news (external)

Technology Tools for Teachers

OLDaily by Stephen Downes - Sat, 2014-11-29 17:01
Display


M. S. Vidya, Commonwealth Educational Media Centre for Asia (CEMCA), Nov 29, 2014

This (44 page PDF) is a curated list of tools for teachers, sorted into categories like 'mind tools', 'resource management tools', and creativity tools', with each tool discussed, described, and suggested for specific applications. It would be nice to be able to click on the tool URL right in the text, but there's a full list of tools at the end of the document with URLs you can cut and paste into your browser. Criteria for tool selection include: "minimize the time and effort spent on a task," "ease of use; eliminating a lengthy or steep learning
curve," and "Affordability".

[Link] [Comment]

Open Schooling in Perspective

OLDaily by Stephen Downes - Sat, 2014-11-29 17:01
Display


Frances Ferreira, Commonwealth of Learning, Nov 29, 2014

Open schooling is "the physical separation of the school learner from the teacher, and the use of unconventional teaching methodologies and information and communications technologies." It addresses significant issues in many countries, including the provision of education for girls, for students who have been failed or dropped out, and for students who are unable to attend school. This post is an overview of the Commonwealth of Learning's Open Schools project, with quotes and examples.

[Link] [Comment]

The 5 Rs of Designing an OER Course

Online learning update by Ray Schroeder - Sat, 2014-11-29 01:04

by eCampus News

5R Open Course Design Framework now available to support capacity-building as OER use enters mainstream. Open courseware experts announced plans to publish the 5R Open Course Design Framework, a set of guidelines and best practices for developing courses using open educational resources (OER). The framework, which will be freely available under a Creative Commons Attribution 4.0 license (CC BY), encourages educators to capitalize on the unique rights associated with open content also known as the 5Rs: the ability Retain, Reuse, Revise, Remix and Redistribute content for educational purposes.

http://www.ecampusnews.com/top-news/oer-course-design-475/

Share on Facebook var button = document.getElementById('facebook_share_link_12784') || document.getElementById('facebook_share_icon_12784') || document.getElementById('facebook_share_both_12784') || document.getElementById('facebook_share_button_12784'); if (button) { button.onclick = function(e) { var url = this.href.replace(/share\.php/, 'sharer.php'); window.open(url,'sharer','toolbar=0,status=0,width=626,height=436'); return false; } if (button.id === 'facebook_share_button_12784') { button.onmouseover = function(){ this.style.color='#fff'; this.style.borderColor = '#295582'; this.style.backgroundColor = '#3b5998'; } button.onmouseout = function(){ this.style.color = '#3b5998'; this.style.borderColor = '#d8dfea'; this.style.backgroundColor = '#fff'; } } }

Gates Goes Open

Online learning update by Ray Schroeder - Sat, 2014-11-29 01:03

By Carl Straumsheim, Inside Higher Ed

The Bill & Melinda Gates Foundation will require grant recipients to make their research publicly available online — a multibillion-dollar boost to the open access movement. The sweeping open access policy, which signals the foundation’s full-throated approval for the public availability of research, will go into effect Jan. 1, 2015, and cover all new projects made possible with funding from the foundation. The foundation will ease grant recipients into the policy, allowing them to embargo their work for 12 months, but come 2017, “All publications shall be available immediately upon their publication, without any embargo period.”

https://www.insidehighered.com/news/2014/11/24/gates-foundation-announces-open-access-policy-all-grant-recipients

Share on Facebook var button = document.getElementById('facebook_share_link_12781') || document.getElementById('facebook_share_icon_12781') || document.getElementById('facebook_share_both_12781') || document.getElementById('facebook_share_button_12781'); if (button) { button.onclick = function(e) { var url = this.href.replace(/share\.php/, 'sharer.php'); window.open(url,'sharer','toolbar=0,status=0,width=626,height=436'); return false; } if (button.id === 'facebook_share_button_12781') { button.onmouseover = function(){ this.style.color='#fff'; this.style.borderColor = '#295582'; this.style.backgroundColor = '#3b5998'; } button.onmouseout = function(){ this.style.color = '#3b5998'; this.style.borderColor = '#d8dfea'; this.style.backgroundColor = '#fff'; } } }

