news (external)

E-Library of Research Materials Bulks Up Literature Collection

By Michael Hart, Campus Technologies

Academic online database Researchomatic has added 20,000 new literature topics to its collection of nearly 4 million topics across a wide range of academic fields. Researchomatic.com is an e-library of essays, articles and research papers intended to help high school and college students as they prepare their own academic assignments. Students can search its database for specific topics. They will get multiple summaries of a few hundred words each on the topic they select. They can also copy and paste citation information that attributes the information to Researchomatic.com.

http://campustechnology.com/articles/2014/10/22/elibrary-of-research-materials-bulks-up-literature-collection.aspx

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10 ways ed-tech tools promote academic honesty

By Andy Trus, eCampus News

Online assessment expert shares academic tools and resources for educators to prevent student plagiarism and promote academic-honesty. Going to the web for teaching and learning doesn’t have to be the den of student cheating (intentional or not) as some make it out to be. In fact, online tools–if you know how to choose and implement them–can promote academic honesty at whole new level. The internet empowers students with readily available means to compare answers, use outside resources, and look up answers to their online assignments and exams. With answers literally at their fingertips, instructors using ed-tech tools are often challenged with maintaining their students’ academic honesty.

http://www.ecampusnews.com/top-news/tech-academic-honesty-329/

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Harvard creates ‘Big Data’ course for social innovators

By Marquis Cabrera, eCampus News

Harvard created a new course that started this semester–Data Science in Education: Big Data, Learning Analytics and the Information Age–with the intention to teach educators and social innovators the basics of big data. Which is critical, since big data has the ability to improve the provision of public services, enable governments to spend taxpayers’ monies more efficiently, and advance societies forward. However, before these innovations can happen, most in the field still need this basic question answered:”What exactly is BIG data?”

http://www.ecampusnews.com/top-news/harvard-data-course-320/

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What Happened To Women In Computer Science?

OLDaily by Stephen Downes - Fri, 2014-10-31 22:29


Steve Henn, NPR, Oct 31, 2014

It's worth looking at this phenomenon.  When I worked in computing in 1980 half the staff were women. "For decades, the number of women studying computer science was growing faster than the number of men. But in 1984, something changed. The percentage of women in computer science flattened, and then plunged." What happened? asks NPR. Well, many things. But mostly this: " The share of women in computer science started falling at roughly the same moment when personal computers started showing up in U.S. homes in significant numbers... marketed almost entirely to men and boys. This idea that computers are for boys became a narrative. It became the story we told ourselves about the computing revolution. It helped define who geeks were, and it created techie culture." Today, 20 years later, we reap the fruits of a dysfunctional misogynistic culture (p.s. don't bother with the comments unless you want to be depressed all over again).

[Link] [Comment]

The grassroots of learning

OLDaily by Stephen Downes - Fri, 2014-10-31 22:29


Ryan Tracey, E-Learning Provocateur, Oct 31, 2014

Good article looking at 'the earlier Cormier' and 'the later Cormier' on the subject of rhizomatic learning. Me, I'm not so sure that what Dave Cormier had in mind was the idea of following link to link to link - but he is in a better position to correct (or not) the author on this. At any rate, the post was engaging, which is good enough for me. P.S. don't miss the comments, beginning with Crispin Weston's criticism of the concept of content and of the dynamics behind group formation (good, informed comment, well worth the price of admission).

[Link] [Comment]

Competency-Based Education: No More Semesters?

OLDaily by Stephen Downes - Fri, 2014-10-31 22:29
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Anya Kamenetz, NPR Ed, Oct 31, 2014

OK, back in 1998 I  said that time would no longer be used as a measure of learning, "that time in online learning ceases to be an objective standard." I said things like "learning will be measured by the amount of information accumulated, not the amount of time spent in a chair" (I was less precise back then). Though I  supported such things as prior learning assessments I've never been keen on competencies. I learned working directly with teachers (eg. at the Brandon Adult Learning centre) that you can't just break down course content into a bunch of modules; more global variables come into play as well, and are captured by such artifacts as the term paper. Now where does that go on the test? Now in our current work we're deloping algorithms to detect competencies in expert performance. One perfectly acceptable result to me here is the null result, that is, a result showing that expert performance cannot be reduced to a set of necessary and sufficient competencies.

