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anonymous

Did you love watching lectures from your professors? - The Hechinger Report - 2 views

hechingerreport.org/e-least-effective-way-to-learn

lectures interaction interactivity

shared by anonymous on 22 Dec 15 - No Cached
  • anonymous on 22 Dec 15
     
    found that video lecturers were the least effective way to learn. Students who primarily learned through watching video lectures did the worst both on the 11 quizzes during the 12-week course and on the final exam. Students who primarily learned through reading, or a combination of reading and video lectures, did a bit better, but not much. This story also appeared in U.S. News & World Report The students who did the best were those who clicked on interactive exercises. For example, one exercise asked students to click and drag personality factors to their corresponding psychological traits.  A student would need to drag "neuroticism" to the same line with "calm" and "worrying," in this case. Hints popped up when a student guessed wrong. On the weekly quizzes, the "doers" who did nothing but the interactive exercises scored about the same as the "doers" who also did some combination of watching and reading. It almost seems as if you don't need to watch lectures or read at all. Thankfully, reading and lecture-watching mattered a bit on the final exam.
e learningbd

BackupBuddy plugin keeps your WordPress content safe - 0 views

e-learningbd.com/...ps-your-wordpress-content-safe

Twitter wordpress plugins backupbuddy

shared by e learningbd on 26 Oct 15 - No Cached
  • e learningbd on 26 Oct 15
     
    We are using different kind of themes and plugins for developing our WordPress website. BackupBuddy is one of the best plugin which keeps your WordPress content safe. BackupBuddy plugin keeps your WordPress content safe http://t.co/vjIGJuBWPF http://t.co/1nJRhipaOQ
Jay Collier

The Ax-Wielding Futurist Swinging for a Higher Ed Tech Revolution - 0 views

www.ozy.com/...86909

thecompass

shared by Jay Collier on 02 Sep 18 - No Cached
  • Jay Collier on 02 Sep 18
     
    "Alexander also has doubts about houses of higher learning. "I'm optimistic about learning, but often pessimistic about educational institutions," he says. "This is the best time in human history to be a learner. We have so much access, but college and university business models are often straining at the seams." Rather than seeing these online tools as a way to make money or replace traditional models, Alexander sees them as a way to supplement the brick-and-mortar campus experience. When he thinks of Transforming the University in the 21st Century - the title of his next book - Alexander sees places like his beloved Ann Arbor shifting but still standing."
eidesign

How To Choose The Right Kind Of Video For Your Employee Training - EIDesign - 0 views

www.eidesign.net/deo-for-your-employee-training

employee training training videos for employee training corporate training videos EIDesign

shared by eidesign on 10 May 19 - No Cached
  • eidesign on 10 May 19
     
    Video-based learning has become an important part of corporate training delivery today. In this article, I share pointers that will help you identify what training videos would work best for your employees.
dominknow

Designing eLearning Courses for International Audiences - 0 views

www.dominknow.com/...es-for-international-audiences

design elearning courses elearning elearning courses elearning best practices international audience

shared by dominknow on 06 Oct 19 - No Cached
  • dominknow on 06 Oct 19
     
    When designing eLearning courses for international audiences that are some very important considerations that need to be made.
smartstudent01

Study Abroad - 0 views

smartstudents.co.in/studyabroad

#students #study #abroad #

shared by smartstudent01 on 04 Dec 17 - No Cached
  • smartstudent01 on 04 Dec 17
     
    Study abroad is a new trend of study in India. Maximum students who is financially able to go abroad select abroad study for higher study. But there are many culprit abroad consultant who is wasting student's time and money and they don't give them proper solution for abroad study. Get best study abroad counselling and suggestion from expert's consultant from smart students.
kernel7

100% Job Oriented Online Courses with Certification | Kernel Training - 0 views

www.kerneltraining.com

courses with certificates online emc-san netapp certification Linux Training ibm aix courses.

shared by kernel7 on 11 Dec 17 - No Cached
  • kernel7 on 11 Dec 17
     
    Learn job oriented Certified Online Courses in your flexible timings. Kernel Training provides best online training with industrial expertise trainers. Enroll Now for Free Demo.
anonymous

