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Sasha Thackaberry

Dev Bootcamp - The Original Coding Bootcamp - 0 views

devbootcamp.com

programming education learning bootcamp code ruby Development dev competency-based unbundling 2.0 nontraditional

shared by Sasha Thackaberry on 21 Nov 14 - No Cached
  • Sasha Thackaberry on 21 Nov 14
     
    Site for modular online training in coding.
Sasha Thackaberry

What Degrees Should Mean @insidehighered - 0 views

www.insidehighered.com/..._should_know_and_be_able_to_do

online program elearning competency-based federal financial aid

shared by Sasha Thackaberry on 10 Nov 14 - No Cached
  • What should a college graduate know and be able to do? There are as many views on that as there are colleges (thousands), if not individual professors and students (many more). The diversity of opinions about what a college education means has long been seen as a strength of American higher education. But in recent years, many employers and policy makers have argued that the lack of a common definition of what students should know and be able to do -- and a dearth of adequate methods of gauging whether they know it and can do it -- has contributed to a decline in the quality of higher education and to the awarding of more degrees, but of lesser value.
  • Sasha Thackaberry on 10 Nov 14
     
    What should a college graduate know and be able to do? There are as many views on that as there are colleges (thousands), if not individual professors and students (many more). The diversity of opinions about what a college education means has long been seen as a strength of American higher education. But in recent years, many employers and policy makers have argued that the lack of a common definition of what students should know and be able to do -- and a dearth of adequate methods of gauging whether they know it and can do it -- has contributed to a decline in the quality of higher education and to the awarding of more degrees, but of lesser value.
anonymous

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

evolllution.com/...zon-effect-on-higher-education

Amazon effect Designing Learning higher education

shared by anonymous on 20 Jan 16 - No Cached
  • 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.
  • ...9 more annotations...
  • 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!
anonymous

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

evolllution.com/...its-the-learning-stupid

shared by anonymous on 15 Feb 16 - No Cached
  • 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]
  • ...8 more annotations...
  • 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
      anonymous on 15 Feb 16
       
      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.
anonymous

UW-Extension dean: Flexibility critical in serving nontraditional learners | Education ... - 2 views

www.educationdive.com/...416646

FutureofEducation cbe flexibility

shared by anonymous on 10 Apr 16 - No Cached
  • 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
  • ...7 more annotations...
  • 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.”
  • anonymous on 10 Apr 16
     
    Dean Schejbal's views on CBE and no-traditional learners
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