Skip to main content

Home/ Future of Learning/ Group items tagged blended learning

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
3More

INFOGRAPHIC: High Performance Learning Ecosystems - 0 views

learnnovators.com/erformance-learning-ecosystems High-Performance ecosystems elearning Culture workplace Learnnovators Learning
shared by learnnovators on 20 May 16 - No Cached
  • RT COLLABORATIVE NETWORKS ENHANCED WORKFLOW   x—–x—–x—–x—–x Designed by our Guest Blogger, Arun Pradhan Arun Pradhan has over 17 years’ experience in digital and blended learning. He currently works as a senior Learning & Performance consultant at DeakinPrime, helping to deliver 70:20:10 inspired solutions for some of Australia’s largest telcos, retailers, banks and insurers. In his spare time Arun blogs about learning, performance and 70:20:10 solutions at Design4Performance. x—–x—–x—–x—–x Copyright of posts written by our Guest Bloggers are their own. Published on 19-May-2016   Tin Can API & the Future of E-Learning
  • learnnovators on 20 May 16
     
    In the previous post arun written about the need to design learning & high-performance ecosystems here, and have been reflecting on some common ingredients for effective ones.
  • learnnovators on 20 May 16
     
    In the previous post arun written about the need to design learning & high-performance ecosystems here, and have been reflecting on some common ingredients for effective ones.
8More

The MOOC Is Dead! Long Live Open Learning! » DIY U - 0 views

diyubook.com/...s-dead-long-live-open-learning learning diy MOOC opensource open educational resources opencourseware
shared by Sasha Thackaberry on 18 Jul 14 - No Cached
  • The MOOC Is Dead! Long Live Open Learning!
  • We’re at a curious point in the hype cycle of educational innovation, where the hottest concept of the past year–Massive Open Online Courses, or MOOCs–is simultaneously being discovered by the mainstream media, even as the education-focused press is declaring them dead
  • Can MOOCs really be growing and dying at the same time?
  • ...5 more annotations...
  • The best way to resolve these contradictory signals is probably to accept that the MOOC, itself still an evolving innovation, is little more than a rhetorical catchall for a set of anxieties around teaching, learning, funding and connecting higher education to the digital world.
  • This is a moment of cultural transition
  • Access to higher education is strained. The prices just keep rising.
  • Yet, partnerships between MOOC platforms and public institutions like SUNY and the University of California to create self-paced blended courses and multiple paths to degrees look like a sensible next step for the MOOC, but they are far from that revolutionary future.
  • projects to transform higher education in a direction that is connected and creative, is open as in open content and open as in open access, that is participatory, that takes advantage of some of the forms and practices that the MOOC also does but is not beholden to the narrow mainstream MOOC format (referring instead to some of the earlier iterations of student-created, distributed MOOCscreated by Dave Cormier, George Siemens, Stephen Downes and others.)
7More

Navigating the CBE Frontier: At the Educational Crossroads | The EvoLLLution - 2 views

evolllution.com/...-at-the-educational-crossroads CBE Competency-based FutureofEducation
shared by anonymous on 14 Dec 15 - No Cached
  • 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]
  • ...4 more annotations...
  • 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?
  • 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.
  • 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.
1 - 6 of 6
Showing 20▼ items per page