Leading and Learning for a Successful Digital Transformation

Online learning update by Ray Schroeder - Sat, 2014-11-29 01:01

by Steve Webb, Edutopia

Education, like so many other aspects of our society, has been undergoing a digital transformation. Accepting this reality is inevitable. Embracing it would be wise. But my district has chosen to go a step beyond that as we strive to lead the transformation. Digital transformation in Vancouver Public Schools (VPS) began with our second-generation strategic planning process, which we call Design II. Launched in January 2007, the process engaged hundreds of staff and community members in shaping the future of our district. Flexible learning environments for the 21st century emerged as the strategic goal area for Design II, challenging us to think differently about the use of time, space, and technology to maximize learning potential. VPS approached this challenge from a “whole systems” perspective to ensure that our digital transformation would be executed in the right way from the very beginning.

http://www.edutopia.org/blog/leading-learning-successful-digital-transformation-steve-webb

Share on Facebook var button = document.getElementById('facebook_share_link_12787') || document.getElementById('facebook_share_icon_12787') || document.getElementById('facebook_share_both_12787') || document.getElementById('facebook_share_button_12787'); if (button) { button.onclick = function(e) { var url = this.href.replace(/share\.php/, 'sharer.php'); window.open(url,'sharer','toolbar=0,status=0,width=626,height=436'); return false; } if (button.id === 'facebook_share_button_12787') { button.onmouseover = function(){ this.style.color='#fff'; this.style.borderColor = '#295582'; this.style.backgroundColor = '#3b5998'; } button.onmouseout = function(){ this.style.color = '#3b5998'; this.style.borderColor = '#d8dfea'; this.style.backgroundColor = '#fff'; } } }

Twitter Is Tracking Users’ Installed Apps for Ad Targeting

OLDaily by Stephen Downes - Fri, 2014-11-28 20:00


Jack Marshall, Wall Street Journal | Digits, Nov 28, 2014

So now Twitter is spying on you. Surprised? "Twitter is now collecting information about the apps installed on users’ devices in order to better target and tailor advertising and other content to them."

[Link] [Comment]

Affiliation and Ignite

OLDaily by Stephen Downes - Fri, 2014-11-28 20:00


Chris Kennedy, Culture of Yes, Nov 28, 2014

This is a pretty key statement, I think: "Our profession will not be mandated into meeting the needs of modern learners but the power of networks and new thinking around affiliation can help diffuse the work." It is the way we work as individuals, and work with learners as individuals, that will define the new structures of learning. This isn't atomism or individualism in some sort of Ayn Rand sense; rather, it's redefining the institution from being some sort of large structure into some sort of more nimble network.

[Link] [Comment]

Worried about the privatisation of public education and research? - Go to the Commons

OLDaily by Stephen Downes - Fri, 2014-11-28 17:00


Leigh Blackall, Weblog, Nov 28, 2014

The point behind this brief post is to ensure that authors get the critical elements of their work into the open commons before submitting it in such a way that would lead to it being locked down behind a paywall. "Some researchers and teachers who are concerned about their publicly funded research reports, teaching materials and data becoming locked into restrictive publishing arrangements, are using the Commons to develop and publish the elements of the project before going to the private publishers." Another way of looking at it: you can feel less concerned about publishing using a commercial publisher if the major elements of your work are inj the commons.

