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anonymous

Three Critical Elements to Ensure Online Learning Programs Remain Fresh | Edudemic - 2 views

www.edudemic.com/e-online-learning-remain-fresh

future online learning

shared by anonymous on 22 Jun 15 - No Cached
  • While instructional design was one of the catalysts for increasing student performance and overall degree completion, to date, we have not figured out how to truly leverage technology for learning and how to invent new instructional practices.
  • we have done a good job at translating pedagogical and anagogical models into the online environment, but we have not developed new instructional strategies that are germane to teaching and learning, required in remote and asynchronous learning environments
  • Instead, we have, for the most part, stuck with the ‘one to many’ model of instruction.  We have not developed models for technology-driven self-determined and directed learning
  • ...2 more annotations...
  • we have not been consistent and mindful in imbuing non-cognitive and behavioral elements directly into courses and programs to increase student success (i.e. elements for first generation, high-poverty, and high-minority students), and we have not fundamentally challenged the structure of the traditional degree (i.e. vs. stackable credentials with pathways to multiple degree options).
  • heutagogy
anonymous

Normal 3.0 in Postsecondary Education: Gazing Into Higher Ed's Future | The EvoLLLution - 1 views

evolllution.com/...ation-gazing-higher-eds-future

higher ed Future

shared by anonymous on 16 Aug 15 - No Cached
  • 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.
  • Think certification versus certificate
  • Educational technology is the cornerstone to this, a fabulous opportunity and a contextual nightmare.
  • ...4 more annotations...
  • PSE can’t afford to try to expand both the technology infrastructure and the physical infrastructure.
  • Creating engaging curriculum delivered in multi-modal formats while working non-traditional academic hours will be Normal 3.0.
  • Multi-modal education at Northern College includes web- and video-based conferencing while employing technology platforms to push out interactive tools for the learners.
  • Normal 3.0 will take us to a highly integrated learning and working model. Postsecondary education will become a continuous process as opposed to an event in a person’s life. Learning will be measured in authentic real-world settings and not by exams. Education will be determined not by degrees, but by accumulated skills. Think the value-chain model versus one-stop shopping.
anonymous

Group of seven major universities seeks to offer online microcredentials | InsideHigherEd - 3 views

www.insidehighered.com/...-offer-online-microcredentials

competency-based prior_learning_assessment digital_badges

shared by anonymous on 17 Aug 15 - No Cached
  • Highlight
  • Highlight
  • Tentatively dubbed the University Learning Store, the project is a joint effort involving the Georgia Institute of Technology, Northwestern University, the University of Washington, the University of California’s Davis, Irvine and Los Angeles campuses, and the University of Wisconsin Extension.
  • ...14 more annotations...
  • The idea is to create an “alternative credentialing process that would provide students with credentials that are much shorter and cheaper than conventional degrees,”
  • As with a department store, Schejbal said, the University Learning Store is about offering students different products from different providers.
  • “Those distinctions start to fade” with microcredentials, Bushway said. “The degree is almost a distraction.”
  • Schejbal said the project’s pricing would be of the “freemium” model. That means some of the content would be free, but students would have to spend money when the universities do.
  • “Students really do need to come in and out of education across a lifetime,” said Schejbal, adding that the microcredential project is “looking at people who need them regardless of their degree level.”
  • Tutoring or other support services would also be fee based.
  • “Students will be able to buy these à la carte,” said Schejbal, “or in a package.”
  • The planned online store would not be designed to be federal aid eligible,
  • The quality of the microcredentials in many ways will hinge on the assessments students must successfully complete to earn them
  • The project’s leaders had been working with an outside provider to help build the platform. But Schejbal said the universities eventually had to change gears and begin an open-bid process. That sort of red tape, which affects public universities much more than ed-tech companies, is an example of the challenges the University Learning Store likely will face. (All but one of the group of seven universities are public.)
  • Assessments would come with a price, he said, in part because they would be graded by people rather than computers.
  • The plan is for some of the online content to feature modular instruction, said Schejbal, meaning instructors will interact with students as they progress through the material -- as with a conventional online course, but for a shorter duration.
  • Students will be able to use online content and assessments -- with pieces from different universities -- to prove what they know and can do.
  • “We’re imagining that this would be cheap enough for a student to afford without financial aid,”
anonymous

