news (external)

Learning Experience Design: A Better Title Than Instructional Design?

OLDaily by Stephen Downes - Tue, 2015-06-30 19:32

Cristy Tucker, Experiencing E-Learning, Jun 30, 2015

My answer to that question would be: yes. Connie Malamed explains: "Calling ourselves Learning Experience Designers acknowledges that we design, enable or facilitate experiences rather than courses. This gives us a broad license to empower people with the tools and information they need to do their jobs, regardless of the chosen format."

[Link] [Comment]

LRMI, Learning Resource Metadata on the Web

OLDaily by Stephen Downes - Tue, 2015-06-30 04:31

Phil Barker, Sharing, Learning, Jun 29, 2015

Good overview article detailing the history of learning resource metadata. Though technically correct, it's not completely accurate to say that IEEE's LOM was "the first international standard for educational technology". Before LOM there were the  IMS learning object metadata protocols, which in turn followed the AICC's protocols. But yeah, IEEE was the first "standard". And it was followed by many other "standards", which are listed in the article. But the point of this article is mostly to describe the latest incarnation, the Learning Resource Metadata Initiative, which takes us back into the land of specifications. "LRMI is now a task group of the Dublin Core Metadata Initiative. That provides us with with the mechanisms and governance required to maintain, promote, and if necessary extend the specification."

[Link] [Comment]

Three R’s that universities care about

OLDaily by Stephen Downes - Tue, 2015-06-30 04:31

Martin Weller, The Ed Techie, Jun 29, 2015

With apologies to the 5 Rs oft-cited by David Wiley, writes Martin Weller, here are the three Rs universities are really interested in (quoted):

  • Recruitment – depending on who you are, getting students is an issue. If you are an elite university it is not so much a matter of getting sufficient students, but getting the types of students you want. Either way recruiting students is the lifeblood of any university.
  • Retention – having recruited students, you then need to keep them. Why do students drop out within a module, or fail to progress to another module? What can we do to help students with particular needs? How can we be flexible enough to accommodate non-traditional students?
  • Reputation – what is the reputation of the university with potential students (see recruitment), the general population, the local community, the media, government, etc. What is it known for? What perceptions or misconceptions about it do people hold?

Weller is unquestionably right. These are the things universities care about. My question is: does anyone else care about these three things? Why should we care about them? When universities express these as priorities, are they serving society, they students, or merely themselves? Contra Weller, I ask, why should we make claims for MOOCs and other learning technologies against these three things?

[Link] [Comment]

California Community Colleges to Roll Out On-Demand Faculty Training

Online learning update by Ray Schroeder - Tue, 2015-06-30 02:03

By Rhea Kelly, Campus Technology

Faculty and staff in the California Community Colleges (CCC) will soon have access to online training on digital skills and tech tools. This summer, the CCC system is partnering with online learning platform Grovo to power the new CCC Learn Academy, an effort to “close the digital skills gaps that affect faculty and students across campuses.” With Grovo, the Academy will provide 87,000 faculty, staff and administrators with an extensive library of 60-second microlearning video lessons covering digital skills and professional topics. The system is cloud-based, so faculty can participate anywhere, any time. Trainings range from e-mail etiquette to Google Apps and Microsoft Office.

Share on Facebook var button = document.getElementById('facebook_share_link_14656') || document.getElementById('facebook_share_icon_14656') || document.getElementById('facebook_share_both_14656') || document.getElementById('facebook_share_button_14656'); if (button) { button.onclick = function(e) { var url = this.href.replace(/share\.php/, 'sharer.php');,'sharer','toolbar=0,status=0,width=626,height=436'); return false; } if ( === 'facebook_share_button_14656') { button.onmouseover = function(){'#fff'; = '#295582'; = '#3b5998'; } button.onmouseout = function(){ = '#3b5998'; = '#d8dfea'; = '#fff'; } } }