[Link] [Comment]

Love in the Time of Peer Review

OLDaily by Stephen Downes - Fri, 2014-11-28 17:00


The Editorial Board, Hybrid Pedagogy, Nov 28, 2014

This is basically my view: "In her presentation about open peer review at the 2014 OpenEd conference, Eva Amsen challenged her audience by asking: 'Why are people so mean?' She argues that allowing the public to see the review process, and allowing readers to know their reviewers, demands that the reviewers be nicer and more human, a stark contrast from traditional academic peer review." Funny thing, when I suggested such a thing to a group recently, the response was, "people don't want to put their stuff out into the open before it has been vetted." The perception was that the public, as opposed to the peer review board, would be mean. Or, maybe, that the latter would at least be mean in private.

[Link] [Comment]

Using Video Grading To Help Students Succeed

Online learning update by Ray Schroeder - Fri, 2014-11-28 01:08

By Richard Rose, Campus Technology

Creating videos to supplement the grading process can personalize the instructor-student relationship, clarify expectations and help keep learners on track. But beyond these obvious strategies, one invaluable technique that is rarely employed to help push students in the right direction is the use of instructor-created videos to supplement the grading process.

http://campustechnology.com/articles/2014/11/19/using-video-grading-to-help-students-succeed.aspx

Share on Facebook var button = document.getElementById('facebook_share_link_12779') || document.getElementById('facebook_share_icon_12779') || document.getElementById('facebook_share_both_12779') || document.getElementById('facebook_share_button_12779'); if (button) { button.onclick = function(e) { var url = this.href.replace(/share\.php/, 'sharer.php'); window.open(url,'sharer','toolbar=0,status=0,width=626,height=436'); return false; } if (button.id === 'facebook_share_button_12779') { button.onmouseover = function(){ this.style.color='#fff'; this.style.borderColor = '#295582'; this.style.backgroundColor = '#3b5998'; } button.onmouseout = function(){ this.style.color = '#3b5998'; this.style.borderColor = '#d8dfea'; this.style.backgroundColor = '#fff'; } } }

Building Mobile Apps for Faculty

Online learning update by Ray Schroeder - Fri, 2014-11-28 01:05

By Toni Fuhrman, Campus Technology

The University of Wisconsin-Madison’s application development team meets faculty mobile app needs by working collaboratively, managing goals and expectations, and emphasizing transparency. Recently, the application development team at the University of Wisconsin-Madison created a Web-based tool that allows students to explore genetic variation. Developed for a professor in the Biochemistry department, the application lets users manipulate a series of data in order to demonstrate the effect on a genome sequence. “The faculty member approached us with an Excel spreadsheet and a series of equations,” recalled Andrew Goldstein, the university’s assistant director for Learning Solutions, DoIT Academic Technology.

http://campustechnology.com/articles/2014/11/20/building-mobile-apps-for-faculty.aspx

Share on Facebook var button = document.getElementById('facebook_share_link_12777') || document.getElementById('facebook_share_icon_12777') || document.getElementById('facebook_share_both_12777') || document.getElementById('facebook_share_button_12777'); if (button) { button.onclick = function(e) { var url = this.href.replace(/share\.php/, 'sharer.php'); window.open(url,'sharer','toolbar=0,status=0,width=626,height=436'); return false; } if (button.id === 'facebook_share_button_12777') { button.onmouseover = function(){ this.style.color='#fff'; this.style.borderColor = '#295582'; this.style.backgroundColor = '#3b5998'; } button.onmouseout = function(){ this.style.color = '#3b5998'; this.style.borderColor = '#d8dfea'; this.style.backgroundColor = '#fff'; } } }

Reality Check: Gates Looks for Impact of Digital Learning

Online learning update by Ray Schroeder - Fri, 2014-11-28 01:02

by L.S. Hall, Inside Philanthropy

The Gates grant will support UTA’s Learning Innovation and Networked Knowledge (LINK) lab in its efforts to connect researchers interested in digital learning’s impact on modern education. The grant will coordinate work between UTA and nine other institutions, including Carnegie Mellon, University of Michigan, and Stanford, to close the gap between digital learning research and its impact on instructional practices in higher education. In addition, UTA leaders hope the funding will address digital learning barriers and examine the conditions needed for all learners to succeed. Research topics will include learning analytics, competency-based learning, MOOCs, the growth of higher education globally, and credentialing of digital programs.

