news (external)

Fallpauschalenbezogene Krankenhausstatistik (DRG-Statistik)

Gesundheitsberichterstattung - 36 min 27 sec ago

Die im Informationssystem eingespeicherten gestaltbaren Tabellen aus der "Fallpauschalenbezogenen Krankenhausstatistik (DRG-Statistik), Diagnosen und Prozeduren der vollstationären Patientinnen und Patienten in Krankenhäusern" des Statistischen Bundesamtes wurden um das Jahr 2013 ergänzt.

Categories: Science News

How Southern New Hampshire U Develops 650-Plus Online Courses Per Year

By David Raths, Campus Technology

Kerri Bedrosian, director of eLearning project management for SNHU’s College of Online and Continuing Education characterizes SNHU’s course development model as “one-to-many.” “We have an internal team that designs the course, from the outcome to the critical path for summative assessment, all the formative assessment around it, choosing the learning resource, text or e-text, discussions and lectures or overviews,” she said. “All that is designed in-house and built by our production team into Blackboard, our LMS. That becomes our one course model — our master course — and we then copy that out depending on how many sections are needed for that term. The instructor receives a fully completed course. It is great for us because we can ensure a lot of consistency across our sections.”

http://campustechnology.com/articles/2014/10/15/how-southern-new-hampshire-u-develops-650-online-courses-per-year.aspx

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Brandman U. Gets Green Light for Direct Assessment

by Inside Higher Ed

Brandman University this week announced that the U.S. Department of Education had approved its application to offer federal financial aid for an emerging form of competency-based education. The university is the fourth institution to get the nod from the department for “direct assessment” degrees, which are decoupled from the credit-hour standard.

https://www.insidehighered.com/quicktakes/2014/10/16/brandman-u-gets-green-light-direct-assessment

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Coursera Expands Its MOOC Certificate Program

by Steve Kolowich, Inside Higher Ed Coursera, the online education company, announced on Wednesday that it was expanding a program that awards special certificates to students who pass multiple MOOCs. The company unveiled the program, called Specializations, earlier this year. The idea was to create certificates that, while not supplanting traditional degrees, carry more weight than a certificate of completion from a single massive open online course. The program, which requires learners to take Coursera’s fee-based “Signature Track” courses, apparently has been a success: The company is adding 18 new Specializations—mostly practical, in-demand fields like project management, cloud computing, and data mining. Students who complete the sequences can expect to pay $100 to $300, depending on the number of courses, according to a spokeswoman. http://chronicle.com/blogs/wiredcampus/coursera-expands-its-mooc-certificate-program/54915 Share on Facebook var button = document.getElementById('facebook_share_link_12453') || document.getElementById('facebook_share_icon_12453') || document.getElementById('facebook_share_both_12453') || document.getElementById('facebook_share_button_12453'); if (button) { button.onclick = function(e) { var url = this.href.replace(/share\.php/, 'sharer.php'); window.open(url,'sharer','toolbar=0,status=0,width=626,height=436'); return false; } if (button.id === 'facebook_share_button_12453') { button.onmouseover = function(){ this.style.color='#fff'; this.style.borderColor = '#295582'; this.style.backgroundColor = '#3b5998'; } button.onmouseout = function(){ this.style.color = '#3b5998'; this.style.borderColor = '#d8dfea'; this.style.backgroundColor = '#fff'; } } }

Higgs Boson

xkcd.com - 6 hours 36 min ago
Categories: Cartoons, Science News

Harnessing informal and social learning

OLDaily by Stephen Downes - Tue, 2014-10-21 23:17
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Charles Gould, Brightwave, Slideshare, Oct 21, 2014

Interesting presentation (especially the screen shots in the latter half) on personal and informal learning. "Key learning points: Early adoption examples of dynamic social learning in real-world scenarios; How to use social media to create personalised learning experiences; The role of digital learning in large scale transformation; How Tin Can API [aka Experience API] changes the landscape of e-learning." See  more from Brightwave here.

 

[Link] [Comment]

The Open Standard

OLDaily by Stephen Downes - Tue, 2014-10-21 23:17
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Various authors, Mozilla, Oct 21, 2014

Mozilla has launched a newsletter called 'The Open Standard' which addresses issues such as privacy, transparency and trust. The lead article today, for example, is titled: Who’ s Collecting Kids’ Personal Data? Lots of People. It draws from sources like the  Privacy Rights Clearinghouse and Fordham Law School’ s  Center on Law and Information Policy (CLIP).  Another article looks at the recent Whisper controversy. Another studies a university library with no books. Overall it looks like a pretty nice effort (but these things are easy to start and a lot harder to maintain over years and decades).