Niggles about NGDLEs - lessons from ELF

OLDaily by Stephen Downes - Tue, 2015-06-30 01:31

Jon Dron, Athabasca Landing, Jun 29, 2015

Jon Dron gets it right in his response to Malcolm Brown's defense of the concept of the NGDLE. "It has been done before," he writes, "over ten years ago in the form of ELF, in much more depth and detail and with large government and standards bodies supporting it, and it is important to learn the lessons of what was ultimately a failed initiative. Well - maybe not failed, but certainly severely stalled." You read the history of that here on OLDaily, first as the E-Learning Framework, and then the renamed  E-Framework (note that many of the links no longer work). I remember being initially supportive but then becoming increasingly frustrated as the objectives of the program gradually drowned under a maze of standards and projects and disappearing web pages. Then, in 2008: "Our current approach, fundamentally, is totally, completely, utterly wrong, isn't it?"

[Link] [Comment]

xAPI case studies available #xapi yeah!

OLDaily by Stephen Downes - Mon, 2015-06-29 22:31

Inge de Waard, Ignatia Webs, Jun 29, 2015

Inge de Waard links to this collection of  xAPI case studies - these are "short (average 15 min) videos covering xAPI in a variety of settings.... real stories on how people in EdTech are using Experience API in their context. The videos were taped during the Orlando happening, and they include wonderful experts." See also the Connections Forum.

[Link] [Comment]

Colombian student Diego Gomez is going to trial for sharing a research article online

OLDaily by Stephen Downes - Mon, 2015-06-29 22:31

Timothy Vollmer, Creative Commons, Jun 29, 2015

This tells me that exactly the wrong people are in charge of knowledge distribution policy: "Gomez is a student in conservation and wildlife management, and for the most part has poor access to many of the resources and databases that would help him conduct his research. He shared an academic paper on Scribd so that he and others could access it for their work. If convicted, Diego could face a prison term of 4-8 years." I mean, seriously?

[Link] [Comment]

Instagrads: What It's Like To Spend All 4 Years Of High School On Instagram

OLDaily by Stephen Downes - Mon, 2015-06-29 16:30

Sarah Kessler, Fast Company, Jun 29, 2015

I think that the single greatest thing about Instagram - and about the internet generally - is that it breaks through the barriers that would normally keep you apart from other people. "Maybe the jocks don’ t talk to all of the theater and band people," says Kelsey Bageant, another student at Musselman. "They might not know them at all, but they all follow them on Instagram, just because they all go to the same school." We hear sometimes about how the internet pushes people to associate only with their own group (a phenomenon called 'homophily') but my experience is that it's the opposite. People cling together in clans in real life, and cross paths with people of different cultures and beliefs online. P.S. I also identify with the  photo-a-day thing.

[Link] [Comment]

68% of Statistics Are Meaningless, D2L Edition

OLDaily by Stephen Downes - Mon, 2015-06-29 16:30

Michael Feldstein, e-Literate, Jun 29, 2015

Michael Feldstein takes D2L to task for what he argues are misleading statistics being offered by the LMS company. "The highlights of the analytics announcements... were incredibly disappointing in almost every way possible, and good examples of a really bad pattern of hype and misdirection that we’ ve been seeing from D2L lately," he writes. He cites a couple of posts from Phil Hill in particular, "Phil recently caught John Baker using… questionable retention statistics in a speech he gave. In that case, the problem wasn’ t that the statistic itself was meaningless but rather that there was no reason to believe that D2L had anything to do with the improvement in the case being cited. And then there’ s the slight-of-hand that Phil  just called out regarding their LeaP marketing."

[Link] [Comment]

Online identity, work spaces and folios – a celebration of awareness

OLDaily by Stephen Downes - Mon, 2015-06-29 16:30

Leigh Blackall, The Teaching Tom Tom, Jun 29, 2015

Our online identity is our identity. "Most people who do a search on their name come to realise that the search result is essentially the first page of their online identity – their folio. It could be personal, it could be professional, often it’ s both." So when this is the case, what it the result of handing this identity over to Google? And what are we committing students two when our institutions use Google as a primary educational tool?  `What about people who have already built themselves an online workspace, a professional identity and folio? Should they stop with that and rebuild another one? Won’ t they dilute their online identities, especially students, casuals, contractors and other transients?

