news (external)

Ria #28: Dr. Todd Campbell On Managing Large Research Grants

OLDaily by Stephen Downes - Tue, 2016-10-11 11:48

, Ecampus Research Unit | Oregon State University, Oct 11, 2016 In this episode, Dr. Todd Campbell discusses his experiences applying for and managing large research grants. [Link] [Comment]

Online Tutoring Market Expected to Grow 6.15% Over Next Four Years

Online learning update by Ray Schroeder - Tue, 2016-10-11 02:07

By Richard Chang, THE Journal

The online tutoring services market in the United States is expected to grow at a compound annual growth rate of 6.15 percent between 2016 and 2020, according to a recent report by market research firm Technavio. Some of the factors that help explain the anticipated growth are: The advent of technology has expanded the market by allowing numerous types of tutors to reach out to a wider student base; Advancements in information and communications technology have led to the emergence of virtual classrooms worldwide; And the rise of virtual classrooms has led to an increase of private, online tutoring service providers as well.

Share on Facebook var button = document.getElementById('facebook_share_link_21073') || document.getElementById('facebook_share_icon_21073') || document.getElementById('facebook_share_both_21073') || document.getElementById('facebook_share_button_21073'); 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_21073') { button.onmouseover = function(){'#fff'; = '#295582'; = '#3b5998'; } button.onmouseout = function(){ = '#3b5998'; = '#d8dfea'; = '#fff'; } } }

Ranking identifies the 50 best online colleges for quality and affordability in 2016-2017

Online learning update by Ray Schroeder - Tue, 2016-10-11 02:05

by eCampus News

Analysis shows best online schools based on costs, quality and flexibility., a site for higher education information and resources, has released its ranking of the Best Online Colleges for 2016. The site analyzed more than a dozen unique data points to identify the colleges and universities providing students with the highest quality and most affordable online learning options today. “We wanted to highlight the schools that offer the best combination of degree program cost, quality, and flexibility,” said Dan Schuessler, CEO and Founder of “These schools continue to adopt and scale innovative learning methods to help students realize academic success.”  To qualify for the list, colleges must have regional accreditation and hold public or private not-for-profit standing. Schools earning a spot on the ranking also had at least ten online degree programs and an annual in-state tuition under $25,000. To see the full ranking of Best Online Colleges and the methodology used to rank them, please visit the following page:

Share on Facebook var button = document.getElementById('facebook_share_link_21061') || document.getElementById('facebook_share_icon_21061') || document.getElementById('facebook_share_both_21061') || document.getElementById('facebook_share_button_21061'); 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_21061') { button.onmouseover = function(){'#fff'; = '#295582'; = '#3b5998'; } button.onmouseout = function(){ = '#3b5998'; = '#d8dfea'; = '#fff'; } } }

Is it time to rethink the term nontraditional student?

Online learning update by Ray Schroeder - Tue, 2016-10-11 02:03


NCES data shows that institutions have been scrambling to accommodate massive numbers of nontraditional students. Should higher education rethink what makes a “traditional” student today? Data from the National Center for Education Statistics (NCES) on students applying for financial aid highlight the ever-increasing need for colleges and universities to diversify their programs and make more available online education. The data, culled from the most recent student financial aid information (2011-12), and discussed in the NCES brief, “Demographic and Enrollment Characteristics of Nontraditional Undergraduates,” examines prevailing characteristics in enrolling students, and argues that knowledge of these characteristics should further urge institutions to diversify their services.

Share on Facebook var button = document.getElementById('facebook_share_link_21045') || document.getElementById('facebook_share_icon_21045') || document.getElementById('facebook_share_both_21045') || document.getElementById('facebook_share_button_21045'); 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_21045') { button.onmouseover = function(){'#fff'; = '#295582'; = '#3b5998'; } button.onmouseout = function(){ = '#3b5998'; = '#d8dfea'; = '#fff'; } } }

From Deficiency to Strength: Shifting the Mindset about Education Inequality

OLDaily by Stephen Downes - Mon, 2016-10-10 23:47

Yong Zhao, Oct 10, 2016

This is an excellent article that takes a deep look at the concept of merit and 'the achievement gap' in education. In a nutshell, the argument begins with the observation that cuurent programs operate on a 'deficit model' of learning - students are judged to be deficient, and then it is the task of education to address that deficiency. But this system perpetuates the gap "because the paradigm reinforces and reproduces educational and social inequity by design." Yong explains: "The ideal of meritocracy is built on four assumptions. First, a society/authority can correctly identify the merit. Second, there are ways to accurately measure the merit. Third the merit is only individuals’ innate potential plus their efforts. In other words, it has nothing to do with their family background. Fourth, everyone has the same opportunity to develop the merit. None of these assumptions is true." Keep this article in your citations list; you'll be referring to it again and again. Also posted at the National Education Policy Center; Journal of Social Issues  Vol. 72, No. 4, 2016, pp. 716– 735.  Download the PDF version.

