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learnnovators

eLearning Modules will Die… and 702010 will hold the Smoking Gun - 0 views

learnnovators.com/e-702010-will-hold-smoking-gun

elearning learning eLearningModules learnnovators 702010

shared by learnnovators on 11 Feb 16 - No Cached
  • learnnovators on 11 Feb 16
     
    When talking about technology and learning it's hard not to think about #elearning modules. They've been the bread and butter of #digitallearning solutions for decades and the industry behind them has helped many, including myself, feed our families. So I take no joy in predicting that elearning modules will inevitably be murdered.
  • learnnovators on 11 Feb 16
     
    When talking about technology and learning it's hard not to think about #elearning modules. They've been the bread and butter of #digitallearning solutions for decades and the industry behind them has helped many, including myself, feed our families. So I take no joy in predicting that elearning modules will inevitably be murdered.
anonymous

Learning Analytics Research for LMS Course Design: Two Studies | EDUCAUSE - 5 views

er.educause.edu/...-lms-course-design-two-studies

LMS analytics

shared by anonymous on 09 Mar 17 - No Cached
  • 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?"
  • ...1 more annotation...
  • 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.
anonymous

Are Universities Going the Way of Record Labels? - Martin Smith - The Atlantic - 2 views

www.theatlantic.com/...374012

universities disruptive_innovations

shared by anonymous on 18 Jul 14 - No Cached
  • This last decade of the music industry presages the coming decade of education. Choice is expanding at every level, from pre-k to graduate school. The individual course, rather than the degree, is becoming the unit of content. And universities, the record labels of education, are facing increased pressure to unbundle their services. So what will the future of education look like?
  • The price of content will freefall over the next seven years.
  • Education will be personalized.
    • anonymous
      anonymous on 18 Jul 14
       
      This substantiates my prediction that learners will be "knowmads" roaming the content landscape and collecting what they want and need.
  • ...6 more annotations...
  • The supply of learning content will swell.
  • With learning content available on demand, students will increasingly be able to build degree programs from a wide variety of institutions offering particular courses.
  • Students are the big winners here.
  • Existing institutions with large endowments will become the record labels: platforms that invest in great talent.
  • And distribution platforms that curate content will do well, commanding both economies of scale and scope.
  • In education, a cohort of new entrepreneurs and existing institutions will greatly increase personal choice for all of us.
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!
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