news (external)

Now you can take celebrity online courses

Online learning update by Ray Schroeder - Tue, 2016-05-03 02:05

By Ashley Milne-Tyte, Marketplace

An online learning startup called MasterClass raised a big round of funding — $15 million. It uses not academic celebrities, but the real US Weekly kind to teach its courses: from best-selling author James Patterson on writing, to Oscar winners Dustin Hoffman and Kevin Spacey on acting. Learning singing from Christina Aguilera or acting from Spacey is pretty tempting. You pay $90 for a five-hour course. Richard Garrett, chief research officer at Eduventures, said a company like MasterClass isn’t a rival to online higher education, but they share some challenges.

http://www.marketplace.org/2016/02/23/world/master-class

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How to Connect with Fellow Students in An Online Course

Online learning update by Ray Schroeder - Tue, 2016-05-03 02:02

By Danielle Wirsansky, ULoop

As soon as your online course begins, try reaching out. Begin building a community from the get-go. It will be much easier to do and the other students will be much more receptive to it if you start at the beginning. Make interactions with your fellow online classmates a habit so that when you actually need their assistance, you already have a support system in place. If you wait until the last minute, when it is an emergency and you really need someone’s assistance, it might be too late. No one might be interested in or willing to help you when you really need it. You might not need any help like that at all, but why take a chance? Be prepared for what might happen. And if someone else needs help, help them! Give them the help that you would want to receive if you were in their situation. What you give is what you will get.

http://www.uloop.com/news/view.php/199371/How-To-Connect-With-Students-In-An-Online-Course

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Tag gegen den Schlaganfall am

Gesundheitsberichterstattung - Tue, 2016-05-03 00:00
Ausgewählte Informationen zum Tag gegen den Schlaganfall am 10.05.2016
Categories: Science News

One Theory to Rule Them All

OLDaily by Stephen Downes - Mon, 2016-05-02 12:51


Esko Kilpi, May 02, 2016

I think there's a point to this post, which is why I'm linking to it, but I think it could probably have been explained more clearly. Essentially the argument is this: companies have shifted their thinking from treating other agencies as 'externalities' to thinking of them as the network. This shift in thinking is important, because it reflects a change from thinking of them as a net cost to thinking of them as the most effective way to produce certain business outcomes. "What assets were for the industrial firm, network effects are for the post-industrial firm." These network effects reflect a value of a company that is far greater than the assets it may hold. Apple's position, for example, as the centre of a network of developers is far greater than it would be if it had all these developers in-house.

[Link] [Comment]

Academia is quietly and systematically keeping its women from succeeding

OLDaily by Stephen Downes - Mon, 2016-05-02 12:51


Marcie Bianco, Quartz, May 02, 2016

Marcie Bianco makes the point proposed in the headline fairly convincingly by offering a series of ways in which it is true, listing everything from the larger students loans they must take out to the higher proportion of women in low-paying adjunct positions to the observation that as women join a field, average pay in the field drops. But there's more, an undercurrent and an observation, which is encapsulated in the discussion of the relation between the attack on the humanities, the increasing number of women in the humanities, and the accusation that there is a predominance of 'liberal values' in such fields. 

[Link] [Comment]

Why Understanding These Four Types of Mistakes Can Help Us Learn

OLDaily by Stephen Downes - Mon, 2016-05-02 12:51


Eduardo Briceño, MindShift, May 02, 2016

"Mistakes are not all created equal," writes the author, "and they are not always desirable. In addition, learning from mistakes is not all automatic. In order to learn from them the most we need to reflect on our errors and extract lessons from them."  Eduardo Briceñ o makes this point clear by identifying four types of mistakes, two of which can be seen as beneficial, and two of which really should be avoided.

[Link] [Comment]

The ‘Maker’ Movement: Understanding What the Research Says

OLDaily by Stephen Downes - Mon, 2016-05-02 09:51


Benjamin Herold, EdWeek Market Brief, May 02, 2016

The Maker movement began as a free-form exercise. "Typically, 'Making' involves attempting to solve a particular problem, creating a physical or digital artifact, and sharing that product with a larger audience. Often, such work is guided by the notion that process is more important than results." But as it began to be applied more in schools, it began to  evolve. Diversity and inclusiveness became more important, and questions began to be asked about what was learned. This article is a good overview of some of the recent research. And it's interesting to compare the similarities between the evolution of MOOCs and the evolution of making.