[Link] [Comment]

Workplace by Facebook opens to sell enterprise social networking to the masses

OLDaily by Stephen Downes - Mon, 2016-10-10 23:47

Ingrid Lunden, TechCrunch, Oct 10, 2016

Facebook is launching an enterprise version of its software called Workplace in a bid to replace emails in the office. Everybody wants to replace workplace emails, of course, but there is a wide range of products already in the marketplace that already do that. The sector is called 'enterprise social' or 'enterprise collaboration' and includes well-known products and companies such as Jive, Yammer from Microsoft, Chatter from Salesforce, Hipchat and Jira from Atlassian, Slack, and more. Facebook, frankly, feels like a toy when compared to these products. But against that, there's this: "Facebook has become a de facto platform for billions of consumers globally to communicate with each other in the digital world, and now it is aggressively moving  to be  the same in the working world." More from BBC, Fortune, Engadget, Recode, CNet, CBC.

[Link] [Comment]

New Directions in Open Education

OLDaily by Stephen Downes - Mon, 2016-10-10 23:47

Michael Caulfield, Hapgood, Oct 10, 2016

Transcript of an excellent talk by Michael Caulfield. He begins with a historical perspective, first with a description of some of his own projects from the 90s, then a more general account of web history, leading ultimately to MOOCs and open learning. The point of his talk is to question the typical argument for OERs, specifically, that we can create a learning resource once and then reuse it over and over. For practical reasons, this doesn't really work - the 'human core of open', he says, is based on belonging, relevance and diversity of experience. Simply showing a video from Yale won't satisfy these needs. What does resonate, though are what he calls 'choral explanations'. We  covered these in July. These support "what we called 'loosely-coupled coursesl — courses that were connected not in this lockstep we-read-everything-on-the-same-day way, but through mutual meaningful activities," he writes. "These loosely-coupled courses did a lot better at engaging connected classes."

[Link] [Comment]