[Link] [Comment]

Disruptive mood dysregulation disorder: a new diagnosis in the DSM-5.

Related Articles

Disruptive mood dysregulation disorder: a new diagnosis in the DSM-5.

J Psychosoc Nurs Ment Health Serv. 2014 Feb;52(2):17-20

Authors: Johnson K, McGuinness TM

Abstract
This article explores a new diagnosis in the Diagnostic and Statistical Manual of Mental Disorders (5th ed.)-disruptive mood dysregulation disorder (DMDD). Frequent comorbidities of DMDD include oppositional defiant disorder and attention-deficit/hyperactivity disorder. The evolution of DMDD and how this diagnostic category may remedy an overdiagnosis of pediatric bipolar disorder are discussed.

PMID: 24444386 [PubMed - indexed for MEDLINE]

Categories: nursing informatics

3rd Meeting of OERu partners

OLDaily by Stephen Downes - Fri, 2014-10-31 10:28
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Various authors, OERu, Oct 31, 2014

If I were one of those people who reads the tea leaves, I would say OERu and WikiEducator are heading for a split. Why? Here's the text of the email I received today from OERu: "The OERu is a flagship initiative of the OER Foundation and we are proud to host our planning and course development on WikiEducator as our preferred platform." Up to this point, in all previous correspondance, the two were basically synonymous. But now WikiEducator has been demoted to "preferred platform." Coincidence? Well, like I said, if I were to read tea leaves... but, ah, of course, I don't. So this is nothing more than a link to the event advertised in the email, the 3rd Meeting of OERu partners (register as a  remote participant here).

[Link] [Comment]

Northern Arizona U Expands Competency-Based Degree Options

Online learning update by Ray Schroeder - Fri, 2014-10-31 01:10

By Joshua Bolkan, Campus Technology

Northern Arizona University (NAU) has added bachelor of science options to its online, competency-based personalized learning degree offerings. “Personalized learning’s online competency-based education model allows students to earn their degrees based on what they know,” according to a news release. “Students develop key skills and knowledge areas called competencies and earn credit by demonstrating how well they understand each competency, not from how much time they spend in class.” Previously, NAU only offered bachelor of arts degrees in computer information technology, liberal arts and small business administration. Those same programs are now available as BS degrees. In addition to earning credits for what they already know, the self-paced programs allow students to transfer credits from other institutions and pay a flat six-month subscription fee rather than paying by the credit.

http://campustechnology.com/articles/2014/10/21/northern-arizona-u-expands-competency-based-degree-options.aspx

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Flipping the Traditional Lecture Hall

Online learning update by Ray Schroeder - Fri, 2014-10-31 01:04

By Michael Hart, Campus Technology

There’s no question that the flipped classroom model has become all the rage at colleges and universities across the country. In fact, in the most recent Horizon Report, the New Media Consortium (NMC) called the flipped classroom one of the most important emerging trends in educational technology for higher education, noting, “The model is becoming increasingly popular in higher education institutions because of how it rearranges face-to-face instruction for professors and students, creating a more efficient and enriching use of class time.” Yet with all the flipped classroom’s potential for active, collaborative learning and increased interaction between professors and students, there’s still one bastion of higher education that has resisted the trend: the large lecture course. Columbia University is experimenting with the flipped classroom model in large lecture courses.

http://campustechnology.com/articles/2014/10/22/flipping-the-lecture-hall.aspx

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Cheating, plagiarism persist as current academic concerns

Online learning update by Ray Schroeder - Fri, 2014-10-31 01:02

by Michael Papich, Elon Pendulum

Cheating and plagiarism sit at the top of honor code concerns at Elon University and at most schools. But as the technology around teaching and the professional world change, the need to reassess the climate of unethical behavior arises. “It’s one of the things that’s so basic, we forget to talk about it,” said George Padgett, associate professor of communications. One of the main changes to classrooms in the past few years has been the popularization of online courses. In an environment where a professor and a student cannot see one another, professors have different takes on whether this makes cheating more or less likely.

