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Learning Analytics Research for LMS Course Design: Two Studies | EDUCAUSE - 3 views

  • In 2014 the EDUCAUSE Center for Applied Research (ECAR) identified three key motivators for faculty use of IT: (1) evidence of benefit to students, (2) course release time, and (3) confidence the technology will work.1
  • In particular, we found that faculty use of the grade center, which ECAR found that students value more than any LMS function,2 is positively related to student outcomes.
  • To frame our discussion, consider the following: If you could predict with 100 percent accuracy which students would succeed or fail — in classes, programs, or graduation — what would you do to intervene and change the predicted outcome? Or as Mike Sharkey, VP of Analytics at Blackboard, often says, "If you're a dog chasing a car, what would you actually do if you caught it?"
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  • In our experience, this critical transition from prediction to intervention (and assessment of the resulting impact) is actually quite rare in higher education learning analytics research and practice.

Teaching Section of US Tech Plan 2016 - 2 views

  • They need continuous, just-in-time support that includes professional development, mentors, and informal collaborations.
  • roughly half say that lack of training is one of the biggest barriers to incorporating technology into their teaching.
  • Institutions responsible for pre-service and in-service professional development for educators should focus explicitly on ensuring all educators are capable of selecting, evaluating, and using appropriate technologies and resources to create experiences that advance student engagement and learning. They also should pay special care to make certain that educators understand the privacy and security concerns associated with technology.
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  • For many teacher preparation institutions, state offices of education, and school districts, the transition to technology-enabled preparation and professional development will entail rethinking instructional approaches and techniques, tools, and the skills and expertise of educators who teach in these programs.
  • Technology can empower educators to become co-learners with their students
  • Side-by-side, students and teachers can become engineers of collaboration, designers of learning experiences, leaders, guides, and catalysts of change.
  • form online professional learning communities.
  • Teacher User Groups
  • Rethinking Teacher Preparation
  • more than 100 direct mentions of technology expectations
  • every new teacher should be prepared to model how to select and use the most appropriate apps and tools to support learning and evaluate these tools against basic privacy and security standards.
  • This expertise does not come through the completion of one educational technology course separate from other methods courses but through the inclusion of experiences with educational technology in all courses modeled by the faculty in teacher preparation programs.
  • URI has found that participants experienced a dramatic increase in digital skills associated with implementing project-based learning with digital media and technology. Their understanding of digital literacy also shifted to focus more on inquiry, collaboration, and creativity.
  • Denver Public Schools Personalizes Professional Development

DreamBox Adds Personalized Assignment Authoring Tool -- THE Journal - 1 views

  • AssignFocus, designed to help teachers create personalized assignments aligned to their curriculum
  • "Empowering students to move at their own pace while supporting daily classroom math lessons,

First-ever study on MOOC use and non-use in developing countries | CourseTalk - 2 views

  • people in the developing world use online courses very differently than their developed world counterparts
  • 9% of MOOC non-users had never heard of MOOCs.
  • Half of non-users aware of MOOCs cited this as a main reason for not taking courses, while just 4% cited lack of computer access and 6% cited high Internet costs.

UW-Extension dean: Flexibility critical in serving nontraditional learners | Education ... - 1 views

  • David Schejba
  • dean of continuing education, outreach and e-learning at the University of Wisconsin-Extension
  • his career has been driven by a desire to make education flexible, affordable and accessible for working adults, some of whom have degrees and are looking for new skills, some of whom have no prior postsecondary experience, but all of whom have real commitments outside of schooling
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  • Schejbal sees the difference as a great example of why competency-based education makes sense.
  • Traditional students may need the structured learning experience and all of the knowledge and information that comes from a standard, semester-based model because they don’t bring as much with them to the classroom. Older students, though, come to the classroom with experience from work, the military, self-study, or previous college. Schejbal says they need a more malleable learning experience that lets them demonstrate what they know, apply that knowledge to a program, and spend time learning only the additional information they need.
  • University Learning Store
  • These non-degree options are distinct from stackable credentials that Schejbal sees less value in, though he says the stackable credentials are fine if they’re within the realm of traditional credits.
  • Schejbal sees the value in both the traditional model for younger students and newer, alternative models for the “nontraditional” learner
  • But serving such a diverse student population — and doing it well — is complicated.
  • Schejbal says culture plays a major role in whether a college or university makes the effort to find a way. “Some institutions have both cultures and business models that are rooted in traditional higher education structures,” Schejbal said. “Those institutions have very little incentive to change.”
    Dean Schejbal's views on CBE and no-traditional learners

