news (external)

Why Instructional Design Must Focus on Learning Outcomes, Not Learning Activities

By Nira Dale, EdSurge

It’s no secret that kids learn better when teachers provide learning activities that keep them engaged. Teachers work tirelessly to plan engaging lessons that capture and keep the interests of their students, thereby making content more accessible. However, teachers continue to feel the daunting pressure to compete for their students’ attention amidst the ever-evolving and rapidly-hanging mass media, social media, and entertainment industry, as these elements do a stellar job of keeping students highly engaged outside of the classroom.

https://www.edsurge.com/news/2016-07-21-why-instructional-design-must-focus-on-learning-outcomes-not-learning-activities

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New Research Debunks Online College Student Myths

by Learninghouse

The report found that online college education has expanded access to students who previously might not have attended; this was primarily due to issues around time and finances. Of note, 50 percent of online college students reported that they “would not,” “probably would not,” or were “unsure” whether they would have pursued higher education had their program not been offered online. The researchers also found that potential students are choosing their schools faster, and limiting the number of institutions they consider, with many selecting the first program that engages with them. The expectation of rapid communication translates to all materials they submit, including those related to financial aid and transfer credit eligibility. The research also found that awareness of alternative pathways — including massive open online courses, micro degrees and bootcamps — is low; 66% of those surveyed reported either “no knowledge” or “minimal knowledge” of these options.

http://www.marketwired.com/press-release/new-research-from-learning-house-aslanian-market-research-debunks-online-college-student-2143911.htm

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Half of Online Students Would Not Opt for Live Courses

By Michael Hart, Campus Technology

New research into the demographics of online college students found 50 percent of them would probably not choose to attend classes on a physical campus. Half of higher education students taking advantage of online instruction said in a survey they either would not or were not sure they would attend live courses even if they were available to them. That’s according to the fifth annual survey by Learning House and Aslanian Market Research on the demographics of students who are pursuing online college degrees. This year’s study, entitled “Online College Students 2016: Comprehensive Data on Demands and Preferences,” found that while online courses were the only option for half of students, 90 percent of students who had taken live on-campus courses said they either prefer online courses or found them just as satisfying.

https://campustechnology.com/articles/2016/07/20/half-of-online-students-would-not-opt-for-live-courses.aspx

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Ria #17: Dr. Jason Osborne On Data Cleaning

OLDaily by Stephen Downes - Mon, 2016-07-25 21:58


, Ecampus Research Unit | Oregon State University, Jul 25, 2016 In this episode, Jason talks about his book Best Practices in Data Cleaning. [Link] [Comment]

The seven year olds who are learning how to code

OLDaily by Stephen Downes - Mon, 2016-07-25 18:58


Sunny Freeman, Toronto Star, Jul 25, 2016

Why shouldn't 7-year-olds learn to code? "They learn the basics by dragging and dropping simple instruction boxes into blocks of code that tell a computer what to do. And the toys they work with show them an immediate, tangible result from their commands. "

[Link] [Comment]

Reactor Core founder: short-term programs, not four-year degrees, are the future of tech education

OLDaily by Stephen Downes - Mon, 2016-07-25 18:58


Scott Matteson, Tech Republic, Jul 25, 2016

The story is in the headline rather than the content, but there's an important undercurrent. "Reactor Core, which currently has about 210 students on multiple campuses and online, offers 12-week programs in software engineering and mobile app development." So far so good. But they are one of several organizations asked to cease and desist. "The primary concern so far has been that bootcamps have not been sufficiently transparent about student outcomes."

[Link] [Comment]

Connectivism, MOOCs and Innovation

OLDaily by Stephen Downes - Mon, 2016-07-25 09:56

In this presentation I outline the major elements of connectivism as a learning theory, show how this informed the development and design of our massive open online courses (MOOCs), and then discuss the role played by open educational resources in a learning community.

, Chiang Mai, Thailand (Keynote) Jul 25, 2016 [Comment]

Faculty and organizational characteristics associated with informatics/health information technology adoption in DNP programs.

NLM - Nursing Informatics - Mon, 2016-07-25 09:56
Related Articles

Faculty and organizational characteristics associated with informatics/health information technology adoption in DNP programs.

J Prof Nurs. 2014 Jul-Aug;30(4):292-9

Authors: Fulton CR, Meek JA, Walker PH

Abstract
Nursing informatics/health information technology are key components of graduate nursing education and an accreditation requirement, yet little is known about the extent to which doctor of nursing practice (DNP) curricula include these content domains. The purpose of this descriptive study was to elicit perceptions of DNP program directors relative to (a) whether and how the American Association of Colleges of Nursing's (AACN's) Essential IV standard has been met in their DNP programs; (b) whether the Technology Informatics Guiding Educational Reform Initiative Foundation's Phase II competencies have been integrated in their programs; and (c) the faculty and organizational characteristics associated with the adoption of the AACN's Essential IV. In 2011, an electronic survey was sent to all 138 DNP program directors identified on the AACN Web site with an 81.2% response rate. Findings include variation in whether and how programs have integrated informatics/health information technology content, a lack of informatics-certified and/or master's-prepared faculty, and a perceived lack of faculty awareness of informatics curricular guidelines. DNP program director and dean awareness and support of faculty informatics education, use of informatics competency guidelines, and national policy and stimulus funding support are recommended to promote curricular inclusion and the engagement of nurses in strong informatics practices.

