Twelve Free Tools From Microsoft… Many Are New! « 21 st Century Educational T... - 0 views
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Connected Learning - 0 views
Become A Web Developer | Thinkful - 1 views
EBSCOhost: The trouble with competence - 0 views
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Wood & Power go on to say that a successful conceptualisation of competence would show "how specific competencies are integrated at a higher level and would also accommodate changing patterns of salience among these skills and abilities at different ages and in different contexts" (pp. 414-415). These authors emphasise the importance of a developmental approach to competence that is not fixated by operational definitions such that what we can measure is taken to be what develops.
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Typically competencies are described in terms of observable behaviour and explicit criteria. Like its forerunner behavioural objectives, the language of competence invites a spurious precision and elaboration in the definition of good or effective practice. The specification of competence is assessment led in that it is usually associated with a statement which defines performance criteria and expected levels of performance. Like the objectives model, competency-based approaches to professional education and training attempt to improve educational practice by increasing clarity about ends.
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Such models can be highly reductive, providing atomised lists of tasks and functions, or they can be highly generalised, offering descriptions of motivational dispositions or cognitive abilities such as problem-solving. In the case of the former the sum of the parts rarely if ever represents the totality of good practice; paradoxically the role is under-determined by the specification. In the case of the latter it is difficult if not impossible to provide an operational account of a disposition or ability that does not rest solely on situational judgement. A more significant feature of models of competence is that in their tidiness and precision, far from preserving the essential features of expertise, they distort and understate the very things they are trying to represent.
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Udacity's Sebastian Thrun, Godfather Of Free Online Education, Changes Course | Fast Co... - 1 views
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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
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The man who started this revolution no longer believes the hype.
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If this was an education revolution, it was a disturbingly uneven one.
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The Future of Higher Education | Higher Ed Beta @insidehighered - 0 views
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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.
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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.
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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.
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"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."
Normal 3.0 in Postsecondary Education: Gazing Into Higher Ed's Future | The EvoLLLution - 1 views
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Normal 3.0 means in-time, on-time delivery of education when the student wants/needs it, and where the student wants/needs it. Normal 3.0 means some aspect of online learning and self-study. Think YouTube versus textbook. Normal 3.0 means using technology to delivery and measure education. Normal 3.0 means the credential or degree may not be the ultimate goal, but that gaining specific skills to do the current job is the short-term goal. Long term, the job is always changing, therefore the skills to go with it are changing as well.
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Think certification versus certificate
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Educational technology is the cornerstone to this, a fabulous opportunity and a contextual nightmare.
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Have you taught online? Your opinion is needed! - 0 views
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https://www.surveymonkey.com/r/WKZGXX6 Please consider taking my survey. It is anonymous, so I won't be able to send a proper thank you. Please know that I will pay your kindness forward to another doctoral student in need and will send warm thoughts out into the universe for you. Thank you for your consideration and for passing this on to eLearning faculty!
The Tempered Radical - 0 views
SI Web and New Media Strategy - Anya_Kamenetz_Talk - 0 views
John Connell: The Blog - 0 views
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