news (external)

Get with the program: the coders offering training for free

Online learning update by Ray Schroeder - Tue, 2015-08-04 02:04

by Kit Buchan, Guardian

‘Why are we not doing more to have coding colleges and technical, vocational education alongside university education?” This question, raised by Labour’s Yvette Cooper during an interview with the Observer in May, reflects a wide concern about the availability and equality of software training, an area with a reputation for being elusive, exclusive, expensive and overwhelmingly male. Calls to improve the state of digital education in the UK have become commonplace, with new coding initiatives appearing all the time. The international Hour of Code claims to have given millions of Britons a taste of programming, while the government declared 2014 the official Year of Code”. Female programmers can join Girls who Code’ or Ladies who Code’ programmes; the BBC recently launched its Make it Digital’ campaign; and even the online grocer Ocado has thrown its hat in the ring with a scheme called Code for Life’. But while the national curriculum now includes programming for children as young as five, there is still a dearth of affordable, vocational options in higher education, despite a rocketing number of well-rewarded jobs for software developers.

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Universities explore credit options for online learning courses

Online learning update by Ray Schroeder - Tue, 2015-08-04 02:03

by Timna Jacks, Syndney Morning Herald

Oscar Cooke-Abbott is halfway through an undergraduate course in Physics at elite Massachusetts Institute of Technology. Oh, and he’s 16. He is one of an estimated 2000 school students in Australia studying courses at the world’s top universities for free, through an online platform called Massive Open Online Courses (MOOC). Oscar and his friends believe the platform is “the future of the classroom”. And the Australian tertiary sector appears to agree. Universities are now exploring options to give students like Oscar credit for their hard work. Vice Chancellor of the Australian National University Professor Marnie Hughes-Warrington is lobbying Australia’s state-based school assessment authorities to accredit the university’s Astrophysics MOOC, taught by Nobel Laureate and Vice Chancellor-to-be Brian Schmidt.

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White House: Innovation in Higher Education

elearnspace by George Siemens - Mon, 2015-08-03 17:12

A few weeks ago, I received an invitation to the White House. The invitation was somewhat cryptic, but basically stated that the focus on the meeting was on quality and innovation. This invite was then followed a week later with a link to a post by Ted Mitchell, Undersecretary of Education, on Innovation and Quality in Higher Education, to help prepare for the conversation.

The event organizers made it clear that no media or social media was allowed during the event in order to have an open brainstorming session. My thoughts below are suitably vague so as to not identify who else was there and the specifics of the meeting. Instead, my comments are more about my personal reactions to the conversation without going into details about who said what specifically. (I was worried that the trip would have to be cancelled as I managed to get food poisoning a few days prior to the event, but fortunately, things worked out).

1. The White House is secure. As a “foreign national” it took me over two hours to clear three layers of security, was provided a special pink badge to identify me as a foreign national and was required to navigate only with an escort (including restroom visits and ultimately WH departure). I’m baffled how people manage to jump the White House fence. I felt watched over with lovingkindness.

2. Higher education generally has no clue about what’s brewing in the marketplace as a whole. The change pressures that exist now are not ones that the existing higher education model can ignore. The trends – competency-based learning, unbundling, startups & capital inflow, new pedagogical models, technology, etc – will change higher education dramatically.

3. No one knows what HE is becoming. Forget the think tanks and the consultants and the keynote speakers. No one knows how these trends will track or what the university will look like in the future. This unknowability stems from HE being a complex systems with many interacting elements. We can’t yet see how these will connect and inter-relate going forward. The best strategy in a time of uncertainty is not to seek or force the way forward, but to enter a cycle of experimentation. The Cynefin Framework provides the best guidance that I’ve seen on how to function in our current context.