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Chartbeat tries to fight the smoke and mirrors in web measurement by going public with its metrics

OLDaily by Stephen Downes - Tue, 2014-10-21 17:17
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Mathew Ingram, GigaOm, Oct 21, 2014

We need to "stop thinking about pageviews or other traffic-focused metrics, and start thinking about measuring actual attention or engagement," says  Chartbeat founder and CEO Tony Haile as his company is set to open access to the company's metrics and procedures. Although these metrics are intended for the web content industry, it's hard not to think that they will be relevant to e-learning as well. They are, after all, a prima facie indicator of engagement, which is a primary indicator for learning. It would also be interesting to see cross-industry analysis - one wonders how a MOOC really does compare to a newspaper website, YouTibe channel, or advertising campaign.

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Canadian colleges’ successes with disadvantaged learners Highlighted at UNESCO-UNEVOC Skills Summit

OLDaily by Stephen Downes - Tue, 2014-10-21 14:17
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Unattributed, Colleges, Institutes Canada, Oct 21, 2014

According to this post, Colleges and Institutes Canada has released a report describing "the programs, support services and innovations that Canadian colleges are using to increase access to post-secondary education for vulnerable groups." The report (60 page PDF) is organized as a series of 55 or so one-page articles, each describing a case where someone uses one of the services (it would make a great series of blog posts). Topics include  Indigenous learners, language support for new arrivals, learning disabilities, the transition to college, mental illness and crime. "Reducing the barriers that prevent young people from entering and completing post-secondary education is key to improved self-confidence, employment success and economic prosperity."

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Using Technology to Engage the Nontraditional Student

Online learning update by Ray Schroeder - Tue, 2014-10-21 02:10

by Philip Regier, EDUCAUSE Review Online

Higher education needs to focus on the success of nontraditional students, those who fail to graduate during their first engagement in college, by leveraging new technology solutions that better align with students’ life challenges, pace, and other unique characteristics. In the 21st century, it is imperative that higher education institutions be focused on the success of nontraditional students. We know that colleges and universities can assist these students by leveraging new processes and new technology solutions that better align with their life challenges, pace, and other unique characteristics. We have the ability to create a rich, increasingly personalized, and flexible learning experience at scale. And we can predict that these tools will ensure that returning students are given every chance to succeed and will result in more students who graduate, a higher- and better-educated citizenry, and less income/intellectual inequality.

http://www.educause.edu/ero/article/using-technology-engage-nontraditional-student

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How crucial is e-learning for India?

Online learning update by Ray Schroeder - Tue, 2014-10-21 02:04

By Arun Nigavekar, My Digital Financial Chronicle

The Indian education system needs to accept the use of technology as an integral part of teaching and learning process. Teachers must be willing to decipher the online aspects of curriculum that go beyond just black board lessons. They must explore the internet and make full use of the widely available expert opinions and commentary in respective fields — along with its application — to be used in face to face lectures. In doing so, students would be all the more engaged, encouraged and excited to see the practical shift from learning to real life application. Mobile learning too, is an advanced and more defined version of what teachers have achieved via classroom teaching till date. Thus, teachers could certainly become great knowledge partners of today’s youths, if they are determined to bring about a positive change in the system.

http://www.mydigitalfc.com/op-ed/how-crucial-e-learning-india-741

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Cathy Davidson’s Big Idea, Tall Order

Online learning update by Ray Schroeder - Tue, 2014-10-21 02:02

By Colleen Flaherty, Inside Higher Ed

Cathy Davidson’s newest idea, the Futures Initiative at the Graduate Center of the City University of New York, might just be her biggest yet. This summer, she was lured away from Duke by the Graduate Center to do something truly unique, on a grand scale: foster interdisciplinary and collaborative teaching and learning across the CUNY system, in a way that inspires reinvestment in public higher education. Davidson loved Duke, but the chance to do something bold that could trickle down into a system as big as CUNY, with some 250,000 students, was something she couldn’t pass up – a once-in-a-lifetime opportunity, she said in an interview.

https://www.insidehighered.com/news/2014/10/14/cathy-davidsons-new-big-idea

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Social Learning is Voluntary; Collaboration Platforms are Enablers

OLDaily by Stephen Downes - Mon, 2014-10-20 17:16
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Sahana Chattopadhyay, ID and Other Reflections, Oct 20, 2014

I've used the phrase 'free learning and control learning' in the past to highlight the same distinction, but while my terminology didn't really take off, perhaps Jane Hart's 'social learning and fauxial learning' will fare better. I'm not betting on it. But the distinction is valid, and so is the recognition that people can depend on people other than teachers to support their own learning. "Organizations can no longer exist in silos -- either internally or in relation to the external ecosystem. Cooperation and collaboration will yield greater benefits than competitiveness. Employees will no longer tolerate being treated like replaceable cogs."

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Learners don’t know what’s best for them

OLDaily by Stephen Downes - Mon, 2014-10-20 17:16


Mark Guzdial, Computing Education Blog, Oct 20, 2014

Can autodidacticism be taught? That is, can you learn how to learn for yourself? It would seem obvious that you can - for example, you can be taught to read, which is a major component of learning for yourself, you can be taught experimentation through examples such as Mythbusters, and you can be taught learning strategies, logic and inference. Most of us could be taught these at a fairly young age. I was, through a standard public school education supplemented with a voracious reading of classic literature. But, I guess, most people aren't.