http://www.elonpendulum.com/2014/10/cheating-plagiarism-persist-current-academic-concerns/

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Turnabout

xkcd.com - Fri, 2014-10-31 01:00
Categories: Cartoons, Science News

Kinderkrebsregister

Gesundheitsberichterstattung - Thu, 2014-10-30 23:00

Die im Informationssystem eingespeicherten gestaltbaren Tabellen aus dem "Deutschen Kinderkrebsregister" des Instituts für Medizinische Biometrie, Epidemiologie und Informatik der Universität Mainz wurden um das Jahr 2013 ergänzt.

Categories: Science News

Response to a mobile health decision-support system for screening and management of tobacco use.

NLM - Nursing Informatics - Thu, 2014-10-30 04:28
Related Articles

Response to a mobile health decision-support system for screening and management of tobacco use.

Oncol Nurs Forum. 2014 Mar 1;41(2):145-52

Authors: Cato K, Hyun S, Bakken S

Abstract
PURPOSE/OBJECTIVES: To describe the predictors of nurse actions in response to a mobile health decision-support system (mHealth DSS) for guideline-based screening and management of tobacco use.
DESIGN: Observational design focused on an experimental arm of a randomized, controlled trial.
SETTING: Acute and ambulatory care settings in the New York City metropolitan area.
SAMPLE: 14,115 patient encounters in which 185 RNs enrolled in advanced practice nurse (APN) training were prompted by an mHealth DSS to screen for tobacco use and select guideline-based treatment recommendations.
METHODS: Data were entered and stored during nurse documentation in the mHealth DSS and subsequently stored in the study database where they were retrieved for analysis using descriptive statistics and logistic regressions.
MAIN RESEARCH VARIABLES: Predictor variables included patient gender, patient race or ethnicity, patient payer source, APN specialty, and predominant payer source in clinical site. Dependent variables included the number of patient encounters in which the nurse screened for tobacco use, provided smoking cessation teaching and counseling, or referred patients for smoking cessation for patients who indicated a willingness to quit.
FINDINGS: Screening was more likely to occur in encounters where patients were female, African American, and received care from a nurse in the adult nurse practitioner specialty or in a clinical site in which the predominant payer source was Medicare, Medicaid, or State Children's Health Insurance Program. In encounters where the patient payer source was other, nurses were less likely to provide tobacco cessation teaching and counseling.
CONCLUSIONS: mHealth DSS has the potential to affect nurse provision of guideline-based care. However, patient, nurse, and setting factors influence nurse actions in response to an mHealth DSS for tobacco cessation.
IMPLICATIONS FOR NURSING: The combination of a reminder to screen and integration of guideline-based recommendations into the mHealth DSS may reduce racial or ethnic disparities to screening, as well as clinician barriers related to time, training, and familiarity with resources.

PMID: 24578074 [PubMed - indexed for MEDLINE]

Categories: nursing informatics

Fitch: Online Learning Here to Stay for Higher Education

Online learning update by Ray Schroeder - Thu, 2014-10-30 01:10

by Fitch Ratings

Online learning as a means of educational delivery continues to expand throughout higher education. ‘While much of the media intensity surrounding the earlier days of MOOCs appears to have subsided, online learning in general remains an increasing component of educational delivery and at the forefront of the higher education dialogue nationally,’ said Colin Walsh, Director at Fitch. Fitch expects the growth of online courses to continue as more and more students, parents, faculty, and administrators embrace online learning as a means to supplement the traditional face-to-face learning environment. Institutions view online programs as a potential revenue generator by augmenting existing enrollment levels or offsetting enrollment declines in certain degree programs.

http://www.businesswire.com/news/home/20141022006307/en/Fitch-Online-Learning-Stay-Higher-Education#.VEkcuPl4r2s

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Berklee College hits the high notes as other colleges fall out of tune

