news (external)

Why Are You Teaching That?

Online learning update by Ray Schroeder - Tue, 2015-03-31 02:05

by Richard M. Felder, Tomorrow’s Professor

How about the courses you teach? If you went to some of your alumni and asked them what in their college education turned out to be really useful after graduation, what do you suppose they’d tell you? I did that a few years ago. I surveyed 72 chemical engineering alumni I had taught, asking them to reflect on their college experience and tell me what about it was helpful in preparing them for their current careers, and 50 of them responded. Practically none of the curriculum content made their lists. Skills, yes, especially the problem-solving skills they learned from those endless assignments (25) and the communication and time management skills they got from team projects (23). Only one specific course was nominated by more than two people, however-material and energy balances, naturally (8). As far as the students were concerned, the content of those 4-5 years of math and science and engineering and general education courses was mostly irrelevant to their post-graduation careers and lives.

http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/enewsletter.php?msgno=1397

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Mooc Makers Disrupt Business Education With Careers Focus

Online learning update by Ray Schroeder - Tue, 2015-03-31 02:02

by Seb Murray, Business Because

The business school as we know it is ripe for innovation by new technologies. For the liquid Mooc developers disrupting the market, employment is increasingly the priority. In an office complex in California’s Mountain View on the fringes of Silicon Valley is Coursera — a $300 million+ start-up trying to bring about a new age in education. The university as we know it is ripe for innovation by the disruptive use of new technologies. Online learning groups like edX and Udacity emerged as providers of free education to the masses but have evolved into colossal entities that are on the cusp of rivalling the traditional degree and providing the same boost to careers. As they scramble to understand emerging threats, universities and business schools are being forced to evolve their content to be delivered in blended forms – accessible from both classrooms and smart devices. Wharton, Stanford and INSEAD have all invested heavily digital tech.

http://www.businessbecause.com/news/mba-distance-learning/3176/mooc-developers-hone-careers-focus

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What is Innovation in Education?

OLDaily by Stephen Downes - Mon, 2015-03-30 10:29

• Backchannel: • Go to http://www.downes.ca/chat • Select What is Innovation in Education?

--- OR ---

• Use Twitter hashtag #ghent2015 • • Slides: http://www.downes.ca/presentation/359

--- OR ---

• Slideshare: http://www.slideshare.net/Downes

 

Live Stream http://t.co/9s0nCpubIj

, (Keynote) Mar 30, 2015 [Comment]

20 Facts About the Impact of E-Learning [#Infographic]

Online learning update by Ray Schroeder - Mon, 2015-03-30 02:08

by Frank Smith, EdTech Magazine

The online-learning market is on track to reach $37.8B globally by 2020. With the cheaper rates at which mobile broadband data is available, 74 percent of eLearners will be mobile learners,” according to a March 2 blog post from TalentLMS. Online learning is also changing the culture of learning itself. An introductory course in computer science at Harvard College, Computer Science 50, broke course registration records in the fall when 819 undergraduates signed up for the class. In the previous year, the same course had 153 students enrolled. Part of the success behind that course’s enrollment is the online aspect. CS50 was exempted from a newly instated Harvard regulation that prohibits students from enrolling in classes that have overlapping times, according to The Harvard Crimson. This means that students can review lessons from the course through videos instead of attending class in person. The full infographic is linked below:

http://www.edtechmagazine.com/higher/article/2015/03/20-facts-about-e-learning-todays-colleges-infographic

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The End of College?

Online learning update by Ray Schroeder - Mon, 2015-03-30 02:05

By Paul Fain, Inside Higher Ed

The End of College takes the long view in diagnosing a higher education business model that Carey says is desperately flawed. He goes back centuries to describe how colleges developed scattered and disjointed missions. Carey also looks forward, to how information technology could help birth a more affordable and meritocratic form of higher education. His book has generated loads of coverage in the news media, including a somewhat positive review in The Washington Post by Janet Napolitano, the University of California system’s president. And several of Inside Higher Ed’s bloggers have been critical about his assertions. We sent some questions about the book to Carey via email. The exchange is linked below.

https://www.insidehighered.com/news/2015/03/23/kevin-carey-talks-about-his-new-book-end-college

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Gamification Harnesses the Power of Games to Motivate

Online learning update by Ray Schroeder - Mon, 2015-03-30 02:02

By Kevin Werbach, Epoch Times

Walk through any public area and you’ll see people glued to their phones, playing mobile games like Game of War and Candy Crush Saga. They aren’t alone. 59 percent of Americans play video games, and contrary to stereotypes, 48 percent of gamers are women. The US$100 billion video game industry is among the least-appreciated business phenomena in the world today. But this isn’t an article about video games. It’s about where innovative organizations are applying the techniques that make those games so powerfully engaging: everywhere else. Gamification is the perhaps-unfortunate name for the growing practice of applying structural elements, design patterns, and psychological insights from game design to business, education, health, marketing, crowdsourcing and other fields. Over the past four years, gamification has gone through a cycle of (over-)hype and (overblown) disappointment common for technological trends. Yet if you look carefully, you’ll see it everywhere.

http://www.theepochtimes.com/n3/1292755-gamification-harnesses-the-power-of-games-to-motivate/

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Ontological Argument

xkcd.com - Mon, 2015-03-30 02:00
Categories: Cartoons, Science News

Grundsicherung für Arbeitsuche

Gesundheitsberichterstattung - Mon, 2015-03-30 00:00

Die im Informationssystem eingespeicherten gestaltbaren Tabellen aus der Statistik "Empfängerinnen und Empfänger von Grundsicherung für Arbeitsuchende nach SGB II " der Bundesagentur für Arbeit wurden um das Jahr 2013 ergänzt.