Diversity And Diversity Training

OLDaily by Stephen Downes - Mon, 2016-10-10 08:47

, (Stephen Downes), CC BY-NC-ND, Half an Hour, Oct 10, 2016 Donald Clark appears to be settling into the role of the voice of the closed society. His latest foray into this is his recent column arguing that diversity is "wrong-headed". Leaving aside the question of which monoculture we would settle upon were we to do away with diversity (I'm thinking Hopi, maybe, or perhaps Maori) his argument is based on a short-sighted and narrow interpretation of what diversity means.
Clark's point of departure is Goran Adamson’s TheTrojan Horse. It is naturally not available as open content, so we have to rely on additoonal sources to look at the argument. An earlier report of his, Immigrants and Political Participation, he argues "successful assimilation of immigrants mainly is achieved by downplaying the exotic implication of group-based difference." (p.40) Terri Murray summarizes, "multicultural ideology makes a fetish, like the racial theories of yore, of ethnic diversity... the multicultural view of immigrants doesn’t treat them as individuals who have a basic human need for self-determination; rather, 'the immigrant' is an abstract type, a species, a race." Worse, writes Murray, "When it comes to ethnic groups themselves, the rights of dissenting minorities within these groups are rarely defended. That’s because the multicultural agenda treats ethnic subcultures as homogeneous groups." Clark takes this one step further, addressing diversity training. He writes, "Major studies from Dobbin, Kalev and Kochan show that diversity training does not increase productivity and may, in fact, produce a backlash. Most don’t know if it works as evaluations are as rare as unicorns" Clark makes his case in ten points, and we'll address them in turn. The headings are Clark's, not mine. 1. Ideology of Diversity The case in both Adamson and Clark is that the choice is being force upon us between individual freedom and the rights of a culture to assert itself. We'll revisit this theme many times. But to begin, the argument in favour of diversity is itself being presented as an ideology, against which no dissent is allowed. "‘Diversity’ is a word that cannot be questioned," writes Clark. "The rhetoric that surrounds diversity in itself seems to censor debate, a diversity of views being the first victim." The existence of Adamson's report and Clark's column are, of course, counter-examples to this proposition, and there is no shortage of writing against the concept of diversity available for anyone to read. A quick search reveals the article Against Diversity published by the National Association of Scholars, a similar article published in the Economist, Walter Benn Michaels against diversity in New Left Review, and the list goes on and on. Indeed, I wonder just what sort of opposition it is that they feel has been prohibited. Some of the more extreme expressions against diversity (of which, again, there have been many) speak of dress codes, language restrictions, and prohibitions against some religions. At a certain point the opposition to diversity tends to blend with outright racism. It is no surprise to see people react poorly to this (though one observes in the Trump and UKIP campaigns a suggestion that even this maay be tolerable). Clark seems to suggest that this 'ideology' in favour of diversity is what supports the phenomenon of diversity training, despite evidence speaking against it. "The vast amount of time and money spent on diversity training, when evaluated, is found wanting, mostly ineffective, even counter-productive," he writes. It's an old argument, a favourite of the Harvard Business Review set, and not surprising to see it repeated here. The same could be said (and, indeed, has been said) about training in general. Yet workplace training persists, not because whatever it promotes is held forth as some sort of ideology, but because workplace training officers don't know better, and because managers cling to traditional and outmoded views about training. It's not surprising at all that forced diversity training can be ineffective; people respond poorly to coercion. But at the same time, "When attendance is voluntary, diversity training is followed by an increase in managerial diversity," said Alexandra Kalev, a sociologist at the University of Arizona, (once of the researchers cited above). The 'ideology of diversity' argument is a red herring. It is not based in fact. And it fails as an explanation of the failure of training. 2. Groupthink Clark writes, "Companies, worldwide spend many hundreds of millions of dollars each year on diversity training. The tragic truth is that most of this is wasted. Groupthink seems to be at the heart of the matter." 'Groupthink' is a term coined by social psychologist Irving Janis to describe what occurs when a group makes faulty decisions because group pressures lead to a deterioration of “mental efficiency, reality testing, and moral judgment” (p. 9). Is that what is happening here? Clark cites "groupthink among compliance training companies, who simply do what they do without supporting evidence and tout ineffective ‘courses’. Groupthink in HR, who find it easier to just run ‘courses’ rather than tackle real business problem." This sounds like the problem of a monoculture, not one particular to proponents of diversity. Indeed, diversity - a broader sense of diversity than the caricature being criticized by Clark here - is often offered as a response against groupthink. As this article states, "Groupthink occurs when a highly homogeneous, cohesive group fails to critically analyse and evaluate alternative ideas for the sake of harmony and conformity. In such a group, disagreement with the consensus is discouraged, which eliminates independent thinking and creativity." It is important to understand that diversity is more than the mere celebration of exotic cultures. There are many ways in which people can be diverse, and the promotion of diversity is centered around encouragement of distinct perspectives and points of view, not just the elimination of offensive behaviour. This is called 'thought diversity'. "Thought diversity “goes beyond the affirmation of equality - simply recognizing differences and responding to them. Instead, the focus is on realizing the full potential of people, and in turn the organization, by acknowledging and appreciating the potential promise of each person’s unique perspective and different way of thinking”, summarizes a 2013 study by Deloitte Consulting. 