It's the Learning, Stupid | The EvoLLLution - 0 views

  • In this new world, providing students smarter pathways into and through higher education will be critical. All learning should count. Everyone should know what degrees represent so they can be put to use most effectively, whether it’s for employment or further education, and everyone should know the next step they need to take to move toward their personal goals.
  • At its root, we need to rethink and reimagine the entire premise of higher education. We must ask ourselves what type of product we want to be sold and produced by the nation’s colleges and universities and other providers of postsecondary learning.
  • “Many of those who have lived and learned in colleges as we know them cherish their memory and institutions,” Carey writes, “But the way we know them is not the only way they can be. Our lifetimes will see the birth of a better, higher learning.”[11]
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  • Perhaps the most outdated feature of our current higher education system is how we measure learning. Today, this is done according to the amount of time spent at desks and in classrooms—or sometimes even time spent online—rather than by how much students actually absorb and subsequently what they do with that knowledge.
  • But what would happen if we turned this system on its head? What if college credits were awarded based not on seat time, but rather on measurable learning? What if we prioritized outcomes over inputs?
  • So it’s time for a change. It’s time for a system that awards learning credits that are based on learning, not time. It’s time for a student-centered credentialing system that prioritizes what you know and can do over where and how you get your education. And the only way to do this is to remove and replace the credit hour.
  • we know the basic aspects of the higher education system the nation needs: At its core, it’s a system that offers multiple, clearly marked pathways to various levels of student success—pathways that are affordable, clear and interconnected, with no dead ends, no cul-de-sacs and plenty of on- and off-ramps.
    • anonymous
      Yes.  Cite this.
  • all learning certified as high-quality should count—no matter how, when, or where it was obtained.
  • In the ideal scenario, then, in this new system every student will know where they are going, how much it will cost to get there, how much time it will take, and what to expect at journey’s end—both in terms of learning outcomes and career prospects.
  • We must focus on learning outcomes as the true measure of educational quality. Not time, not institutional reputation (like the US News & World Report and other rankings do), but genuine learning. That is, those competencies that are informed by the real world in which students must thrive.

Exploring the Impact of the Amazon Effect on Higher Education | The EvoLLLution - 1 views

  • The “Amazon effect”
  • Even in businesses that are not direct competitors of Amazon, such as industrial conglomerates, aerospace companies and defense contractors, we regularly hear about changing customer expectations, shaped by the new realities of the consumer space, influencing requirements.
  • While commercial businesses are clearly experiencing the changes brought about by the “Amazon effect,” there are many other sectors of the economy that are being impacted as well. For instance, higher education is beginning to reevaluate its own value propositions and business models in light of changing customer expectations, new budgetary realities and the explosion in online learning.
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  • what is more intriguing is the rationale for this growth. Is it an attempt to expand institutional reach and better meet customer needs, especially those of students, parents and employers, or is it simply a means to fill budgetary gaps?
  • In the Eli Broad College of Business at Michigan State University, we have taken a very customer-oriented approach to online learning and have put customer needs, as well as the overall student experience and learning outcomes, at the forefront of our online development efforts.
  • the need to remain an agile learning organization remains paramount. In spite of what some believe, higher education is not a “field of dreams.” If you build it, there is no guarantee that students will come.
  • First, organizations must understand the needs and requirements of their customers at a level of intimacy well beyond what has been typical in the past. Second, organizations must understand which customers they should serve and then segment these customers to better align resources and value propositions (i.e., one size does not fit all). Third, organizations must remain open to new business models as a way to sustain growth and opportunities over time.
  • Can you provide different degree or certificate offerings for different customer groups and how do you effectively manage these different offerings?
  • Is your institution open to alternative business models, not to replace the primary one, but to supplement and enhance the overall portfolio?
  • In the past, the inclination would be to create a generic program that would serve the needs of many different individuals; however, the risk is that such a program might not address the full set of needs for any one individual.
  • As a result, we need to become much more flexible and agile in defining requirements and how best to meet those requirements. Competency-based learning, micro-learning, MOOCs and any number of other emerging approaches must be considered in this “solution” context. Flexible, online learning is an important part of the solutions mix, too.
  • While it is impossible to accurately predict what might happen if higher education is unable to adjust to these new realities, the experience from business suggests that the result could be dramatic. The Fortune 500 of today looks dramatically different than the Fortune 500 of even 20 years ago. Bankruptcies, consolidations and new technologies continue to transform the commercial marketplace. It would be foolish to think that something similar couldn’t happen in higher education, too. The challenges are significant, but the opportunities for those who can embrace these new realities could be equally significant and exciting!

