news (external)

GKV - endgültige Rechnungsergebnisse

Gesundheitsberichterstattung - Tue, 2015-07-14 00:00

Die im Informationssystem eingespeicherte gestaltbare Tabelle aus der "KJ 1-Statistik (gesetzliche Krankenversicherung: endgültige Rechnungsergebnisse) " des Bundesministeriums für Gesundheit wurde um das Jahr 2014 ergänzt.

Categories: Science News

Against Students

OLDaily by Stephen Downes - Mon, 2015-07-13 14:15

Sara Ahmed, The New Inquiry, Jul 13, 2015

I can't praise the writing (and the over-use of one line paragraphs), but the core thesis seems correct: many valid criticisms of academia are being 'swept away' through criticisms of neo-liberal doctrine and the idea of students as consumers. People say that students are 'too sensitive', according to the author, but they need to be 'too sensitive' in order to respond to questionable priorities and outright discrimination in the current system. It's akin to the use of the term 'politically correct' to dismiss legitimate grievances, to my mind. As Ahmed writes, "Those who are accused of harassment can argue, or at least imply, that students who challenge their practices are acting like consumers, being censoring, over-sensitive, or just complaining."

[Link] [Comment]

Beyond the Transcript

OLDaily by Stephen Downes - Mon, 2015-07-13 14:15

Paul Fain, Inside Higher Ed, Jul 13, 2015

The Lumina Foundation has sponsored an initiative top extend the traditional university transcript. "Student knowledge that might be documented in next-generation transcript prototypes include co-curricular or experiential learning -- maybe working on a campus robotics team -- or even soft skills like critical thinking and good communication. Digital badges also could be included." A variety of options may be considered: "Notable players include Parchment, the National Student Clearinghouse and Campus Labs. Related offerings include those from Merit Pages, Degreed and the Mozilla Foundation’ s Open Badges."

[Link] [Comment]

Survey: MOOCs Supplement Traditional Higher Ed

Online learning update by Ray Schroeder - Mon, 2015-07-13 02:09

By Joshua Bolkan, Campus Technology

A new survey of students enrolled in massive open online courses (MOOCs) suggests that the courses are supplementing traditional higher education forms and “democratizing learning.” Researchers from Duke University studied “13 free, open-access digital courses offered by Duke using the Coursera platform,” according to a news release, and found that the courses “are popular among youngsters, retirees and other non-traditional student populations.” The team analyzed pre-course surveys administered to all students who signed up for a fall 2014 MOOC offered by Duke, looking specifically at responses from 9,000 people younger than 18, older than 65 and those who reported that they had no access to higher education.

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UC Santa Cruz develops innovative online courses available to all UC students

Online learning update by Ray Schroeder - Mon, 2015-07-13 02:05

by Tim Stephens, UC Santa Cruz

UC Santa Cruz faculty venturing into the brave new world of online education are finding that a well-designed online course can be more accessible, and may even provide a better educational experience for students, than some traditionally taught courses. This is especially true for courses that large numbers of students are required to take for their majors, such as calculus. The online calculus courses taught by UC Santa Cruz math faculty Frank Bäuerle and Anthony Tromba (“Calculus for Science, Engineering, and Mathematics,” Math 19A & 19B) are now available to all UC students through the UC Online cross-campus enrollment system.

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MIT uses artificial intelligence to predict online learning drop outs

Online learning update by Ray Schroeder - Mon, 2015-07-13 02:02

By Larry Dignan, ZD Net

MIT said it has begun using artificial intelligence and big data techniques to better predict which students will drop out from open online courses. The news, which was detailed at a conference on artificial intelligence in education last week, is notable for a few reasons. First, online education is promising, but recent surveys have indicated that there are cultural issues at universities hampering online enrollment. The other issue is that some students simply aren’t disciplined enough for online learning. MIT’s techniques touch on that latter point a bit.

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Episode VII - Mon, 2015-07-13 02:00
Categories: Cartoons, Science News

Introducing the Open Badges 101 course! [pre-alpha]

OLDaily by Stephen Downes - Sun, 2015-07-12 20:13

Doug Belshaw, Jul 12, 2015

It took me about ten minutes to go through  the entire course as it is, which is basically a series of useful images linked in a linear path (next... next... next... - start here). So, yeah, there's a lot of work to be done in this course and it's totally pre-alpha. Totally fair. And you can connect to  the GitHub forums discussing how it can be improved (which, frankly, should be retained as a permanent part of the course - because, why not?) How would I improve it? Well, none of the  broad networks of connectivity envisioned in the course exist in the course. How do you make that work by building a course? I don't think you can - I think you have to start with the broad networks of connectivity, and then design learning experiences (possibly including courses) after you've done that.

