Online Learning in Higher Education. | D'etre une prof! - 0 views
Convenience, Communications, and Control: How Students Use Technology | Resources | EDU... - 0 views
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They are characterized as preferring teamwork, experiential activities, and the use of technology
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Doing is more important than knowing, and learning is accomplished through trial and error as opposed to a logical and rule-based approach.2 Similarly, Paul Hagner found that these students not only possess the skills necessary to use these new communication forms, but there is an ever increasing expectation on their part that these new communication paths be used
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Much of the work to date, while interesting and compelling, is intuitive and largely based on qualitative data and observation.
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20 ways of thinking about digital literacy in higher education | Higher Education Netwo... - 0 views
A Self-Appointed Teacher Runs a One-Man 'Academy' on YouTube - Technology - The Chronic... - 0 views
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Watching his videos highlights how little the Web has changed higher education. Many online courses at traditional colleges simply replicate the in-person model—often in ways that are not as effective. And what happens in most classrooms varies little from 50 years ago (or more). Which is why Mr. Khan's videos come as a surprise, with their informal style, bite-sized units, and simple but effective use of multimedia.
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Mr. Khan has a vision of turning his Web site into a kind of charter school for middle- and high-school students, by adding self-paced quizzes and ways for the site to certify that students have watched certain videos and passed related tests. "This could be the DNA for a physical school where students spend 20 percent of their day watching videos and doing self-paced exercises and the rest of the day building robots or painting pictures or composing music or whatever," he said.
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"Watching his videos highlights how little the Web has changed higher education. Many online courses at traditional colleges simply replicate the in-person model-often in ways that are not as effective. And what happens in most classrooms varies little from 50 years ago (or more). Which is why Mr. Khan's videos come as a surprise, with their informal style, bite-sized units, and simple but effective use of multimedia."
45 Higher Education Mobile Website Links... - Bob Johnson's Blog on Higher Education Ma... - 0 views
Next Gen Learning Challenges - 0 views
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This fall, NGLC will host a “Back to Campus” series of webinars targeting the underlying challenges facing higher education today and IT’s role as an enabler of change. Each web seminar is free and open to the public, with virtual seating offered on a first-come, first-served basis.
Web 2.0: A New Wave of Innovation for Teaching and Learning? (EDUCAUSE Review) | EDUCAU... - 0 views
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Web 2.0. It is about no single new development. Moreover, the term is often applied to a heterogeneous mix of relatively familiar and also very emergent technologies
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Ultimately, the label “Web 2.0” is far less important than the concepts, projects, and practices included in its scope.
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Social software has emerged as a major component of the Web 2.0 movement. The idea dates as far back as the 1960s and JCR Licklider’s thoughts on using networked computing to connect people in order to boost their knowledge and their ability to learn. The Internet technologies of the subsequent generation have been profoundly social, as listservs, Usenet groups, discussion software, groupware, and Web-based communities have linked people around the world.
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Higher Education Reimagined With Online Courseware - Education Life - NYTimes.com - 0 views
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M.I.T. officials like to tell about an unsolicited comment they received one day about the online course “Introduction to Solid State Chemistry.” “I learned a LOT from these lectures and the other course material,” the comment said. “Thank you for having it online.” The officials did a double take. It was from Bill Gates. (Really.)
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But just 9 percent of those who use M.I.T. OpenCourseWare are educators. Forty-two percent are students enrolled at other institutions, while another 43 percent are independent learners like Mr. Gates. Yale, which began putting free courses online just four years ago, is seeing similar proportions: 25 percent are students, a majority of them enrolled at Yale or prospective students; just 6 percent are educators; and 69 percent are independent learners.
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Professor Shankar is working on his second semester of recorded videos, and says that the experience has improved his teaching.
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Views: The Disruption Is Here - Inside Higher Ed - 0 views
Peter Thiel: We're in a Bubble and It's Not the Internet. It's Higher Education. - 1 views
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But Thiel’s issues with education run even deeper. He thinks it’s fundamentally wrong for a society to pin people’s best hope for a better life on something that is by definition exclusionary. “If Harvard were really the best education, if it makes that much of a difference, why not franchise it so more people can attend? Why not create 100 Harvard affiliates?” he says. “It’s something about the scarcity and the status. In education your value depends on other people failing. Whenever Darwinism is invoked it’s usually a justification for doing something mean. It’s a way to ignore that people are falling through the cracks, because you pretend that if they could just go to Harvard, they’d be fine. Maybe that’s not true.”
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Thiel notes a handful of students told him that whether they were selected or not, they were leaving school to start a company. Many more built tight relationships with competing applicants during the brief Silicon Valley retreat– a sort of support group of like-minded restless students.
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Of course, if the problem Thiel sees with the higher education bubble is elitism, why were so many of the invitees Ivy League kids? Where were the smart inner-city kids let down by economic blight and a failing education system of a city like Detroit; the kids who need to be lifted up the most?
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