Why does this matter? It matters because I have encountered yet another blog post (citing  people like  Paul A. Kirschner yet again) making the claim that "learners don’ t know what’ s best for  them." The argument boils down to two major premises: that students can't (or won't) make good choices, and they can't (or won't) tackle difficult tasks. The slightest observation of people out there on their own actually learning (everything from digital photography to road cycling to bird-watching to home repair) refutes both points. But evidence isn't sufficient for people like the aforementioned Kirschner, who prefers to use cherrypicked facts and carefully designed studies. But this should give people pause: what is the evidence that people cannot learn how to learn for themselves? I contend that it does not exist, and that merely citing studies of people (like hairdressing students) who have not yet learned proves nothing.

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Review of ‘Online Distance Education: Towards a Research Agenda.’

OLDaily by Stephen Downes - Mon, 2014-10-20 17:16


Tony Bates, online learning and distance education resources, Oct 20, 2014

Although Tony Bates considers this book "essential reading for anyone who wants to take a professional, evidence-based approach to online learning (distance or otherwise)" he suggests that "we need a better way to disseminate this research than a 500 page printed text that only those already expert in the field are likely to access." It doesn't help that there's  no open access version (at least that I could find). Moreover, writes Bates, "I groaned when I first saw the list of contributors. The same old, same old list of distance education experts with a heavy bias towards open universities."

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The strengths and weaknesses of MOOCs: Part I

OLDaily by Stephen Downes - Mon, 2014-10-20 17:16
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Tony Bates, online learning and distance eductaion resources, Oct 20, 2014

Tony Bates surveys some advantages and disadvantages of MOOCs. One item he focuses on is the demographics of MOOC users. "most MOOC participants are already well-educated and employed. The work by Kop and Fournier (collected here (I don’ t know why everyone cites the 2014  EdX research but ignores this earlier research)) on the population served by MOOCs also found that it was an older and well-credentialed demographic. But I wonder how relevant this is. The 1994 surveys of internet users show that the average user was North American, educated and professional. They were also overwhelmingly male. But it would have been incorrect to conclude from this data that the internet would not have a broad society-wide utility or appeal. It shows, simply, that there is a characteristic demographic that benefits from innovation earlier than everyone else.

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In person online: the human touch

Online learning update by Ray Schroeder - Mon, 2014-10-20 02:10

BY JUDITH BOWMAN, Oxford University Press Blog

We can create the human touch by establishing an online presence – a sense of really being there and being together for the course. To be perceived as real in the online classroom we need to project ourselves socially and emotionally, and find ways to let our individual personality shine through whatever communications media we’re using. We can look to our own face-to-face teaching style for ways to humanize an online course. What do we do in a face-to-face classroom to make ourselves more approachable? We talk with students as they arrive for class, spice up lectures with touches of humor and relevant personal stories, treat discussions as conversations, and sometimes depart from what we planned so we can follow more promising asides.

http://blog.oup.com/2014/10/music-education-online-in-person/

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A New Department Marks the Rise of a Discipline: ‘Computational Media’

Online learning update by Ray Schroeder - Mon, 2014-10-20 02:05

by Rebecca Koenig, Chronicle of Higher Ed

Pixar movies, interactive video games, smartphone applications—all are forms of computational media, the marriage of computer science to the arts and humanities. Signaling a deeper investment in that fast-growing if slippery field, the University of California at Santa Cruz announced the creation on Monday of what it called the first computational-media department ever.

http://chronicle.com/blogs/wiredcampus/a-new-department-marks-the-rise-of-a-discipline-computational-media/54883

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Blended Learning as Transformational Institutional Learning

Online learning update by Ray Schroeder - Mon, 2014-10-20 02:02

by Kim VanDerLinden, Tomorrow’s Professor

The research about the effectiveness of blended learning provides a powerful jolt for campus members. Of note, a recent Inside Higher Education (2013) survey of faculty attitudes toward technology found large amounts of skepticism among faculty members about the quality of online learning. This finding of high levels of skepticism, taken out of context, raises more questions than answers. What specifically are faculty members skeptical about – the learning outcomes, the pedagogical approaches, and student engagement in online activities? And if faculty members are the instructional designers in most instances, does that mean they are skeptical about their own work as novices or the work of their colleagues? The results become clearer when we keep in mind that most faculty members who were surveyed do not actually teach online. Moreover, the survey revealed that appreciation of the quality of online courses grows with instructors’ experiences teaching online.

http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/enewsletter.php?msgno=1358

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Orb Hammer

xkcd.com - Mon, 2014-10-20 02:00
Categories: Cartoons, Science News

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