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learnnovators

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.
Jay Collier

Crucial Conversations Tools for Talking When Stakes Are High, Second Edition: Kerry Pat... - 0 views

www.amazon.com/...0071771328

conversations learning healthy organizations

shared by Jay Collier on 22 Nov 13 - No Cached
  • Jay Collier on 22 Nov 13
     
    Healthy organizations (including schools) are good at handling "touchy situations": conflicting opinions, high emotions, high stakes.
anonymous

Data, Technology, and the Great Unbundling of Higher Education | EDUCAUSE - 2 views

er.educause.edu/...unbundling-of-higher-education

CBE educause competency-based degree

shared by anonymous on 24 Aug 15 - No Cached
  • the "4 Rs" that have emerged as the dominant metrics in higher education: Rankings Research Real Estate Rah! (Sports)
  • as Purdue University President Mitch Daniels has said: "Higher education has to get past the 'take our word for it' era. Increasingly, people aren't."2
  • the market is no longer viewing the 4 Rs as proxies of excellence.
  • ...42 more annotations...
  • among 27 potential factors, the U.S. News ranking came in at #20 in terms of importance in students' decision-making process. Twice as many students said that rankings were "not important at all" as those who said that they were "very important." So what do students care about? The top four factors were majors, cost, safety, and employment.3
  • We are beginning to see a similar shakeout in higher education. In a survey of 368 small private colleges and midsize state universities, 38 percent failed to meet their 2014–15 budget for both freshman enrollment and net tuition revenue.
  • If they can truly provide premium programs with a high return on investment, they will be able
  • to continue to charge high tuition. What they must not do—if they want to survive—is stand still.
  • Forced to demonstrate definitive value, midtier institutions will have to decide what they want to be when they grow up. If they're in the business of providing basic degree programs—where value to the student accrues primarily as a result of the credential itself—they will become a discount provider: delivering the program as inexpensively as possible.
  • "a full stack education company might not look like a school at all. It could look like an employer, a lender, a school, and/or a recruiter all rolled into one."6
  • The good news for students is that following this hollowing out, institutions will provide a higher return on investment.
  • premium providers will utilize technology for some delivery but will focus on immersive, intensive, employer-focused and -facing experiences for students
  • In fact, it's conceivable that the only remaining institutions with a return-on-investment profile characteristic of today's market will be the elite colleges and universities that have set the pace for higher education until now.
  • Full-stack providers that hope to achieve the higher education equivalent of Apple's or Uber's success will have to find a way to do three fundamental things: (1) develop and deliver specific high-quality educational experiences that produce graduates with capabilities that specific employers desperately want; (2) work with students to solve financing problems; and (3) connect students with employers during and following the educational experience and make sure students get a job.
  • In a decade, online education may be recognized not for making higher education accessible to anyone with a smartphone but, rather, for serving as the midwife who delivered competency-based learning into the world. Although competency-based learning is theoretically possible in a non-technology-enabled environment, it's not nearly as simple and appealing. In a competency-based environment, transfer credits become an anachronism and failure becomes a relic. In a competency-based world, the 41 percent of students who start but don't complete degree programs within six years will still receive value from the competencies they can show to prospective employers.15 Equally important, in our experience, competency-based learning reduces the cost of delivery by half over standard online delivery. Astute providers will pass the savings along to students and become leaders in the new discounter segment.
  • Some coding bootcamps even guarantee employment or tuition is refunded
  • the real higher education story of the decade is the crisis of affordability
  • The average bachelor's degree recipient who has taken out student loans carries $28,400 in debt, and 26 million consumers have two or more open student loans on their credit report.
  • Between 1999 and 2011, outstanding student loan debt grew by 511 percent; as of early 2014, it exceeded $1 trillion, more than credit card debt.10
  • In 1979, a typical student could pay his/her way through college working at the minimum wage for 182 hours, the equivalent of a part-time summer job. In 2013, the same student at the same college at the present-day minimum wage would have to work over 991 hours (a full-time job for half the year) just to cover tuition while still needing to find additional resources to pay for living expenses.11 In addition, the wealth gap between young and old has also never been wider. At the end of 2011, the typical U.S. household headed by a person age 65 or older had a net worth 47 times greater than a household headed by someone under 35, a number that more than doubled since 2005
  • in our current isomorphic system price continues to serve as a signal of quality
  • As a result, most institutions offering online programs have done so at the same price point as their on-ground programs; to do otherwise would send the wrong signal for a medium that is still young and thirsting for academic legitimacy.
  • If any product or service should be designed so that a stoned freshman can figure it out, it should be higher education.
  • Despite this, higher education may be the most complex product or service purportedly designed for mass consumption. This is not a comment on the difficulty of the subject matter being taught in the classroom; rather, it is a comment on the opaque and complex process of enrolling, financing, and ultimately assembling a degree. Focus groups conducted at Macomb Community College in Michigan, offering 200 degree and certificate programs to 48,000 students, revealed that very few students were able to navigate the complexities of enrollment, financial aid, transcript requests, prior credit recognition, program selection, and course selection/scheduling.
  • Because of the flawed transfer-credit system, students have difficulty identifying pathways toward a degree if they're changing institutions—something that a large percentage of them will do over the course of their studies.
  • To be successful in improving outcomes, higher education must turn the current process of program design on its head. Traditional program design is based on a system of credit hour inputs rather than outcomes. This has resulted from a culture of faculty-focused curricular development, which moves from an established curriculum to assessment and then to learning outcomes. A simpler, better system would be reverse-engineered by starting with student outcomes, then moving to the assessments that prove that the outcomes have been achieved, and only then turning to the question of what curricula best prepare students for the assessments. Fortunately, technology allows higher education to make this shift.
  • Even more shocking, approximately half of institutions that claimed to hit budget were reporting against downward-revised budget numbers.5
  • Technology's efficacy goal for online learning should be to move "focus by choice" as far as possible in the direction of "controlled focus." Two sets of technologies will accomplish this.
  • Combining adaptive learning with competency-based learning is the "killer app" of online education. Students will progress at their own pace. When they excel on formative assessments integrated into the curricula, they are served up more-challenging learning objects. And when students struggle, adaptive systems throttle back until the student is ready for more.
    • anonymous
      anonymous on 24 Aug 15
       