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

www.ecampusnews.com/...2

CBE competency-based

shared by anonymous on 18 Aug 15 - No Cached
  • 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.
Elizabeth Merritt

How Are Teachers and Students Using Khan Academy? | MindShift - 6 views

blogs.kqed.org/...nd-students-using-khan-academy

Khan Academy

shared by Elizabeth Merritt on 07 May 14 - No Cached
  • Could Khan Academy be falling into the same trap as other tech innovations that best serve a better educated and affluent population?
    • Elizabeth Merritt
      Elizabeth Merritt on 07 May 14
       
      This isn't a tech innovation issue, this is a cultural issue. Maybe the "advantaged" schools are more likely to support a culture of exploration & free-form learning
  • Walter Antoniotti on 08 May 14
     
    I agree. I used to link to them at many of my Free Interne to Libraries but when he got money they got pretty and less useful. I explore the tech issue at my Geekability site. It is illogical to thing tech will lower the economic spread between people. See http://www.textbooksfree.org/Geekability%20the%20New%20Intelligence%20Destroying%20America's%20Middle%20Class.htm and http://www.textbooksfree.org/Free%20Internet%20Libraries.htm
anonymous

Considering the Legacy of MOOCs: Building Blocks for a Greater Whole | The EvoLLLution - 2 views

www.evolllution.com/...-moocs-building-blocks-greater

MOOC

shared by anonymous on 13 Apr 15 - No Cached
  • MOOC platform providers are also “discovering” that students want to pay for credentials and not learning experiences. This means that many of those companies are tying their fortunes to the issuing of certificates and badge-like credentials. This business model will succeed as long as MOOCs are a tiny fraction of their partner university’s offerings but will run into significant headwinds once adoption grows and they compete more directly with the core institutional financial models.
  • “scalable educational experiences.”
  • bally connected and mixed-modality learning communities can be enhanced and accelerated by MOOC platforms and, more importantly, new thinking. Such possibilities more accurately reflect the thinking of the earliest MOOC pioneers, George Siemens and Steven Downes. These new possibilities will take advantage of the best of what we can do in physical and virtual spaces. Expect to see new learning genres and expanded access to the deep knowledge generated by our great universities.
  • Walter Antoniotti on 14 Apr 15
     
    Yes but that takes care of the top 5% -10% of our H.S. graduates. Data indicates that those no as talented are making a very poor economic investment by getting a four year degree. Are we heading back to pre VAS benefits/baby boomer days when only the very academic and wealth went to college.
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.
  • 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.
  • 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.
  • 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.”
  • 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.
Sasha Thackaberry