[Link] [Comment]

Upholding the Hidden

OLDaily by Stephen Downes - Mon, 2015-06-29 16:30

Glen Cochrane, Hybrid Pedagogy, Jun 29, 2015

Post on the relation between language and thought. "Upholding a mindset of taking and using control, rather than the removal of all control, begins with how educators frame the learning space. In choosing language that represents these spaces from a learner’ s perspective, educators communicate the nuance of presence from which the rest of the educational process flows." It brings to mind thoughts about how we think in a world after we've made the transition from text-based language to multimedia.

[Link] [Comment]

In Abundance: Networked Participatory Practices as Scholarship

OLDaily by Stephen Downes - Mon, 2015-06-29 16:30

Bonnie E Stewart, The International Review of Research in Open and Distance Learning (IRRODL), Jun 29, 2015

Bonnie Stewart: " this study investigates networks as sites of scholarship. Its purpose is to situate networked practices within Boyer’ s (1990) four components of scholarship – discovery, integration, application, and teaching – and to explore them as a techno-cultural system of scholarship suited to an era of knowledge abundance."

[Link] [Comment]

E-Portfolios Link Academic Achievements to Career Success

Online learning update by Ray Schroeder - Mon, 2015-06-29 02:10

By Dian Schaffhauser, Campus Technology

When the School of Business at Portland State University launched a brand new online business degree program focused on leadership and management for working professionals, the intent was to experiment with new kinds of learning to enhance students’ professional, academic and career development. Looking for a way to link students’ academic achievements to career success, the school turned to e-portfolios as a key component in the program. And students will carry those portfolios beyond graduation: In their third year of the three-year program, they will port a version of their e-portfolio content into a career-oriented social sharing site. Here’s how Portland State wove e-portfolios into the curriculum from the ground up.

Share on Facebook var button = document.getElementById('facebook_share_link_14653') || document.getElementById('facebook_share_icon_14653') || document.getElementById('facebook_share_both_14653') || document.getElementById('facebook_share_button_14653'); if (button) { button.onclick = function(e) { var url = this.href.replace(/share\.php/, 'sharer.php');,'sharer','toolbar=0,status=0,width=626,height=436'); return false; } if ( === 'facebook_share_button_14653') { button.onmouseover = function(){'#fff'; = '#295582'; = '#3b5998'; } button.onmouseout = function(){ = '#3b5998'; = '#d8dfea'; = '#fff'; } } }

Could texting and tweeting boost retention?

Online learning update by Ray Schroeder - Mon, 2015-06-29 02:05

By Laura Devaney, eCampus News

New study examines the impact of course-related texts and tweets on student recall.  Students who tweet or message about anything associated with an academic lesson could demonstrate greater recall and learn more from lectures. The finding is part of a new study, Texting and Tweeting in the Classroom: How Do They Impact Student Learning?, appears in the National Communication Association’s journal, and analyzes how different social media messaging, including tweets, impacts how much students retain what they learn during lectures.

Share on Facebook var button = document.getElementById('facebook_share_link_14650') || document.getElementById('facebook_share_icon_14650') || document.getElementById('facebook_share_both_14650') || document.getElementById('facebook_share_button_14650'); if (button) { button.onclick = function(e) { var url = this.href.replace(/share\.php/, 'sharer.php');,'sharer','toolbar=0,status=0,width=626,height=436'); return false; } if ( === 'facebook_share_button_14650') { button.onmouseover = function(){'#fff'; = '#295582'; = '#3b5998'; } button.onmouseout = function(){ = '#3b5998'; = '#d8dfea'; = '#fff'; } } }

The New Breed of Competency-Based Education Degree Programs: A Trend or Fad? (Part 1)

Online learning update by Ray Schroeder - Mon, 2015-06-29 02:02

By Robert Hill, Evolllution

The DOE approved three institutions’ “direct assessment” degree programs (first SNHU, then for-profit Capella University, and the University of Wisconsin Extension) that other colleges (including Northern Arizona University and Bellevue College, among others) would also soon seek and obtain approval for this flexible degree option. Likewise, the for-profit online behemoth Kaplan University and its Mount Washington College, along with another giant for-profit institution, Walden University (owned by that Laureate Education), also earned approval from the DOE and its regional accrediting agencies for similar direct assessment programs. Is this a harbinger of things to come? Will other colleges or universities routinely accept these credits and degrees into graduate programs? Will employers have confidence in this new self-paced learning and anytime, anywhere approach? Will they understand and agree to recognize the new competency-based transcripts? This will be something to watch in the coming months.

