different forms of instructional video published online for students
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shared by Wayne Holly on 27 Oct 11
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Should You Flip Your Classroom? | Edutopia - 207 views
www.edutopia.org/...pped-classroom-ramsey-musallam
Flipped flipped classroom flipclass edutopia strategy
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Jason Finley and Patricia Hermes liked it
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Good teaching, regardless of discipline, should always limit passive transfer of knowledge in class, and promote learning environments built on the tenants of inquiry, collaboration and critical thinking
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The science teacher in me is deeply committed to the process of inquiry, and arming my students with the skills needed to construct and test their own ideas. The AP teacher in me fears sending my students off to their examination in May having covered only a portion of all the content required
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I like this concept - read more. Works against teacher as delivery system to be ignored.
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At its core, "flipped instruction" refers to moving aspects of teaching out of the classroom and into the homework space. With the advent of new technologies, specifically the ability to record digitally annotated and narrated screencasts, instructional videos have become a common medium in the flipped classroom. Although not limited to videos, a flipped classroom most often harnesses different forms of instructional video published online for students.
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Classrooms Go High-Tech to Engage Students - US News and World Report - 0 views
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shared by Greta Oppe on 27 Mar 11
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A Vision of K-12 Students Today (Classic EdTech video) - 61 views
www.youtube.com/watch
education technology students web2.0 learning culture collaboration teaching digitalstorytelling YouTube
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This project was created to inspire teachers to use technology in engaging ways to help students develop higher level thinking skills. Equally important, it serves to motivate district level leaders to provide teachers with the tools and training to do so. Nesbitt, B. J. (2007). A vision of K-12 students today. Retrieved from http://www.youtube.com/watch?v=_A-ZVCjfWf8
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shared by tapiatanova on 08 Nov 11
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A Social Network Can Be a Learning Network - The Digital Campus - The Chronicle of High... - 98 views
chronicle.com/...129609
social network sociallearning Social Media learning education millenials socialnetworking socialbookmarking pln ple optometry
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Kate Pok liked it
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Sharing student work on a course blog is an example of what Randall Bass and Heidi Elmendorf, of Georgetown University, call "social pedagogies." They define these as "design approaches for teaching and learning that engage students with what we might call an 'authentic audience' (other than the teacher), where the representation of knowledge for an audience is absolutely central to the construction of knowledge in a course."
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External audiences certainly motivate students to do their best work. But students can also serve as their own authentic audience when asked to create meaningful work to share with one another.
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The last sentence is especially important in institutional contexts where the staff voices their distrust against "open scholarship" (Weller 2011), web 2.0 and/or open education. Where "privacy" is deemed the most important thing in dealing with new technologies, advocates of an external audience have to be prepared for certain questions.
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yes! nothing but barriers! However, it is unclear if the worries about pravacy are in regards to students or is it instructors who fear teaching in the open. everyone cites FERPA and protection of student identities, but I have yet to hear any student refusing to work in the open...
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Students most likely won't find this difficult. After all, you're asking them to surf the Web and tag pages they like. That's something they do via Facebook every day. By having them share course-related content with their peers in the class, however, you'll tap into their desires to be part of your course's learning community. And you might be surprised by the resources they find and share.
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While keynote speakers and session leaders are speaking, audience members are sharing highlights, asking questions, and conversing with colleagues on Twitter
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Ask your students to create accounts on Twitter or some other back-channel tool and share ideas that occur to them in your course. You might give them specific assignments, as does the University of Connecticut's Margaret Rubega, who asks students in her ornithology class to tweet about birds they see. During a face-to-face class session, you could have students discuss their reading in small groups and share observations on the back channel. Or you could simply ask them to post a single question about the week's reading they would like to discuss.
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A back channel provides students a way to stay connected to the course and their fellow students. Students are often able to integrate back channels into their daily lives, checking for and sending updates on their smartphones, for instance. That helps the class become more of a community and gives students another way to learn from each other.
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Deep learning is hard work, and students need to be well motivated in order to pursue it. Extrinsic factors like grades aren't sufficient—they motivate competitive students toward strategic learning and risk-averse students to surface learning.
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Social pedagogies provide a way to tap into a set of intrinsic motivations that we often overlook: people's desire to be part of a community and to share what they know with that community.
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Online, social pedagogies can play an important role in creating such a community. These are strong motivators, and we can make use of them in the courses we teach.