Reclaiming Innovation Can we reclaim innovation? - 0 views

www.educause.edu/...default.html

innovation learning education teaching technology gaming lms company data

shared by Sasha Thackaberry on 03 Jun 14 - No Cached
  • what's not to like about innovation?
  • Yet as 2014 churns on, the glow is wearing off. Today, innovation is increasingly conflated with hype, disruption for disruption's sake, and outsourcing laced with a dose of austerity-driven downsizing. Call it innovation fatigue.
  • Audrey Watters has noted the essentially apocalyptic flavor of what she describes as "the myth and the millennialism of disruptive innovation" — mythic in the sense that it prophesies "the destruction of the old and the ascension of the new" and constitutes a narrative that "has been widely accepted as unassailably true." When applied to education, disruptive innovation promises nothing less than "the end of school as we know it."
  • ...25 more annotations...
  • Benjamin Bratton has argued: "'Innovation' defined as moving the pieces around and adding more processing power is not some Big Idea that will disrupt a broken status quo: that precisely is the broken status quo."3
  • Will a countervailing vision of grassroots, generative innovation dedicated to strengthening higher education do better?4 If we think the open web and public education are ideas worth preserving, we have no option but to try to find out.
  • The demands of sustaining infrastructure have continued to dominate institutional priorities, and the recent promise of Web 2.0 has been unevenly integrated into campus strategies: instances of broad, culture-shifting experimentation along these lines in higher education can be counted on one hand
  • Meanwhile, IT organizations are often defined by what's necessary rather than what's possible, and the cumulative weight of an increasingly complex communications infrastructure weighs ever heavier.
  • Higher education overall, perhaps concerned about the untamed territories of the open web and facing unquestionably profound challenges in extending its promise beyond the early adopters, cast its lot with a "system" that promised to "manage" this wild potential and peril.
  • before we even begin to encounter the software itself, we privilege a mindset that views learning not as a life-affirming adventure but instead as a technological problem, one that requires a "system" to "manage" it.
  • Systems.
  • But environments matter, and disturbingly often these systems promote formulaic and rigid instruction.
  • Silos.
  • There is a discussion to be had about where/when student interactions might merit or benefit from some degree of privacy and where/when we need to consider protections of identity and personal privacy. But that discussion happens too rarely; it is easier to default to locking everything behind digital slabs of access controls and inaccessible online spaces. Worse yet, this enclosure not only cuts the academy off from the wider world but also cuts students off from each other and the institution. Courses are severely limited in the ability to access other courses even within the institution (so much for "connecting silos"), and when courses end, students are typically cast out, unable to refer to past activity in their ongoing studies or in their lives (so much for "promoting lifelong learning").
  • Missed Opportunities.
  • even in an era when it is widely understood that we need to guide our students into an information age of immense complexity, promise, and uncertainty, we force them to spend countless hours on computers in a virtual environment that does nothing to equip them with practical web skills
  • Costs.
  • And any technologists who have been involved in a migration from one system to another, or in significant upgrades of the same system, can testify to how time-consuming and troublesome these processes will be. As Martin Weller argues: "This is serious business and I have a lot of respect for people who do it. The level of support, planning and maintenance required for such systems is considerable. So we developed a whole host of processes to make sure it worked well. But along the way we lost the ability to support small scale IT requests that don't require an enterprise level solution.
  • The myriad costs associated with supporting LMSs crowd out budget and staff time that might be directed toward homegrown, open-source, and user-driven innovation.
  • Confidence.
  • LMSs are seen as, at best, a "necessary evil." But perhaps they're not so necessary.
  • Before directing activity to a complex, locked-down system, ask: "Do we really need to do it this way? Is there a simpler, cheaper, open alternative that will do the job?"
  • Can We Reclaim Innovation?
  • , Massive Open Online Courses (MOOCs), which have become the poster child of innovation in higher education over the last two to three years. This approach was started by two Canadians — George Siemens and Stephen Downes — at the University of Manitoba in the fall of 2008. The professor (Siemens) and the government researcher (Downes) decided to put into practice the connectivism and connected learning theories that they had been writing about and experimenting with for years. Their 2008 course, Connectivism and Connected Knowledge (CCK08), christened the idea of the MOOC and provided a brilliant example of educational technology praxis using the open web. Significantly, these origins of the MOOC arguably mark it as the first web-native learning environment, as opposed to e-learning that grafts old-style distance learning onto online platforms.
  • Yet within a couple of years, the experimentation and possibility of the MOOC movement had become co-opted and rebranded by venture capitalists as a fully formed, disruptive solution to the broken model of higher education.11 The most distressing part of the story is that many higher education administrators and even IT professionals seem to have little or no idea where the innovation started.
  • One encouraging result of the MOOC mania is the rising interest in open online learning, even if in this case innovation has become synonymous with how to scale a single course for many users.
  • MOOCs, currently being reimagined (and resold) by proprietary environments designed for scale and simplicity, lack the basic Web 2.0 premises of aggregation, openness, tagging, portability, reuse, multichannel distribution, syndication, and user-as-contributor.
  • These courses and systems are also distracting colleges and universities from the conversation that we should have been having since the late 1990s: how can we leverage open platforms and open access to augment our teaching and learning mission?13 Open-source, searchable, syndicated, and collaborative authoring systems can provide numerous efficiencies, such as publishing to multiple environments and ensuring interoperability and long-term digital preservation.
  • Imagine what higher education institutions could do if they started approaching academic publishing platforms as collaborative, open spaces for community-authored materials. What if educational institutions start reclaiming innovative learning on the web?14
Sasha Thackaberry

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

diyubook.com/...s-dead-long-live-open-learning

learning diy MOOC opensource open educational resources opencourseware

shared by Sasha Thackaberry on 18 Jul 14 - No Cached
  • 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.)
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