Fifth Annual VitalSource/Wakefield Survey Finds College Students Want More - and Better... - 0 views

www.prnewswire.com/...room-technology-300121015.html

technology cost_of_education

shared by anonymous on 18 Aug 15 - No Cached
  • this year's survey results point to technology as a way to increase students' participation in class and to more efficiently complete assigned work or digest course materials. Students identified other ways to improve their learning experience, including: 61% of students said that homework that is more interactive, containing elements such as video, would improve learning 48% of students said their learning would be enhanced by technology that helps them collaborate digitally with students from their class, or from other schools 61% cited the ability to exchange instant feedback with professors as something that would improve learning 55% said digital learning that personalizes their learning experience (i.e. gives teachers the ability to track student progress in real-time) would be useful
  • As for the actual devices students use for their studies, laptop ownership remains steady at 90% of survey respondents for 2014 and 91% for 2015, while students owning smartphones and those owning iPads or tablets both increased by 7 percentage points in 2015 vs. the previous year. The number of surveyed students owning smartphones increased from 83% in 2014 to 90% in 2015 and tablet ownership increased from 43% in 2014 to 50% in 2015.
  • Students' expectation for access to technology in higher education continues to increase, as does the overall cost of receiving a college degree. Accordingly, the financial burden of tuition continues to be a major concern among college students, with 81% of those surveyed agreeing that over the next 10 years, fewer students will go to college because it is too expensive. For those who do pursue a degree, the cost of doing so is a long-term commitment: 54% of students surveyed this year are worried they won't be able to pay off their college loans before they are 50, in contrast to 44% of students who responded similarly to this statement in 2014
anonymous

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

Data, Technology, and the Great Unbundling of Higher Education | EDUCAUSE - 2 views