      I disagree that Gamification is that important.  If we make everything they learn relevant and design learning sessions for success, fooling students into thinking they are playing games will not be needed.  Learning something relevant, is one of life's basic pleasures.
  • The second technology is gamification
  • believing that the solution to the smartphone challenge is simply allowing mobile access to the same online course is tantamount to believing that an institution's online strategy is effectively addressed by putting lectures on YouTube or iTunes.
  • In other industries, unbundling has driven fundamental change. Over the past decade, sales of recorded music are down 50 percent and continue to fall each year.
  • Where does this leave the higher education bundle? At present, degrees remain the currency of the labor market. But as currency, they're about as portable as the giant stone coins used on the island of Yap. What if technology could produce a finer currency that would be accepted by consumers and employers alike?
  • neither dot-com entrepreneurs nor MOOCs have produced courseware that is truly disruptive to higher education.
  • What if that is because the software that will disrupt higher education isn't courseware at all? What if the software is, instead, an online marketplace? Uber (market cap $40 billion) owns no vehicles. Airbnb (market cap $10 billion) owns no hotel rooms. What they do have are marketplaces with consumer-friendly interfaces. By positioning their interfaces between millions of consumers and sophisticated supply systems, Uber and Airbnb have significantly changed consumer behavior and disrupted these supply systems. Is there a similar marketplace in the higher education arena? There is, and it has 40 million college students and recent graduates on its platform. It is called LinkedIn.
  • LinkedIn CEO Jeff Weiner has been very clear about his ambition, stating in November 2014: We want to have a profile for every member of the global work force, all 3 billion-plus people. We want to have a profile for every company in the world—that's north of 70 million companies—and digital representation of every job in the world. We also want digital representation of every skill required to obtain those jobs, a digital presence for every university in the world, and we want to make it easy for every individual company and university to share their professionally relevant knowledge. In doing all of this, we hope to allow all forms of capital to flow to where it can best be leveraged to lift and transform the global economy.2
  • Competency marketplaces will profile the competencies (or capabilities) of students and job seekers, allow them to identify the requirements of employers, evaluate the gap, and follow the educational path that gets them to their destination quickly and cost-effectively.
  • It could be the "software" that Andreessen foretold and that colleges and universities have long feared.
  • As competency marketplaces and their associated algorithms become increasingly sophisticated, employers and students will begin to value the signals from these tools more than the signals from nonelite universities' bundled degrees. (The signals from elite universities' bundled degrees will remain strong, largely due to the high caliber of the inputs.) As employees who are matched on the basis of competencies (and then hired through standard interviewing techniques for behavioral and cultural fit) excel in the workplace, this trend will only be reinforced. Employers will adjust job descriptions to reflect the incoming competencies of high-performing candidates, and competency matches will get better and better.
  • At some point, a student will walk into the college admissions office and say: "I've read your programs of study, and your Environmental Engineering program looks interesting. But how will it help me take my competency profile from where it is today to where LinkedIn says it needs to be in order to get an entry-level job as an engineer?" Colleges and universities that offer competency-based programs will at least speak the same language as this student. That's necessary, but not sufficient. A sufficient response will require unbundling the degree.
  • Likewise, colleges and universities may soon transition from the bloated degree model to an "Education-as-a-Service" (EaaS) model. Successful providers will sell students what they need when they need it: a "just-in-time" educational model that is much closer to today's coding schools than current degree programs.
  • Each of these is a potential revenue stream for competency marketplaces, either from the employer or from the education provider.
  • If ownership is held by the competency marketplace, we may find ourselves in a world where there's more money to be made from owning the competency profile than from delivering postsecondary education.
  • To avoid marginalization, colleges and universities need to insist that individuals own their competencies. Ensuring that ownership lies with the individual could make the competency profile portable and could facilitate movement across marketplaces, as well as to higher education institutions. In an era of unbundling, when colleges and universities need to move from selling degrees to selling EaaS subscriptions, the winners will be those that can turn their students into "students for life"—providing the right educational programs and experiences at the right time. This becomes possible when individuals own their competencies and allow institutions to manage their profiles, suggesting educational programs and even employment.
  • In the coming years, many institutions will succumb to the current inertia that is too prevalent in higher education. Some institutions will address some of these issues and will survive. Others will successfully address most of these issues and will then need to prepare for the next seismic change in higher education: The Great Unbundling.
Victorious Kidss Educares Pune