Share on Facebook var button = document.getElementById('facebook_share_link_14647') || document.getElementById('facebook_share_icon_14647') || document.getElementById('facebook_share_both_14647') || document.getElementById('facebook_share_button_14647'); if (button) { button.onclick = function(e) { var url = this.href.replace(/share\.php/, 'sharer.php');,'sharer','toolbar=0,status=0,width=626,height=436'); return false; } if ( === 'facebook_share_button_14647') { button.onmouseover = function(){'#fff'; = '#295582'; = '#3b5998'; } button.onmouseout = function(){ = '#3b5998'; = '#d8dfea'; = '#fff'; } } }

Margaret - Mon, 2015-06-29 02:00
Categories: Cartoons, Science News

Die Apotheke - Zahlen Daten Fakten

Gesundheitsberichterstattung - Mon, 2015-06-29 00:00

Die im Informationssystem eingespeicherte gestaltbare Tabelle aus dem Bereich "Die Apotheke - Zahlen Daten Fakten" der Bundesvereinigung Deutscher Apothekerverbände wurde um das Jahr 2014 ergänzt.

Categories: Science News

Bringing the Social Back to MOOCs

OLDaily by Stephen Downes - Sun, 2015-06-28 16:28

Todd Bryant, EDUCAUSE Review, Jun 28, 2015

We have known this from the beginning: "For MOOCs to function as the bridge between open content and collaborative learning, they need to include opportunities for social interaction and collaboration, which have consistently proven to be beneficial to learners. Failure to do so would relegate MOOCs to little more than content repositories, which, while still valuable, would be used primarily by the highly educated, mature, and motivated independent learners they currently serve." Eventually this will be 'invented' at MIT or Stanford. Probably with the assistance of Gates funding.

[Link] [Comment]

Reshaping the Educational Environment for Tomorrow’s Workforce

OLDaily by Stephen Downes - Sun, 2015-06-28 16:28

Richard M. Rhodes, EDUCAUSE Review, Jun 28, 2015

I think that this plan will actually make students less prepared for the workforce: "This public-private partnership is a key aspect of what makes ACC Highland a new model for higher education. By bringing the college's industry partners onsite, ACC Highland can immerse students in their field of choice from the start, enabling real-world experiences to enhance what happens in the classroom." The more you insert particular companies into the management and control of learning, the less you prepare students for work with their competitors, and particularly with disruptive business models and technologies that might upset their current business model. To be prepared for the world of work, it is essential to be able to think more broadly than your current employer.

P.S. in an earlier paragraph there's an interesting reference to adaptive learning software, called ALEKS, to customize coursework for each student. ALEKS is owned by McGraw-Hill and according to the website is "Assessment and LEarning in Knowledge Spaces is a Web-based, artificially intelligent assessment and learning system. ALEKS uses adaptive questioning to quickly and accurately determine exactly what a student knows and doesn't know in a course. ALEKS then instructs the student on the topics she is most ready to learn."

[Link] [Comment]

Advice to the Alberta government on Athabasca University’s sustainability report

OLDaily by Stephen Downes - Sun, 2015-06-28 16:28

Tony Bates, online learning and distance education resources, Jun 28, 2015

Tony Bates offers advice to Athabasca University and the government of Alberta on the recent report issued by the university on its dire economic future. I agree with all of it. In particular: "What is really lacking from this report is a clear vision of what AU wants to be in the future, and how that vision  would fit with the rest of the Albertan (and national and international) online and open education world."

[Link] [Comment]


Subscribe to Ulrich Schrader's Website aggregator

Creative Commons License
All content on the site authored by Ulrich Schrader is licensed under a Creative Commons-License. Other licenses may apply for other authors.
Creative Commons explained

User login