er.educause.edu/...unbundling-of-higher-education

CBE educause competency-based degree

shared by anonymous on 24 Aug 15 - No Cached
  • the "4 Rs" that have emerged as the dominant metrics in higher education: Rankings Research Real Estate Rah! (Sports)
  • as Purdue University President Mitch Daniels has said: "Higher education has to get past the 'take our word for it' era. Increasingly, people aren't."2
  • the market is no longer viewing the 4 Rs as proxies of excellence.
  • ...42 more annotations...
  • among 27 potential factors, the U.S. News ranking came in at #20 in terms of importance in students' decision-making process. Twice as many students said that rankings were "not important at all" as those who said that they were "very important." So what do students care about? The top four factors were majors, cost, safety, and employment.3
  • We are beginning to see a similar shakeout in higher education. In a survey of 368 small private colleges and midsize state universities, 38 percent failed to meet their 2014–15 budget for both freshman enrollment and net tuition revenue.
  • If they can truly provide premium programs with a high return on investment, they will be able
  • to continue to charge high tuition. What they must not do—if they want to survive—is stand still.
  • Forced to demonstrate definitive value, midtier institutions will have to decide what they want to be when they grow up. If they're in the business of providing basic degree programs—where value to the student accrues primarily as a result of the credential itself—they will become a discount provider: delivering the program as inexpensively as possible.
  • "a full stack education company might not look like a school at all. It could look like an employer, a lender, a school, and/or a recruiter all rolled into one."6
  • The good news for students is that following this hollowing out, institutions will provide a higher return on investment.
  • premium providers will utilize technology for some delivery but will focus on immersive, intensive, employer-focused and -facing experiences for students
  • In fact, it's conceivable that the only remaining institutions with a return-on-investment profile characteristic of today's market will be the elite colleges and universities that have set the pace for higher education until now.
  • Full-stack providers that hope to achieve the higher education equivalent of Apple's or Uber's success will have to find a way to do three fundamental things: (1) develop and deliver specific high-quality educational experiences that produce graduates with capabilities that specific employers desperately want; (2) work with students to solve financing problems; and (3) connect students with employers during and following the educational experience and make sure students get a job.
  • In a decade, online education may be recognized not for making higher education accessible to anyone with a smartphone but, rather, for serving as the midwife who delivered competency-based learning into the world. Although competency-based learning is theoretically possible in a non-technology-enabled environment, it's not nearly as simple and appealing. In a competency-based environment, transfer credits become an anachronism and failure becomes a relic. In a competency-based world, the 41 percent of students who start but don't complete degree programs within six years will still receive value from the competencies they can show to prospective employers.15 Equally important, in our experience, competency-based learning reduces the cost of delivery by half over standard online delivery. Astute providers will pass the savings along to students and become leaders in the new discounter segment.
  • Some coding bootcamps even guarantee employment or tuition is refunded
  • the real higher education story of the decade is the crisis of affordability
  • The average bachelor's degree recipient who has taken out student loans carries $28,400 in debt, and 26 million consumers have two or more open student loans on their credit report.
  • Between 1999 and 2011, outstanding student loan debt grew by 511 percent; as of early 2014, it exceeded $1 trillion, more than credit card debt.10
  • In 1979, a typical student could pay his/her way through college working at the minimum wage for 182 hours, the equivalent of a part-time summer job. In 2013, the same student at the same college at the present-day minimum wage would have to work over 991 hours (a full-time job for half the year) just to cover tuition while still needing to find additional resources to pay for living expenses.11 In addition, the wealth gap between young and old has also never been wider. At the end of 2011, the typical U.S. household headed by a person age 65 or older had a net worth 47 times greater than a household headed by someone under 35, a number that more than doubled since 2005
  • in our current isomorphic system price continues to serve as a signal of quality
  • As a result, most institutions offering online programs have done so at the same price point as their on-ground programs; to do otherwise would send the wrong signal for a medium that is still young and thirsting for academic legitimacy.
  • If any product or service should be designed so that a stoned freshman can figure it out, it should be higher education.
  • Despite this, higher education may be the most complex product or service purportedly designed for mass consumption. This is not a comment on the difficulty of the subject matter being taught in the classroom; rather, it is a comment on the opaque and complex process of enrolling, financing, and ultimately assembling a degree. Focus groups conducted at Macomb Community College in Michigan, offering 200 degree and certificate programs to 48,000 students, revealed that very few students were able to navigate the complexities of enrollment, financial aid, transcript requests, prior credit recognition, program selection, and course selection/scheduling.
  • Because of the flawed transfer-credit system, students have difficulty identifying pathways toward a degree if they're changing institutions—something that a large percentage of them will do over the course of their studies.
  • To be successful in improving outcomes, higher education must turn the current process of program design on its head. Traditional program design is based on a system of credit hour inputs rather than outcomes. This has resulted from a culture of faculty-focused curricular development, which moves from an established curriculum to assessment and then to learning outcomes. A simpler, better system would be reverse-engineered by starting with student outcomes, then moving to the assessments that prove that the outcomes have been achieved, and only then turning to the question of what curricula best prepare students for the assessments. Fortunately, technology allows higher education to make this shift.
  • Even more shocking, approximately half of institutions that claimed to hit budget were reporting against downward-revised budget numbers.5
  • Technology's efficacy goal for online learning should be to move "focus by choice" as far as possible in the direction of "controlled focus." Two sets of technologies will accomplish this.
  • Combining adaptive learning with competency-based learning is the "killer app" of online education. Students will progress at their own pace. When they excel on formative assessments integrated into the curricula, they are served up more-challenging learning objects. And when students struggle, adaptive systems throttle back until the student is ready for more.
    • anonymous
      anonymous on 24 Aug 15
       
