news (external)

Online Course Provision Grows As Three University of London Colleges Sign Up To Digital Partnership

Online learning update by Ray Schroeder - Thu, 2015-03-26 01:02

by Shannon Greenhalgh, MISCO

The move to online course provision by UK universities is under way, as three University of London colleges, including Goldsmiths, enter a partnership that will enable their students to participate in massive open online courses (MOOCs), Government Computing has reported. The School of Oriental and African Studies (SOAS) and St George’s, alongside Goldsmiths, have announced an agreement to offer MOOCs through the FutureLearn platform – joining a network of 51 other higher and specialist education institutions globally which are using the service to offer courses online. FutureLearn (owned by the Open University) has already been adopted by other universities in the UK, with industry experts predicting that MOOCs will play a “complementary” role in higher education.

Share on Facebook var button = document.getElementById('facebook_share_link_13805') || document.getElementById('facebook_share_icon_13805') || document.getElementById('facebook_share_both_13805') || document.getElementById('facebook_share_button_13805'); 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_13805') { button.onmouseover = function(){'#fff'; = '#295582'; = '#3b5998'; } button.onmouseout = function(){ = '#3b5998'; = '#d8dfea'; = '#fff'; } } }

Content Discovery Tools

OLDaily by Stephen Downes - Wed, 2015-03-25 18:16

Luigi Canali De Rossi, Robin Good, Mar 25, 2015

Robin Good is back and posts "I have put together and just updated a full categorised mini-directory of the best tools to find new, quality content, in just about any area you are interested in." Good list. I know many of the applications.

[Link] [Comment]

[Methodological approach for the development of terminology subsets ICNP®: an integrative review].

Related Articles

[Methodological approach for the development of terminology subsets ICNP®: an integrative review].

Rev Esc Enferm USP. 2014 Dec;48(6):1119-26

Authors: Clares JW, Freitas MC, Guedes MV

OBJECTIVE: To analyze the methodological aspects used for the preparation of terminology subsets of the International Classification for Nursing Practice (ICNP®), in dissertations and theses in the Brazilian nursing.
METHOD: This is an integrative review of the Brazilian dissertations and theses defended in the period from 2007 to 2013, which were included seven dissertations.
RESULTS: The increasing production of studies on the theme by Brazilian nurses shows a concern for a unified language for the profession. However, the results demonstrate the lack of uniformity in the conduct of studies, especially in relation to the stages of content validation. The initiatives of some authors to systematize alternative methods for creating these subsets also stood out.
CONCLUSION: We suggest the development of new terminology subsets, following standards of methodological rigor, as well as its application and validation by the selected clientele, to ensure greater reliability of results and desired changes for the profession.

PMID: 25626513 [PubMed - indexed for MEDLINE]

Categories: nursing informatics

EdX Partnership with Microsoft, Smithsonian Could Provide Professional Preparation

Online learning update by Ray Schroeder - Wed, 2015-03-25 01:07

By HANNAH SMATI, Harvard Crimson

EdX, a massive open online course platform founded by Harvard and MIT in 2012, will launch seven courses on programming and cloud technologies in collaboration with Microsoft. A motivation behind the partnership might have been to reach edX’s student audience, according to Ray Schroeder, associate vice chancellor for online learning at the University of Illinois Springfield. Schroeder said there is an increasing number of employers looking for students that have specific technical skills for entry-level jobs, and so collaborating with edX would be a good way to target potential employees.

Share on Facebook var button = document.getElementById('facebook_share_link_13803') || document.getElementById('facebook_share_icon_13803') || document.getElementById('facebook_share_both_13803') || document.getElementById('facebook_share_button_13803'); 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_13803') { button.onmouseover = function(){'#fff'; = '#295582'; = '#3b5998'; } button.onmouseout = function(){ = '#3b5998'; = '#d8dfea'; = '#fff'; } } }

LinkedIn Expands Efforts to Help Colleges Keep in Touch With Students and Alumni

Online learning update by Ray Schroeder - Wed, 2015-03-25 01:05

by Casey Fabris, the Chronicle of Higher Ed

LinkedIn is doing more these days to attract college students, and to work with colleges to use the website to get better data on what their students do after graduation. The social-networking company announced on Wednesday a new feature that allows college students and graduates to add their college affiliation to the education section of their profile by clicking a button on the college’s website or in an email from the college. When they do that, public information from their profile, such as where they live and work and what they do, is then compiled into college-specific metrics.