http://www.insidephilanthropy.com/home/2014/11/21/reality-check-gates-looks-for-impact-of-digital-learning.html

Share on Facebook var button = document.getElementById('facebook_share_link_12774') || document.getElementById('facebook_share_icon_12774') || document.getElementById('facebook_share_both_12774') || document.getElementById('facebook_share_button_12774'); if (button) { button.onclick = function(e) { var url = this.href.replace(/share\.php/, 'sharer.php'); window.open(url,'sharer','toolbar=0,status=0,width=626,height=436'); return false; } if (button.id === 'facebook_share_button_12774') { button.onmouseover = function(){ this.style.color='#fff'; this.style.borderColor = '#295582'; this.style.backgroundColor = '#3b5998'; } button.onmouseout = function(){ this.style.color = '#3b5998'; this.style.borderColor = '#d8dfea'; this.style.backgroundColor = '#fff'; } } }

fMRI

xkcd.com - Fri, 2014-11-28 01:00
Categories: Cartoons, Science News

Todesursachenstatistik

Gesundheitsberichterstattung - Thu, 2014-11-27 07:00

Pressemitteilung vom 27. November 2014 - 421/14

Zahl der Todesfälle im Jahr 2013 um 2,8 % gestiegen

WIESBADEN - Im Jahr 2013 verstarben in Deutschland insgesamt 893 825 Menschen, davon 429 645 Männer und 464 180 Frauen. Wie das Statistische Bundesamt (Destatis) weiter mitteilt, ist damit die Zahl der Todesfälle gegenüber dem Vorjahr um 2,8 % angestiegen.

Weitere Auskünfte gibt:

Torsten Schelhase,
Telefon: (0611) 75-8109,
www.destatis.de/kontakt

zur vollständigen Pressemitteilung
Categories: Science News

IEEE Teams with edX to Develop Series of Online Continuing Education Courses

Online learning update by Ray Schroeder - Thu, 2014-11-27 01:08

by IEEE

IEEE, the world’s largest professional organization advancing technology for humanity, is collaborating with edX, a non-profit organization founded by Harvard University and the Massachusetts Institute of Technology, to offer massive open online courses (MOOCs) and other continuing professional education courses to a worldwide audience on www.edX.org. “edX’s commitment to innovation and quality has changed online education in the past two years,” said Saurabh Sinha, vice president of the IEEE Educational Activities Board. “Their global reach, reputation for quality, and engagement with the community of IEEE members and other technical professionals makes edX a great fit for IEEE’s online education programs.”

http://www.ieee.org/about/news/2014/14november_2014.html

Share on Facebook var button = document.getElementById('facebook_share_link_12770') || document.getElementById('facebook_share_icon_12770') || document.getElementById('facebook_share_both_12770') || document.getElementById('facebook_share_button_12770'); if (button) { button.onclick = function(e) { var url = this.href.replace(/share\.php/, 'sharer.php'); window.open(url,'sharer','toolbar=0,status=0,width=626,height=436'); return false; } if (button.id === 'facebook_share_button_12770') { button.onmouseover = function(){ this.style.color='#fff'; this.style.borderColor = '#295582'; this.style.backgroundColor = '#3b5998'; } button.onmouseout = function(){ this.style.color = '#3b5998'; this.style.borderColor = '#d8dfea'; this.style.backgroundColor = '#fff'; } } }