Categories: Science News

Instructor Time Requirements to Develop and Teach Online Courses

Online learning update by Ray Schroeder - Sun, 2015-03-29 01:11

by Lee A. Freeman, Online Journal of Distance Learning Administration

Developing online courses is more time consuming than developing face-to-face courses, but the development of each subsequent online course is not as time consuming as the previous online course development. In addition, teaching online is more time consuming than teaching face-to-face, but this is only the case for the first time and perhaps the second time teaching the course. After the second time, teaching a course online or face-to-face is relatively the same in terms of time. In addition, the Technology learning curve is shorter than the Online Pedagogical learning curve. While the data from this study can be used by instructors, administrators, and instructional designers to create higher quality course development processes, training processes, and overall communication, there is still much to be learned through further data analysis as well as additional data collection. Instructor time commitment is an issue, and now a more clear understanding is available.

http://www.westga.edu/~distance/ojdla/spring181/freeman181.html

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Balancing Online Teaching Activities: Strategies for Optimizing Efficiency and Effectiveness

Online learning update by Ray Schroeder - Sun, 2015-03-29 01:04

Deana M. Raffo, Thomas M. Brinthaupt, Justin G. Gardner, Lawanna S. Fisher; OJDLA

Increased demands in professional expectations have required online faculty to learn how to balance multiple roles in an open-ended, changing, and relatively unstructured job. In this paper, we argue that being strategic about one’s balance of the various facets of online teaching will improve one’s teaching efficiency and effectiveness. We discuss the balancing issues associated with four key online teaching facets: course design/development, delivery of the course content, assessments/feedback, and professional development. We conclude with a template for a strategic professional development plan that addresses these key facets.

http://www.westga.edu/~distance/ojdla/spring181/raffo_brinthaupt_gardner_fisher181.html

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Competency-Based Education: A Framework for Measuring Quality Courses

Online learning update by Ray Schroeder - Sun, 2015-03-29 01:03

by Jackie Krause, Laura Portolese Dias, Chris Schedler; OJDLA

The growth of competency-based education in an online environment requires the development and measurement of quality competency-based courses. While quality measures for online courses have been developed and standardized, they do not directly align with emerging best practices and principles in the design of quality competency-based online courses. The purpose of this paper is to provide background and research for a proposed rubric to measure quality in competency-based online courses.

http://www.westga.edu/~distance/ojdla/spring181/krause_dias_schedler181.html

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Online college wins over students in Missouri

Online learning update by Ray Schroeder - Sat, 2015-03-28 01:09

by Koran Addo, St. Louis Today

Two years ago, it might have seemed strange when Gov. Jay Nixon starting pushing for Missouri to create its own branch of Western Governors University. After all, WGU is a bit of an oddity. It’s a nonprofit online university that doesn’t use teachers. Students work at their own pace and are assigned course mentors who offer tutoring, advice or pep talks as needed. Students can also skip large sections of the curriculum if they can demonstrate command of the subject. After two years and a state investment of $4 million, WGU-Missouri leaders say the school is doing what it’s supposed to do: providing access to students who don’t fit the mold of a traditional student.

http://www.stltoday.com/news/local/education/online-college-wins-over-students-in-missouri/article_ab774237-d266-5074-9f32-df7b95369ea1.html

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From Disruptor to Bestie: How Instructors are Learning to Leverage MOOCs

Online learning update by Ray Schroeder - Sat, 2015-03-28 01:05

by Charlie Chung, EdSurge

Only a handful of sessions at SXSWedu this year used “MOOC” in their titles or descriptions, but those four letters were still mentioned quite a bit. It is safe to say, MOOCs have been passed over as the disruptor du jour of higher education. But this is a good thing, because now we can get on with the real work to figure out how to best study, utilize and improve their role in education. Here are a few of the takeaways I gathered about MOOCs during the conference.

https://www.edsurge.com/n/2015-03-20-from-disruptor-to-bestie-how-instructors-are-learning-to-leverage-moocs

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Learning How to Practice Medicine—Virtually

Online learning update by Ray Schroeder - Sat, 2015-03-28 01:02

by Alia Wong, the Atlantic

Soon, an aspiring Physician’s Assistant might be able to complete nearly all this coursework online—and through an Ivy League to boot: Yale. Yale announced earlier this month that it’s partnering with 2U, Inc.—a firm that helps selective nonprofit universities develop virtual degree programs—to launch its online PA initiative. The project is still pending approval by the accrediting commission for PA schools and from various state licensing agencies. But if it gets the green light, it would likely be the country’s first fully online PA degree. (Some programs are considered “hybrid” and entail a combination of on-campus and online coursework.) It would also become Yale’s first fully online master’s program and join the university’s existing on-campus PA program, which was launched in the early 1970s.