3. Ill-defined It may be that Clark was thinking along similar lines as he wrote his piece, as his next argument focuses on the vagueness of the term 'diversity'. "One could invoke the idea that individuals are unique, and this uniqueness is paramount. Unfortunately, it then focuses on race, ethnicity, gender, sexual orientation, age, physical abilities, religious beliefs, political beliefs, or other ideologies," he writes. What Clark sees to be doing is drawing a distinction between what might be called individual-based diversity and group-based diversity. Indivisual-based diversity might include a person's unique point of view, perhaps their income level, and the like, while (he says) "But ethnicity, gender and so on are terms associated with the collective, not the individual." I'm sure this would come as a surprise to people who happen to find themselves Chinese, women, or gay. I still remember seeing a documentary about race, where the speaker was objecting to the idea of people being 'colour blind'. "My blackness is who I am," said the man. "It is myself, it is my identity." And that's the thing about race, culture, religion, gender, orientation, and the other terms associated, as Clark says, with the collective. There is no 'black collective'. Or, to put it another way, all forms of fiversity apply equally well to the group and to the individual. It is a simple and fundamental point of logic, known since Aristotle, that any property can be used to define a category. One of the fundamental elements of diversity training is the effort to show people are fundamentally individuals and that it is inappropriate to treat them as though they were all the same. Even in a close-knit community (the Mormons, say, or Cook Islanders) it is a category error to create and apply 'collective' properties (like, say, "all Mormons wear white shirts", or "all Cook Islanders love the ocean") to individuals. We don't need to define diversity; only people consumed with group identity need to do that. The core idea behind diversity is that we encourage and respect differences between individuals. The prrinciple is the sae whether we are talking about their race or their taste in motocycles. 4, Lazy Cultural Relativism As someone who has spent a lifetime as one who would be defined as a 'cultural relativist', I can say with assurance that there is nothing lazy about it. It is a constant effort to remind myself that other people may have different values, beliefs, and world-views than I do. At the same time, I find that my own unique set of values, beliefs and world-views are substantially different from the majority, and I must struggle with this every day as well. For example, I believe that showing McDonalds advertising to children is morally wrong, I believe that people reason by means of similarity and metaphor, not logic and mathematics, and my world view does not include universals or laws of nature. Clark writes, "a lazy cultural relativism descends, disallowing criticism of illiberal cultural norms. Freedom of speech is under attack from ‘trigger theory’, art is censored, honour crime not ruthlessly dealt with, FGM still prevalent. Any definition of diversity is glossed over and replaced with diversity plans." This one-paragraph argument is itself lazy and poorly thought out. I understand that some people find the cultural practices of other cultures to be morally repugnant. I recognize they feel that way and may indeed even argue that way. Where we come into disagreement is when the other person represents their moral perspective as fact, and depicts their own culture as obviously superior to the other. In the case of the four items listed by Clark, there are well-tolerated practices in my own culture, and his own culture, that are equally barbaric, and yet treated as normal. For example, one society that opposes 'honour killings' is fine with 'stand your ground' laws that permit legal homicide. Other societies that condemn female genital mutilation (FGM) as barbaric are fine with the routine practice of MGM (male genital mutilation). For my own part, I believe that both murder and mutilation are both wrong, yet I have not found one culture on earth that believes these without reservation. No, cultural relativism isn't lazy. Expressing a sanctimonious belief in your own world view is lazy. One-paragraph dismissals of difficult ethical philosophies are lazy. 5. Not an Intrinsic Good? Clark argues that diversity is not an "intrinsic good", giving examples where sameness may be preferred to difference. "Is polygamy better than monogamy? Will your coding team always benefit from having an even gender and ethnic mix or a ruthless focus on competence? Diversity rhetoric praises ethnic presence but could be a substitute for excellence and ideas?" Clark slips into this short paragraph the old idea that support for diversity means sacrificing excellence. The suggestion is that by focusing on including (say) a person of colour on a team, we may be excluding a more qualified (or more competence, etc.) person who is not diverse. This proposition depends on the idea that there is one set of properties - coding excellent, for example - that is