Online learning update by Ray Schroeder - Thu, 2014-10-30 01:05

by Craig Douglas, Boston Business Journal

Berklee’s expansion has many drivers, some rooted in its traditional on-campus operations and others that are more entrepreneurial in nature. Together they have solidified Berklee’s enrollment and boosted its student residency numbers to record highs in the current fall semester. This September, Berklee broadened its enrollment reach with the launch of its first-ever online degrees in music business and music production. Chief Financial Officer Mac Hisey said the programs have around 240 students today and are on track to exceed expectations with approximately 300 enrollees by year end. The degree programs were targeted to enroll only 250 students in this first year and augment Berklee’s already 10,000-strong population of students taking courses online. “It’s actually expanding our demographic,” he said.

http://www.bizjournals.com/boston/blog/mass_roundup/2014/10/berklee-college-hits-the-high-notes.html

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The Role of Interactivity in Student Satisfaction and Persistence in Online Learning

Online learning update by Ray Schroeder - Thu, 2014-10-30 01:02

by Rebecca A. Croxton, JOLT

Enrollment in online courses is rapidly increasing and attrition rates remain high. This paper presents a literature review addressing the role of interactivity in student satisfaction and persistence in online learning. Empirical literature was reviewed through the lens of Bandura’s social cognitive theory, Anderson’s interaction equivalency theorem, and Tinto’s social integration theory. Findings suggest that interactivity is an important component of satisfaction and persistence for online learners, and that preferences for types of online interactivity vary according to type of learner. Student–instructor interaction was also noted to be a primary variable in online student satisfaction and persistence.

http://jolt.merlot.org/vol10no2/croxton_0614.pdf

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Online Ed Skepticism and Self-Sufficiency: Survey of Faculty Views on Technology

Online learning update by Ray Schroeder - Wed, 2014-10-29 11:57

By Carl Straumsheim, Inside Higher Ed

Gallup surveyed 2,799 faculty members and 288 academic technology administrators this August and September on issues identified by Inside Higher Ed. Virtually all faculty members and technology administrators say meaningful student-teacher interaction is a hallmark of a quality online education, and that it is missing from most online courses. A majority of faculty members with online teaching experience still say those courses produce results inferior to in-person courses.

https://www.insidehighered.com/news/survey/online-ed-skepticism-and-self-sufficiency-survey-faculty-views-technology

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Use of Synchronous Virtual Classrooms: Why, Who, and How?

Online learning update by Ray Schroeder - Wed, 2014-10-29 01:07

by Florence Martin & Michele A. Parker, JOLT

Virtual classrooms allow students and instructors to communicate synchronously using features such as audio, video, text chat, interactive whiteboard, and application sharing. The purpose of the study reported in this paper was to identify why instructors adopt synchronous virtual classrooms and how they use them after their adoption. An electronic survey was administered asking instructors from various institutions to describe their experience adopting a synchronous virtual classroom in either a blended or online course. In describing their reasons for adopting the technology, respondents most frequently cited institutional resource availability, increasing social presence, enhancing student learning, and the availability of technology. Along with audio chat, the features that most influenced the adoption of virtual classrooms and were used most frequently by respondents were the ability to archive conference sessions, see participants through webcams, and use text-based chat interfaces.

http://jolt.merlot.org/vol10no2/martin_0614.pdf

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More Mooc Developers Disrupt Business Education With Paid-For Courses

Online learning update by Ray Schroeder - Wed, 2014-10-29 01:06

by Seb Murray, Business Because

Coursera became the latest learning technology company to expand further into the fee-paying market with a series of programs similar to Moocs – massive online open courses – that are disrupting the business education market. Coursera launched 18 new Specializations last week – a sequence of online courses that students study through distance learning, an addition to the first batch announced in January. Significantly, the tech company will allow students to complete a real-life project and purchase a certificate to show to prospective employers. This move into vocational learning further encroaches into the territory of business schools, which already have to compete with Moocs in business-related subjects. Coursera rival edX announced plans to launch a series of short paid-for executive courses earlier this month that have been developed by leading universities.

http://www.businessbecause.com/news/mba-distance-learning/2864/more-moocs-disrupt-business-education-with-paid-for-courses

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