Clayton Christensen talks disruption in education at UVU

Online learning update by Ray Schroeder - Thu, 2014-11-27 01:06

by Amy McDonald, Daily Herald

Clayton Christensen’s coined term “disruptive innovation” is the idea that innovation should allow people at the “bottom of a market” to access a product or service that was previously only available to people with a lot of money. In higher education innovation, he said, Harvard is behind. “Online learning makes education so much more affordable and accessible that all these people that couldn’t come to Harvard Business School to get their management education, now they can do it,” Christensen said. “And it’s not as good, but it’s good enough.” Christensen also said it is good to have a mix of old- and new-style products. “With online learning, if we are trying to compete with online consumption — that is, people who just don’t have access to higher education, we can do it purely online,” he said. “For the rest of us, who are in the mainstream of higher education, if we wanted to use higher online learning, it has to be a hybrid.”

http://www.heraldextra.com/news/local/education/college/uvu/clayton-christensen-talks-disruption-in-education-at-uvu/article_fd9e29bf-0020-5f9e-882b-3b35716d5b5c.html

Share on Facebook var button = document.getElementById('facebook_share_link_12766') || document.getElementById('facebook_share_icon_12766') || document.getElementById('facebook_share_both_12766') || document.getElementById('facebook_share_button_12766'); if (button) { button.onclick = function(e) { var url = this.href.replace(/share\.php/, 'sharer.php'); window.open(url,'sharer','toolbar=0,status=0,width=626,height=436'); return false; } if (button.id === 'facebook_share_button_12766') { button.onmouseover = function(){ this.style.color='#fff'; this.style.borderColor = '#295582'; this.style.backgroundColor = '#3b5998'; } button.onmouseout = function(){ this.style.color = '#3b5998'; this.style.borderColor = '#d8dfea'; this.style.backgroundColor = '#fff'; } } }

MOOCs at UNC benefit students, professors alike

Online learning update by Ray Schroeder - Thu, 2014-11-27 01:03

By KATIE KILMARTIN, Daily Tarheel

More than 230,000 students from more than 180 countries have enrolled in massive open online classes, known as MOOCs, offered by UNC since July 2013. People across the globe continue to take advantage of world-class professors by enrolling in the classes, but UNC professors teaching the massive classes have also benefited. After teaching MOOCs as large as 40,000 students, economics professor Buck Goldstein, said he learned how to facilitate and communicate with his large lectures better. “Probably the biggest lesson of this semester has been that we can use techniques from the MOOC to make on campus class better,” he said.

http://www.dailytarheel.com/article/2014/11/moocs-at-unc-benefit-students-professors-alike

Share on Facebook var button = document.getElementById('facebook_share_link_12763') || document.getElementById('facebook_share_icon_12763') || document.getElementById('facebook_share_both_12763') || document.getElementById('facebook_share_button_12763'); if (button) { button.onclick = function(e) { var url = this.href.replace(/share\.php/, 'sharer.php'); window.open(url,'sharer','toolbar=0,status=0,width=626,height=436'); return false; } if (button.id === 'facebook_share_button_12763') { button.onmouseover = function(){ this.style.color='#fff'; this.style.borderColor = '#295582'; this.style.backgroundColor = '#3b5998'; } button.onmouseout = function(){ this.style.color = '#3b5998'; this.style.borderColor = '#d8dfea'; this.style.backgroundColor = '#fff'; } } }

Students turn to online courses

Online learning update by Ray Schroeder - Wed, 2014-11-26 01:10

by Nellie Owens, the Oswegoan

The number of college students that take at least one online course has risen to 32 percent nationwide, according to College Atlas. Many Oswego State students also fall into this category. Over 130 courses are offered to “distant learners” of Oswego State and currently, 58 of these classes are already filled for the spring semester. “Overall, the number of colleges that offer online courses grows from year to year,” said Gregory Ketcham, director of Innovative Academic Programs at Oswego State. “Oswego State is a part of this number and it offers students a large variety of online courses to choose from.