Credential Transparency Initiative - 1 views

  • a lack of transparency in the current credentialing maze has fueled the confusion and created a buyer-beware environment.
  • When every credential is unique to its issuer and impossible to compare with others, they all lose their value to job seekers and employers.
  • Funded by Lumina Foundation, the initiative will develop common terms for describing key features of credentials; create a voluntary, web-based registry for sharing the resulting information; and test practical apps (software applications) for employers, students, educators, and other credential stakeholders.
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  • The registry will include all kinds of credentials – from educational degrees and certificates to industry certifications, occupational licenses, and micro-credentials.
  • will develop a Credential Directory app, which will allow registry users to access the websites of participating credential issuers, build customized directories of credentials based on their own criteria, and publish the results.
  • The goals are transparency and clarity, and to help align credentials with the needs of students, job seekers, workers and employers.

Did you love watching lectures from your professors? - The Hechinger Report - 2 views

    found that video lecturers were the least effective way to learn. Students who primarily learned through watching video lectures did the worst both on the 11 quizzes during the 12-week course and on the final exam. Students who primarily learned through reading, or a combination of reading and video lectures, did a bit better, but not much. This story also appeared in U.S. News & World Report The students who did the best were those who clicked on interactive exercises. For example, one exercise asked students to click and drag personality factors to their corresponding psychological traits.  A student would need to drag "neuroticism" to the same line with "calm" and "worrying," in this case. Hints popped up when a student guessed wrong. On the weekly quizzes, the "doers" who did nothing but the interactive exercises scored about the same as the "doers" who also did some combination of watching and reading. It almost seems as if you don't need to watch lectures or read at all. Thankfully, reading and lecture-watching mattered a bit on the final exam.

Navigating the CBE Frontier: At the Educational Crossroads | The EvoLLLution - 1 views

  • The question is not how to help an adult student engage in a university-designed learning community; it’s how institutions can help students incorporate quality educational experiences and opportunities into their existing lives.
  • First, the need for citizens with postsecondary education could not be higher. From the White House to the Lumina Foundation, national calls are for 60 percent of the U.S. population to have a postsecondary degree by the year 2025. Currently, just 41 percent of the population has such a degree. This means we need to increase the number of graduates by about 20 percent, or almost 64 million more U.S. citizens, in the next ten years. Given that about 18 million people in the entire U.S. are seeking any kind of post-secondary education now,and the average graduation rate is less than 50 percent in six years, we simply can’t “get there” for the U.S. population to reach 60 percent with college degrees in ten years if we don’t attract more students and expand the variety of educational models that we offer people.[2]
  • Second, most students seeking higher education, by far, are “non-traditional” “degree completers:” adults 25 years and older, with some college and no degree, working part or full time, often with family.[3] In my state of Wisconsin, recent census data indicate that 21 percent of our state (or over 800,000 adults) fits this description. Contrast that with the fact that Wisconsin only has about 60,000 college students who are “traditional” (18 to 24, attending full time, and living in or around a university).[4]
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  • The question is not how to help an adult student engage in a university-designed learning community; it’s how institutions can help students incorporate quality educational experiences and opportunities into their existing lives.
  • Does it really make sense to expect, even implicitly, that a person already engaged in work and family should step out of that life in order to participate in an institution-based learning community? Instead, shouldn’t we be asking how to provide educational experiences that foster collaborative learning, supporting growth and development, to people who are already fully engaged in their lives outside of an educational institution?
  • Adult learners need multiple opportunities to earn degrees, including educational models that differ greatly from traditional college programs.[9] They need new models that are structured around the entire 12-month calendar, where one can start and stop without penalty, and quickly move forward when mastery over material is demonstrated. We need to make use of new technologies and the latest in the science of learning to allow students to integrate their education into existing lives and careers. In short, to educate the population that is currently not served well by our traditional institutions of higher education, we need new models and methods that allow education to fit the interests, motivations and lives of our adult learners, not ask them to fit their lives into an educational system geared to 18- to 24-year-old full-time students. This is the promise of CBE.
  • The best CBE programs will design competencies that articulate the skills and abilities needed by productive citizens, and evaluate mastery of those competencies through assessments that blend seamlessly into students work and family.