Leading High School in Pune - 0 views

www.victoriouskidsseducares.org/middle-years-programme.html

high school ib nursery

shared by Victorious Kidss Educares Pune on 21 Apr 16 - No Cached
  • Victorious Kidss Educares Pune on 21 Apr 16
     
    The Middle Year Programme : High School in Pune is for pupils aged 11 to 16, provides a framework of academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world, and to become critical and reflective thinkers. To know more about this programme visit our website @ http://www.victoriouskidsseducares.org/middle-years-programme.html
eidesign

8 Examples Of Video-Based Learning That Will Help You Deliver High-Impact mLearning - E... - 0 views

www.eidesign.net/-deliver-high-impact-mlearning

video based learning examples of video based learning video based learning examples EIDesign

shared by eidesign on 11 Jul 19 - No Cached
  • eidesign on 11 Jul 19
     
    Video-based learning is an important component of online training delivery today. In this article, I showcase 8 examples of video-based learning that will help you create high-impact mLearning solutions.
anonymous

Udacity's Sebastian Thrun, Godfather Of Free Online Education, Changes Course | Fast Co... - 1 views

www.fastcompany.com/...y-sebastian-thrun-uphill-climb

MOOC udacity online education moocs

shared by anonymous on 12 Dec 13 - No Cached
  • Higher education is an enormous business in the United States--we spend approximately $400 billion annually on universities, a figure greater than the revenues of Amazon, Apple, Facebook, Google, Microsoft, and Twitter combined
  • The man who started this revolution no longer believes the hype.
  • If this was an education revolution, it was a disturbingly uneven one.
  • ...19 more annotations...
  • "I'd aspired to give people a profound education--to teach them something substantial,"
  • And yet, all of these efforts have been hampered by the same basic problem: Very few people seem to finish courses when they're not sitting in a lecture hall.
  • "Sebastian is like the smartest guy you've ever met, but on speed,"
  • His trip in March of 2011 to the TED Conference in Long Beach, California, where he delivered a talk about his work, led to an unexpected change in his plans. Thrun movingly recounted how a high school friend had been killed in a car accident, the result of the kind of human error that self-driving cars would eliminate. Although he was well received, Thrun was upstaged by a young former hedge-fund analyst named Sal Khan, who spoke of using cheaply produced, wildly popular web videos to tutor millions of high school students on the Internet. Thrun's competitive streak kicked in. "I was a fully tenured Stanford professor . . . and here's this guy who teaches millions," he would later recount. "It was embarrassing." Though Thrun insists the timing was coincidental, just a few weeks later, he informed Stanford that he would be giving up tenure and joining Google full time as a VP. (He did continue teaching and is still a faculty member.)
  • "I can't teach at Stanford again," he said definitively. "I feel like there's a red pill and a blue pill. And you can take the blue pill and go back to your classroom and lecture your students. But I've taken the red pill. I've seen Wonderland."
  • It's hard to imagine a story that more thoroughly flatters the current sensibilities of Silicon Valley than the one into which Thrun stumbled. Not only is reinventing the university a worthy goal--tuition prices at both public and private colleges have soared in recent years, and the debt burden borne by American students is more than $1 trillion--but it's hard to imagine an industry more ripe for disruption than one in which the professionals literally still don medieval robes. "Education hasn't changed for 1,000 years," says Peter Levine, a partner with Andreessen Horowitz and a Udacity board member, summing up the Valley's conventional wisdom on the topic. "Udacity just seemed like a fundamentally new way to change how communities of people are educated."
  • Learning, after all, is about more than some concrete set of vocational skills. It is about thinking critically and asking questions, about finding ways to see the world from different points of view rather than one's own. These, I point out, are not skills easily acquired by YouTube video. Thrun seems to enjoy this objection. He tells me he wasn't arguing that Udacity's current courses would replace a traditional education--only that it would augment it. "We're not doing anything as rich and powerful as what a traditional liberal-arts education would offer you," he says. He adds that the university system will most likely evolve to shorter-form courses that focus more on professional development. "The medium will change," he says.
