news (external)

Penn State World Campus launches program on California marine base

By Tara García Mathewson, Education Dive

Penn State’s World Campus will add a residential element with a new undergraduate labor and employment relations program at the San Diego Marine Corps Recruit Depot, which will offer its first class this semester. The Daily Collegian reports that the location will eventually offer graduate classes in homeland security, human resources and employment relations, and supply chain management. An admissions counselor and outreach coordinator have been hired to work in the area, recruiting military personnel as well as those in the region without any connection to the military.

http://www.educationdive.com/news/penn-state-world-campus-launches-program-on-california-marine-base/404699/

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Engineers Seek Flexible Benefits from Virtual Classroom

by Jenny Matthew, Marine Technology News

Looking at the global application of Online Distance Learning (ODL), according to a 2014 report from the International Council for Open and Distance Education, in 2007 there were 150 million students worldwide engaged in distance learning, with a predicted 400 million students by 2030. Truly highlighting the worth and potential of online learning. These predictions are certainly supported by Jee Ltd, a leading engineering and training firm, which recognizes that traditional tutor-led classroom methods of training can be costly, often difficult to deliver consistently to large, global teams and not always suited to demanding engineering schedules. As a result Jee has invested in developing cost-effective, flexible and accessible technical subsea modules for online delivery.

http://www.marinetechnologynews.com/news/engineers-flexible-benefits-virtual-519929

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Internationalen Tag des alkoholgeschädigten Kindes am 09.09.2015

Gesundheitsberichterstattung - 4 hours 23 min ago
Ausgewählte Informationen zum Internationalen Tag des alkoholgeschädigten Kindes am 09.09.2015
Categories: Science News

Interview with Braulio Perdigao, Petrolessons: Innovators in E-Learning Series

OLDaily by Stephen Downes - Tue, 2015-09-01 23:08


Susan Smith Nash, E-Learning Queen, [Sept] 01, 2015

Learning and development in the oil and gas industry is in the spotlight these days as the industry rides out the downturn, retools, and pays more attention to productivity and staff development. In this post Susan Smith Nash interviews Braulio Perdigao from Petrolessons (the oil and gas industry has a comprehensive training and development network with a lot of collaboration across companies). "I noticed the common thread around training, skills gap which in oil and gas is called The Big Crew Change," said Perdigao. "There is so much project intelligence that is lost, over 4MM professionals leaving the industry in the next 5 years and over 1.8MM coming in and there is a huge gap here. The knowledge gap in O& G is due to a hiring freeze between the 80's and early 2000's, and it represents a MAJOR challenge for the industry."

[Link] [Comment]

Amazon Underground – New Business Model for Android Apps

OLDaily by Stephen Downes - Tue, 2015-09-01 23:08


Jeff Barr, Amazon Web Services, [Sept] 01, 2015

This is a really interesting business model - I'm not sure exactly how the finances work at the other end, but on the producer side it appears very attractive, especially for education: "As an app developer, you get paid $0.002 (1/5th of a cent) for every minute that a customer is using your Amazon Underground app. You can now focus on building apps that engage your users over the long term. You can build up long-term story lines, roll out additional content over time, and count on a continued revenue stream that is based on actual usage."

[Link] [Comment]

10 things Teachers Want in Professional Development

OLDaily by Stephen Downes - Tue, 2015-09-01 23:08


Sheryl Nussbaum-Beach, Powerful Learning Practice, [Sept] 01, 2015

Nice graphic and article depicting what 'teachers want' in professional development. I'm not sure how representative it is, but no matter. What's interesting to me is the gulf between what 'teachers want' in their own development, and what they provide in the classroom. Would they really allow students a "voice and choice" in the subject matter? Would they really provide learning "conducted by professionals with (field) expeerience"? Would they really provide learning experiences that allow them to "collaborate and speak honestly"? I don't know.

[Link] [Comment]

The six pillars of innovation at Blackboard

OLDaily by Stephen Downes - Tue, 2015-09-01 23:08


Mark Strassman, Blackboard, [Sept] 01, 2015

If you're wondering where Blackboard plans to go with technology development in the future, these six pillars might be a guide (quoted):

  • Focus on the learner: Be the advocate for the ‘ new learner’ and integrate this thinking into the way we build products and solutions
  • Support life-long learning: Commit to supporting the new learner on their entire life-long journey
  • Drive design thinking: Build delightful user experiences that respond to learners’ emotional needs
  • Build workflows, not products: Build solutions for learner workflows
  • Embrace the cloud: Provide an accessible, up-to-date, and always-on environment
  • Make data actionable with integrated data and analytics

I think these are all reasonable objectives, though of course it's in the details software survives or fails. Can Blackboard make the shift from focusing on institutions and publishers to individual learners? It's an open question.