PMID: 25150414 [PubMed - indexed for MEDLINE]

Categories: nursing informatics

Online courses give students, teachers flexibility

Online learning update by Ray Schroeder - Mon, 2016-07-25 02:09

by Suzanne Baker, Naperville Sun

More than 900 students from Indian Prairie District 204, Naperville District 203 and Wheaton Warrenville District 200 are participating in the first session of an online learning consortium known as eLo, or Expanding Learning Opportunities. Neuqua Valley junior Diego Hernandez took an American government class in June and still had time to sightsee around Germany, where he was visiting for the month. He was one of 917 students from Indian Prairie District 204, Naperville District 203 and Wheaton Warrenville District 200 participating in the first session of an online learning consortium known as eLo, or Expanding Learning Opportunities. The consortium touts that its courses are taught by teachers in the three districts with the same rigor as students experience in the school year.

http://www.chicagotribune.com/suburbs/naperville-sun/ct-nvs-online-school-benefits-st-0720-20160719-story.html

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South Africa exports online courses back to the West

Online learning update by Ray Schroeder - Mon, 2016-07-25 02:05

By Bill Hicks, BBC

South Africa is producing online courses to sell back to the US and Europe. Founders, brothers Rob and Sam Paddock, are part of a new breed of academic entrepreneur. The company grew out of a project to help their father, a property lawyer who lectured at the University of Cape Town, to extend his teaching to professionals who had no chance of attending lectures. They were aware of a massive hunger among African professionals for expert, high-quality “up-skilling” – especially in fast-changing fields of IT, commerce, law and accounting. “We talked to UCT [University of Cape Town]. It was hard work convincing them but eventually they agreed to run a trial,” said Rob Paddock. The pilot short courses they developed were marketed under the UCT banner, and provided successful students with a certificate from one of Africa’s top higher education institution. The results for those first students were “so good that the UCT people said, let’s do more”.

http://www.bbc.com/news/business-36796998

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College Research Initiative is Anything but Traditional

Online learning update by Ray Schroeder - Mon, 2016-07-25 02:02

by Barnes & Noble College, Education Dive

But after a brief conversation with Mary Ellen Deutsch, the time-crunched second year student, talk soon shifts to family, a house on Chicago’s North Shore and the pressures of the job as an HR executive. It also includes her participation in the part time EMBA program at The Kellogg School of Management at Northwestern University. “It didn’t require a lot of thought,” says the ‘forty-something’ Deutsch. “I just saw this as a window, as a good time — probably the only time I would be able to get back to college and finish up my education,” she says. Increasingly, students like Deutsch are becoming the norm in a bid for better jobs, better salaries and career advancement. These nontraditional students have little in common with their 18-21 year-old counterparts, as they weave widely differing lifestyles, incomes and age groups with their motivation for further education. As an important emergent group, they are becoming the future of higher education.

http://www.educationdive.com/news/college-research-initiative-is-anything-but-traditional/422790/

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Snapchat

xkcd.com - Mon, 2016-07-25 02:00
Categories: Cartoons, Science News

The Best Free (or Cheap) Classes to Continue Your Education Online

Online learning update by Ray Schroeder - Sun, 2016-07-24 02:07

By ValuePenguin, Nasdaq

Massive open online courses (MOOCs) — or online instruction for lifelong learners and those without access to higher education domestically or abroad — are still relatively new to the continuing education landscape. And they’re not going away anytime soon. Often free and always relatively cheap (when compared with the cost of typical higher education classes), MOOCs can be a valuable tool for pretty much anyone with Internet access to further their education, specialize within their career (whether you’re a dietitian, say, or a data analyst) or simply pick up a new language or instrument. For the most curious among us, it’s also an inexpensive way to step onto the campus of an Ivy League school, if only for an hour-long webinar.

http://www.nasdaq.com/article/the-best-free-or-cheap-classes-to-continue-your-education-online-cm651305

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5 Best Sites That Will Help You Hone Your Skills

Online learning update by Ray Schroeder - Sun, 2016-07-24 02:05

by Diana Coker, HR Digest

Do you want to hone your existing skills or pick up some new one? But, do you have time to do so? Are you willing to go back to school to learn those skills? Do you lack some of the skills that you may require once your change careers? If so, you can rely on online courses in order to develop what you lack. Online courses allow you to develop those much-needed skills at your own pace. They are self-regulated, shorter than a typical college semester, and cover all the topics and skills that you can possibly imagine. The hard part of taking online classes is to find online learning sites that are reputed and provide an online class in the field that you are looking for. But the good news is, we have done your part of hard work and have made a list of online sites that offer a variety of free and paid courses. Here are some top online learning sites.