Share on Facebook var button = document.getElementById('facebook_share_link_13800') || document.getElementById('facebook_share_icon_13800') || document.getElementById('facebook_share_both_13800') || document.getElementById('facebook_share_button_13800'); 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_13800') { button.onmouseover = function(){'#fff'; = '#295582'; = '#3b5998'; } button.onmouseout = function(){ = '#3b5998'; = '#d8dfea'; = '#fff'; } } }

Access free online courses with your L.A. County library card

Online learning update by Ray Schroeder - Wed, 2015-03-25 01:02

by Colleen Park, My LA News

Everyone with a Los Angeles County library card now has access to free online video courses teaching business, technology and creative skills, the county’s lead librarian announced Tuesday. The new program, dubbed, can be accessed remotely and on mobile devices, allowing users to learn at their own pace. “All you need is a county public library card and PIN to access’s vast collection of courses,” County Librarian Margaret Donnellan Todd said. “Our patrons can take an unlimited number of classes with 24-7 access on their computer or smartphone.”

Share on Facebook var button = document.getElementById('facebook_share_link_13797') || document.getElementById('facebook_share_icon_13797') || document.getElementById('facebook_share_both_13797') || document.getElementById('facebook_share_button_13797'); 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_13797') { button.onmouseover = function(){'#fff'; = '#295582'; = '#3b5998'; } button.onmouseout = function(){ = '#3b5998'; = '#d8dfea'; = '#fff'; } } }

Squirrel Plan - Wed, 2015-03-25 01:00
Categories: Cartoons, Science News

Virtually unlimited classrooms: Pedagogical practices in massive open online courses

OLDaily by Stephen Downes - Tue, 2015-03-24 21:16

Brit Toven-Lindsey, Robert A. Rhoads, Jennifer Berdan Lozano, Internet, Higher Education, Mar 24, 2015

There are days I wish I had focused more on making gRSShopper a commercial product. Then it would be more widely used and would be included in studies like this which look at the pedagogies employed by different MOOC platforms. It would probably have changed the conclusion, which (like so many other studies) reads "given
the tendency for the pedagogical strategies of MOOC instructors to be tied to objectivist views of knowledge [and] relying primarily on one-directional relationships between instructor-based knowledge and students as recipients, as both constructivist theories and critical pedagogy highlight, is hardly conducive to the transformative forms of engaged learning seen as most valuable to encouraging both active learning and active democratic citizenship." Good paper, though. Via Grainne Conole, Facebook.

[Link] [Comment]

Making the Connection

OLDaily by Stephen Downes - Tue, 2015-03-24 21:16

Kim Cofino, always learning, Mar 24, 2015

Kim Cofino shares elements of her current keynote at the ECIS technology conference in Munich. "When we learn with technology the way we live with technology, the classroom can be just as relevant and engaging as our everyday digital interactions," she argues. She surveys many of the elements - mobile, customization, social - that support this. And she says "We know students are also readily engaged by media rich experiences... So, why are we often asking students to produce two dimensional paper products (posters, reports, magazines, whatever the case may be), when we can encourage them to create multimedia and interactive demonstrations of their understanding?"

[Link] [Comment]

16 of the top 20 Research Journals Let Ad Networks Spy on Their Readers

OLDaily by Stephen Downes - Tue, 2015-03-24 21:16

Eric Hellman, Go To Hellman, Mar 24, 2015

Via Audrey Watters comes this post from Eric Hellman showing that most research journals allow advertising networks to spy on their readers. "I'm particularly concerned about the medical journals that participate in advertising networks," writes Hellman. "Imagine that someone is researching clinical trials for a deadly disease. A smart insurance company could target such users with ads that mark them for higher premiums. A pharmaceutical company could use advertising targeting researchers at competing companies to find clues about their research directions."

[Link] [Comment]

Our Approach to Tracking and Cookies

OLDaily by Stephen Downes - Tue, 2015-03-24 21:16

Alan Levine, CogDogBlog, Mar 24, 2015

Alan Levine writes, "On a personal blog, I am not finding much justification for cookies (one of my Holy Grails is a comment mechanism that eliminates comments). I really loathe blogs where the URLs are all crufted with Google UTM tracking cruft on the end. I always chop them off before sharing" (I've corrected a typo in this quote). I too always chop the 'utm' tracking in links I report. I have cookies for those who want to post comments, but that's it. I keep track of the number of times a post is read, but not of who read it. I have server stats using awstats but I think those are broken (I'm not sure).

