eLearning and Technology

LinkedIn’s CEO says the U.S. cares too much about four-year college degrees

by HAKAN SEL, New Day Post

There’s a good reason Weiner has these views: LinkedIn may be more equipped than most to try to bridge this educational gap. That’s because the company bought online learning company Lynda.com back in the spring of 2015, and has spent the last 18 months trying to incorporate the site’s video library into LinkedIn’s other products. Here’s LinkedIn’s vision: The company knows what jobs are available, what skills are needed to qualify for those jobs, and then which online classes candidates will need to acquire those skills. It can, theoretically, provide the necessary training for each job opening on LinkedIn. The challenge, though, is in line with Weiner’s original point: The value of four-year degrees is often higher than simply acquiring one-off skills. So could LinkedIn offer certificates for online classes? Or even a LinkedIn degree?

http://newdaypost.com/linkedins-ceo-says-u-s-cares-much-four-year-college-degrees-0195480

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OER revolution in higher ed

by Matt Zalaznick, University Business

The University of Maryland’s open source textbook initiative, known as “MOST,” has guided faculty through more than 50 OER adoptions. The program helps instructors assemble resources to significantly keep down the cost of course materials. The University of Maryland’s open source textbook initiative, known as “MOST,” has guided faculty through more than 50 OER adoptions. The program helps instructors assemble resources to significantly keep down the cost of course materials. Open educational resources have grown over the last few years from one-off oddities in single courses to the basis of entire degree programs. Cutting out textbook costs for students tops the list of reasons administrators encourage faculty to develop and adopt these free—or very inexpensive—resources, also known as OER.

https://www.universitybusiness.com/article/oer-revolution-higher-ed

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The Future of Online Education: Will Our Courses Foreshadow Our Ends?

Anthony Picciano, Evolllution

American higher education is moving to a model where almost every course offered will have an online component. This is desirable during a time when enrollments will rise and perhaps get a boost if calls for debt-free public college education gain momentum. Because of state funding constraints, there will likely be fewer full-time, tenure-track faculty as a percentage of the total faculty as contract, untenured adjunct faculty, and tutors will take on more of the teaching load. Instructional approaches such as learning analytics, adaptive learning, competency-based instruction, interactive media, and mobile technology will mature in the 2020s. In the 2030s and beyond, it is likely that major new technology breakthroughs such as artificial intelligence, massive cloud computing, and brain machine interfaces will emerge that will change many aspects of human endeavor including education.

http://evolllution.com/programming/teaching-and-learning/the-future-of-online-education-will-our-courses-foreshadow-our-ends/

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Limitless learning plenary #OEB16 on owning learning

OLDaily by Stephen Downes - Sat, 2016-12-03 10:23


Inge de Waard, Ignatia Webs, Dec 03, 2016

Good summary of the Friday plenary at Online Educa Berlin. What strikes me most about the four speakers - Alec Couros, Diana Laurillard, Martin Eyjolfsson and Mark Surman - is their incongruity. Couros talks about open and connected learning, Laurillard advises we let teachers direct us, Eyolfsson talks about Iceland and Surman talks about digital literacy. The topic of the seminar was 'owning learning' but nobody seemed willing to embrace that concept.

[Link] [Comment]

Understanding Blended Learning Through Innovative Professional Development

Online learning update by Ray Schroeder - Sat, 2016-12-03 01:10

By Stepan Mekhitarian, EdSurge

There are two common practices used during professional development sessions that are limited in their applicability and effectiveness: First, teachers learn about multiple sites or tools they can use in their classrooms and are given time to experiment with them. Second, teachers discuss instructional practice for application in a traditional classroom, but are then expected to apply it in a blended setting. Neither of these practices melds effective pedagogical practice with educational technology to train teachers on how to offer individualized differentiation and constructivist learning opportunities for students. Another approach, however, can dramatically impact the effectiveness of blended learning professional development. Follow the steps below to apply a blended approach to professional development while focusing on effective instructional practice: Start with a pedagogical concept such as questioning or grouping that applies to all teachers.

https://www.edsurge.com/news/2016-11-19-understanding-blended-learning-through-innovative-professional-development

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Professors in doubt over value of distance education

Online learning update by Ray Schroeder - Sat, 2016-12-03 01:05

by Jarrett Carter, Education Dive

A new survey from Gallup suggests that a predominant number of college and university faculty members, about 55%, are not confident in the outcomes of distance education when measured against traditional learning models. Of a respondent pool of more than 1,600 professors from all private, public and for-profit institutions, 40% said they have taught at least one online class, and 32% believed that learning was possible through digital and traditional classroom settings at any institution. More than 60% of professors with no online teaching experience believe that positive outcomes are possible in either academic setting.