relevant to team formation, and there are other sets of properties - cultural background, for example - that are not relevant. This presupposition depends in turn on the idea that the relevant set of properties could be identified and that differences in those properties could be measured in a statistically significant way. And even if we can address all that it may well be that it is better overall to accept a less productive team in support of the principle that teams should be diverse. Because there is always more at stake than the performance of the individual team. If diversity is a value in society as a whole, this value may prevail whether or not it is a value in any particular case. For example, consider airline pilots. It is arguable that we should ignore diversity in the cockpit because we want excellent pilots. But, first, it is arguable that even if women pilots aren't as good as men (a proposition which I doubt, by the way) it is demonstrably the case that they are good enough. And there is a need for girls to see examples of women pilots as role models. This depends on the idea that diversity is a social good, of course. I believe it is - but again, this belief isn't a lazy belief, or even a popular belief. It most societies around the world, it is a minority belief. Which is what makes Clark's style in this article all the more astonishing. 6. Diversity as Conservatism I don't automatically dismiss conservatism as wrong. But if it is, would it be an argument against diversity that it supports conservatism? "Diversity is a deeply conservative idea masquerading as progressive," says Clark. "It replaces meritocracy with multiculturalism." Let's stop right there for a moment. The concept of 'meritocracy' is deeply flawed and almost universally misapplied (this is the other part of the argument from the previous section). There are numerous arguments against the concept: it presupposes we can measure merit, it presupposes that merit reflects a person's worth, and it presupposes merit reflects an individual rather than their social of cultural background. Moreover, meritocracy is morally wrong. As David Freedman writes, "Smart people should feel entitled to make the most of their gift. But they should not be permitted to reshape society so as to instate giftedness as a universal yardstick of human worth." Moreover, it is the gifts one has received in life that contribute to whatever qualities we call 'merit' - and luck does not convey any sort of moral primacy or quality of judgement. One only needs to observe the behaviour of the wealthy and gifted of British society to see that. Where Clark is correct is that diversity brings with it difficult choices. As he observes, "From a feminist point of view, diversity may tolerate attitudes, cultural norms and behaviours that may prevent gender equality." Quite so. Nobody is automatically right in a diverse society. Every form of difference needs to, and has the right to, make a case. Ultimately it's about choice and deciding for oneself. He also writes, " It prevents us from taking a secular view of the world, as we give in to relativism and acceptance." This is not true.I take a secular view of the world, as everyone knows. I also encourage those who wish to pursue a religious view of the world to do so. What 'diversity' means is that they can't force me to be religious, and I can't force them to be secular. Indeed, it's even a matter of bad taste to even try. "The group trumps the individual," he writes. "It pits the poor against the poor. Ultimately, it is the dull traditionalism of conservatism." It does so only if we view these as struggles in which one or another type of diversity must ultimately prevail. But this is unreasonable. Nobody thinks that it is 'diversity' to hold that Sharia law ought to apply in all cases. The people who oppose diversity are the ones pitting one group of people against another; they are, indeed, the ones who are representing them as groups in the first place. 7. Diversity does not lead to increased productivity This was the major point raised by Adamson and others, and yet it begs the question: who said the objective of diversity was to increase productivity in the first place? So we have Thomas Kochan saying, "There are no strong positive or negative effects of gender or racial diversity on business performance." But big deal. " According to the American Society for Training and Development's 2002 state of the training industry report, only one in 10 companies attempts to create results-based evaluations of its training programs." Companies engage in diversity training to avoid litigation and human rights cases. They also do it because women and ethnic minorities (among others) are larger and larger parts of their customer base. To work in a global environment pretty much requires understanding of, and acceptance of, other cultures. The five-year study referenced by Clark earlier and in this section provides an unambiguous statement in support of diversity: Diversity is a reality in labor markets and customer markets today. To be successful in working with and gaining value from this diversity requires a sustained, systemic approach and long-term commitment. Success is facilitated by a perspective that considers diversity to be an opportunity for everyone in an organization to learn from each other how better to accomplish their work and an occasion that requires a supportive and cooperative organizational culture as well as group leadership and process skills that can facilitate effective group functioning.The same authors continue: training programs must help managers to develop the leadership and group process skills needed to facilitate constructive conflict and effective communication... raining programs that improve the skills of managers and team members may be particularly useful, but training alone is not