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The papers they wrote for my course weren't just academic exercises; they were authentic expressions of learning, open to the world as part of their "digital footprints."
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Collaborative documents need not be text-based works. Sarah C. Stiles, a sociologist at Georgetown, has had her students create collaborative timelines showing the activities of characters in a text, using a presentation tool called Prezi.com. I used that tool to have my cryptography students create a map of the debate over security and privacy. They worked in small groups to brainstorm arguments, and contributed those arguments to a shared debate map synchronously during class.
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A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
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A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
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A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
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Wired Up: Tuned out | Scholastic.com - 0 views
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Compared to us, I believe their brains have developed differently," says Sheehy. "If we teach them the way we were taught, we're not serving them well."
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children were much more likely to have connections between brain regions close together while older subjects were more likely to feature links between parts of the brain that are physically farther apart.
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Recent reports from the Pew Internet and American Life Project show that 93 percent of youth ages 12 to 17 go online. Of those kids, 55 percent use social-networking sites (like Facebook and MySpace), and 64 percent are creating their own original content (such as blogs and wikis)
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Unlike watching television, using the Internet allows young people to take an active role; this move from consumption to participation affects the way they construct knowledge, develop their identity, and communicate with others.
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"It's a shift from how to memorize and retrieve data in one's mind to how to search for and evaluate information out in the world
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"Computers give you different ways to solve problems, the opportunity to run and test simulations, and a way to offload processing. . . . We need kids to think about problems in innovative and creative ways. We need to change the emphasis of education to focus on higher-order kinds of thinking."
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Even if we're duplicating a real-life scenario in a virtual environment, the fact that students are engaged with technology and performing through a semblance of anonymity lends itself to a deeper level of discourse.
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"If we fail to do so, our kids are going to look at what they're learning in schools and see that it is irrelevant to the future they see before them."
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Davis says today's teachers are seeking information when they need it instead of waiting for more formal professional development workshops.
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acob is your average American 11-year-old. He has a television and a Nintendo DS in his bedroom; his family also has two computers, a wireless Internet connection, and a PlayStation 3. His parents rely on e-mail, instant messaging, and Skype for daily communication, and they're avid users of Tivo and Netflix. Jacob has asked for a Wii for his upcoming birthday. His selling point? "Mom and Dad, we can use the Wii Fit and race Mario Karts together!"
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(Re)Marking upon #ProfChat - 11 views
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VCUOLE It appears that many students (graduate, undergraduate, professional) are oriented towards receiving answers rather than engaging in exploration. Would the 'curiosity cultivating' learning technologies provide a frustrating experience for such students?
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Possibly, but who says frustration is not a learning experience? The old adage "Give a man a fish and you feed him for a day, teach him how to fish and you feed him for a lifetime" comes to mind. Teach a student to be intellectually and technologically curious and you've given them tools for success long after they've left your tutelage. vcuole
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The challenges and opportunities confronting higher education pedagogy will not be adequately addressed by platforms designed to provide answers
Online-Learning Portal Allows Educators to Create Adaptive Content - Wired Campus - The... - 1 views
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Telling Social Stories with Storify - ProfHacker - The Chronicle of Higher Education - 143 views
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I love Storify!! I"ve been working with it since the summer...Here is some of my work: https://sites.google.com/site/stephsnotebook/home/storify I'd be interested in your feedback.
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@stephanie mccabe I'm just getting started with Storify so I don't know much about it. I love the work you did with it and I find the concept really interesting-- the ease of mixing different media to answer a question. The only concern I have is about how to get students to turn it into a cohesive written narrative (which I find is what students seem to have a harder time with). Writing seems so difficult for students these days.... What do you think?
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Education Week: Fighting the Enemies of Personalized Learning - 57 views
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emergence of technology in education has certainly created a renewed interest in personalizing learning and providing teachers with the tools necessary for differentiating curriculum.
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True personalization requires more than just looking at achievement levels and trying to compensate for deficiencies
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achievement levels, information about student interests, learning styles, and preferred modes of expression allow us to make decisions about personalization that take multiple dimensions of the learner into account.
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differentiation of content requires adding more depth and complexity to the curriculum rather than transmitting more or easier factual material.
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Respect for learning-style variations can be achieved by using instructional strategies such as simulations, Socratic inquiry, problem-based learning, dramatizations, and individual and small-group investigations of real problems. Expression-style preferences can be accommodated by giving students opportunities to communicate visually, graphically, artistically, and through animatronics, multimedia, and various community-service involvements.