We Don't Need No Stinking Badges… Or Do We? | The EvoLLLution - 0 views

  • The notion of a student obtaining one large qualification rather than offer an array of micro-credentials (badges) is a thing of the past. From an employer’s point of view, the value of hiring a person with numerous mini-qualifications and a diploma provides a higher confidence in their investment as opposed to the risk involved in hiring a “blue chip” student from a brand name university.
  • UCSD Extension K-16 Programs have begun to implement a micro-credentialing program targeting students enrolled in our pre-collegiate programs. Our strategy seeks to refine the operational process involved in offering badges but also elevate these credentials from an informal acknowledgement to a professionally recognized measure of skills.

How universities are braving the choppy waters of CBE - eCampus News | eCampus News - 0 views

  • A year ago, fewer than 50 institutions nationwide offered CBE programs. Now that number has exploded to more than 600, with additional initiatives coming online all the time.
  • D2L announced the launch of its Brightspace Competency-Based Education Solution.
  • “CIOs and provosts don’t know where to start,” said Renny Monaghan, chief marketing officer at D2L. “Everybody’s excited about CBE, everybody wants to do it, but they’re really starting at the very beginning. They’re asking questions like, ‘Do I need to choose technology? What kind of budget do I need? How long does it take?'”
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  • University of Wisconsin Extension has learned firsthand since it launched its Flexible Option CBE program in 2013
  • currently has about 1,000 students pursuing everything from certificates in technical writing to bachelor’s degrees in science and nursing, diagnostic imaging, and information studies and technology.

The End of College? (or Maybe Just the End of Kevin Carey's Career) | John Seery - 0 views

  • ought to write a companion book -- a sequel to The End of College -- called The End of Sex. The argument would go like this: Disruptive innovations in virtual technologies everywhere are rendering residential sex obsolete. is clearly more efficient than old, clumsy courtship rituals, and improved algorithms will obviate the need entirely for bar hopping. Virtual sex is disease-free and quantifiable. Advancements in robotics, tactile interactivity, customizable AI, and neuro-scientific sensory mapping are all conspiring to supplant old-school face-to-face sexuality. Virtual sex is market-friendly and doesn't rely on unfair status credentials. Carey will probably make good money if he puts forth The End of Sex book, and he'll be able to laugh at stodgy PhDs all the way to the bank.
  • discounts the value of face-to-face human relations and overlooks the inherent (and irreplaceable) joy of such encounters. Many (we'd say most) professors and students do what they do, not because they are motivated primarily by status or job concerns, but because they love learning and learning with others.

Hire educationMastery, modularization, and the workforce revolution | Christensen Insti... - 1 views

  • online competency-based education stands out as the innovation most likely to disrupt higher education.
  • As traditional institutions struggle to innovate from within and other education technology vendors attempt to plug and play into the existing system, online competency-based providers release learning from the constraints of the academy. By breaking down learning into competencies—not by courses or even subject matter—these providers can cost-effectively combine modules of learning into pathways that are agile and adaptable to the changing labor market.
  • The fusion of modularization with mastery-based learning is the key to understanding how these providers can build a multitude of stackable credentials or programs for a wide variety of industries, scale them, and simultaneously drive down the cost of educating students for the opportunities at hand. These programs target a growing set of students who are looking for a different value proposition from higher education—one that centers on targeted and specific learning outcomes, tailored support, as well as identifiable skillsets that are portable and meaningful to employers.
    Great short piece on CBE and its potential to change higher education.  Introduces a "mini-book' on the subject.