4. I was struck by how antagonistic some for-profits are toward public higher education. I sat in one session where a startup spent much of the time expressing intense dislike for higher education in today’s form “my tax dollars are going to bad actors”, ironically to be followed up with “I loved my time in university. It shaped me and made me”. It reminds me of Peter Thiel’s drop out of school and start a company. But what does Thiel expect when his money and his life is at stake? He expects, for his hedge fund: “High GPA from top-tier university; preferably in computer science, mathematics, statistics, econometrics, physics, engineering or other highly quantitative”. I’m worried that the future will have an education system where the wealthy continue to receive high quality education on campuses, but the poor receive some second-tier alternative system that prepares them mainly to work but not to be change agents in the world. This gets at the heart of a challenge in higher education. HE is a system that is deeply embedded in societal realities, including equity and justice. It’s not an ROI equation. It’s a quality of life equation. A startup or corporate entity has a primary purpose of doing what makes sense economically. It’s their job. But it conflicts with the most dominant needs of our society today: how to educate individuals from low socio-economic status. The bottom income quartile of society has seen zero increase in degree completion over the past 50 years. Any meaningful redesign of higher education, for the benefit of individuals and society broadly, has to be primarily focused on helping to move this population toward success.

5. Title IV is the kingmaker. This is the alpha agent in change. Title IV drives federal student aid in the US. Systems that are included have access to students aid funding. Those that are not included (say a bootcamp startup) do not have access. As Title IV funding changes, so will US education. I heard several pushes for voucher systems (i.e. fund the student directly and they decide what to do with the dollars). This is the main space to watch in identifying which innovations will have legs and which ones will fail to get traction.

6. Expect a future of universities being more things to more people. A future of broadening scope regionally and of greater engagement in the lives of individuals. I addressed this toward the end of this presentation, starting slide 28. Higher Education is moving from a 4 year relationship to students to a 40 year relationship

7. Expect a future of far greater corporate involvement in HE. VC funds are flowing aggressively and these funders are also targeting policy change at local, state, and national levels. We aren’t used to this level of lobbying and faculty is unprepared to respond to this. Expect it. Your next faculty meeting will involve a new student success system, a personalized learning system, an analytics system, a new integrated bootcamp model, mew competency software, new cloud-based computing systems, and so on. Expect it. It’s coming.

8. Expect M & A activities in higher education. I fully anticipate some combination of partnering with companies like General Assembly, creation of in-house bootcamps, or outright acquisitions by innovative universities.

9. The scope of change is starting to settle somewhat in HE. It’s a more comprehensible landscape than it was a few years ago. We’ve had our MOOC hype moment. The system of universities globally withstood the assault (remember when this was a legitimate conference topic??). Not only that, it was discovered that MOOCs are exceptional for those on campus. Similarly, some solidification of innovative teaching and learning practices is happening and it’s making it a bit easier for leaders to respond. As stated previously, this doesn’t mean that we know what HE will look like in the future, but it does provide a firmer foundation for planning for leaders. Any university that doesn’t yet have some department or committee focused on “responding systemically to innovations and change pressures” is missing an important opportunity.

10. Higher education is a great integrator and subsumer. I fully expect a future of more, not less universities globally. They play too significant a regional and local economic and identity role for regions to not expect a university in their backyard. Look how hard it has been to kill Sweet Briar. The clock is ticking on the nonsense of Drucker and Christiansen’s statements about 50% campus closures. We are entering the golden age of learning. Why would we kill our universities?

11. I was stunned and disappointed at the lack of focus on data, analytics, and evidence. In spite of the data available, decision making is still happening on rhetoric. We don’t understand the higher education market analytically – i.e. scope, fund flows, student flows, policy directives, long term impact, – well nationally and internationally. I want to hold both universities and corporate sectors to accountability in their claims of impact. We can’t do that without a far better data infrastructure and greater analytics focus.

12. I’m getting exceptionally irritated with the narrative of higher education is broken and universities haven’t changed. This is one of the most inaccurate pieces of @#%$ floating around in the “disrupt and transform” learning crowd. Universities are exceptional at innovating and changing. Explore any campus today. It’s a new world on most campuses, never mind the online, competency, and related systems. And if your slide deck includes an image of desks and argues that nothing has changed, you’re being dishonest and disingenuous. Repent. Healing is possible for you, but first you must see the falseness of your words.