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Our obsession with content mastery and Skinner's behavioral theory of learning are slowly but surely giving way to an interest in personalization and differentiation.
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While it is understandable that our early use of technology was mainly an adaptation of Gutenberg-online and a teaching-machine mentality of what learning is all about, we now have both the pedagogical rationale and technological capability to use the many dimensions of student characteristics that clearly and unequivocally result in higher engagement, enjoyment, and enthusiasm for learning.
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The Wired Campus - Duke Professor Uses 'Crowdsourcing' to Grade - The Chronicle of High... - 0 views
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Learning is more than earning an A says Cathy N. Davidson, the professor, who recently returned to teach English and interdisciplinary studies after eight years in administration. But students don't always see it that way. Vying for an A by trying to figure out what a professor wants or through the least amount of work has made the traditional grading scale superficial, she says.
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"Do all the work, you get an A. Don't need an A? Don't have time to do all the work? No problem. You can aim for and earn a B. There will be a chart. You do the assignment satisfactorily, you get the points. Add up the points, there's your grade. Clearcut. No guesswork. No second-guessing 'what the prof wants.' No gaming the system," Ms. Davidson wrote Sunday in a blog post detailing her strategy on hastac.org (pronounced "haystack"), the acronym for "humanities, arts, science, and technology-advanced collaboration.," which she co-founded.
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It's important to teach students how to be responsible contributors to evaluations and assessment. Students are contributing and assessing each other on the Internet anyway, so why not make that a part of learning?"
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The Default Major - Skating Through B-School - NYTimes.com - 41 views
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Dr. Mason, who teaches economics at the University of North Florida, believes his students are just as intelligent as they’ve always been. But many of them don’t read their textbooks, or do much of anything else that their parents would have called studying. “We used to complain that K-12 schools didn’t hold students to high standards,” he says with a sigh. “And here we are doing the same thing ourselves.”
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all evidence suggests that student disengagement is at its worst in Dr. Mason’s domain: undergraduate business education.
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“Business education has come to be defined in the minds of students as a place for developing elite social networks and getting access to corporate recruiters,”
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It’s an attitude that Dr. Khurana first saw in M.B.A. programs but has migrated, he says, to the undergraduate level.
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Second, in management and marketing, no strong consensus has emerged about what students ought to learn or how they ought to learn it.
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Gains on the C.L.A. closely parallel the amount of time students reported spending on homework. Another explanation is the heavy prevalence of group assignments in business courses: the more time students spent studying in groups, the weaker their gains in the kinds of skills the C.L.A. measures.
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The pedagogical theory is that managers need to function in groups, so a management education without such experiences would be like medical training without a residency. While some group projects are genuinely challenging, the consensus among students and professors is that they are one of the elements of business that make it easy to skate through college.
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“We’ve got students who don’t read, and grow up not reading,” he says. “There are too many other things competing for their time. The frequency and quantity of drinking keeps getting higher. We have issues with depression. Getting students alert and motivated — even getting them to class, to be honest with you — it’s a challenge.”
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“A lot of classes I’ve been exposed to, you just go to class and they do the PowerPoint from the book,” he says. “It just seems kind of pointless to go when (a) you’re probably not going to be paying much attention anyway and (b) it would probably be worth more of your time just to sit with your book and read it.”
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“It seems like now, every take-home test you get, you can just go and Google. If the question is from a test bank, you can just type the text in, and somebody out there will have it and you can just use that.”
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This is not senioritis, he says: this is the way all four years have been. In a typical day, “I just play sports, maybe go to the gym. Eat. Probably drink a little bit. Just kind of goof around all day.” He says his grade-point average is 3.3.
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History and philosophy, on the other hand, provide the kind of contextual knowledge and reasoning skills that are indispensable for business students.
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when they hand in papers, they’re marked up twice: once for content by a professor with specialized expertise, and once for writing quality by a business-communication professor.
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a national survey of 259 business professors who had been teaching for at least 10 years. On average, respondents said they had reduced the math and analytic-thinking requirements in their courses. In exchange, they had increased the number of requirements related to computer skills and group presentations.
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what about employers? What do they want? According to national surveys, they want to hire 22-year-olds who can write coherently, think creatively and analyze quantitative data, and they’re perfectly happy to hire English or biology majors. Most Ivy League universities and elite liberal arts colleges, in fact, don’t even offer undergraduate business majors.