http://www.educationdive.com/news/professors-in-doubt-over-value-of-distance-education/431074/

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Why I’m Intrigued by Pearson’s HoloLens Initiative

Online learning update by Ray Schroeder - Sat, 2016-12-03 01:02

By Joshua Kim, Inside Higher Ed

Let’s take a step here. First, most of us have not gotten our heads around augmented reality. We tend to conflate VR (virtual reality) and AR (augmented reality). The biggest news in VR over the past few years has been the $2 billion purchase of the VR company Oculus by Facebook in 2014, and the release of the Oculus Rift this year. AR is different from VR in that the user is not fully immersed in the virtual world, but rather interact with a combination of holographic images (and sound) with the physical environment. Microsoft calls this “mixed reality” – and for an idea of what wearing a HoloLens is like you should check out this video on their HoloLens site.

https://www.insidehighered.com/blogs/technology-and-learning/why-im-intrigued-pearsons-hololens-initiative

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Mass learning must mean web-based study

OLDaily by Stephen Downes - Fri, 2016-12-02 22:22


Laurence Brockliss, Times Higher Education, Dec 02, 2016

This was pretty much the theme at the Online Educa Berlin conference: "We have all the elements needed to make online courses succeed, but institutional inertia at well-established universities stymies progress." But it's not just here; the theme seems to be lurking in the background. "If politicians and educationalists continue to insist that modern nations need an ever-growing army of graduates, it seems inevitable that the virtual university will become a significant player before long."

[Link] [Comment]

5 IDEAS for a pedagogy of online learning

OLDaily by Stephen Downes - Fri, 2016-12-02 22:22


Tont Bates, online learning and distance education resources, Dec 02, 2016

Tony Bates summarizes Lourdes Guardia's Next Generation Pedagogy: IDEAS for Online and Blended Higher Education. which summarizes emerging developments in online pedagogy with the acronym IDEAS: Intelligent, Distributed, Engaging, Agile and Situated. According to Bates, the elements of the acronym "are a useful organizational framework for summarising what in fact is a wide range of emerging online practices." Probably the most interesting part is the list of "emerging online practices" (and sometimes the institutions associated with them), for example, "Flexibility and personalisation (Capella University, USA); Innovation as a teachable topic (MIT, USA)"

[Link] [Comment]

The Value and Price of Open Online Courses

OLDaily by Stephen Downes - Fri, 2016-12-02 19:22
[Audio]

If open online learning can be equivalent or even superior to face-to-face education, what does this mean for the value and the price of MOOCs for institutions, for learning communities, for learners and for the creation of new knowledge. Oanel notes are avauilable as an MS Word document here.

OEB2016, Berlin, Germany (Panel) Dec 02, 2016 [Comment]

Modifying an Open Textbook: What You Need to Know

OLDaily by Stephen Downes - Fri, 2016-12-02 19:22


Cheryl Cuillier, et.al., Open Textbook Network, Dec 02, 2016

This is a very basic guide and if you know nothing about modifying open documents, this is a good place to start. But it focuses almost exclusively on the different technical formats (and a bit on licenses) and not at all on how you might adapt contents for specific purposes. The main thing I got from this is that PDFs are hard to modify.

[Link] [Comment]

Janwaar Castle - Skateboarding Challenge 2016

OLDaily by Stephen Downes - Fri, 2016-12-02 19:22


Ulrike Reinhard, YouTube, Dec 02, 2016

Another update from Janwaar Castle, which encourages youth development through skateboarding in rural India. It describes and presents Janwaar's first skateboarding challenge, and discusses the level of support the project has started to receive from a wider audience.

[Link] [Comment]

A ‘Moon Shot’ for Libraries

Online learning update by Ray Schroeder - Fri, 2016-12-02 01:10

By Carl Straumsheim, Inside Higher Ed

Chris Bourg, director of libraries at the Massachusetts Institute of Technology, describes the MIT report as a “moon shot” for libraries. The wide-ranging report covers digitization, open access, redesign of physical spaces and more, but it ultimately recommends libraries focus on four “pillars”: community and relationships, discovery and use, stewardship and sustainability, and research and development. Bourg said, “Providing access to credible information and the tools to assess, use, understand and exploit it is what libraries, librarians and archivists have always done. It’s more important than ever now.” MIT, with its focus on science, technology, engineering and math, is in a different position to grapple with those issues compared to universities with traditional strengths (and extensive library collections) in the humanities and social sciences, other library directors and researchers said.

https://www.insidehighered.com/news/2016/11/23/massachusetts-institute-technology-invites-academe-collaborate-future-libraries

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What degrees can you earn online?

