news (external)

Kery Murakami, Inside Higher Ed

Only about 60 percent of programs at private nonprofit institutions, and 70 percent of those at public colleges and universities, would pass the Obama administration’s gainful-employment test, if it were in place and applied to them, according to an online tool developed by a conservative Texas policy group. Coming amid a stalemate over how to proceed with college accountability after Education Secretary Betsy DeVos repealed the gainful-employment rule in July, the tool made public by the Texas Public Policy Foundation was aimed in part to further the idea that public and nonprofit institutions — and not just for-profit colleges — should face scrutiny for how well graduates do financially.

https://www.insidehighered.com/news/2020/01/16/profit-programs-not-only-ones-would-fail-gainful-employment-test

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Emma Goldberg, NY Times

Many students still see employment in tech as a ticket to prosperity, but for job seekers who can afford to be choosy, there is a growing sentiment that Silicon Valley’s most lucrative positions aren’t worth the ethical quandaries. Claire Stapleton worked at Google and YouTube for 12 years. “There was this ambient glow of being part of a company that was changing the world,” she said. “Working at Google or Facebook seemed like the coolest thing ever my freshman year, because you’d get paid a ton of money but it was socially responsible,” said Chand Rajendra-Nicolucci, 21, a senior at the University of Michigan. “It was like a utopian workplace.” Now, he said, “there’s more hesitation about the moral qualities of these jobs. It’s like how people look at Wall Street.”

https://www.nytimes.com/2020/01/11/style/college-tech-recruiting.html

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LAURA ASCIONE, eCampus News

For years, stakeholders have sought to define what, exactly, Americans value from their education. Many have focused on wages, in part due to studies demonstrating that college graduates earn more over a lifetime than their non-graduate peers. But the answer might not be related to wages at all. Instead, people say they see more value in their education when their courses strongly relate to their work, and when they have high-quality, applied-learning experiences and top-notch career and academic advising opportunities.

https://www.ecampusnews.com/2020/01/10/when-is-higher-ed-worth-it/

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Robert Burrus, Wilmington Biz

What message do I attempt to deliver with this narrative? For some of the practical-based courses offered in a university, the potential may exist for “partnerships” with professionals from within the community. The Cameron School of Business prides itself on engagement with the Cape Fear business community. This includes placement of students with local companies and opportunities for business leaders to come to campus in guest teaching roles. Even though the impact of guest lecturing in an online environment might not be immediately perceived, the end results can be very rewarding. Wilmington definitely has its share – if not more than its share – of true professionals who have something to offer in augmenting the educational process in distance learning courses.

http://www.wilmingtonbiz.com/insights/robert__burrus/collaborative_education_in_an_online_setting/2616

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Matthew Lynch, Tech Edvocate

The reality is this: students will not find boring content interesting simply because it is placed in an online setting. Instructors and course builders must think creatively and use available interactive assets in order to engage learners. Doing so, of course, requires consideration of learning purpose and course objectives. Simply employing interactive tools or templates without consideration of purpose will yield adverse results (i.e. students will not learn or see the value in learning if the tools and/or templates are seemingly pointless). Thus, online learning should be well thought out and carefully planned, just as a course is that is taught solely in a brick and mortar setting. The difference here, of course, is that instructors and learners now have an entire digital world at their disposal.

https://www.thetechedvocate.org/3-tips-to-easily-create-interactive-elearning/

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Business World

In the modern workplace ‘new skills’ are the most in-demand currency. With jobs becoming specialized, rapid automation, digitization and other technologies disrupting traditional roles, effective talent management and upskilling of employees are a must. In 2019, Digital Learning played a key role in businesses training their employees with all the right tools and skill-sets to thrive in their respective industries. Over the course of analysis, reports, market study and conversations with industry leaders, we at Stratbeans realized, developed and implemented e-learning solutions that had a keen focus on developing employees who were ready for the future.