[Link] [Comment]

Why Luck Matters More Than You Might Think

OLDaily by Stephen Downes - Mon, 2016-05-02 09:51


Robert H, frank, The Atlantic, May 02, 2016

The point of the article, in a nutshell: "a growing body of evidence suggests that seeing ourselves as self-made— rather than as talented, hardworking,  and  lucky— leads us to be less generous and public-spirited. It may even make the lucky less likely to support the conditions (such as high-quality public infrastructure and education) that made their own success possible."

[Link] [Comment]

Fifty shades of open

OLDaily by Stephen Downes - Mon, 2016-05-02 09:51


Jeffrey Pomerantz, Robin Peek, First Monday, May 02, 2016

This could have been much more appropriately titled, but the content of the piece is spot on. Specifically:

Open means rights
Open means access
Open means use
Open means transparent
Open means participatory
Open means enabling openness
Open means philosophically aligned with open principles

[Link] [Comment]

Austrade sets target of 110 million MOOC students for Australia by 2025

OLDaily by Stephen Downes - Mon, 2016-05-02 06:51


Tim Dodd, Financial Review, May 02, 2016

I'm attending an expert meeting on MOOC quality for the Commonwealth of Learning in Malaysia right now, so it was interesting (and yes, amusing) to read about Australia's plans to grab a large share of the MOOC 'market'. The 110 million student represents 10% of the potential market (and  21,900 per cent growth). It may sound crazy, but "International education is already Australia's third-largest export industry, garnering nearly $19 billion in 2015, beaten only by coal and iron ore." You might wonder how Australia can earn money on 'open' learning, but of course online learning has developed into a lucrative market, as witness these courses  that Dave Cormier introduced me to this week.

[Link] [Comment]

We are the Monkeys of Rum

OLDaily by Stephen Downes - Mon, 2016-05-02 03:51


Ben Werdmuller, Medium, May 01, 2016

This is a great story. I wonder how many people have stories like this - certainly most of the people I know and talk to and work with have their own internet origin stories. I did. I started by playing on a MUD, used this to learn internet programming, built an LMS, and the rest is history. What I like about Werdmuller's story is that it is on the one hand so typical and on the other hand so unique. And I remember the same sort of macro-phenomena he observes - the trolls, for example, that swarmed discussion boards in 2002 or so. It was a special moment in history, that wonderful few years when the web was created and people could use it for almost anything. 

[Link] [Comment]

Quality Of UNC Kenan-Flagler Lures MBAs From On-Site To Online — But Are We There Yet?

Online learning update by Ray Schroeder - Mon, 2016-05-02 02:07

by Adam Gordon, Forbes

MBA@UNC students are currently required at a three-day real-world event twice during their degree, choosing their date and location from a schedule of quarterly gathering in the U.S. and around the world. Recent locations were San Francisco, London, Shanghai, Detroit, and Budapest. But beyond this they can and do join residential students for part of their program, for example taking a traditional study-abroad option. And, as the online program garners quality recognition, residential students are asking to take classes on it. Through this, what is coming into focus is a user-oriented “hybrid” education offering where students choose from a portfolio of real-world and online options, making the best tradeoffs they can according to the kind of graduate or executive education experience they seek, or that their situation will allow.

http://www.forbes.com/sites/adamgordon/2016/04/25/unc-mba/#5fd776b4691a

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When Your Dream School Accepts You (But Only Online)

Online learning update by Ray Schroeder - Mon, 2016-05-02 02:05

by Chris Chafin, Fast Company

“It kind of fooled me at first,” Kinsella told me. “It said, ‘Congratulations, you’ve been admitted to the University of Florida.’ But shortly after, I discovered it was actually the ‘Path to Campus Enrollment.’ Is that what it’s called? The PaCE program.” Kinsella had been accepted to a year-old program at UF that lets students who don’t quite make the cut for traditional admission take their first two years of classes online or at a community college for a 25% discount in tuition. They can start taking classes on UF’s campus only after they earn 60 credits, and start as juniors. This combination of online and offline education is new, but gaining in popularity. Many institutions around the country, including the University of Colorado and , offer so-called hybrid degrees for bachelor’s or master’s students in many fields of study. This is all part of an expansion in online education that’s been progressing fitfully for most of this decade, an experiment involving millions of young people whose results are far from certain.

http://www.fastcompany.com/3057949/when-your-dream-school-accepts-you-but-only-online

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Micro master’s is future of online learning: Anant Agarwal