  • "The sort of simplistic suggestion that MOOCs are going to disrupt the entire education system is very premature," he says.
  • "We were on the front pages of newspapers and magazines, and at the same time, I was realizing, we don't educate people as others wished, or as I wished. We have a lousy product," Thrun tells me. "It was a painful moment." Turns out he doesn't even like the term MOOC.
  • "From a pedagogical perspective, it was the best I could have done," he says. "It was a good class." Only it wasn't: For all of his efforts, Statistics 101 students were not any more engaged than any of Udacity's other students. "Nothing we had done had changed the drop-off curve," Thrun acknowledges.
  • At a press conference the following January, Brown and Thrun announced that Udacity would open enrollment in three subjects--remedial math, college algebra, and elementary statistics--and they would count toward credit at San Jose State University, a 30,000-student public college. Courses were offered for just $150 each, and students were drawn from a lower-income high school and the underperforming ranks of SJSU's student body. "A lot of these failures are avoidable," Thrun said at the press conference. "I would love to set these students up for success, not for failure."
  • Viewed within this frame, the results were disastrous. Among those pupils who took remedial math during the pilot program, just 25% passed. And when the online class was compared with the in-person variety, the numbers were even more discouraging. A student taking college algebra in person was 52% more likely to pass than one taking a Udacity class, making the $150 price tag--roughly one-third the normal in-state tuition--seem like something less than a bargain. The one bright spot: Completion rates shot through the roof; 86% of students made it all the way through the classes, better than eight times Udacity's old rate.
  • "These were students from difficult neighborhoods, without good access to computers, and with all kinds of challenges in their lives," he says. "It's a group for which this medium is not a good fit."
  • Udacity won't disclose how much it is making, but Levine of Andreessen Horowitz says he's pleased. "The attitude from the beginning, about how we'd make money, was, 'We'll figure it out,'" he says. "Well, we figured it out." Thrun, ever a master of academic branding, terms this sponsored-course model the Open Education Alliance and says it is both the future of Udacity and, more generally, college education. "At the end of the day, the true value proposition of education is employment," Thrun says, sounding more CEO than professor. "If you focus on the single question of who knows best what students need in the workforce, it's the people already in the workforce. Why not give industry a voice?"
  • Thrun initially approached the problem of low completion rates as one that he could solve single-handedly. "I was looking at the data, and I decided I would make a really good class," he recalls.
  • This January, several hundred computer science students around the world will begin taking classes for an online master's degree program being jointly offered by Udacity and the Georgia Institute of Technology. Fees will be substantial--$6,600 for the equivalent of a three-semester course of study--but still less than one-third of what an in-state student would pay at Georgia Tech, and one-seventh of the tuition charged to an out-of-state one.
  • Georgia Tech professors will teach the courses and handle admissions and accreditation, and students will get a Georgia Tech diploma when they're done, but Udacity will host the course material. Thrun expects the partnership to generate $1.3 million by the end of its first year. The sum will be divided 60-40 between the university and Udacity, respectively, giving the startup its single largest revenue source to date.
  • Crucially, the program won't ultimately cost either Udacity or Georgia Tech anything. Expenses are being covered by AT&T, which put up $2 million in seed capital in the hope of getting access to a new pool of well-trained engineers.
  • "There's a recruiting angle for us, but there's also a training angle," says Scott Smith, an SVP of human resources at the telco. Though Smith says the grant to Georgia Tech came with no strings attached, AT&T plans to send a large group of its employees through the program and is in talks with Udacity to sponsor additional courses as well. "That's the great thing about this model," Smith says. "Sebastian is reaching out to us and saying, 'Help us build this--and, oh, by the way, the payoff is you get instruction for your employees.'" Says Zachary, "The Georgia Tech deal isn't really a Georgia Tech deal. It's an AT&T deal."
  • anonymous on 12 Dec 13
     