[Link] [Comment]

Binaries, Polarisation and Privacy

OLDaily by Stephen Downes - Tue, 2015-03-24 21:16

Frances Bell, Francesbell's Blog, Mar 24, 2015

How do you get nuance in a world of binaries? David A. Banks argues, according to Frances Bell, that "the ‘ binaries’ of up-voting and down-voting are inadequate for dealing with ambiguity and divisive topics. They are a tool for polarisation not a means of going beyond it." She also looks at the binary of public/private, a binary that has dominated a lot of recent discourse. "The binary nature of much of our online participation like/not like, friend/not friend, follow/ not follow, click/not click, upvote/downvote, block/ not block might be seeping into our culture,as well as the platforms on which we enact it." Well, yeah. But 'binary' isn't the issue; choice is. Any set of alternatives reduces logically to a set of binary choices; even the analog reduces to the differential. And binary up/down ratings systems are by far the most usable and most reliable (some people 'never give five stars').

We need to think this through carefully. There are two questions: first, how many choices do we get to make, and second, how are choices combined to create a result. More choices are better, but we reach a limit to out capacity to make choices. Sometimes pseudo-analog devices, like sliders, can help, but they reduce accuracy, and in any case, limits are still reached. More importantly, how do we combine choices? Usually it's a case of 'the most votes wins'. But this presumes everyone is asked the same question. It's more interesting is we have diverse questions. It's more interesting if we eschew 'most votes wins' for votes on inter-related entities (this gives each vote an 'echo' effect). We need choice, but more, we need to understand a lot better what choice is.


[Link] [Comment]

7 reasons: Why we need to kill boring ‘learning objectives’!

OLDaily by Stephen Downes - Tue, 2015-03-24 21:16

Donald Clark, Donald Clark Plan B, Mar 24, 2015

I'm not really a fan of learning objectives either. For the record, here are Clark's seven reasons:

  • Objectives make a poor first impression
  • Stating objectives defers learner engagement
  • They also cause people to stop paying attention
  • They are a misapplication of Gagne
  • The rule that objectives must be stated is overly prescriptive
  • It's difficult to write good objectives, and few master it
  • Stating them is a waste of time

From my reading, these sever objections are really just one objection stated over and over. And an even more important point, to my mind, is that different people have different objectives. It takes a lot of presumption on the part of the teacher to state their objectives.


[Link] [Comment]

Massive Open Online Course (MOOC) Market 2015-2020

Online learning update by Ray Schroeder - Tue, 2015-03-24 01:05

by MarketWatch

MOOCs appears as a very lucrative and commercially interesting solution for many companies looking to implement effective training programs for employees, MOOCs have the potential to revolutionize the corporate learning industry. Visiongain believes that 2015 will be a pivotal year and one of significant growth for MOOCs market as vendors address demands of higher education providers, schools and organizations. Not only will the MOOCs market flourish across education & learning sector. This growth will also generate additional demand across many industries especially wireless infrastructure, big data and cloud computing. The IT sector will also witness huge growth through widespread implementation of Big Data to derive maximum value from the valuable data collected via MOOCs and Cloud services for the seamless delivery of MOOCs no matter where you are located. As a consequence, Visiongain expects global MOOCs revenue to reach $1.5 billion in 2015.

Share on Facebook var button = document.getElementById('facebook_share_link_13795') || document.getElementById('facebook_share_icon_13795') || document.getElementById('facebook_share_both_13795') || document.getElementById('facebook_share_button_13795'); 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_13795') { button.onmouseover = function(){'#fff'; = '#295582'; = '#3b5998'; } button.onmouseout = function(){ = '#3b5998'; = '#d8dfea'; = '#fff'; } } }

People Who Use Firefox or Chrome Are Better Employees

Online learning update by Ray Schroeder - Tue, 2015-03-24 01:03

by JOE PINSKER, the Atlantic

Cornerstone’s researchers found that people who took the test on a non-default browser, such as Firefox or Chrome, ended up staying at their jobs about 15 percent longer than those who stuck with Safari or Internet Explorer. They performed better on the job as well. (These statistics were roughly the same for both Mac and PC users.)

