of these new tools? Such issues are at the forefront of online education, and have yet to be resolved. Wired Campus has a short note on this today, and the comments following this post are also very interesting...
Wired Campus: The Battle Between Web 2.0 and the Classroom - Chronicle.com
Wired Campus: The Battle Between Web 2.0 and the Classroom - Chronicle.com
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Thursday, May 22, 2008
Great list of the impact of web 2.0
We are changing because of Web 2.0, but it happens sometimes in a transparent and subtle way, everyday. This article is straightfrward and clear about 10 ways that Web 2.0 is changing our everyday habits.
Internet Evolution - The Big Report - Top 10 Ways Web 2.0 Sites Are Changing Society
Internet Evolution - The Big Report - Top 10 Ways Web 2.0 Sites Are Changing Society
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