[Link] [Comment]

Higher Education's Faulty Economics: How We Got Here

OLDaily by Stephen Downes - Tue, 2015-09-01 23:08


Tom Lindsay, Forbes, [Sept] 01, 2015

I take it with a grain of salt when Forbes accuses something of "faulty economics", especially a public service such as education. And true to form, Forbes lays the blame at the feet of access: "tuition hyperinflation, burdensome student-loan debt, and poor student learning— are to some extent branches of the same tree, whose roots are found in the well-intentioned but what has proved to be catastrophically naï ve assumption that virtually all high school graduates should go to college." What is naï ve, I think, is the presumption that we could pick some elite subset of society and treat them to an education, leaving the rest of us to depend on their beneficence. The problem is that too much of the education system is in the hands of private industry, a sector noted for raising prices, increasing debt, and cutting back on quality. The suggestion that this would suddenly change were we to limit access to education is nonsense.

[Link] [Comment]

Design Elements in a Personal Learning Environment

OLDaily by Stephen Downes - Tue, 2015-09-01 20:08
[Slides][Audio]

This is an update of an earlier presentation in which I outline the major elements of a personal learning environment and describe its origins in the concept of the MOOC. Some new slides describing the architecture and how to contribute to the expansion of LPSS. As well, this presentation comes the day after this workshop in Guadalajara and is informed by it. The video has the Spanish translation audio. My audio is in English (my talk starts after the intros at around the 14 or 15 minute mark, 15:17 in the video).

Invited Talk, Guadalajara, Mexico (Lecture) [Sept] 01, 2015 [Comment]

Serious Games Directory

OLDaily by Stephen Downes - Tue, 2015-09-01 20:08


Serious Games Association, [Sept] 01, 2015

I'm sure it could have more listings, but in all fairness, it's still in beta, and the Serious Games Directory seems like a pretty good start from the  Serious Games Association (I still don't like the term 'serious games' because it suggests (a) that some games are not serious, which every gamer knows is false, and (b) serious games are not fun, which may be true, but if so, indicates only that they were badly designed). "The Association offers programs and services for all games for learning and training market segments - education, healthcare/medical, corporate, government/military, visitor centers and nonprofit organizations." Enjoy. Really, enjoy.

[Link] [Comment]

Estimating the reproducibility of psychological science

OLDaily by Stephen Downes - Tue, 2015-09-01 05:03


Brian A. Nosek, Science, Aug 31, 2015

I would not be surprised to see similar results in educational research as well. As the abstract of this study states, "Ninety-seven percent of original studies had statistically significant results. Thirty-six percent of replications had statistically significant results." Of course the reason for this is a mixture of small sample sizes, disproportional representation, and statistical variability. It shows again that we can't rely on (nor cite) individual studies as proof of anything. Especially when they are 'a class of students at a midwestern university'.  Academica has the full rundown of links to this widely covered story: CBC | National Post | New York Times | Inside Higher Ed.

[Link] [Comment]

Adapting courses for the digital era: the professors’ perspective

Online learning update by Ray Schroeder - Tue, 2015-09-01 02:07

By CAROLINE SIMON, the Daily Pennsylvanian

For the thousands of students from 195 countries who enroll in one of Penn’s online courses, the benefit of free, accessible education is obvious. But the professors who spend hours planning lessons, recording lectures and moderating online forums benefit from the surge in online learning as well. Fifty-seven faculty members at Penn currently offer courses through the massive open online course provider Coursera, a number that may rise as the University begins its recently announced partnership with edX, another MOOC provider. As of this year, online courses are offered by all of Penn’s 12 schools.

http://www.thedp.com/article/2015/08/moocs-from-professors-perspectives

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Can MOOCs Become Part of Best Practices in Online Learning?

Online learning update by Ray Schroeder - Tue, 2015-09-01 02:03

By Yoram Neumann, University Business

Massive Open Online Courses (MOOCs) have captured the headlines in higher education in the past year. These new platforms were developed to enable both open access and large scale participation in online courses. Many top tier universities are joining the MOOCs bandwagon, afraid of missing an important piece of the Web-based phenomenon. It is our goal as educators to assess whether or not they can become a best practice in online learning. There is still a long way to go for the current MOOCs to adopt the best practices and provide a quality of online learning experience resulting in maximized retention and lifelong sustainable learning in a coherent degree program. However, MOOCs can play an effective role of supplementary learning or continuing education without entering into degree granting arena. If this path is selected, MOOCs will have a valuable role to play but it will not become part of the core activities of institutions of higher learning.

http://www.universitybusiness.com/article/can-moocs-become-part-best-practices-online-learning

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E-Advisement: Technology-Supported Advising Services