Mobile Data Usage To Reach 52 Million Terabytes This Year

Online learning update by Ray Schroeder - Mon, 2015-08-03 02:07

By Joshua Bolkan, THE Journal

Mobile data usage will increase 59 percent this year over last to reach 52 million terabytes, according to a new report from market research firm Gartner. The company predicts that growth will continue through 2018, when mobile data usage will reach an estimated 173 million TB. “Mobile data traffic is soaring worldwide, more than tripling by 2018,” said Jessica Ekholm, research director at Gartner, in a prepared statement. “New, fast mobile data connections (3G and 4G) will grow more slowly, from 3.8 billion in 2015 to 5.1 billion in 2018, as users switch from slower 2G connections and consume more mobile data.”

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U.S. expanding internet access to 200k low-income kids

Online learning update by Ray Schroeder - Mon, 2015-08-03 02:04

By Corinne Kennedy, McClatchy

A new program to connect low-income households in public housing with internet access and internet-capable devices announced July 15 will aim particularly at children and include training to help program participants maximize their use of the new devices and technology. ConnectHome will link 270,000 households, and 200,000 children, with broadband access in 28 communities including the Choctaw Nation in Oklahoma. “It’s not just making the internet more accessible,” Housing and Urban Development Secretary Julian Castro told reporters as the White House unveiled the program. “It’s making it more meaningful for students and parents by providing digital literacy training.”

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Online learning can address Texas talent dilemma

Online learning update by Ray Schroeder - Mon, 2015-08-03 02:02

Veronica Vargas Stidvent, chancellor of WGU Texas, My San Antonio

To meet our present and future workforce needs, Texas employers must look beyond the 18- to 21-year-old “traditional student” cohort. In the U.S. in 2011, only 29 percent of students enrolled in a four-year public or nonprofit college were full-time students of standard college age. We need a broader solution, one that provides ample opportunity for nontraditional students — Texans who work full time and cannot logistically or financially afford to leave careers to enroll in college full time. Many Texans may have started, but were unable to complete, their undergraduate or graduate degrees for a variety of personal or professional reasons. It isn’t feasible for many of these potential students to stop working to pursue additional education. They need flexibility. We’re hopeful that employers, state leaders and our colleagues in higher education will recognize the promise of online learning and competency-based education for a workforce that demands flexibility and affordability.

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Driving - Mon, 2015-08-03 02:00
Categories: Cartoons, Science News

Making an Impact With Self-Service Video Recording

Online learning update by Ray Schroeder - Sun, 2015-08-02 02:10

By Meg Lloyd, Campus Technology

Penn State’s One Button Studio has changed the meaning of “video literacy,” giving students and instructors the tools to create professional-looking videos without technical assistance. One Button Studio is just that simple: You walk into the studio and plug in your thumb drive, which triggers the lights to come on and all the equipment to start up, ready for recording. Get your mind on your presentation and your toes on the mark. Hit the big silver button when you want to begin … and again when you want to end. Thoughtfully designed studio presets assure a high-quality recording and the most bang for the buck from single-camera-angle recording. While there’s nothing new about recording studios, the One Button Studio has broken new ground with its foolproof simplicity and rock-solid dependability. Now any student, professor or staff member can successfully produce videos with absolutely no technical assistance.

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I Flipped my Classroom the Hard Way – But You Don’t Have To!

Online learning update by Ray Schroeder - Sun, 2015-08-02 02:04

By Pasha Souvorin, GPB Blog

I did this the hard way – by spending hundreds of hours recording my own video tutorials and building them into a website. The exciting news I have to share is that this is no longer necessary. PBS LearningMedia has put together one of the most amazing collections of instructional videos I’ve ever seen. At this point, there are over 100,000 digital resources on their website. There are several powerful ways to use these tools. First of all, teachers can browse for videos by standards. If you have a series of curricular standards that you need to teach, you can easily find videos tailored to those standards. Teachers can also create storyboards, assignments, and even quiz questions to go along with the videos. Once teachers have built an online “lesson” around some PBS LearningMedia resources, it’s easy to share that lesson with classes. Plus, all of the material is the high quality work of PBS. If you are a teacher who is thinking about flipping something – an assignment, a unit, or even a whole class, PBS LearningMedia is a great place to start.