    Great insights into Sebastian Thrun, and MOOCs -- especially the "sponsored MOOC." 
RaiseYour IQ

Learning help with homework and school - 0 views

raiseyouriq.com/60

learning homework school education brain training

shared by RaiseYour IQ on 04 Dec 14 - No Cached
  • RaiseYour IQ on 04 Dec 14
     
    Our brain training exercises can also help with learning problems for children or adults with ADD and ADHD. Whether you are an outstanding student with a high IQ or a struggling student, "SMART brain training" will give you powerful mental tools that will help you learn more effectively across any school or educational subject.
  • RaiseYour IQ on 04 Dec 14
     
    Our brain training exercises can also help with learning problems for children or adults with ADD and ADHD. Whether you are an outstanding student with a high IQ or a struggling student, "SMART brain training" will give you powerful mental tools that will help you learn more effectively across any school or educational subject.
Garry Golden

High School Graduation Rate In U.S. On Pace To Reach 90 Percent By 2020: Powell Report - 0 views

www.huffingtonpost.com/...graduation-rate_n_2755340.html

outcomes outputs guide learning education policy

shared by Garry Golden on 25 Feb 13 - No Cached
  • Garry Golden on 25 Feb 13
     
    an irrelevant statistic
learnnovators

INFOGRAPHIC: Heroic Journeys To High Performance | Learnnovators - 0 views

learnnovators.com/roic-journeys-high-performance

Learnnovators learning infographic performance 702010 workplace

shared by learnnovators on 22 Apr 16 - No Cached
  • learnnovators on 22 Apr 16
     
    What does 70:20:10 & continuous learning have to do with Sherlock Holmes, Buffy the Vampire Slayer, Harry Potter and other heroic fictional characters? Possibly nothing… unless you believe this infographic.
  • learnnovators on 22 Apr 16
     
    What does 70:20:10 & continuous learning have to do with Sherlock Holmes, Buffy the Vampire Slayer, Harry Potter and other heroic fictional characters? Possibly nothing… unless you believe this infographic.
Xavier Moya

Assajos sobre educació oberta I - P2P Foundation - 0 views

p2pfoundation.net/Essays

open p2p education lectures papers

shared by Xavier Moya on 16 Jan 14 - Cached
  • Xavier Moya on 16 Jan 14
     
    1 Paul S. Adler and Charles Heckscher: Towards Collaborative Community 2 Ernesto Arias (et al.) on Transcending the Individual Human Mind through Collaborative Design 3 Adam Arvidsson on the Crisis of Value and the Ethical Economy 4 Yaneer Bar-Yam on Complexity, Hierarchy, and Networks 5 Richard Barbrook on the 'High-tech Gift Economy' 6 Yochai Benkler on Peer Production 7 James Boyle, on the Public Domain and the Second Enclosure movement 8 Vasilis Kostakis: At the Turning Point of the Current Techno-Economic Paradigm 9 George Caffentzis: On the Antagonistic Usage of the Commons Concept 10 Kevin Carson, on expanding peer production to the physical domain 11 Predrag Cicovacki, on the metaphysics of co-evolution and transdisciplinary methodology 12 Julia Cohen, on copyright law and sharing 13 Mark Cooper on a Policy for Collaborative Production 14 Mariarosa Dalla Costa on the Commons of Land and Food 15 Massimo De Angelis on The Production of the Commons and the Explosion of the Middle Class. 16 Massimo De Angelis on a political strategy to unite commons and political/social movements 17 Paul de Armond, on netwar in political protest 18 Erik Douglas, on peer governance and democracy 19 Stephen Downes on Free Learning and P2P epistemology 20 Nick Dyer-Witheford on the Circulation of the Common 21 Jo Freeman, on the dark side of Peer Governance 22 Brett Frischmann, an economic theory for the Commons 23 Richard Heinberg on The Decentralized Provisioning of the Basic Necessities as the Fight of the Century 24 John Heron on the relational ground of human consciousness: Notes on Spiritual Leadership and Relational Spirituality 25 Yasuhiko Genku Kimura: Creating a ommicentric Ideosphere 26 Vasilis_Kostakis et al. on Peer Production and Desktop Manufacturing 27 Magnus Marsdal on Socialist Individualism 28 Ugo Mattei: The State, the Market, an
  • Xavier Moya on 16 Jan 14
     