likely to be sufficient. Organizations must also implement management and human resource policies and practices that inculcate cultures of mutual learning and cooperation. It's always a good idea to read the articles you cite. 8. Diversity shows virtually no effect No doubt Clark means to say here that diversity training shows virtually no effect. Then it would make sense to quote Frank Dobbin saying "Practices that target managerial bias through…diversity training, show virtually no effect.” Clark has cited this study numerous times through the years, though the number of citations it has received (969, according to Google Scholar) suggests that he protesteth too much when he says it was "ignored". It is worth noting, first of all, that Dobbin are not opposed to diversity itself. Indeed, the paper reads as supportive of diversity, with the authors surveying companies to find out what workss. That's why we read not simply that diversity training has no effect, but rather, a range of programs that do have an effect: The most effective practices are those that establish organizational responsibility: affirmative action plans, diversity staff, and diversity task forces. Attempts to reduce social isolation among women and African Americans through networking and mentoring programs are less promising. Least effective are programs for taming managerial bias through education and feedback. Fair enough. But that's certainly not the persepective Clark would have us believe the authors represent. 9. More harm than good Once again it is not clear whether Clark is talking about diversity in general or diversity training in particular (he appears to conflate the two throughout the article). I think we can take it as a given that diversity programs, including training programs, can spark a backlash. There is ample empirical evidence of the backlash. The mere presence, for example, of women with an opinion seems to be very threatening to a certain subset of society. It is not surprising to see this in response to training programs as well. The anti-diversity backlash isn't unique to diversity training. Human resource writers have observed the backlash to all sorts of diversity programs, not just training. Even when the program is voluntary, it has triggered a backlash. It happens because the people who used to benefit from a monoculture no longer benefit. "The researchers reported that diversity efforts have led to increased numbers of women and minorities attaining managerial positions, but sometimes those efforts “can stimulate backlash among non-beneficiaries who may feel unfairly disadvantaged by these policies,” the report states." It is not at all clear that this backlash constitutes "more harm than good". There was significant backlash against the freeing of the slaves in the mid 1800s in the United States, but this backlash not mean that the freeing of the slaves caused "more harm than good". Any time an unfairly privileged class of people loses that privilege, there will be a backlash. 10. No evaluation It is not true that there has been no evaluation of diversity training programs, because then it would be impossible to state - as Clark has done consistently through this article - that diversity training has had no effect. Obviously some evaluation has taken place. Clark cites another of Kalev's studies, this one a 2008 review of 830 companies. According to this article, the study found "the kind of diversity training exercises offered at most firms were followed by a 7.5 percent drop in the number of women in management. The number of black, female managers fell by 10 percent, and the number of black men in top positions fell by 12 percent." But even this isn't the condemnation of diversity training Clark contends it is. The article continues: The analysis did not find that all diversity training is useless. Rather, it showed that mandatory programs -- often undertaken mainly with an eye to avoiding liability in discrimination lawsuits -- were the problem. When diversity training is voluntary and undertaken to advance a company's business goals, it was associated with increased diversity in management. So not only was there not no evaluation, the evaluation shows that in some cases diversity training let to positive outcomes. Overall I get that Clark is trying to be cute, layering the objections to diversity into a series of objections to diversity training. Had he given his writing a bit more effort and thought this intent may have shone through. But it did not, and I am not convinced that he cared. Many of the articles offered by Clark against diversity training are arguments against the concept of diversity itself. And if you don't support diversity in the first place, you're not going to supporrt the idea of diversity training. But the problem with diversity training isn't the fact that it is intended to promote diversity. It can be argued (and I have done so in this post) that diversity itself is substantially valuable (and whether or not it promotes business productivity is irrelevant). You cannot have a fair and just society of any type without diversity, much less one that expects to work and thrive in a global economy. And the failures of mandatory training are, well, failures of mandatory training. Ascribing the failure to the desire to promote diversity is inaccurate and unsupported by the evidence. Indeed, it feels like the purpose of this approach is to oppose diversity. Clark is free to oppose diversity. Goodness knows, a substantial portion of his own compatriots do, to the point that they want to expel immigrants from the country (they probably have bad things to say about curry too). If he wants to align with the likes of Elizabeth May and Nigel Farage, he should just say so. This little dance around diversity training is a sham not worthy of the little effort it took to write. [Link] [Comment]