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Disruptive Innovations In Higher Ed Emerging From Outside Mainstream

Online learning update by Ray Schroeder - Sun, 2015-08-02 02:02

by Michael Horn, Forbes

In education, online learning is the first disruptive innovation since the advent of the printing press. Combined with competency-based learning—in which students progress upon true mastery of their learning, not because of an arbitrary time-based measure— there is a big opportunity to transform our higher education system into a more affordable, student-centered one that is able to serve many more students. True to form, we are seeing a variety of potentially disruptive organizations powered by online learning emerge from outside traditional higher education. These upstarts are reaching those students who need more education but for reasons having to do with convenience and accessibility, simplicity, and cost, are, at that point in their lives, nonconsumers of traditional higher education. The organizations are generally simpler, more focused institutions than our traditional colleges and universities.

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Developing a framework for teaching open courses

OLDaily by Stephen Downes - Sat, 2015-08-01 15:00

Alec Couros, Open Thinking, Aug 01, 2015

Long and enormously useful post from Alec Couros describing 'semi-structured' open courses. The concept is drawn from Douglas Thomas and John Seely Brown: "The new culture of learning actually comprises two elements. The first is a massive information network that provides almost unlimited and resources to learn about anything. The second is a bounded and structured environment that allows unlimited agency to build and experiment with things within those boundaries."

[Link] [Comment]

How big data is unfair

OLDaily by Stephen Downes - Sat, 2015-08-01 15:00

Moritz Hardt, Medium, Aug 01, 2015

Is justice 'fairness'? Is there a requirement that big data be fair? That is the underlying presumption behind this paper that argues that the needs and interests of minorities are subsumed under the unflinching generalizations of big data. Empirically, I think there's no doubt that Moritz Hardt is right. This is the sort of observation that has spurred philosophers since John Stuart Mill to warn of the "tyranny of the majority". How much does it matter, though? Will it even slow down the adoption of big data? It should - but will it? In medicine, we have the "do no harm" principle to prevent doctors from unthinkingly prescribing stock solutions to special cases. But we have no equivalent in education. We don't really get an answer - and at the very end I see the purpose of the article is not to actually address the issue, but to promote a conference. How disappointing.

[Link] [Comment]

Employability and quality of life

OLDaily by Stephen Downes - Sat, 2015-08-01 15:00

George Siemens, elearnspace, Aug 01, 2015

This is a set of slides on the employability narrative for higher education, which as George Siemens says, is becoming overpowering. "While I certainly agree that work is important," he writes, "I think the framework of 'getting a job' is too limiting for the role that higher education (can and should) play in society." I agree.

[Link] [Comment]

Negotiating a New Social Contract for Digital Data

OLDaily by Stephen Downes - Sat, 2015-08-01 15:00

Barbara Fister, Inside Higher Ed, Aug 01, 2015

I know my article from yesterday on  what I learned from philosophy can be tough sledding, but seriously, it's a Rosetta Stone for understanding pretty much everything in our field. Consider the present post. The focus is on big data, and yes, that is the topic. But how is it that a new 'social contract' would work with respect to big data? Would we (and by 'we' I mean you and me) ever actually negotiate such a thing? I agree, and probably so does everyone else, that "there is a lot of good stuff that can come from using large data sets, but we need to figure out who gets to decide which uses are beneficial." But how do we get from there to here? It will take more than government transparency, regulations, and self-education.

[Link] [Comment]

One Thing

OLDaily by Stephen Downes - Sat, 2015-08-01 15:00

Andrew Nachison, We Media, Aug 01, 2015

Are newsletters making a comeback? As social media becomes less and less useful, maybe people are turning to (as this We Media updates suggests) that 'one thing' that they can rely on to be relevant. I've long since given up making any guarantees :) so I'm quite happy to pass along this notification. Because I do like media. "You can’ t keep up with everything. But you can manage One Thing, the newsletter from Andrew Nachison. No promises on format or frequency. Get it by email." And Doug Belshaw, your survey kept timing out on me, but I think a daily newsletter from you would be welcome too.