    29 influential papers on Open Education collected by P2P Foundation
Sasha Thackaberry

The Future of Higher Education | Higher Ed Beta @insidehighered - 0 views

www.insidehighered.com/...future-higher-education

future higher higher education education higher ed beta

shared by Sasha Thackaberry on 07 Oct 14 - No Cached
  • With a number of leading for-profits beset by legal and financial woes, enrollment in online education leveling off, and MOOCs off the front pages, one might reasonably conclude that the threats to higher ed posed by what was hailed as “disruptive innovation” have abated. 
  • No so. At this point, institutions are disrupting themselves from the inside out, not waiting for the sky to fall. True disruption occurs when existing institutions begin to embrace the forces of transformation.
  • The innovations taking place may not seem to be as dramatic as those that loomed in 2012, but the consequences are likely be even more far-reaching, challenging established business and staffing models.
  • ...35 more annotations...
  • Innovation 1:  Learning Analytics
  • Innovation 2:  Microcredentialing
  • Innovation 3:  Competency-Based Education
  • Especially attractive is competency-based education’s prospect of accelerating time to degree, since students can potentially receive credit for skills and knowledge acquired through life experience or alternative forms of education.
  • But with the U.S. Department of Education and accreditors increasingly willing to allow institutions to experiment with competency-based models and direct assessment, such programs are poised to take off. The trend is moving beyond just a few institutions like Western Governors University, as even Harvard Business School, for example, launched its HBX CORe program, a “boot camp” for liberal arts college students who want to understand the fundamentals of business. 
  • Innovation 4:  Personalized Adaptive Learning
  • Personalization has been the hallmark of contemporary retailing and marketing, and now it’s coming to higher education
  • But recognition of the fact that all students do not learn best by following the same path at the same pace is beginning to influence instructional design even in traditional courses, which are beginning to offer students customized trajectories through course material.
  • Innovation 5:  Curricular Optimization
  • Convinced that a curricular smorgasbord of disconnected classes squanders faculty resources and allows too many students to graduate without a serious understanding of the sweep of human history, the diversity of human cultures, the major systems of belief and value, or great works of art, literature, and music, a growing number of institutions have sought to create a more coherent curriculum for at least a portion of their student body.
  • Innovation 6:  Open Educational Resources
  • companies like Learning Ace are creating new portals that allow faculty and students to easily search for content in e-books, subscription databases, and on the web.
  • Innovation 7:  Shared Services
  • By promoting system-wide or state-wide purchasing, institutions seek to take advantage of scale in procurement of software and other services.
  • large-scale data storage, and high bandwidth data access, enables researchers within 15 UT System institutions to collaborate with one another
  • Innovation 8:  Articulation Agreements
  • As more and more students enroll in community college to save money, a great challenge is to insure that courses at various institutions are truly equivalent, which will require genuine collaboration between faculty members on multiple campuses.
  • Innovation 9:  Flipped Classrooms
  • By inverting the classroom, off-loading direct instruction and maximizing the value of face-to-face time, the flipped classroom are supposed to help students understand course material  in greater depth.
  • Institutions like MIT, “Future of MIT Education” and Stanford, “Stanford2025,” aware of such tensions and risks, are taking both bottom-up and top-down approaches to ensure they get the best of the flipped classroom without sacrificing face-to-face interactions.
  • Innovation 10:  One-Stop Student Services
  • A growing number of institutions are launching a single contact point for student services, whether involving registration, billing, and financial aid, academic support, or career advising.  The most innovative, inspired by the example of the for-profits, make services available anytime. When it opens in Fall 2015, the new University of Texas Rio Grande Valley, which will serve an expansive 60-mile-wide region, will offer students a holistic student lifecycle management and CRM and support system accessible across the region.
  • Even as these ten innovations gradually become part of the higher education ecosystem, several new educational models are appearing, which potentially challenge business as usual.
  • Model 1:  New Pathways to a Bachelors Degree
  • Early college/dual enrollment programs that grant high school students college credit.  Expanded access to Advanced Placement courses. Bachelor degree-granting community colleges. Three-year bachelors degree programs. All of these efforts to accelerate time to degree are gaining traction. Particularly disruptive is the way students now consume higher education, acquiring credits in a variety of ways from various providers, face-to-face and online.
  • Model 2:  The Bare-bones University
  • The University of North Texas’s Dallas campus, designed with the assistance of Bain & Company, the corporate management consulting  firm, has served as a prototype for a lower-cost option, with an emphasis on teaching and mentoring, hybrid and online courses (to minimize facilities’ costs), and a limited number of majors tied to local workforce needs. 
  • Model 3:  Experimental Models
  • Minerva Project, seek to reinvent the university experience by combining a low residency model, real-world work experience through internships, and significantly reduced degree costs through scaled online learning
  • the University of Phoenix, Kaplan, and other online-only institutions have created physical locations and even MOOC providers stress the importance of learner MeetUps and are focused on implementing hybrid courses on traditional campuses.
  • While some corporations partner with academic institutions (GM, for example, offers a MBA through Indiana University), the number of stand-alone corporate universities now exceeds 4,200
  • Model 4:  Corporate Universities
  • Although these corporate units do not offer degrees, they may well pose a threat to traditional universities in two ways.  First, by their very existence, the corporate universities infer that existing undergraduate institutions fail to prepare their graduates for the workplace. Second, these entities may well displace enrollment in existing graduate and continuing education programs.
  • Model 5: All of the Above
  • The irony may be that all the so-called disruption will actually bring higher education back to its core mission. In the words of the public intellectual du jour, William Deresiewicz, “My ultimate hope is that [college] becomes recognized as a right of citizenship, and that we make sure that that right is available to all.”
  • Sasha Thackaberry on 07 Oct 14
     
