Skip to main content

Home/ Future of Learning/ Group items tagged higher

Rss Feed Group items tagged

Sasha Thackaberry

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

  • 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.)
anonymous

Navigating the CBE Frontier: At the Educational Crossroads | The EvoLLLution - 2 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]
  • ...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.
Victorious Kidss Educares Pune

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

  •  
    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
Elizabeth Merritt

Introduction and overview of responses | Pew Internet & American Life Project - 0 views

  • Morley Winograd, co-author of Millennial Momentum: How a New Generation is Remaking America, similarly argued, “The deflection point for the more fundamental change will occur when universities no longer grant degrees, but rather certify knowledge and skill levels, in much more finite ways as your scenario envisions. Major university brands will offer such certificates based on their standards for certifying various competencies that employers will be identifying for their new hires.”
    • Elizabeth Merritt
       
      Adaptable to Digital Badging
anonymous

How should quality assurance for competency-based ed work? - Page 2 of 2 - eCampus News... - 0 views

  • The government should learn from its lessons and shift from funding based on inputs to focusing on incentivizing the outcomes it would like to see from higher education.
  • A better path forward would be for the federal government to encourage a variety of experiments over the coming years that try out different approaches in a controlled way, all while releasing programs from the current input-based constraints to learn what works, in what combinations and circumstances, and what are the unintended consequences.
  • A key tenet of all the efforts is that employers, along with students, are likely best positioned to determine program quality—and programs that align their assessments to the competencies employers need will likely be in a strong place.
  • ...1 more annotation...
  • Although online, competency-based programs have been around for some time, opening up federal funding at scale across the higher education system for lots of new players has never been done before. As the government gets into this game, harnessing, and not limiting, the potential that competency-based learning brings—to be fundamentally about a student’s learning—as it seeks to assure quality is critical. The nation has yet to master that.
Sasha Thackaberry

Competency-based education gets a boost from the Education Department @insidehighered - 0 views

  • On Tuesday the department announced a new round of its “experimental sites” initiative, which waives certain rules for federal aid programs so institutions can test new approaches without losing their aid eligibility. Many colleges may ramp up their experiments with competency-based programs -- and sources said more than 350 institutions currently offer or are seeking to create such degree tracks.
  • the federal program could help lay the groundwork for regulation and legislation that is better-suited to competency-based learning.
  • Supporters of competency-based education called the experimental sites announcement a big win.
  • ...17 more annotations...
  • “The department recognizes that this is new territory and they don't have a regulatory framework for it,” said Paul LeBlanc, president of Southern New Hampshire University.
  • Colleges have faced plenty of red tape as they seek to give competency-based education a try. That is particularly true for “direct assessment” programs, the most aggressive version, which does not rely on the traditional credit hour standard.
  • Only two institutions -- College for America, a subsidiary of Southern New Hampshire, and Capella University -- have been successful in the lengthy process of getting the department and regional accrediting agencies to approve direct assessment programs. Other institutions have tried and either were rebuffed by the feds or are still waiting for the final word.
  • For example, the University of Wisconsin-Extension last year created ambitious direct assessment degree tracks. But the university has had to cover for the absence of federal aid for its “Flex Program” by spending more on grants for students. Officials with the system said Tuesday they were eager to participate in the experimental sites program.
  • Clearing the Way
  • The latest round of experimental sites grew out of a request for ideas the department issued last year. Many colleges sent in suggestions.
  • Mitchell drew rave reviews from several participants in the Washington, D.C., meeting of the Lumina Foundation-funded group, which is called the Competency-Based Education Network (C-BEN).
  • Jim Selbe is a special assistant to the chancellor of the Kentucky Community and Technical College System, which is a pioneer in competency-based programs in the two-year sector.
  • Experimental site status would give the Kentucky system the ability to “be broader and have more flexibility,” said Selbe. “This is going to give us a chance to really go field test.”
  • For example, Selbe said, the system is considering new programs that would charge students a monthly fee for all they can learn. This subscription-style approach could also apply to four-month terms.
  • A move by the Kentucky system to try subscriptions is “impossible right now” under federal aid rules, said Selbe. But experimental sites could open the door to monthly aid disbursements, saving students time and money. “This will give us a boost to go forward.”
  • The department said it is seeking experiments in four areas. They should increase academic quality and reduce costs, the feds have said. And the announcement said the department would conduct evaluations of the selected programs, to test their effectiveness
  • The four targeted areas include self-paced competency-based programs, such as direct assessment degree tracks. Colleges can also test “hybrid” programs, which combine elements of direct assessment and credit-hour-based coursework. That version is currently not allowed under federal rules.
  • The new experimental sites will also include prior-learning assessment
  • Finally, the program will test federal work-study programs under which college students mentor high school students in college readiness, student aid, career counseling and financial literacy
  • Experimental sites programs have rarely been so promising, said Amy Laitinen, deputy director of the New America Foundation's higher education program and a former official at the department and White House.
  • “We don't have to wait for a reauthorization,” she said. “We can inform a reauthorization.”
eidesign

How To Use Gamification To Enhance Compliance Training - Featuring 4 Examples - EIDesign - 0 views

  •  
    Gamification is used extensively to create sticky learning experiences, and compliance trainings too can use it to influence user behavior and create higher conformance. In this article, I share 4 examples of gamification for compliance training.
‹ Previous 21 - 40 of 77 Next › Last »
Showing 20 items per page