[Link] [Comment]

That 'Useless' Liberal Arts Degree Has Become Tech's Hottest Ticket

OLDaily by Stephen Downes - Sat, 2015-08-01 15:00

George Anders, Forbes, Aug 01, 2015

I like this of course because my own degrees are in philosophy. “ Studying philosophy taught me two things,” says (Slack CEO Stewart) Butterfield. “ I learned how to write really clearly. I learned how to follow an argument all the way down, which is invaluable in running meetings. And when I studied the history of science, I learned about the ways that everyone believes something is true– like the old notion of some kind of ether in the air propagating gravitational forces– until they realized that it wasn’ t true.” This caused me to reflect on  what I've learned from philosophy as well.

[Link] [Comment]

I am not sure what Kevin Carey is imagining here….

OLDaily by Stephen Downes - Sat, 2015-08-01 15:00

Steve Krause,, Aug 01, 2015

I mentioned Kevin Cartey's post in another item a few days ago; this post is a good antidote to the specious reasoning Carey offers his New York Times readership. Based on the example of college athleete cheating scandals, Carey argues, "colleges/universities are 'not coherent' when it comes to consistency, standards, classroom excellence." This is in itself a terrible argument, but then Carey goes on to argue that there isn't much difference between what you learn in the elite colleges and the other colleges. True enough. But as Steve Krause rejoinds, "then that means that there actually is a lot of consistency and coherence in higher education." The article is classic Carey, running a contradiction to prove whatever he wants. And as Krause observes, "I guess what bothers me the most about Carey’ s views here and in other places, notably in  The End of College,  is the amount of airtime it gets in places in the mainstream media like  The New York Times." Too true. 

[Link] [Comment]

Medication order entry and clinical decision support: current nursing informatics issues.

NLM - Nursing Informatics - Sat, 2015-08-01 12:00
Related Articles

Medication order entry and clinical decision support: current nursing informatics issues.

Nurs Clin North Am. 2015 Jun;50(2):315-25

Authors: Gideon AC, DiPersio DM

The Health Information Technology for Economic and Clinical Health (HITECH) Act has greatly increased the acceptance of electronic health record technology by providing incentives and punishment standards. A key criterion of the HITECH Act, meaningful use, has vendors clamoring to design clinical decision support (CDS) systems that fulfill this objective. Users should be aware that more emphasis may be placed on achieving the goals for compliance than on working out details that are clinically meaningful. Nurses can play a crucial rule in collaboratively supporting CDS initiative changes that make patient care more effective and efficient.

PMID: 25999073 [PubMed - indexed for MEDLINE]

Categories: nursing informatics

Program to train female Saudi online teachers

Online learning update by Ray Schroeder - Sat, 2015-08-01 02:05


The National Center for e-Learning and Distance Education has come up with a comprehensive e-learning program to prepare Saudi female graduates as faculty members and institutional administrators for the development of online education in the Kingdom. The center announced the program on Monday in partnership with the Open Education Consortium, the network for open education committed to advancing its impact on global education. According to the plan, the core of the yearlong program is to build on principles of online learning in the US to prepare female faculty and university leaders with skills in online and blending learning, which is a formal education program in which a student learns at least in part through delivery of content and instruction via digital and online media with some element of student control over time, place, path and pace.

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31 Elite Colleges That Offer Free Online Learning

Online learning update by Ray Schroeder - Sat, 2015-08-01 02:02

by Business2Community

Whether you’re a high school grad looking for a challenge or an adult who wants to indulge in world-class learning on their own time, there’s probably something for you in the long list of MOOCs offered by these institutions. The education experts at StartClass sifted through the top ranked schools to find those who offer MOOCs. They highlighted a few interesting examples of classes and detailed the platform each school uses. Note that these courses aren’t for credit.

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