      I disagree that Gamification is that important.  If we make everything they learn relevant and design learning sessions for success, fooling students into thinking they are playing games will not be needed.  Learning something relevant, is one of life's basic pleasures.
  • The second technology is gamification
  • believing that the solution to the smartphone challenge is simply allowing mobile access to the same online course is tantamount to believing that an institution's online strategy is effectively addressed by putting lectures on YouTube or iTunes.
  • In other industries, unbundling has driven fundamental change. Over the past decade, sales of recorded music are down 50 percent and continue to fall each year.
  • Where does this leave the higher education bundle? At present, degrees remain the currency of the labor market. But as currency, they're about as portable as the giant stone coins used on the island of Yap. What if technology could produce a finer currency that would be accepted by consumers and employers alike?
  • neither dot-com entrepreneurs nor MOOCs have produced courseware that is truly disruptive to higher education.
  • What if that is because the software that will disrupt higher education isn't courseware at all? What if the software is, instead, an online marketplace? Uber (market cap $40 billion) owns no vehicles. Airbnb (market cap $10 billion) owns no hotel rooms. What they do have are marketplaces with consumer-friendly interfaces. By positioning their interfaces between millions of consumers and sophisticated supply systems, Uber and Airbnb have significantly changed consumer behavior and disrupted these supply systems. Is there a similar marketplace in the higher education arena? There is, and it has 40 million college students and recent graduates on its platform. It is called LinkedIn.
  • LinkedIn CEO Jeff Weiner has been very clear about his ambition, stating in November 2014: We want to have a profile for every member of the global work force, all 3 billion-plus people. We want to have a profile for every company in the world—that's north of 70 million companies—and digital representation of every job in the world. We also want digital representation of every skill required to obtain those jobs, a digital presence for every university in the world, and we want to make it easy for every individual company and university to share their professionally relevant knowledge. In doing all of this, we hope to allow all forms of capital to flow to where it can best be leveraged to lift and transform the global economy.2
  • Competency marketplaces will profile the competencies (or capabilities) of students and job seekers, allow them to identify the requirements of employers, evaluate the gap, and follow the educational path that gets them to their destination quickly and cost-effectively.
  • It could be the "software" that Andreessen foretold and that colleges and universities have long feared.
  • As competency marketplaces and their associated algorithms become increasingly sophisticated, employers and students will begin to value the signals from these tools more than the signals from nonelite universities' bundled degrees. (The signals from elite universities' bundled degrees will remain strong, largely due to the high caliber of the inputs.) As employees who are matched on the basis of competencies (and then hired through standard interviewing techniques for behavioral and cultural fit) excel in the workplace, this trend will only be reinforced. Employers will adjust job descriptions to reflect the incoming competencies of high-performing candidates, and competency matches will get better and better.
  • At some point, a student will walk into the college admissions office and say: "I've read your programs of study, and your Environmental Engineering program looks interesting. But how will it help me take my competency profile from where it is today to where LinkedIn says it needs to be in order to get an entry-level job as an engineer?" Colleges and universities that offer competency-based programs will at least speak the same language as this student. That's necessary, but not sufficient. A sufficient response will require unbundling the degree.
  • Likewise, colleges and universities may soon transition from the bloated degree model to an "Education-as-a-Service" (EaaS) model. Successful providers will sell students what they need when they need it: a "just-in-time" educational model that is much closer to today's coding schools than current degree programs.
  • Each of these is a potential revenue stream for competency marketplaces, either from the employer or from the education provider.
  • If ownership is held by the competency marketplace, we may find ourselves in a world where there's more money to be made from owning the competency profile than from delivering postsecondary education.
  • To avoid marginalization, colleges and universities need to insist that individuals own their competencies. Ensuring that ownership lies with the individual could make the competency profile portable and could facilitate movement across marketplaces, as well as to higher education institutions. In an era of unbundling, when colleges and universities need to move from selling degrees to selling EaaS subscriptions, the winners will be those that can turn their students into "students for life"—providing the right educational programs and experiences at the right time. This becomes possible when individuals own their competencies and allow institutions to manage their profiles, suggesting educational programs and even employment.
  • In the coming years, many institutions will succumb to the current inertia that is too prevalent in higher education. Some institutions will address some of these issues and will survive. Others will successfully address most of these issues and will then need to prepare for the next seismic change in higher education: The Great Unbundling.
anonymous

Ellucian's Acquisition and the New LMS Wars | EdSurge News - 2 views

www.edsurge.com/...quisition-and-the-new-lms-wars

CBE Competency-based

shared by anonymous on 18 Sep 15 - No Cached
  • If you want to get drunk, go to a higher education conference and take a shot every time someone says competency-based education (CBE). It is one of the most discussed concepts in the industry today, but what is more impressive is that CBE isn't just the buzzword du jour in “edtech” circles. This drinking game would get you drunk in education policy, instructional design, and even accreditation conferences.
anonymous