[Link] [Comment]

Some (further) thoughts about ‘agile’ learning design

OLDaily by Stephen Downes - Sun, 2015-07-12 17:13

Tony Bates, online learning and distance eductaion resources, Jul 12, 2015

If you want to learn about agile learning design, you are probably better off learning about  agile software design - from which it is derived - than from reading about agile learning designe. Agile is a well-established and well-tested approach to designing software in dynamic and changing environments; we are using it at NRC to build LPSS. But note, you'll find some key differences between the two. The agile design I read in this Tony Bates article owes a lot more to traditional learning design than it does to agile. Imagine these principles applied to learning:

  • Individuals and interactions over processes and tools
  • Working software over comprehensive documentation
  • Customer collaboration over contract negotiation
  • Responding to change over following a plan

Now compare with what we read in the Tony Bates article summarizing Peter Rawsthorne’ s model of agile learning design: "clearly defined and measurable broad learning goals... sub-goals or topics, negotiated with learners... core learning materials and tools chosen in advance by the instructor... assessment based on pre-determined criteria linked." I can see the relation between this and agile - but it's like Rawsthorne can't let go of the core principles of instructional design where they conflict with an approach that would result in, well, a cMOOC.

[Link] [Comment]

Stop Blaming ‘The System’

OLDaily by Stephen Downes - Sun, 2015-07-12 17:13

Dan Haesler, Jul 12, 2015

This is one of those posts where I'm half in agreement and half in disagreement. The essence of Dan Haesler's comment is that we should stop blaming what we can't change and start working on what we can change. "I often hear that things will  never  change until we get rid of NAPLAN or the ATAR and we can’ t innovate in the current educational climate," he writes. "Well if that’ s your position then it’ s a bit of a cop-out. Because let’ s be honest, they aren’ t going anywhere." I agree in the sense that we should not let the system limit us; I often work outside, around or underneath the system to make things work. And like Saul Alinsky, I try to make the system work toward my own ends. But he's wrong when he suggests we should just let the system be. It often is wrong, it was built to impair progress and equity, and it should change - and if we would around the system well enough, ti will change.

[Link] [Comment]

Syrians see the limits of an education in refuge

OLDaily by Stephen Downes - Sun, 2015-07-12 05:13

Michael Pizzi, Al Jazeera, Jul 11, 2015

There are issues here that defy easy solutions. The U.N. High Commissioner for Refugees (UNHCR) has generally dealt with cases in Africa, and so only provided rudimentary education. But in a middle-income country like Syria, expectations are higher (and, honestly, they should be higher for Africa as well). And, "there is an urgency to these efforts, saying disaffected Syrian youths may be vulnerable to extremism," and this is true in any case where refugees are created, not just Syria. It seems to me online learning and online commerce should be able to help, but in the long run, I think we need to create a freedom of mobility, so people aren't trapped in dictatorships, impoverished nations, or refugee camps. As is always the case, education is a necessary, but not sufficient, solution to humanitarian issues.

[Link] [Comment]

Updated E-Learning Definitions

OLDaily by Stephen Downes - Sun, 2015-07-12 02:12

John Sener, Online Learning Consortium, Jul 11, 2015

Useful set of definitions that will help people discussing e-learning. It focuses only on types of course (traditional, blended, online) and programs. " Our hope is that it will move us toward a set of shared, commonly understood definitions that will facilitate the sharing of research data and professional standards in our field." Via D'Arcy Norman.

[Link] [Comment]

Who takes Massive Open Online Courses (MOOCs)? A HarvardX, MITx study

Online learning update by Ray Schroeder - Sun, 2015-07-12 02:10

by Journalist’s Resource

A 2015 report from a research consortium at Harvard University and MIT provides new data on the MOOC project that the two universities jointly launched in 2012. One of the largest surveys of MOOCs to date, it builds on a series of reports released in 2014 that focused on the joint project’s first year of operation. The new report, “HarvardX and MITx: Two Years of Open Online Courses,” includes data collected between July 2012 and September 2014. Researchers used newly available data and surveys to better understand who the participants are and how they take advantage of the free online courses offered by the two institutions. The findings are based on 68 courses across HarvardX and MITx, 1.7 million participants and 10 million hours of participation.

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“How Music Got Free” – Implications for Higher Ed?