Sozialhilfestatistik - Ausgaben und Einnahmen

Gesundheitsberichterstattung - Mon, 2016-10-10 08:00

Die im Informationssystem eingespeicherte gestaltbare Tabelle aus dem Bereich "Sozialhilfestatistik - Ausgaben und Einnahmen" des Statistischen Bundesamtes wurde um das Jahr 2015 ergänzt.

Categories: Science News

Rhode Island Open Textbook Initiative to Save Students $5 Million Annually

Online learning update by Ray Schroeder - Mon, 2016-10-10 02:08

By Sri Ravipati, Campus Technology

The governor of Rhode Island launched an initiative that aims to save college students $5 million a year by switching out traditional textbooks with openly licensed textbooks. Governor Gina Raimondo introduced the Rhode Island Open Textbook Initiative to combat the steep prices of traditional textbooks, citing that textbook prices “have nearly doubled over the last decade,” according to a news release. The Rhode Island Office of Innovation (InnovateRI) will lead the initiative through its partnership with Adams Library, located at Rhode Island College (RIC). RIC launched a pilot program this school year that so far has saved students $100,000 by switching to an openly licensed textbook for a biology course, according a news release.

Share on Facebook var button = document.getElementById('facebook_share_link_21033') || document.getElementById('facebook_share_icon_21033') || document.getElementById('facebook_share_both_21033') || document.getElementById('facebook_share_button_21033'); 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_21033') { button.onmouseover = function(){'#fff'; = '#295582'; = '#3b5998'; } button.onmouseout = function(){ = '#3b5998'; = '#d8dfea'; = '#fff'; } } }

Metabolism - Mon, 2016-10-10 02:00
Categories: Cartoons, Science News

Welt-Thrombose-Tag am 13.10.2016

Gesundheitsberichterstattung - Mon, 2016-10-10 00:00
Ausgewählte Informationen zum Welt-Thrombose-Tag am 13.10.2016
Categories: Science News

Syllabi to be available online for students to preview before enrolling in Ohio State classes

Online learning update by Ray Schroeder - Sun, 2016-10-09 02:09

By Summer Cartwright, the Lantern

With few options to buy textbooks near campus, the goal of the online syllabus library is to alert students as to what they might need for a class sooner rather than later. The last-minute orders and long lines wrapped around campus bookstores the day before classes start each semester might soon become a memory for Ohio State students. A new online syllabus catalog will be available for students to use in late October, in time for Spring 2017 scheduling, meaning the last-minute scrambling for textbooks could end. The catalog is a result of the efforts of Undergraduate Student Government and the Office of Academic Affairs to make course information more readily available and transparent for students.

Share on Facebook var button = document.getElementById('facebook_share_link_20997') || document.getElementById('facebook_share_icon_20997') || document.getElementById('facebook_share_both_20997') || document.getElementById('facebook_share_button_20997'); 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_20997') { button.onmouseover = function(){'#fff'; = '#295582'; = '#3b5998'; } button.onmouseout = function(){ = '#3b5998'; = '#d8dfea'; = '#fff'; } } }

Online Classes To Enhance Your Leadership Skills

Online learning update by Ray Schroeder - Sun, 2016-10-09 02:04

By Kylie Exline, Uloop

A lot of us have taken online courses throughout our expansive college career, so we understand the amount of dedication that goes into it. Or at least we understand what they offer as opposed to strictly a lecture. There is self-motivation, determination, and of course responsibility. If you are looking for ways to better your leadership capabilities, then you should look into an online class that offers ways to advance. They go across the board and offer them for about every topic available. To be a better leader, read below to discover what works best for you.

Share on Facebook var button = document.getElementById('facebook_share_link_20985') || document.getElementById('facebook_share_icon_20985') || document.getElementById('facebook_share_both_20985') || document.getElementById('facebook_share_button_20985'); 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_20985') { button.onmouseover = function(){'#fff'; = '#295582'; = '#3b5998'; } button.onmouseout = function(){ = '#3b5998'; = '#d8dfea'; = '#fff'; } } }

An Online Education Breakthrough? A Master’s Degree for a Mere $7,000

Online learning update by Ray Schroeder - Sun, 2016-10-09 02:02

by Kevin Carey, NY Times

Georgia Tech’s master’s in computer science costs less than one-eighth as much as its most expensive rival — if you learn online. And a new study by Harvard economists found that in creating the program, Georgia Tech may have discovered a whole new market for higher education, one that could change the way we think about the problem of college costs. Georgia Tech rolled out its online master’s in computer science in 2014. It already had a highly selective residential master’s program that cost about the same as those of competitor colleges. Some may see online learning as experimental or inferior, something associated with downmarket for-profit colleges. But the nation’s best universities have fully embraced it. Syracuse, Johns Hopkins, U.S.C. and others have also developed online master’s degrees, for which they charge the same tuition as their residential programs.

Share on Facebook var button = document.getElementById('facebook_share_link_20973') || document.getElementById('facebook_share_icon_20973') || document.getElementById('facebook_share_both_20973') || document.getElementById('facebook_share_button_20973'); 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_20973') { button.onmouseover = function(){'#fff'; = '#295582'; = '#3b5998'; } button.onmouseout = function(){ = '#3b5998'; = '#d8dfea'; = '#fff'; } } }

Speak, Memory

OLDaily by Stephen Downes - Sat, 2016-10-08 19:59

Casey Newton, The Verge, Oct 08, 2016

I'm not sure whether I have enough data collected to achieve the same result, but I have a lot, especially if we include all the paper notes from the first half of my life still collected in cardboard boxes in the basement. For what, you ask? A digital avatar built using a neural network and stocked with all my writings, comments, emails, talks, and, of course, OLDaily posts. "Someday you will die, leaving behind a lifetime of text messages, posts, and other digital ephemera. For a while, your friends and family may put these digital traces out of their minds. But new services will arrive offering to transform them — possibly into something resembling Roman Mazurenko’ s bot." What I wonder is: could my avatar earn a living? Would it have to, in order to stay switched on?