The Learning Paradigm in Online Courses - 2 views

  • 1995 Change magazine
  • Robert B. Barr and John Tagg
  • “A paradigm shift is taking hold in American higher education. In its briefest form, the paradigm that has governed our colleges is this: A college is an institution that exists to provide instruction. Subtly but profoundly we are shifting to a new paradigm: A college is an institution that exists to produce learning. This shift changes everything. It is both needed and wanted.”
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  • The Learning Paradigm (as opposed to the Instruction Paradigm), emphasizes the students’ active role in learning and the purpose of that learning, which can be strong motivators for students. The challenge for instructors is to cede some control of learning to the students.
  • “Rather than feeling responsible for delivering material, instructors need to be responsible for monitoring the students’ progress, giving feedback, and intervening when the students have problems,”
  • the instructor’s role is to guide students in the right direction rather than simply delivering the content.
  • And with the wealth of resources available online, the instructor is no longer the only source of knowledge.
  • In addition to giving students control of their own learning, the Learning Paradigm puts learning in a broader context than a single course does, helping students understand the purpose of the learning beyond the course itself and how they might be able to apply their knowledge to the learning at hand.
  • it’s important for instructors to set expectations and take measures to prepare them to learn in courses that embrace the Learning Paradigm.
  • Having students work together on a paper that each student could more easily do individually is not an effective way to do cooperative learning.
  • offers the following example of an effective way to foster positive interdependence: Have a group of three create a collaborative wiki in which each student contributes a section that he or she then needs to link to the other two students’ contributions. Such an assignment requires each student to teach the other group members his or her content and learn their content.
  • Barr, R.B., & Tagg, J. (1995). From teaching to learning—a new paradigm for undergraduate education. Change, 27(6),13-25.
    Interesting topic. Going from teaching to learning as a goal will require that areas students can learn vary widely as do the goals of why a student is trying to learns, their goals. See another paradigm from England.'s%20Internet%20Library.htm

Underserved and overburdened, transfer students face an uphill battle to earn their deg... - 0 views

  • 37 percent of all students who began college in 2008 have transferred institutions at some point. Nearly half of transfer students transfer more than once.
  • At ASU, our university, nearly 13,500 transfer students enrolled in fall 2014 and spring 2015 semesters, outnumbering first-time freshmen by more than 2,000. These transfer numbers are likely to explode in coming years, with profound consequences for students and universities alike.
  • Today, more than one-third of college students are 25 or older. Only 14 percent of college students are residential students, and 46 percent are part-time college students.
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  • Serving transfer students better is one of the few ways to make a significant, positive impact on the cost of college and degree completion, without the need for new regulations. Every transfer student who has earned postsecondary credits must have a basic set of rights associated with turning those credits into a degree and that degree into opportunity. A bill of rights will help do just that.
  • students transferring to public institutions benefit from the highest rate of credit acceptance: 20 percent more than students transferring to private non-profit colleges and 52 percent more than students transferring to private for-profit colleges. It’s not clear what academic interests explain this disparity, especially among top public and private colleges.
  • we need a Transfer Student’s Bill of Rights that guarantees access to degree programs, sequences, and prerequisites guiding higher education to do a much better job in serving the nation’s transfer students.
  • That means ensuring all students understand what prior courses will transfer to their new institutions before choosing their next university.
  • It means having access to data from all colleges and universities about their track record accepting credit and the fine print.
  • Central to transfer students’ rights is an imperative that every higher education institution adopt an infrastructure for electronic student records exchange, so that credits can be discovered and processed in an efficient, effective and timely manner.
  • Few realize that in higher education today, we have the equivalent of thousands of local railroads, each with its own gauge track. Our independent, decentralized system of higher education has many strengths, but if we are to lead the world in degree attainment our colleges and universities must be equipped with the same institution-to-institution record exchange capabilities that sectors such as finance put in place years ago.

Ellucian's Acquisition and the New LMS Wars | EdSurge News - 2 views

  • If you want to get drunk, go to a higher education conference and take a shot every time someone says competency-based education (CBE). It is one of the most discussed concepts in the industry today, but what is more impressive is that CBE isn't just the buzzword du jour in “edtech” circles. This drinking game would get you drunk in education policy, instructional design, and even accreditation conferences.
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