Online learning update by Ray Schroeder - Sun, 2015-07-12 02:09

By Joshua Kim, Inside Higher Ed

What is so great about How Music Got Free is that Witt takes us into the minds of the people running the record company’s. (And very deeply into the mind of Doug Morris, the guy who ran Universal Music Group). Perhaps no group of executives have ever been less prepared for the digital economy than the record executives. (Although newspaper people – and maybe even higher ed folks – may argue with that assertion). Even if the music industry honchos had understood the new digital world, it is not clear to Witt that they could have done much differently…. Today’s successful musician will make most of their money from touring, not music sales. How Music Got Free offers an insiders guide to the demise, and possible reinvention, of an industry. When will someone like Stephen Witt turn their attention to higher education? What should us higher ed incumbents learn from the story of the record industry?

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Western Governors University to offer online classes in Nevada

Online learning update by Ray Schroeder - Sun, 2015-07-12 02:05

By Ian Whitaker, Las Vegas Sun

Buoyed by an endorsement from Gov. Brian Sandoval, the online Western Governors University is making its way into Nevada. The university announced this month that it would offer classes in the state. The private, nonprofit school is based in Utah and has more than 57,000 students nationwide. The university will offer degrees in information technology, health, teaching and business in an attempt to align itself with the state’s goals of building a skilled workforce in those fields.

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Vt. signs reciprocity agreement for online classes

Online learning update by Ray Schroeder - Sun, 2015-07-12 02:02

By Lola Duffort, Rutland Herald

The state has signed an agreement that will make it much easier — and cheaper — for Vermont-based colleges to export their online courses to students nationwide. Currently, a college must get approval from each state from which it intends to enroll students to their online courses — an often complicated and costly process. The National Council for State Authorization Reciprocity Agreement, to which Vermont has just signed on, simplifies that process. SARA member states agree to allow participating institutions from across the country to offer their courses to students within their borders without seeking that separate state’s approval.

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Employability and quality of life

elearnspace by George Siemens - Sun, 2015-07-12 01:40

The employability narrative for higher education is over powering. While I certainly agree that work is important, I think the framework of “getting a job” is too limiting for the role that higher education (can and should) play in society. I had the privilege recently to deliver a talk to a group of folks at HERDSA in Australia on this topic. My argument: employability is important, but quality of life is more critical as a long term focus. Slides are below.

Exploiting emerging technologies to enable quality of life from gsiemens

The battle for open-access information

OLDaily by Stephen Downes - Sat, 2015-07-11 17:11

Martin McKenzie-Murray, The Saturday Paper, Jul 11, 2015

I've been an AAAARG member for a  long time, though in recent years it has become less useful (as people have been sharing citations, but not actual papers). AAAARG has survived legal cases, public opposition, and more, and I imagine it will survive this article, which wile it sounds sypathetic, ultimately insists that the site is doing something wrong, trotting out the old and well-worn argument to do so: “ To state the obvious, most anti-copyright activists have never had to rely on [lending rights] payments or royalties to pay rent. More than that, it has always struck me as odd that many on the left support working wages for the poor, but not the right of authors to earn a living from their work, which is one of the things copyright facilitates." If royalties were the only way to pay authors, I would be in agreement. But they're not, and the way we do it now has resulted in the least efficient and most unfair system possible. Via Darcy Moore.

[Link] [Comment]

The EHR in the room.

NLM - Nursing Informatics - Sat, 2015-07-11 14:11
Related Articles

The EHR in the room.

Nursing. 2015 May;45(5):8

Authors: Pendersen C

PMID: 26052597 [PubMed - indexed for MEDLINE]

Categories: nursing informatics

Are small, private online courses the future of higher education in America?

Online learning update by Ray Schroeder - Sat, 2015-07-11 02:09

by James Poulos, the Week

A wellspring of fresh faith has surged up around so-called SPOCs. Small and Private, not Massive and Open, SPOCs are boasting better completion rates and better vibes than their highly scalable predecessors. Garlock posits a developing consensus: “[B]y using technology to combine the centuries-old lessons of campus education with the best promises of massive learning, SPOCs may be the most relevant and promisingly disruptive experiments the MOOC boom has yet produced.” So long as the SPOC model is restricted to accredited universities, however, its impact is likely to be limited in at least one important way. Even if, as Garlock suggests, it “enables deep engagement through intense Socratic discussions” in a way that far surpasses what MOOCs can achieve, it’s still beholden to the formal and informal rules of academic officialdom — where shifting, often shadowy moral and bureaucratic strictures have made the pursuit of wisdom in the classroom prohibitively difficult and risky.

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