Underserved and overburdened, transfer students face an uphill battle to earn their deg... - 0 views

hechingerreport.org/l-battle-to-earn-their-degrees

PLA prior_learning_assessment

shared by anonymous on 09 Oct 15 - No Cached
  • 37 percent of all students who began college in 2008 have transferred institutions at some point. Nearly half of transfer students transfer more than once.
  • At ASU, our university, nearly 13,500 transfer students enrolled in fall 2014 and spring 2015 semesters, outnumbering first-time freshmen by more than 2,000. These transfer numbers are likely to explode in coming years, with profound consequences for students and universities alike.
  • Today, more than one-third of college students are 25 or older. Only 14 percent of college students are residential students, and 46 percent are part-time college students.
  • ...7 more annotations...
  • Serving transfer students better is one of the few ways to make a significant, positive impact on the cost of college and degree completion, without the need for new regulations. Every transfer student who has earned postsecondary credits must have a basic set of rights associated with turning those credits into a degree and that degree into opportunity. A bill of rights will help do just that.
  • students transferring to public institutions benefit from the highest rate of credit acceptance: 20 percent more than students transferring to private non-profit colleges and 52 percent more than students transferring to private for-profit colleges. It’s not clear what academic interests explain this disparity, especially among top public and private colleges.
  • we need a Transfer Student’s Bill of Rights that guarantees access to degree programs, sequences, and prerequisites guiding higher education to do a much better job in serving the nation’s transfer students.
  • That means ensuring all students understand what prior courses will transfer to their new institutions before choosing their next university.
  • It means having access to data from all colleges and universities about their track record accepting credit and the fine print.
  • Central to transfer students’ rights is an imperative that every higher education institution adopt an infrastructure for electronic student records exchange, so that credits can be discovered and processed in an efficient, effective and timely manner.
  • Few realize that in higher education today, we have the equivalent of thousands of local railroads, each with its own gauge track. Our independent, decentralized system of higher education has many strengths, but if we are to lead the world in degree attainment our colleges and universities must be equipped with the same institution-to-institution record exchange capabilities that sectors such as finance put in place years ago.
anonymous

The Learning Paradigm in Online Courses - 2 views

www.facultyfocus.com/...ing-paradigm-in-online-courses

learning

shared by anonymous on 14 Oct 15 - No Cached
  • 1995 Change magazine
  • Robert B. Barr and John Tagg
  • “A paradigm shift is taking hold in American higher education. In its briefest form, the paradigm that has governed our colleges is this: A college is an institution that exists to provide instruction. Subtly but profoundly we are shifting to a new paradigm: A college is an institution that exists to produce learning. This shift changes everything. It is both needed and wanted.”
  • ...9 more annotations...
  • The Learning Paradigm (as opposed to the Instruction Paradigm), emphasizes the students’ active role in learning and the purpose of that learning, which can be strong motivators for students. The challenge for instructors is to cede some control of learning to the students.
  • “Rather than feeling responsible for delivering material, instructors need to be responsible for monitoring the students’ progress, giving feedback, and intervening when the students have problems,”
  • the instructor’s role is to guide students in the right direction rather than simply delivering the content.
  • And with the wealth of resources available online, the instructor is no longer the only source of knowledge.
  • In addition to giving students control of their own learning, the Learning Paradigm puts learning in a broader context than a single course does, helping students understand the purpose of the learning beyond the course itself and how they might be able to apply their knowledge to the learning at hand.
  • it’s important for instructors to set expectations and take measures to prepare them to learn in courses that embrace the Learning Paradigm.
  • Having students work together on a paper that each student could more easily do individually is not an effective way to do cooperative learning.
  • offers the following example of an effective way to foster positive interdependence: Have a group of three create a collaborative wiki in which each student contributes a section that he or she then needs to link to the other two students’ contributions. Such an assignment requires each student to teach the other group members his or her content and learn their content.
  • Barr, R.B., & Tagg, J. (1995). From teaching to learning—a new paradigm for undergraduate education. Change, 27(6),13-25.
  • Walter Antoniotti on 18 Oct 15
     
    Interesting topic. Going from teaching to learning as a goal will require that areas students can learn vary widely as do the goals of why a student is trying to learns, their goals. See another paradigm from England. http://www.textbooksfree.org/Teacher's%20Internet%20Library.htm
anonymous

Hire educationMastery, modularization, and the workforce revolution | Christensen Insti... - 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

