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RaiseYour IQ

Brain Training To Raise IQ - RaiseyourIQ - 0 views

raiseyouriq.com/faq

learning education teaching technology gaming

shared by RaiseYour IQ on 10 Sep 14 - No Cached
  • RaiseYour IQ on 10 Sep 14
     
    Scientifically developed behavioral training that is proven to raise intelligence and IQ by over 20 points in many cases.
Gina Hall

GOOD Video: How Do We Make Learning Relevant to Students? - Education - GOOD - 1 views

www.good.is/...-learning-relevant-to-students

CAMLF video innovation learning K12 education future facilitation

shared by Gina Hall on 11 Jun 12 - No Cached
  • "I wanted to avoid the usual doom and gloom—the usual 'it's all crap and there's no hope for the future,'
  • it's about people who are out of the box of education completely who are trying to improve the system."
  • pedagogical approach that employs technology that serves new models of learning—and not just for the sake of having the newest gadget in the lab.
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  • education innovators he filmed have a fresh perspective since they're "not right on top of the issues."
  • maybe we don't need teachers anymore. While that certainly pushes buttons, Kaufman says he had to step back and realize that what Mitra means is that the role of teachers has to change from that of lecturer to facilitator, mentor, and coach.
  • how to become a citizen, how to problem solve, and learning how to be a collaborator
Sasha Thackaberry

From Badges to Breakthroughs: Unleashing Learner Potential through Competency-Based Achievements (EDUCAUSE Review) | EDUCAUSE.edu - 0 views

www.educause.edu/...-competency-based-achievements

badges competency potential achievements competency-based MOOC MOOCs

shared by Sasha Thackaberry on 03 Nov 14 - No Cached
  • Here, we present an overview of three of those presentations. First, Ellen Wagner, executive director of the Western Interstate Commission for Higher Education's Cooperative for Education Technologies (WICHE/WCET), noted that any discussion of educational breakthroughs in postsecondary education needed to acknowledge the catalytic role of MOOCs for reframing the discussion around flexible learning, but that so many other sessions featured MOOCs our intention was to acknowledge them and to move on to other innovations, including personalized learning, competency-based education, and badges as alternative credentials.
  • WCET helped produced a MOOC on badges as currency for credentials;
Sasha Thackaberry

Competency-based online program at Kentucky's community colleges @insidehighered - 0 views

www.insidehighered.com/...m-kentuckys-community-colleges

online program kentucky community colleges competency-based elearning

shared by Sasha Thackaberry on 10 Nov 14 - No Cached
  • Sometimes potentially “disruptive” approaches to higher education arrive on campuses with little fanfare. And they can become solid additions to traditional colleges rather than an existential threat. Take Kentucky’s two-year college system, which three years ago began an online offering aimed at working adults. The project, dubbed “Learn on Demand,” hits most of the buzzwords du jour, featuring modular courses that lead to stackable credentials, with both self-paced and competency-based elements. All that’s missing is a MOOC.
  • Roughly 1,000 students are enrolled in Learn on Demand at any one time, according to officials at the Kentucky Community and Technical College System. Many heard about it by word of mouth, and a growing number of the system’s 33,000 online students have been attracted to the convenience of the classes, which can be broken into modules that take as little as three weeks to complete.
  • On-campus students have also begun “plugging their schedules” with the courses, says Jay Box, the system’s chancellor.
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  • “There was still an audience that we were missing, and that was working adults,” Box says. The problem was one of scheduling, because many “could not commit to a traditional semester.”
  • Under Learn on Demand, students can enroll whenever they want. There are no class schedules or assignment deadlines in the self-paced courses. And students can leave without facing problems when they re-enroll. As Box says, with modular courses, students have “exit points along the way.”
  • The program offers full, 15-week courses as well as ones that are broken into three or more “bite sized” pieces. Faculty course developers “determine the most logical competencies or learning outcomes to group together in a module,” Box says. Some of those modules come with a credit hour. Some don’t, and offer fractional credit. But all of them build toward a certificate or associate degree, including ones in business administration, information technology and nursing.
  • Each module is worth a half-credit, and the course is pay-as-you go, like other modular classes. Tuition is a flat $140 per credit. So in the management course, that’s $67.50 per module. With additional fees, such as charges for e-texts, the course’s modules range from $88 to $105, which is fairly standard across the program. So students can expect to drop no more than a c-note per credit.
  • The project also attempts to make remedial education more efficient.
  • The project, however, includes a college readiness course which enables a student to test out of individual modules -- breaking down their remedial requirements into small pieces. “A typical developmental education student who might test into the highest level of developmental math and would normally have to take a 16-week long course to get the credit for the course,” Box said via e-mail, “might only have to be enrolled through Learn on Demand in one three-week module.”
  • Faculty members at Kentucky’s two-year colleges studied the Western Governors model when they were building their new online program, officials said. They also took a long look at the University of Phoenix, mostly to try to duplicate how the for-profit runs its online programs all day, every day, with instructors and student services always on-call. Rio Salado College, an online two-year institution that is part of Arizona's Maricopa Community College System, also served as an example.
  • For example, the University of Wisconsin System and Northern Arizona University this year announced new degree programs with heavy competency elements. And Western Governors, a nonprofit, online institution that offers bachelor's and graduate degrees, keeps expanding.
anonymous

Hire educationMastery, modularization, and the workforce revolution | Christensen Institute - 1 views

www.christenseninstitute.org/...hire-education

shared by anonymous on 07 Nov 15 - No Cached
  • online competency-based education stands out as the innovation most likely to disrupt higher education.
  • As traditional institutions struggle to innovate from within and other education technology vendors attempt to plug and play into the existing system, online competency-based providers release learning from the constraints of the academy. By breaking down learning into competencies—not by courses or even subject matter—these providers can cost-effectively combine modules of learning into pathways that are agile and adaptable to the changing labor market.
  • The fusion of modularization with mastery-based learning is the key to understanding how these providers can build a multitude of stackable credentials or programs for a wide variety of industries, scale them, and simultaneously drive down the cost of educating students for the opportunities at hand. These programs target a growing set of students who are looking for a different value proposition from higher education—one that centers on targeted and specific learning outcomes, tailored support, as well as identifiable skillsets that are portable and meaningful to employers.
  • anonymous on 07 Nov 15
     
    Great short piece on CBE and its potential to change higher education.  Introduces a "mini-book' on the subject.
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.
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  • 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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