http://www.theatlantic.com/education/archive/2015/03/learning-how-to-practice-medicinevirtually/388276/

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Stop Saying “High Quality”

OLDaily by Stephen Downes - Fri, 2015-03-27 21:22
Display


David Wiley, iterating toward openness, Mar 27, 2015

I've been at the Hewlett OER grantees conference in Sausalito the last few days and I find myself agreeing with David Wiley in this post: "The biggest surprises to me were the number of times the phrase “ high quality” came up, and what a strong, negative reaction I had each time I heard the word." Same here! "'High quality' sounds like it’ s dealing with a core issue, while actually dodging the core issue. The phrase is sneaky and deceptive.... when people say “ high quality” they actually mean all these things (author credentials, review by faculty, copyediting, etc.) except effectiveness." Wiley won't say this, but in my view it's a way for publishers to weasel into a position of being the sole provider of open educational resources, because of course nobody else could produce "high quality" materials.

[Link] [Comment]

State of the Commons

OLDaily by Stephen Downes - Fri, 2015-03-27 21:22
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Various authors, Creative Commons, Mar 27, 2015

Report from Creative Commons on, well, the state of Creative Commons. A.k.a. "the Commons". The short version: we are up to 882 million CC-licensed works (I have maybe 30K of those, counting OLDaily posts and photographs). According to the table, more works are licenses as CC-by than of non-commercial variants (which I don't believe). And they continue (erroneously) to lable licenses allowing commercial licensing as "more open" (tell that to some poor schmuck staring at a paywall). I'm frankly this close to dropping support for Creative Commons over this issue. 14 countries (they say) have made national commitments to open education (according to this, Scotland is a country). Update Cable Green writes to state that the data are here. If we don't count each of 111 million Wikipedia articles as a separate item, the statistics look very different.

[Link] [Comment]

What the English of Shakespeare, Beowulf, and King Arthur actually sounded like

OLDaily by Stephen Downes - Fri, 2015-03-27 18:22
Display


James Harbeck, This Week, Mar 27, 2015

One of the things I used to like to do was to read Thomas Hobbes's 1651 book Leviathan (original, and easier to read) to myself out loud, and using the spelling, imagine the cadence and the accent. So this article with videos of the pronunciation of English as it gets older and older is of interest to me. P.S. if you haven't read Leviathan you owe it to yourself to do so - it is the foundation of the idea of the social contract as the basis for society. And it is also one of the founding documents of modern empiricism.

[Link] [Comment]

Students cheated by posting test questions on social media

OLDaily by Stephen Downes - Fri, 2015-03-27 06:22


Liz Bowie, Baltimore Sun, Mar 27, 2015

This article approaches the issue from a very different perspective, depicting Pearson as aggressively attacking the cheating problem, and acting to enforce its own copyright. "Pearson...  has found more than 70 instances in six states of students posting testing materials on a public social media site, according to spokesman Jesse Comart," says the article. "'We are not delving into people's profiles. We are looking for inappropriate sharing of the intellectual property,' said Steve Addicott, vice president of Caveon, the test security subcontractor." This is a softball article suggesting that Pearson is responding to criticism with a PR campaign. But there are deeper implications: first, that the spying is widespread, and second, the extension of copyright into the enforcement of testing.

[Link] [Comment]

Local college to let students decide on-the-fly to go to class in-person or online

Online learning update by Ray Schroeder - Fri, 2015-03-27 01:06

by Lauren Hertzler, Philadelphia Business Journal

Peirce College has a new program that takes its historically flexible schedule to the next level. For the past year, the college has been testing a model where students can decide on-the-fly to attend class in person or online. It’s aimed at the students that primarily make up Peirce’s population — the working adults that are often hit with last-minute tasks for a job or for their family. If they can’t make it to class due to a sudden engagement, they can read up on all the lecture notes at a later date and even, in some cases, receive audio feedback on assignments and turn in assignments online. For online students, it allows them the opportunity to go to class for that extra in-person interaction if need be.

http://www.bizjournals.com/philadelphia/news/2015/03/19/on-the-fly-college-class-in-person-or-online.html?page=all

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Masters Level Computer Science From Udacity

Online learning update by Ray Schroeder - Fri, 2015-03-27 01:02

by Sue Gee, i-programmer

Applications for the Fall 2015 admission to Georgia Tech’s Online Master of Science in Computer Science (OMS CS) are due before April 17, 2015. But if you don’t want to wait you can follow along for free with Udacity. President Obama visited Georgia Tech last week and pointed to the OMS CS as an example of the kind of innovation needed by the United States to address the rising costs of higher education. This is because, with tuition entirely online, students are charged as little as $6,600, less than one-sixth of the cost of an on-campus equivalent at $45,000.

http://www.i-programmer.info/news/150-training-a-education/8400-udacity-masters.html

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