http://www.businessworld.in/article/Digital-Learning-Trends-That-Have-Changed-Way-Companies-Up-Skill-Employees-In-2019/11-01-2020-181734/

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By Devex

“Professionals need to be aware that the plans they make today are not necessarily going to be applicable in 10 or five years, or even in the short term, as the world pushes toward efficiency and automation.” — Dora Kingsley Vertenten, professor and program coordinator for the Master of Public Administration online program, University of Southern California. Learning online can give students a way of building their online skills and expanding their technological capabilities for life after graduation while studying new subject matter, she added.

https://www.devex.com/news/sponsored/q-a-how-online-learning-leads-to-lifelong-digital-literacy-skills-93196

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By: Julia Freeland Fisher, Christensen Institute

Who students know matters!  The power of connections is evident to any adult who has benefited from a friend or acquaintance helping him find a job along his professional path. The same is true for students today. In the past decade, we’ve seen how learning technologies have begun generating tectonic shifts in how the education sector now thinks about school as we know it. But the emergence of new networking tools suggests that in the next decade the disruptive potential of the edtech market is no longer confined to breakthroughs in online coursework, productivity tools, or adaptive software programs. Looking ahead, schools can begin to use edtech to connect; disrupting, over time, not just historical limits of how and when students learn, but also whom they know.

https://www.christenseninstitute.org/blog/the-next-decade-of-disruption-in-education-unlocking-networks/

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Matthew Lynch, Tech Edvocate

Assessments are a regular part of education, and elearning is no different. To build a proper assessment, however, takes time and careful planning. If assessments are thrown together haphazardly, learning can be put at risk, or not happen at all. Below are 5 common mistakes to avoid when developing elearning assessments.

https://www.thetechedvocate.org/5-common-mistakes-to-avoid-when-developing-elearning-assessments/

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Die im Informationssystem eingespeicherte gestaltbare Tabelle aus dem Bereich "Geschäfts- und Rechnungsergebnisse der gesetzlichen Unfallversicherung" des Bundesministeriums für Arbeit und Soziales wurde um das Jahr 2018 ergänzt.

By Natalie Schwartz, Education Dive
Online education provider EdX is taking a big step into the undergraduate market by launching two programs called MicroBachelors that students can complete on its platform and earn credits toward a bachelor’s degree. Students can earn credits in an information technology program offered by Western Governors University. A computer science program from New York University is pending approval for credit from Thomas Edison State University. The credits can also transfer to another institution that accepts them. The fully online programs consist of three courses each, cost between $500 and $1,500 total, and take roughly six months to complete.

https://www.educationdive.com/news/edx-launches-for-credit-credentials-that-stack-into-bachelors-degrees/570042/

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Matthew Lynch, Tech Edvocate

The rate at which students are enrolling into online courses has yet to slow down. Online courses, in this context, refers to courses provided digitally by public colleges and universities, as well as those taught by private non-profit and for-profit institutions. Thousands of students take at least one online course per year. With so many enrollments, one would think that the success rate of online learning must be just as high. However, some data seems to point to lower numbers than were expected, specifically in terms of graduation rates. To understand the complexities surrounding online graduation rates, though, we must first explore some of the issues and misinterpretations that correspond to the data that has been gathered.

https://www.thetechedvocate.org/online-courses-and-complexities-of-graduation-rates/

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by Susan Snyder, Philadelphia Inquirer

Graduates of Pennsylvania’s 14 community colleges can go on to earn their bachelor’s degrees online from a New Hampshire university at a rate that makes it less costly than nearly every other in-state public option, under an agreement signed Wednesday. The agreement with Southern New Hampshire University was arranged through the Pennsylvania Commission for Community Colleges, a nonprofit umbrella association, and marks the first transfer agreement between all 14 colleges and a four-year university.

https://www.inquirer.com/education/community-college-distance-education-transfer-competition-20200108.html

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Die im Informationssystem eingespeicherten gestaltbaren Tabellen aus dem "KZBV-Jahrbuch Basisdaten zur vertragszahnärztlichen Versorgung" wurden um das Jahr 2017 bzw. 2018 ergänzt.