Online learning update by Ray Schroeder - Mon, 2016-05-02 02:02

by Anjuli Bhargava, Business Standard

I see the world becoming more unbundled, more micro – in everything. Learning is life long. As things stand, do you know that only 25 per cent of students in the US actually follow this model of going to college at 18 and finishing in four years ? Most of them take up a job after high school, some come back later, some join college and drop out. We have launched on edX a micro master’s. Why should you get a full master’s ? You can get micro credentials. Say you are doing a BA in Math. But you want to work as a computer programmer. You can take a micro master’s in programming from edX. By the time you have your BA in math, you can have your masters too and get a job in programming if you like. These new micro credentials are just-in-time learning in the right field. We think that is the future. We think in the future the concept of a degree will be questioned too. Why do we need a four year degree ? Why does India need a three year degree – 95 per cent who earn the degree can’t be employed in any case.

http://www.business-standard.com/article/economy-policy/micro-master-s-is-future-of-online-learning-anant-agarwal-116042000050_1.html

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Message in a Bottle

xkcd.com - Mon, 2016-05-02 02:00
Categories: Cartoons, Science News

Toronto students create emoji to reflect themselves

OLDaily by Stephen Downes - Sun, 2016-05-01 06:47


Katrina Clarke, Toronto Star, May 01, 2016

There's a very involved emoji-approval process (which is how we end up with an unrepresentative set of emogis) but it'd good to see these students speaking out against it and creating their own alternatives.  “ I thought this would be a good way to spark them thinking about what emojis represent — if they represent them as young women,” said Daniel Pupulin, the students’ communication technology teacher.

[Link] [Comment]

CU system reaping the benefits of massive open online courses

Online learning update by Ray Schroeder - Sun, 2016-05-01 02:05

By Sarah Kuta, Daily Camera

The University of Colorado is starting to see some revenue from the free, massive open online courses it offers to the world through the website Coursera. Though course content is still free, students are beginning to pay for certificates showing they’ve completed a CU course or a multi-course unit in the same subject. Since September, these online course certificates have generated roughly $110,000 across the CU system, a number that is likely to go up this spring with the launch of new multi-course units, said Deborah Keyek-Franssen, associate vice president for digital education and engagement for the CU system. That’s been somewhat of a welcome surprise, as CU did not necessarily expect to make money when it began offering the courses three years ago, Keyek-Franssen said.

http://www.dailycamera.com/cu-news/ci_29802803/cu-system-reaping-benefits-massive-open-online-courses

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What to Do When You’re Bored With Your Job

Online learning update by Ray Schroeder - Sun, 2016-05-01 02:03

by Gloria Cordes Larson, Forbes

I believe it’s critical to commit to a lifetime of learning. Everyone needs to refresh their mind from time to time and learning new skills helps develop new talents that often lead to exciting new aspects of your career. As the leader of a university responsible for developing tomorrow’s leaders, I tell my graduating students that earning their degree is a tremendous accomplishment, but if they want to continue advancing then the learning doesn’t stop after graduation. Whether they plan to go on to obtain an advanced degree, they take online courses to learn the latest social media tools or brush up on the latest enterprise software, it’s critical to keep acquiring new skills.

http://fortune.com/2016/04/24/bored-with-job/

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What can higher ed learn about retention from the healthcare industry?

Online learning update by Ray Schroeder - Sun, 2016-05-01 02:02

By Tara García Mathewson, Education Dive

In hospitals, population health management uses predictive analytics to separate patients into cohorts by risk level and assign supports accordingly, and some colleges are starting to look to the strategy as a model for addressing retention. Inside Higher Ed reports new research from EAB shows promising results for colleges that have organized their advising services based on the population health management model, in which about 70% of people are categorized as low risk, 25% as medium or rising risk, and 5% as high risk. Middle Tennessee State University implemented a new model based on the healthcare strategy in fall 2014, hiring more advisors and focusing their efforts on high-risk students, who were identified through analytics as those with low GPAs, and it saw a 3.4% increase in retention in one year.

http://www.educationdive.com/news/what-can-higher-ed-learn-about-retention-from-the-healthcare-industry/417779/

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Marketing could become the most expensive part of higher ed

Online learning update by Ray Schroeder - Sat, 2016-04-30 02:06

By Tara García Mathewson, Education Dive

Colleges and universities are spending more money on recruitment to attract students in an increasingly competitive field, and Noodle Partners CEO John Katzman calls it an arms race in need of regulation. For Inside Higher Ed, Katzman writes that people are paying attention to the spending spree on campus amenities but not the runaway costs of student recruitment, which ultimately increases the cost of higher education without improving services for students. Katzman suggests a bill that would limit subsidized student loans to the actual cost of education or a new U.S. Department of Education regulation that would limit tuition sharing deals at schools whose marketing budgets get too high.

http://www.educationdive.com/news/marketing-could-become-the-most-expensive-part-of-higher-ed/417777/

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