Disruptive Technology UNB

Surprising results from Univ of Edinburgh's MOOC data.

Duke U. bailing out of an online program.

If by "flipping the classroom" they mean putting readings online in PDFs, then yay D2L!

If by "flipping the classroom" you mean putting readings online in PDF format, then "Yay D2L!"

Psst--UNB is putting a MOOC together, with online video lectures and activities.

Thanks Ray. Interesting article.

Its a significant positive development that tenured professors who don't use technology that much like MOOCs and expect their widespread adoption and that this will drive down the cost of university education.

I'm collecting information about the use of badges in higher ed. If anyone is interested in pursuing how we might try these on campus, please email me.

YouTube launched after Facebook and was considered more of a curiosity than a disruptive technology back in 2005.

"participants who multitasked on a laptop during a lecture scored lower on a test compared to those who did not multitask, and participants who were in direct view of a multitasking peer scored lower on a test compared to those who were not" (unless their use is integrated into the instructional strategy, emphasizing again the need for good instructional design).

Interesting--37% have smart phones and 23% have tablets. Something to consider when Top Hat Monocle clickers work best with laptops and smart phones and tablets (on cell phones, students cannot see the questions on their phones and can only text the answer). No info from the survey about % of teens owning their own laptop.

Just found a figure for percentage of students who bring laptops to class: 65%. Between 37% having smart phones, 23% with tablets and 65% who bring laptops, looks like Top Hat Monocle clickers are on to something. :)

No only is the rate of technological change increasing, so is the rate of sober second thought. :) A key sentence in this article is "The possibilities are myriad, but the success of MOOCs will depend on the degree to which faculty members are involved in the entire process, from development to testing and credentialing." This also applies to our own committee work in disruptive technologies, so that we don't fall into the typical trap of being support staff telling faculty members what to do, one of the reasons we are so unable to effect significant change in instructional practice at UNB (F at least).