http://www.thehrdigest.com/5-best-sites-online-courses-will-help-hone-skills/

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Why e-learning is better than face-to-face learning

Online learning update by Ray Schroeder - Sun, 2016-07-24 02:02

by Ralph LaFontaine, Learning and Development Professional

Many people still tend to see e-learning as a poor alternative to face-to-face learning. This is often based on poor experiences with uninspiring e-learning courses that simply plonk a slide presentation or PDF onto a web page, with little thought for engagement or interaction. The question still pervades whether, despite the emergence of new digital learning technology, e-learning can ever be ‘as good’ as the supposed exemplar of classroom learning. The answer is quite simple: e-learning gives us the opportunity to extend learning beyond borders with more benefits than traditional learning could ever offer.

http://www.ldphub.com/general-news/why-elearning-is-better-than-facetoface-learning-219492.aspx

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How to Make E-Learning So People Really Learn: Q&A With Ethan Edwards

Online learning update by Ray Schroeder - Sat, 2016-07-23 02:10

by ATD

In this Q&A podcast, I speak with Ethan Edwards, who facilitates ATD’s E-Learning Instructional Design Certificate and Advanced E-Learning Instructional Design Certificate. Ethan has been designing online instruction for almost 25 years, beginning with work at the PLATO laboratory at the University of Illinois, continuing through positions at Authorware, Macromedia, Microsoft, and as a consultant with a host of top companies in the United States and abroad. The problem with most e-learning courseware, according to Ethan, is that designers get caught up in the media. Meanwhile, on the end of the spectrum, subject matter experts are applying pressure on designers to “just present content”—a lot of content. Consequently, too much e-learning—and training, for that matter—is presented like a trivia contest. What’s more, Ethan reminds, that “reading or listening to content without purpose is one of the most dull things in the universe.”

https://www.td.org/Publications/Blogs/Learning-Technologies-Blog/2016/07/How-to-Make-Elearning-so-People-Really-Learn-QA-with-Ethan-Edwards

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How to fix the college lecture

Online learning update by Ray Schroeder - Sat, 2016-07-23 02:05

By Jarrett Carter, Education Dive

A recent study indicates lecture hall-style classes increase the probability of failure by 55%. Lecturing may present a disadvantage to students from low-income high schools or communities, because they may have work schedules beyond the classroom and may learn best with more individualized attention. Lectures are most prevalent in secondary systems serving affluent learners. Some professors are incorporating multimedia into traditional lecture formats to try to reach 21st century students.

http://www.educationdive.com/news/how-to-fix-the-college-lecture/422786/

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Survey: College business officers say higher ed in crisis

Online learning update by Ray Schroeder - Sat, 2016-07-23 02:02

By Jarrett Carter, Education Dive

A survey conducted by Inside Higher Ed found a majority of college business officials agree higher education is in financial crisis, with a bleak outlook for the next 10 years. More than 80% of business officers believe institutions must be more innovative and cost-conscious about academic offerings. More than half of survey respondents indicated faculty do not play a significant role in major budgeting decisions.

http://www.educationdive.com/news/survey-college-business-officers-say-higher-ed-in-crisis/422779/

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European guidelines for validating non-formal and informal learning

OLDaily by Stephen Downes - Fri, 2016-07-22 15:43


Cedefop, Jul 22, 2016

This document (64 page PDF) is more of a framework than a final statement on the topic of recognizing individual achievement, but as such it's a great start and will likely become a document of reference in the field. The structure constitutes the areas most people can agree on (for example: the four stages of validation are identification, documentation, assessment and certification) while the questions it leaves open are precisely those that need to be solved at a national or even a domain-specific level (for example: how is the credibility of the authority/awarding body assured?) The section on the centrality of the individual goes a bit further than the rest, and correctly so: "Validation aims at empowering the individual and can serve as a tool for providing second chance opportunities to disadvantaged individuals... The individual should be able to take control of the process and decide at what stage to end it."

[Link] [Comment]

Does Our Social Contract for Education Need a Reboot?

OLDaily by Stephen Downes - Fri, 2016-07-22 15:43


Lindsey Tepe, Pacific Standard, Jul 22, 2016

The idea of the social contract was introduced by  Thomas Hobbes in the 1600s as a means of justifying the continued rule of the monarchy. Without the stern rule of the monarch, he wrote, we would return to the state of nature where the lives of men were "solitary, poore, nasty, brutish and short." The myth of the social contract persists to this day, and is used for the same purpose. This is important, because when authors of articles like this one reference the unequal access to educational technology, and education, in terms of the social contract, it has to be noted that the prevailing social contract in western democracies is that there will be two-tiers, indeed multi-tier, access to everything. And there is no appeal against the social contract - as Locke said, you have two choices: rebellion, or emigration.

[Link] [Comment]

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