Saturday, October 21, 2017
Saturday, October 14, 2017
Weekly Sporto bookmarks (weekly)
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WGU Audit: Likely impacts for fragile movement of competency-based education -
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Exploring the Effect of Confusion in Discussion Forums of Massive Open Online Courses
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An investigation into the perspectives of providers and learners on MOOC accessibility
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A Unique Training for a Unique Talent Integrating a MOOC into blended learning approach
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The #1 Most Important Question to Answer in Your Digital Badge System Design
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Avoiding pointless (Open Badges-related) blockchain projects
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From blockchain to BadgeChain (1) – BadgeChain – Medium
- Open Badges are trust statements that could be combined to create chains and networks of trust. The information on how the members of the network trust each other can be used as the basis to establish trustworthy transactions
- Blockchains on the other hand are a means to establish trustworthy transactions even if those engaged in transactions do not trust each other.
- The blockchain technology was designed to eliminate the human factor from making the decision on whether a transaction is trustworthy or not.
- trustworthy transactions are possible without the involvement of any trusted authority (a bank, a notary or a registrar) and despite the fact that the parties involved do not trust each other.
- With the BadgeChain, trust is a property emerging from the participants’ behaviour, with blockchain trust is a property that ignores participants behaviour.
- One builds dynamic multidimensional networks i, the other an ever growing unidimensional chain. One is able to add and delete data (withdraw trust), the other can only add data (write only).
- One has emerged from the world of informal education, the other from the formal world of international business and finance.
- blockchains, even in their infant stage, are far superior to the current Open Badge technology for storing academic credentials. Moreover it is an opportunity for institutions to reassess their power as
- credentialing authorities.
- The integration model is a means for the Open Badge practitioners to continue business as usual while exploiting the unique properties of blockchains to correct some of the shortcomings of the current Open Badge Infrastructure.
- integration is the ability create fully trustworthy and easy to verify records.
- Service providers (e.g. issuing platforms) will be free to concentrate on added value services rather than trying to improve an idiosyncratic technology.
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Saturday, October 7, 2017
Weekly Sporto bookmarks (weekly)
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At MIT and Georgia Tech, MOOCs Are Showing Up On Campus — Class Central
- In this case, on-campus students were taking the EXACT same course as MOOC students around the world, and they were earning credit. Credit is a real world currency that society understands, acknowledges, and values. When on-campus students use MOOCs to earn credit, it validates the rigors of the course and even improves the credibility of non-credit certificates. The fact that the on-campus students did most of the coursework on edX helps to validate the platform as well.
- For both MIT and Georgia Tech, the results from both these pilots have been promising. Students in the online version at MIT rated the course as significantly less stressful than their on-campus classes. At Georgia Tech, based on test scores, no statistically significant differences were observed
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Top 10 Text To Speech (TTS) Software For eLearning (2017 Update) - eLearning Industry
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Understanding LinkedIn Business Model | Understanding Business Models
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Managing Your Lifelong Learning Has Never Been Easier — Class Central
- Lifelong learning is an economic imperative: technological change demands stronger and continuous connections between education and employment. Ongoing learning and skill development is essential to survive the economic and technological disruption
- The vast amount of material available today can, however, lead to less than optimal study practices
- Make an action plan and set SMART (Specific, Measurable, Attainable, Relevant, Time-bound) learning goals. Define general knowledge areas (long term: 2–4 years), specific topics (mid term: 3–6 months), and dedicated courses (short term: 2 months).
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Saturday, September 30, 2017
Weekly Sporto bookmarks (weekly)
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Los mejores editores gratuitos de archivos en PDF | Digital Trends Español
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Aprende cómo convertir archivo de Kindle en PDF | Digital Trends Español
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Adobe .PDF vs. Open-source. EPUB Comparison
- PDF files creates a static image — a picture — of each page.
- pdf text is not reflowable
- For users, however, there is a downside
- While EPUB is designed for reflowable text — meaning text that adjusts itself depending on the size of the display, the font being used (if the user is able to change fonts), the size of the text, and various other variables. EPUB can optimize for the particular display device, the readability for mobile devices is better than PDF.
- PDF users can easily create a PDF bookmark or add links to it, so that you can easier to navigate to particular pages
- we can easily fill out the PDF form
- EPUB does not support interactivity, it is read-only.
- EPUB is basically support text and images.
- For example, the handy built-in application iBooks on Apple iPad (iPhone, iPod Touch) supports only EPUB.
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What is the difference between viewing eBooks in PDF and EPUB formats online? - Support - EBSCO Help
- Reflowable Text: When viewing EPUB format eBooks online, the text will “reflow” depending on the viewing window. This means it will re-size and change shape to fit the size and shape of the screen, like a webpage.
- PDFs are not reflowable
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26 Breakthrough innovations at the world's open universities
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Learning Design for Innovation « WCET Frontiers
- LEDi, a concept based in Design Thinking, provides leaders, learning designers, and facilitators with a simple and straight forward process for implementing course, program, and curriculum innovations.
- effectively plan and communicate learning designs
- Learning Environment Modeling™ is an easy-to-use tool for designing all levels of learning – from courses to programs to institutional curriculum.
- using the system to collaborate, redesign, and align programs with impressive efficiency and effectiveness.
- This system allows instructional designers to focus on learning design instead of being simply “course builders.
- Institute for Learning Environment Design, or ILED. ILED provides training and consulting using LEDi and Learning Environment Modeling™
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Saturday, September 23, 2017
Weekly Sporto bookmarks (weekly)
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Learning from WGU: Five Key Practices | The EvoLLLution
- This respect comes in part from WGU’s work with employers to develop the competencies they want in a graduate and then using the CBE model to ensure that each student has mastered the competency before graduation.