Share on Facebook var button = document.getElementById('facebook_share_link_13789') || document.getElementById('facebook_share_icon_13789') || document.getElementById('facebook_share_both_13789') || document.getElementById('facebook_share_button_13789'); 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_13789') { button.onmouseover = function(){'#fff'; = '#295582'; = '#3b5998'; } button.onmouseout = function(){ = '#3b5998'; = '#d8dfea'; = '#fff'; } } }

Online course aims to put public gardens on a community mission

Online learning update by Ray Schroeder - Tue, 2015-03-24 01:02

By Alex Koeberle, Cornell Chronicle

Cornell has joined an effort to teach public garden educators how to use natural assets as a resource for learning and social change within their communities. Crnell has joined a national online education effort designed to help public garden educators transform their natural assets into community resources for scientific knowledge and social change. The first online class co-hosted by Cornell, a free six-week online course called EECapacity for Public Garden Educators, wrapped up last month and is part of an ongoing national environmental education training program. Lectures were delivered as a series of live videos, with opportunities for participants to answer questions and provide feedback on Facebook.

Share on Facebook var button = document.getElementById('facebook_share_link_13792') || document.getElementById('facebook_share_icon_13792') || document.getElementById('facebook_share_both_13792') || document.getElementById('facebook_share_button_13792'); 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_13792') { button.onmouseover = function(){'#fff'; = '#295582'; = '#3b5998'; } button.onmouseout = function(){ = '#3b5998'; = '#d8dfea'; = '#fff'; } } }

eCampusAlberta Quality Rubric for Online Courses

OLDaily by Stephen Downes - Tue, 2015-03-24 00:15

Tricia Donovan, eCampus Alberta, Mar 23, 2015

We're just now waiting for the final report from this group which has been looking at quality in online courses. They launched the eCampusAlberta Quality Suite 2.0 in 2014. "The suite is comprised of the Essential Quality Standards, the eLearning Rubric, the Quality eToolkit, an online review and database system, and many quality-related professional development resources and opportunities." Sheri Oberman writes asking "I wonder how much the quality rubric factors in the connectivism and heutagogy." It's a good question. She suggests a course leaves "long tail of relationships, questions, and methodologies." But must it? Is more better? I've always shied away from discussion of 'quality' connections - I really dislike the concept. If quality in a course isn't process-based (ie., isn't based on evaluations of autonomy, diversity, etc) then what is it? I haven't seen a good answer.

[Link] [Comment]

Yik Yak and Online Anonymity Are Good for College Students

OLDaily by Stephen Downes - Tue, 2015-03-24 00:15

Rey Junco, Wired, Mar 23, 2015

Rey Junco argues that the dangers of online harassment though anonymous messaging sites like YikYak are overstated. "Do issues of harassment happen on Yik Yak?" he asks. "Yes. Do they occur with a frequency that is disconcerting?" He does not state where he obtained these statistics, now what level of harassment constitutes "disconcerting" (one suspects he might have a higher tolerance for it than others). He also argues that Yik Yak has built-in measures to address harassment: "If a Yak or a comment receives 5 down votes, it is removed permanently from Yik Yak." My experience is that this is a mechanism more commonly used to stifle people objecting to harassing content.

[Link] [Comment]

Riipen: The LinkedIn for students

OLDaily by Stephen Downes - Mon, 2015-03-23 21:15

Kirsten Armour, VancityBuzz, Mar 23, 2015

I thought the LinkedIn for students was Facebook - but I guess times have changed. "Riipen is an interactive way to pad your resume for students and recent grads.... With Riipen, students can build their online profiles and meet companies via short-term, skill specific projects and paid work opportunities. Companies will post projects on Riipen, who will then alert users by targeted email blasts or through one of the company’ s social media channels." Of course, this could end up being 'the unpaid labour path for students', so there's a bit of a risk there. And actually, it seems more to me to be 'the Monster for students'.

[Link] [Comment]

Engaging Faculty in Online Education

Online learning update by Ray Schroeder - Mon, 2015-03-23 01:09

by Karen H. Sibley and Ren Whitaker, EDUCAUSE Review

By drawing on direct experience, facilitating learning from peers, and exploring engagement practices, Brown University’s online development team is creating an online learning “adoption wave” among faculty. The online development team continues to introduce ways of helping faculty and senior administrators more fully understand and expand on the opportunities online learning presents. An institution steeped in the traditions of residential education and initially dubious of online education now builds on its early success with online learning.

Share on Facebook var button = document.getElementById('facebook_share_link_13786') || document.getElementById('facebook_share_icon_13786') || document.getElementById('facebook_share_both_13786') || document.getElementById('facebook_share_button_13786'); 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_13786') { button.onmouseover = function(){'#fff'; = '#295582'; = '#3b5998'; } button.onmouseout = function(){ = '#3b5998'; = '#d8dfea'; = '#fff'; } } }


Subscribe to Ulrich Schrader's Website aggregator