Online learning update by Ray Schroeder - Tue, 2015-09-01 02:02

by Jimmy Solis, EDUCAUSE Review

Applying technology to the process of general academic advisement yields the more flexible, mobile approach called e-advisement, as explained in this case study. E-advisement integrates videoconferencing hardware (a webcam) and contemporary software with IM and uses online instructional tools in an advising capacity to improve student success. Further research should examine more student narratives in order to gain a better understanding of the student perspective and where they see themselves at the intersection of technology, academic advisement, and accessibility.

http://er.educause.edu/articles/2015/8/e-advisement-technology-supported-advising-services

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Admissions officers seeing more MOOC credentials on applications

Online learning update by Ray Schroeder - Mon, 2015-08-31 02:05

By Tara García Mathewson, Education Dive

Prospective students are touting massive open online course enrollment and completion on college applications, often in hopes of differentiating themselves from their competitors. The New York Times reports that college admissions officers are viewing these classes on applications as similar to extracurriculars that they don’t necessarily need to verify, because they are interesting but not a game changer for a student’s application. Some admissions officers say there’s little confidence in each MOOC’s content or quality based on a course title, leaving their impact on an applicant’s chances minimal for now.

http://www.educationdive.com/news/admissions-officers-seeing-more-mooc-credentials-on-applications/404621/

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USF course to pilot open-access e-textbook

Online learning update by Ray Schroeder - Mon, 2015-08-31 02:03

By Russell Nay, the Oracle

The day when students are no longer required to pay hundreds of dollars each semester for textbooks and course materials may finally be on the horizon. During his recent fall address to faculty, USF Provost Ralph Wilcox announced that the students enrolled in professor Jennifer Schneider’s Literature in Childhood Education course will use an open-access e-textbook to read digital literature collections, move through interactive lessons and visit children’s literature museums. “If we can find a way to reduce the cost of textbooks for students and engage them more fully in the learning process, students of this generation, I think, are going to be all the more successful,” Wilcox said in an interview. Schneider, an associate professor in the College of Education, said her online class’s e-textbook originally began as a proposal to the Textbook Affordability Project (TAP).

http://www.usforacle.com/news/view.php/1010271/USF-course-to-pilot-first-open-access-e-

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Online education for seniors done right

Online learning update by Ray Schroeder - Mon, 2015-08-31 02:02

by Jean Chatzky, Bankrate.com

Research shows that learning something new is one of the best ways to keep your mind healthy. No wonder people over 50 seem to naturally gravitate to the vast world of online learning for everything from pursuing a passion to retooling for a new career. One in 10 students who take online courses at Kaplan University, for instance, is over 50, says Sophie Vlessing, senior vice president at Kaplan Higher and Professional Education. Kevin Hawkins, 56, of Washington, D.C., recently graduated from Kaplan University with a bachelor’s degree in health and wellness after a 36-year career in broadcasting. Now Hawkins runs his own online health and wellness coaching business. “I knew I needed more education to shift careers, and I liked the flexibility of taking online courses,” Hawkins says.

http://www.bankrate.com/financing/senior-living/jean-chatzky-online-education-done-right/

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Car Model Names

xkcd.com - Mon, 2015-08-31 02:00
Categories: Cartoons, Science News

Connecting industry professionals to every classroom!

OLDaily by Stephen Downes - Sun, 2015-08-30 19:55


Nepris, Aug 30, 2015

Interesting concept for a website. According to the promo blurb, "We make it easy for teachers to virtually invite industry professionals into the classroom to bring real world relevance to curriculum topics, to help evaluate student projects and to engage and inspire students in STEAM!" By 'STEAM" they mean Science, Technology, Engineering, Arts and Mathematics (poor old Humanities just can't catch a break). The site is called Nepris.

[Link] [Comment]

Gaining the Competitive Advantage without the Price Tag with an Online MBA

Online learning update by Ray Schroeder - Sun, 2015-08-30 02:11

by Ashley Wren Collins, Huffington Post

In CBS’s “What’s an Online MBA Worth?” Peter Shea, former head of the online education system for the State University of New York, said, “There is a growing body of evidence that suggest that the quality of online learning outcomes…is actually better than that of face-to-face instruction.” Be sure to vet your online MBA choices. You want to make sure that the on-line MBA faculty has a crossover with the residential faculty – if they outsource their faculty it is a sign the program is not as reputable and they don’t place the same value on their online education options. Some people like the branding that comes with a top business school and are willing to risk the debt in order to “wear” the school label and benefit from the networking opportunities. But there is more than one way to reach your goal, and an online MBA from a top accredited school with great faculty at a lower cost is an attractive option.

http://www.huffingtonpost.com/ashley-wren-collins/gaining-the-competitive-a_b_8022872.html

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