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Learning and earning: Equipping people to stay ahead of technological change | The Econ... - 34 views
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working lives are so lengthy and so fast-changing that simply cramming more schooling in at the start is not enough. People must also be able to acquire new skills throughout their careers.
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lifelong learning that exists today mainly benefits high achievers—and is therefore more likely to exacerbate inequality than diminish it.
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a burst at the start and top-ups through company training—is breaking down. One reason is the need for new, and constantly updated, skills.
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The 19th and 20th centuries saw stunning advances in education. That should be the scale of the ambition today
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It is easier to learn later in life if you enjoyed the classroom first time around: about 80% of the learners on Coursera already have degrees. Online learning requires some IT literacy, yet one in four adults in the OECD has no or limited experience of computers. Skills atrophy unless they are used, but many low-end jobs give workers little chance to practise them.
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Lifelong learning starts at school. As a rule, education should not be narrowly vocational. The curriculum needs to teach children how to study and think. A focus on “metacognition” will make them better at picking up skills later in life.
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Pushing people into ever-higher levels of formal education at the start of their lives is not the way to cope.
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WHEN education fails to keep pace with technology, the result is inequality.
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New Digital Tools Let Professors Tailor Their Own Textbooks - Technology - The Chronicl... - 121 views
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Shift to the Future: Why BYOT? - 6 views
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Right now, too many teachers are using technology in this more simplified, lower level way. Instead, we need to be pushing students more to make predictions and take their thinking a step further. I wonder if we, teachers, are pushing ourselves when it comes to thinking or are we simply teaching the same old, same old in the ways we learned eons ago...
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I was meeting with a teacher this week who had a wonderful lesson using a few websites to ID European countries and find information about each country. There was a wee bit of critical thinking added into the mix of the assignment but I was still 'hungry for more' and feeling the need to nudge him and his students to the next level. The green highlighted information is sort of what I was looking for to nudge him onward with in his lesson.
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Think Again: Education - By Ben Wildavsky | Foreign Policy - 31 views
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But when the results from the first major international math test came out in 1967, the effort did not seem to have made much of a difference. Japan took first place out of 12 countries, while the United States finished near the bottom.
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By the early 1970s, American students were ranking last among industrialized countries in seven of 19 tests of academic achievement and never made it to first or even second place in any of them. A decade later, "A Nation at Risk," the landmark 1983 report by the National Commission on Excellence in Education, cited these and other academic failings to buttress its stark claim that "if an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war."
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J. Michael Shaughnessy, president of the National Council of Teachers of Mathematics, argues that the latest PISA test "underscores the need for integrating reasoning and sense making in our teaching of mathematics." Randi Weingarten, head of the American Federation of Teachers, claims that the same results "tell us … that if you don't make smart investments in teachers, respect them, or involve them in decision-making, as the top-performing countries do, students pay a price."
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But don't expect any of them to bring the country back to its educational golden age -- there wasn't one.
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According to the most recent statistics, the U.S. share of foreign students fell from 24 percent in 2000 to just below 19 percent in 2008. Meanwhile, countries like Australia, Canada, and Japan saw increased market shares from their 2000 levels, though they are still far below the American numbers.
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And even with its declining share, the United States still commands 9 percentage points more of the market than its nearest competitor, Britain.
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A 2008 Rand Corp. report found that nearly two-thirds of the most highly cited articles in science and technology come from the United States, and seven in 10 Nobel Prize winners are employed by American universities. And the United States spends about 2.9 percent of its GDP on postsecondary education, about twice the percentage spent by China, the European Union, and Japan in 2006.
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But over the long term, exactly where countries sit in the university hierarchy will be less and less relevant, as Americans' understanding of who is "us" and who is "them" gradually changes. Already, a historically unprecedented level of student and faculty mobility has become a defining characteristic of global higher education. Cross-border scientific collaboration, as measured by the volume of publications by co-authors from different countries, has more than doubled in two decades.
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Times Higher Education - Next-gen PhDs fail to find Web 2.0's 'on-switch' - 62 views
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only a small proportion of those surveyed are using technology such as virtual-research environments, social bookmarking, data and text mining, wikis, blogs and RSS-feed alerts in their work. This contrasts with the fact that many respondents professed to finding technological tools valuable.Just under half of those polled used RSS feeds and only about 10 per cent used social bookmarking, with Generation Y students exhibiting the same behaviour as other age groups.