    "With a number of leading for-profits beset by legal and financial woes, enrollment in online education leveling off, and MOOCs off the front pages, one might reasonably conclude that the threats to higher ed posed by what was hailed as "disruptive innovation" have abated.  No so. At this point, institutions are disrupting themselves from the inside out, not waiting for the sky to fall. True disruption occurs when existing institutions begin to embrace the forces of transformation."
anonymous

Three Critical Elements to Ensure Online Learning Programs Remain Fresh | Edudemic - 2 views

www.edudemic.com/e-online-learning-remain-fresh

future online learning

shared by anonymous on 22 Jun 15 - No Cached
  • While instructional design was one of the catalysts for increasing student performance and overall degree completion, to date, we have not figured out how to truly leverage technology for learning and how to invent new instructional practices.
  • we have done a good job at translating pedagogical and anagogical models into the online environment, but we have not developed new instructional strategies that are germane to teaching and learning, required in remote and asynchronous learning environments
  • Instead, we have, for the most part, stuck with the ‘one to many’ model of instruction.  We have not developed models for technology-driven self-determined and directed learning
  • ...2 more annotations...
  • we have not been consistent and mindful in imbuing non-cognitive and behavioral elements directly into courses and programs to increase student success (i.e. elements for first generation, high-poverty, and high-minority students), and we have not fundamentally challenged the structure of the traditional degree (i.e. vs. stackable credentials with pathways to multiple degree options).
  • heutagogy
Victorious Kidss Educares Pune

Best nursery school in Pune - Victorious Kidss Educares - 0 views

www.victoriouskidsseducares.org/pre-primary-section.html

nursery school in pune primary school in pune pre-primary high school in pune schools in pune

shared by Victorious Kidss Educares Pune on 25 May 16 - No Cached
  • Victorious Kidss Educares Pune on 25 May 16
     
    Victorious Kidss Educares is an IB world school in Pune. Here you get the best start for your children with our best nursery school programme. We guide students, till the threshold of their higher education, to choose from their vast areas of personal competence; rather than from areas of incompetence. Visit us @ http://www.victoriouskidsseducares.org/pre-primary-section.html
Victorious Kidss Educares Pune