Online learning update by Ray Schroeder - Fri, 2016-12-02 01:05

by “Ask NAIJ”

The education through the Internet is more than real. Simply choose a training course, pay for it, and get the access to the database on the website of one or another educational institution. Then it all depends on your desire to achieve something great. Many grown-up people want to continue learning during all their life. However, they can’t attend college for obvious reasons. The need to work and earn money doesn’t leave them any time for a full time studying. The strict schedule and stable requirements are not an option, as well. Here come the online educational programs that suit all the needs of working people because they offer flexible schedules and study plans. Completing online programs allows you to combine work and learning things you’ve always wanted to learn. If you are an ambitious person and desire to achieve both academic and professional goals, then online education is certainly for you.

https://ask.naij.com/education/what-degrees-can-you-earn-online-i28473.html

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Changing the Landscape of Higher Education

Online learning update by Ray Schroeder - Fri, 2016-12-02 01:03

by David M. Kirby, Huffington Post

Education is ever-changing, especially in a world with rapid technology advancement. As new technologies and methods become available, the way we teach and are taught must by necessity change as well. Core principles and basics of education remains, yet the method by which these are accomplished must by necessity adapt to meet the needs of students and the workforce. Education continues to evolve at a rapid pace because how we learn has importance. There’s never been only a single way to learn, and the educational system is reflecting that. MOOCs and other online courses are both examples of adapting education to suit the needs of the evolving modern student. Technology plays an important role in this, especially as education becomes more accessible to students regardless of their location or background.

http://www.huffingtonpost.com/david-m-kirby/changing-the-landscape-of_b_13127826.html

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The push for Asian HE internationalisation indicators

OLDaily by Stephen Downes - Thu, 2016-12-01 19:20


Yojana Sharma, University News, Dec 01, 2016

As this story notes, "UNESCO has begun work on drawing up a series of indicators on higher education internationalisation in Asia to help universities and education policy-makers in the region to develop an international outlook and promote international higher education links against a set of solid, accepted, quality benchmarks." We have for example, a project in Japan where 30 effective indicators were defined to assess internationalization.

[Link] [Comment]

Containers: Are they worth the hype?

OLDaily by Stephen Downes - Thu, 2016-12-01 19:20


IDG Connect, Dec 01, 2016

Not a deep article, but it will give you the basic idea of container tools such as Kubernetes from Google, Swarm from Docker, and CoreOS. Containers are a tye of virtualization, but they "don’ t need to make a virtual copy of the host server’ s hardware features, and they also don’ t need a full copy of the host operating system to be installed within the container. This enables containers to be orders of magnitude more lightweight and flexible."

[Link] [Comment]

Facebookers 2.5 Times More Likely To Read Fake News, Millennials Least Prone

OLDaily by Stephen Downes - Thu, 2016-12-01 19:20


Joe Mandese, Publishers Daily, Dec 01, 2016

Facebook isn't worth the time you give it, of course. That's one result from this report. The other is that it is not the millennials that are conned by and clicking on fake news, it's the older generation (raised by traditional media and helpless in the face of a deliberate assault on reality). This all "according to a detailed analysis of news consumption traffic conducted by Web analytics firm Jumpshot."

[Link] [Comment]

A Mobile Personal Assistant Tuned to Student Needs

Online learning update by Ray Schroeder - Thu, 2016-12-01 01:08

By Meg Lloyd, Campus Technology

In an effort to help freshmen manage the college transition, the University of San Diego created a smart personal assistant app designed to help students prioritize and track their tasks. To help students cope, Senior Director of Enterprise Technologies Avi Badwal (project lead) and Vice Provost and CIO Chris Wessells worked with campus developers to create the Insight Mobile App: a smart personal assistant app that allows students to prioritize and track their tasks. The app is designed to be specifically relevant to USD and its systems, according to Wessells: “Generic personal assistants aren’t very effective for our students, because they are not tied in with our Student Information System or our Constituent Relationship Management System,” he said. “To do something more powerful, we connect Insight with those two systems.”

https://campustechnology.com/articles/2016/11/08/a-mobile-personal-assistant-tuned-to-student-needs.aspx

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Microsoft, Code.org Use Minecraft to Teach Coding

Online learning update by Ray Schroeder - Thu, 2016-12-01 01:04

By David Nagel, THE Journal

Microsoft and Code.org have come together to debut Minecraft Designer, a free tutorial for students aged 6 and up that uses the Minecraft environment to teach coding. Minecraft Designer is a free, hour-long, interactive online tutorial (with offline capabilities for those who want to work when they don’t have access to the Internet) that teaches basic coding in Minecraft and, perhaps more importantly, is designed to inspire interest in computer science, particularly among groups that might not traditionally pursue CS.

https://thejournal.com/articles/2016/11/15/microsoft-code.org-use-minecraft-to-teach-coding.aspx

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