The End of College? (or Maybe Just the End of Kevin Carey's Career) | John Seery - 0 views

www.huffingtonpost.com/...n-careys-career_b_7186232.html

college FutureofEducation

shared by anonymous on 22 Nov 15 - No Cached
  • ought to write a companion book -- a sequel to The End of College -- called The End of Sex. The argument would go like this: Disruptive innovations in virtual technologies everywhere are rendering residential sex obsolete. Match.com is clearly more efficient than old, clumsy courtship rituals, and improved algorithms will obviate the need entirely for bar hopping. Virtual sex is disease-free and quantifiable. Advancements in robotics, tactile interactivity, customizable AI, and neuro-scientific sensory mapping are all conspiring to supplant old-school face-to-face sexuality. Virtual sex is market-friendly and doesn't rely on unfair status credentials. Carey will probably make good money if he puts forth The End of Sex book, and he'll be able to laugh at stodgy PhDs all the way to the bank.
  • discounts the value of face-to-face human relations and overlooks the inherent (and irreplaceable) joy of such encounters. Many (we'd say most) professors and students do what they do, not because they are motivated primarily by status or job concerns, but because they love learning and learning with others.
anonymous

How universities are braving the choppy waters of CBE - eCampus News | eCampus News - 0 views

www.ecampusnews.com/...competency-based-cbe-626

CBE FutureofEducation

shared by anonymous on 14 Dec 15 - No Cached
  • A year ago, fewer than 50 institutions nationwide offered CBE programs. Now that number has exploded to more than 600, with additional initiatives coming online all the time.
  • D2L announced the launch of its Brightspace Competency-Based Education Solution.
  • “CIOs and provosts don’t know where to start,” said Renny Monaghan, chief marketing officer at D2L. “Everybody’s excited about CBE, everybody wants to do it, but they’re really starting at the very beginning. They’re asking questions like, ‘Do I need to choose technology? What kind of budget do I need? How long does it take?'”
  • ...2 more annotations...
  • University of Wisconsin Extension has learned firsthand since it launched its Flexible Option CBE program in 2013
  • currently has about 1,000 students pursuing everything from certificates in technical writing to bachelor’s degrees in science and nursing, diagnostic imaging, and information studies and technology.
anonymous

We Don't Need No Stinking Badges… Or Do We? | The EvoLLLution - 0 views

evolllution.com/...ed-no-stinking-badges-or-do-we

badges Badging

shared by anonymous on 14 Dec 15 - No Cached
  • The notion of a student obtaining one large qualification rather than offer an array of micro-credentials (badges) is a thing of the past. From an employer’s point of view, the value of hiring a person with numerous mini-qualifications and a diploma provides a higher confidence in their investment as opposed to the risk involved in hiring a “blue chip” student from a brand name university.
  • UCSD Extension K-16 Programs have begun to implement a micro-credentialing program targeting students enrolled in our pre-collegiate programs. Our strategy seeks to refine the operational process involved in offering badges but also elevate these credentials from an informal acknowledgement to a professionally recognized measure of skills.
anonymous

Navigating the CBE Frontier: At the Educational Crossroads | The EvoLLLution - 2 views

evolllution.com/...-at-the-educational-crossroads

CBE Competency-based FutureofEducation

shared by anonymous on 14 Dec 15 - No Cached
  • 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.
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.
anonymous

Credential Transparency Initiative - 1 views

www.credentialtransparencyinitiative.org

CBE CBL Badging

shared by anonymous on 05 Jan 16 - No Cached
  • a lack of transparency in the current credentialing maze has fueled the confusion and created a buyer-beware environment.
  • When every credential is unique to its issuer and impossible to compare with others, they all lose their value to job seekers and employers.
  • Funded by Lumina Foundation, the initiative will develop common terms for describing key features of credentials; create a voluntary, web-based registry for sharing the resulting information; and test practical apps (software applications) for employers, students, educators, and other credential stakeholders.
  • ...3 more annotations...
  • The registry will include all kinds of credentials – from educational degrees and certificates to industry certifications, occupational licenses, and micro-credentials.
  • will develop a Credential Directory app, which will allow registry users to access the websites of participating credential issuers, build customized directories of credentials based on their own criteria, and publish the results.
  • The goals are transparency and clarity, and to help align credentials with the needs of students, job seekers, workers and employers.
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