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Competencies & Academic Standards Exchange™ | IMS Global Learning Consortium
- Having universal identifiers for education competencies makes it possible for any of these tools or applications to easily share information between the systems. These tools may include learning management systems, assessment tools, curriculum management applications, certificate and competency-based evaluation systems and any other tool, process or content that aligns to or references a competency or framework.
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elearnspace. Connectivism: A Learning Theory for the Digital Age
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National Science Foundation Big Data Grant – LINK Research Lab
- This will lead to the proposed novel combined learning and work community that both provides support and offers authentic outlets for work products that are valued beyond a particular course.
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elearnspace › Learning as Artifact Creation
- Yet, change is happening, often under the radar of enthusiasts because it’s harder to sell a technology product or draw clicks to a website when being nuanced and contextual. Education is an idea/information-based process. How information is accessed, created, and shared is revealing about the future of learning.
- Connectivism was presented as a theory that described how learning happened in networks, complex ambiguous information spaces, digital environments, and the increased opportunities of the participative web. Unfortunately, much of that theory remains undeveloped
- As a result, connectivism is something people cite rather than engage and develop into a more complex theory or framework of learning
- One aspect of connectivism that has great potential for development is the role of the artifact in learning. With CCK08, we found fascinating activities arising due to student created artifacts. One student creates an image to detail the architecture of the course. Another updates it and adds to it. Another comes by and critiques it. The artifact serves as a social learning object. This process reflects my earlier point: big trends unfold behind the scenes over time and in education, they map and mirror to what people do with information that is digital and networked.
- Education over the past several centuries has been defined by the centrality of the instructor and the actions of a learner in relationship to what the instructor knows. There have always been voices that challenged this model – Dewey, Illich, Freire, Montessori – but the system of learning that defines our society is modeled on the assumption of learners needing to duplicate what instructors already know.
- Small groups of people could share without a mediator.
- Everything was a possible social artifact. Take and share a picture. Post your thoughts on a blog. Tag and share valuable resources
- Eventually we were blessed with the ugly stepchildren of this movement (Twitter, Facebook) that enabled flow of creative artifacts but in themselves where not primarily generative technologies.
- What happens when you add artifact creation? The entire curriculum can shift. If I lecture on the development of open learning and open source technologies, I’m presenting my voice, my priorities, my values. If someone comes along and says “what about the power structure and the bias that underpins this content”? Bam. It’s a new course. Someone creates a video reacting to a lecture I delivered? Bam. It’s a new course. This doesn’t always happen on grand scales. Often the artifact has a limited impact – a brief detour in a new conversation and learning direction for students. The aggregate of these artifacts is significant because it places students in a new mindset, one defined by personal autonomy and agency.
- There is something about the artifact that is unique in its ability to make every learner a teacher, every contribution a redirection of learning, every interaction a reaction and augmentation.
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Saturday, September 16, 2017
Weekly Sporto bookmarks (weekly)
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Inclusive Practices in Instructional Design
"Inclusive design, on the other hand, takes a user-centred approach, encompassing factors such as age, gender, experience and ethnicity (Personal communication, Katy Campbell, Feb. 2, 2004). Since differing ability is a learner characteristic, I will include universal design issues as one part of inclusive design. Universal access is an aspect of universal design, with an emphasis on information and communication technology (Coleman, 2003). "
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Under the Hood: Learning Design Behind Georgia Tech’s Degrees at Scale | The EvoLLLution
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Corporate University Shift: Why Great Companies Invest in Custom Learning | eLearning Mind
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Three imperatives for corporate universities | Heidrick & Struggles
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Why Winning Organizations have Corporate Universities – Center for Strategy & Leadership
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Corporate Universities and Today's Talent Gap | MIT Sloan Executive Education
Saturday, September 9, 2017
Weekly Sporto bookmarks (weekly)
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Chief Data Officer: The Most Strategically Important Leadership Position in Higher Ed? | EDUCAUSE
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Cultural Differences in E-Learning: Exploring New Dimensions
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Honoring diversity in an online classroom: approaches used by instructors engaging through an LMS
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elearn Magazine: A Fundamental Look at Cultural Diversity and the Online Classroom
Saturday, September 2, 2017
Weekly Sporto bookmarks (weekly)
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Gender differences in self-regulated online learning environment
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Gender Equality in Online Learning: The Case of UP Open University - ScienceDirect
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Gender Considerations in Online Learning Part 2 of 2 | Tomorrow's Professor Postings
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Gender Considerations in Online Learning – Part 1 of 2 | Tomorrow's Professor Postings
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Gender Issues in Online Education: Educational IS&T Book Chapter | IGI Global
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Diversity & Inclusive Teaching (Archived) | Center for Teaching | Vanderbilt University
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Executive summary: Learning Better - Public Policy for Skills Development
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Open Education Handbook - Wikibooks, open books for an open world
Saturday, August 26, 2017
Weekly Sporto bookmarks (weekly)
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Colleges Embrace Data Analytics to Improve Student Retention | EdTech Magazine
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New Tech Taps Blockchain to Secure Student Data -- Campus Technology
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IoT in Higher Ed Has Big Potential If Devices Are Kept Secure | EdTech Magazine
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Real Questions About Artificial Intelligence in Education | EdSurge News
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re-mediating assessment: New Project: Open Badges in Open edX and Beyond
Saturday, August 19, 2017
Weekly Sporto bookmarks (weekly)
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blog
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(3) What Counts As Learning: Open Digital Badges for New Opportunities | Sheryl Grant - Academia.edu
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effort by Foundation for California Community Colleges
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Doing What Matters for Jobs and the Economy - California Community Colleges