http://www.oswegonian.com/2014/11/20/students-turn-to-online-courses/

Share on Facebook var button = document.getElementById('facebook_share_link_12761') || document.getElementById('facebook_share_icon_12761') || document.getElementById('facebook_share_both_12761') || document.getElementById('facebook_share_button_12761'); if (button) { button.onclick = function(e) { var url = this.href.replace(/share\.php/, 'sharer.php'); window.open(url,'sharer','toolbar=0,status=0,width=626,height=436'); return false; } if (button.id === 'facebook_share_button_12761') { button.onmouseover = function(){ this.style.color='#fff'; this.style.borderColor = '#295582'; this.style.backgroundColor = '#3b5998'; } button.onmouseout = function(){ this.style.color = '#3b5998'; this.style.borderColor = '#d8dfea'; this.style.backgroundColor = '#fff'; } } }

Letting Faculty Drive

Online learning update by Ray Schroeder - Wed, 2014-11-26 01:05

By Marie Norman, Inside Higher Ed

Of all the results from the survey, the one that strikes home most for me is instructors’ conviction that they should develop and own the courses they teach. Amen to that! If meaningful education were just about content, we never would have needed universities, just libraries. But it isn’t. Education is about apprenticeship and mentoring: about putting disciplinary experts and students together, where the passion of the teacher for his or her field brings the subject to life and influences the students’ desire to learn more. That relationship can’t be replaced by mass-produced courseware, nor can faculty bring the same passion to their teaching if they are merely facilitating a course someone else created. Teaching your own course your own way allows you to show students what you yourself love and find meaningful about your discipline. It’s central, not peripheral, to effective teaching.

https://www.insidehighered.com/views/2014/11/21/faculty-members-must-own-online-learning-process-essay

Share on Facebook var button = document.getElementById('facebook_share_link_12758') || document.getElementById('facebook_share_icon_12758') || document.getElementById('facebook_share_both_12758') || document.getElementById('facebook_share_button_12758'); if (button) { button.onclick = function(e) { var url = this.href.replace(/share\.php/, 'sharer.php'); window.open(url,'sharer','toolbar=0,status=0,width=626,height=436'); return false; } if (button.id === 'facebook_share_button_12758') { button.onmouseover = function(){ this.style.color='#fff'; this.style.borderColor = '#295582'; this.style.backgroundColor = '#3b5998'; } button.onmouseout = function(){ this.style.color = '#3b5998'; this.style.borderColor = '#d8dfea'; this.style.backgroundColor = '#fff'; } } }

Online learning key to college readiness

Online learning update by Ray Schroeder - Wed, 2014-11-26 01:02

by Dale Bernard, Detroit News

If the current online enrollment growth rate of 6.1 percent holds steady, half of all college students will be enrolled in an online course by 2020. What does this mean in the big picture? It means that in order for high school graduates to be prepared fully for success in college in the 21st century, it would be beneficial for them to have gained experience with online learning while in primary or secondary school. This experience will ensure they are familiar and comfortable with the subtle differences between online and in-class learning. At a time when only 26 percent of high school graduates taking the ACT tests are ready for entry-level college courses in English, reading, math and science, according to ACT’s annual report, “The Condition of College & Career Readiness 2014,” isn’t it on us, as educators, to provide students with as many resources and experiences as possible to promote success within our classrooms and beyond?

http://www.detroitnews.com/story/opinion/2014/11/20/online-learning-key-college-ready/19290981/

Share on Facebook var button = document.getElementById('facebook_share_link_12755') || document.getElementById('facebook_share_icon_12755') || document.getElementById('facebook_share_both_12755') || document.getElementById('facebook_share_button_12755'); if (button) { button.onclick = function(e) { var url = this.href.replace(/share\.php/, 'sharer.php'); window.open(url,'sharer','toolbar=0,status=0,width=626,height=436'); return false; } if (button.id === 'facebook_share_button_12755') { button.onmouseover = function(){ this.style.color='#fff'; this.style.borderColor = '#295582'; this.style.backgroundColor = '#3b5998'; } button.onmouseout = function(){ this.style.color = '#3b5998'; this.style.borderColor = '#d8dfea'; this.style.backgroundColor = '#fff'; } } }

Pages

Subscribe to Ulrich Schrader's Website aggregator