Best school in Pune - Victorious Kidss Educares - 0 views

www.victoriouskidsseducares.org

Schools in pune high school in pune nursery school in pune international school in pune primary school in pune

shared by Victorious Kidss Educares Pune on 10 May 16 - No Cached
  • Victorious Kidss Educares Pune on 10 May 16
     
    Victorious Kidss Educares is best IB world school in Pune. Our motto is 'Learning to Love to Learn'. We focuses on education for building character. Learning is not merely for earning. The curriculum is strategically designed to develop learning to enable children achieve excellence in all walks of life and to lay a firm foundation for a strong character, a caring, a loving and a charming personality. We have certified following programmes 1. Pre primary programme 2. Primary years programme 3. Middle year programme 4. Diploma programme Visit is @ http://www.victoriouskidsseducares.org
anonymous

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

research.coursetalk.com/advancingmoocs

MOOC developing countries

shared by anonymous on 13 Apr 16 - No Cached
  • 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.
Victorious Kidss Educares Pune

How to start educating your baby? - 0 views

www.victoriouskidsseducares.org/...how-to-start

how to educate children best ib school high nursery primary

shared by Victorious Kidss Educares Pune on 17 Mar 16 - No Cached
  • Victorious Kidss Educares Pune on 17 Mar 16
     
    In a perfect world, parenting would come down to one sentence: Show only love, be only love. But in the world we all cope with, children grow up to face much non-loving behavior, primarily outside the home but sometimes within it as well. In Victorious Kidss Educares - Best IB school education starts as soon as the mother conceives. Research has shown that the unborn child is a highly responsive being, who is constantly acquiring new skills. It is easy, and simple to create a master piece of human excellence if education starts from the pre-natal days. Click here to read full blog http://www.victoriouskidsseducares.org/blogs/how-to-start/
Victorious Kidss Educares Pune

GRATITUDE - 0 views

www.victoriouskidsseducares.org/...gratitude

school in pune high school nursery school

shared by Victorious Kidss Educares Pune on 28 Apr 16 - No Cached
  • Victorious Kidss Educares Pune on 28 Apr 16
     
    'gratitude'. "Whoever has gratitude will be given more, and her or she will have an abundance. Whoever does not have gratitude, even what he or she has will be taken from him or her."
anonymous

Ownership and Agency Will Propel STEM Learning | Edutopia - 0 views

www.edutopia.org/...el-stem-learning-matt-levinson

shared by anonymous on 09 Jan 14 - No Cached
  • Learner agency is characterized by a pedagogy that builds on the passions of learners and also has real world relevance. We are seeing numerous examples of this in our schools, and the school structure is also beginning to change to accommodate this transition. Schools are adopting more flexible schedules, new and more personalized methods of reporting are being adopted, and examples of hands-on experiences from outdoor learning to community business partnerships are flourishing. Many do see learner agency as being key to the future of schooling.
  • Kids are learning many STEM skills, but it's not happening in schools.
  • Wozniak experienced inspiration from his high school electronics teacher, who provided foundational instruction that set him on a path of self-directed learning which would revolutionize personal computing.
  • ...8 more annotations...
  • What the PISA found, according to its manager Andreas Schleicher and as reported by Thomas Friedman in The New York Times, is
  • The single entity and mode of delivery may need rethinking to account for the wealth of access to information now in place with the Internet and mobile technology.
  • that the most successful students are those who feel real "ownership" of their education. In all the best performing school systems, said Schleicher, "students feel they personally can make a difference in their own outcomes and that education will make a difference for their future.”
  • All the building blocks are in place for breakthroughs: the Internet goes everywhere. Everyone has a device connected to the network. And the cost of technology experimentation is so low.
  • Students can grow frustrated by not feeling ownership over their learning, and can get trapped in a power struggle with teachers over choice and direction with learning.
  • The single entity of the teacher needs to be reconsidered and recalibrated.
  • The learning paradigm is shifting toward student "agency."
  • Learner agency is characterized by a pedagogy that builds on the passions of learners and also has real world relevance. We are seeing numerous examples of this in our schools, and the school structure is also beginning to change to accommodate this transition. Schools are adopting more flexible schedules, new and more personalized methods of reporting are being adopted, and examples of hands-on experiences from outdoor learning to community business partnerships are flourishing. Many do see learner agency as being key to the future of schooling.
  • anonymous on 09 Jan 14
     
    Great article that advocated for "Learner Agency" - models of education that give learners more control.
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