[Link] [Comment]

Public higher education ‘dying in the US’, warns former Labor Secretary Robert Reich

Online learning update by Ray Schroeder - Sat, 2016-10-08 02:10

By Chris Havergal, Times Higher Education

Public higher education is “dying” in the US, with the pricing out of students from poorer backgrounds amounting to a “national tragedy in the making”, a leading academic has warned. Delivering the opening keynote of the Times Higher Education World Academic Summit, held at the University of California, Berkeley, Robert Reich said that sector leaders urgently needed to combat the notion that getting a degree was a private – not a public – good. While 70 per cent of US students are still educated in public universities, these institutions now face significant financial challenges, with Berkeley being no exception. “Public higher education is dying in the US,” Professor Reich said. “If we stay on the path we are now on, there will be very little difference between public institutions and private institutions in terms of their funding, or their cost structures, or their tuition [fees].”

Share on Facebook var button = document.getElementById('facebook_share_link_20959') || document.getElementById('facebook_share_icon_20959') || document.getElementById('facebook_share_both_20959') || document.getElementById('facebook_share_button_20959'); 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_20959') { button.onmouseover = function(){'#fff'; = '#295582'; = '#3b5998'; } button.onmouseout = function(){ = '#3b5998'; = '#d8dfea'; = '#fff'; } } }

Online Classes Get a Missing Piece: Teamwork

Online learning update by Ray Schroeder - Sat, 2016-10-08 02:04

By Marguerite McNeal, EdSurge

Most online courses are a solitary experience for learners. Students lack the ability to strike up an impromptu conversation about last week’s homework or compare notes with whoever’s sitting next to them in class. The lack of social interaction could be one reason behind high dropout rates in online classes. Several California community colleges are hopeful that adding a way for learners to interact with each other in online classes will help them complete their coursework. This fall, students taking introductory statistics courses at six colleges will pilot using a tool to complete lab exercises in teams, working in sync with partners who are miles away.

Share on Facebook var button = document.getElementById('facebook_share_link_20947') || document.getElementById('facebook_share_icon_20947') || document.getElementById('facebook_share_both_20947') || document.getElementById('facebook_share_button_20947'); 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_20947') { button.onmouseover = function(){'#fff'; = '#295582'; = '#3b5998'; } button.onmouseout = function(){ = '#3b5998'; = '#d8dfea'; = '#fff'; } } }

Udacity wants to get you a job in the nascent VR industry

Online learning update by Ray Schroeder - Sat, 2016-10-08 02:02

by Lora Kolodny, Tech Crunch

Udacity – the online school started by Google X founder and self-driving car pioneer Sebastian Thrun— is offering a new “nanodegree” online to prepare students for jobs in the still emerging industry of virtual reality. Udacity promises to give online learners with no prior programming experience the skills to create mobile phone and desktop-based virtual reality “experiences” or applications that can be used on HTC Vive, Google Cardboard, Daydream and Oculus Rift. Christian Plagemann, who co-founded the Google VR team and was a lead developer of Google Cardboard, joined Udacity as a director this year specifically to develop its virtual reality curriculum. He’s managed to pull in corporate partners including Google VR, HTC Vive, and Upload, and stars of the VR industry including Matt Sonic to help develop VR curriculum. Sonic is also an instructor in the Udacity course.

Share on Facebook var button = document.getElementById('facebook_share_link_20935') || document.getElementById('facebook_share_icon_20935') || document.getElementById('facebook_share_both_20935') || document.getElementById('facebook_share_button_20935'); 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_20935') { button.onmouseover = function(){'#fff'; = '#295582'; = '#3b5998'; } button.onmouseout = function(){ = '#3b5998'; = '#d8dfea'; = '#fff'; } } }

Younger adults more likely than their elders to prefer reading news

OLDaily by Stephen Downes - Fri, 2016-10-07 19:16

Amy Mitchell, Pew Research Center, Oct 07, 2016

One of the things proponents of internet media have long said is that people will read more than they ever have before. This was to allay fears on the part of older generations that too much screen time would make children illiterate. Now while it appears the older generation may have been speaking from experience, we see that the younger generation turns to text, not video, when learning about the news. "Younger adults are far more likely than older ones  to opt for text, and most of that reading takes place  on the web." The problem with video news is that you have to sit and wait for it. That's find if you're in a receptive consuming mode, but if you're engaged and active online, you want the news now.

[Link] [Comment]


Subscribe to Ulrich Schrader's Website aggregator