Reuters

The White House on Tuesday proposed regulatory principles to govern the development and use of artificial intelligence (AI) aimed at limiting authorities’ “overreach”, and said it wants European officials to likewise avoid aggressive approaches. The Trump administration said agencies should “promote trustworthy AI” and “must consider fairness, non-discrimination, openness, transparency, safety, and security.”

https://www.nytimes.com/reuters/2020/01/07/technology/07reuters-tech-ces-ai-white-house.html

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Naomi Schaefer Riley & James Piereson, AEI

The great state universities are not going to disappear, and many will maintain a standard of excellence, but in an age of inefficient governments trying to do all things for all people, they will not have the money to compete as they once did with high-performing private institutions. The financial model built in the post-war years is no longer sustainable under present circumstances. Academic leaders have tried to circumvent this reality by raising tuition, recruiting out-of-state students, and employing other short-term fixes that fail to address the fundamental problems at hand. It is time they adapt their practices to a new and, in some ways, fundamentally different education marketplace.

https://www.aei.org/articles/reimagining-the-public-university/

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Daphne Leprince-Ringuet, ZD Net

Twenty years ago, as the world celebrated the start of a new millennium, IT professionals across the globe were getting cold sweats at the prospect of the Y2K bug kicking in: the fear that important systems relying on two-digit date logs would come to a standstill if computers interpreted the 1 January 2000, registered as 01/01/00, as the first day of the year 1900. No major incident happened, because developers had seen Y2K coming and prepared well. But two decades later, it has become apparent that some resorted to a quicker fix than others, and simply postponed the problem to 2020. A series of incidents seem to have confirmed that Y2020 is tech’s latest unwelcome blast from the past.

https://www.zdnet.com/article/the-y2k-bug-is-back-causing-headaches-for-developers-again/

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Brandon Busteed, Forbes
When asked what they believe would be most helpful for a high school graduate to launch a career, Americans overwhelmingly recommend an internship at Google (60%) over a degree from Harvard (40%). This latest finding from research I led at Kaplan (conducted by QuestResearch Group) is based on a survey of 2,000 U.S. adults conducted in December. It says an awful lot about the state of affairs in higher education today. For many, it will be hard to fathom that an internship from a highly admired global company wins out over a full degree from a world-renowned university. But it comes as no surprise when viewed through the lens of the many public opinion studies done on higher education over the past several years.

https://www.forbes.com/sites/brandonbusteed/2020/01/06/americans-rank-a-google-internship-over-a-harvard-degree/#25903d6d31b9

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Gary Matkin, eCampus News

Universities should adopt the 60-Year Curriculum (60YC) as a goal and a theme. It begins in the freshman year and serves students throughout their lifetime. Whereas “lifelong learning” expresses the need for an individual to continue learning, the 60YC expresses the institutional response to provide lifelong learning opportunities for students and graduates.

https://www.ecampusnews.com/2020/01/06/the-60-year-curriculum-what-universities-should-do/

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MIT Sloan School of Management

MIT’s free online course, Shaping Work of the Future, goes beyond the headlines and focuses instead on what steps we can actually take to impact the future of work along with future-proofing our own skill set. This eight-week long course—made available through MITx on edX—may be accessed at any time of the year starting on January 7, 2020 through January 6, 2021. Previously, enrollment had been limited to one eight-week period. Participants are eligible to sign up to receive an MITx Certificate upon completion. Now in its sixth year, Shaping Work of the Future has added new content, case studies and lectures from MIT’s leading technology and workplace academics. This year’s partnerships include, among others, the World Economic Forum and the International Labor Organization.

https://inc42.com/features/what-is-the-future-of-edtech-and-learning-in-india-from-an-ar-vr-lens/

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