HGSET561

A new publication dedicated solely to MOOCs.

BiNu makes feature phones a little smarter.

I'm so excited to see biNu on here, Jenny! I wrote a case study about their technology for a class last year and was blown away how their model of cloud computing could essentially turn "dumb" feature phones into smart phones - and for a fraction of the cost. They've changed their marketing approach and business model substantially since I wrote the case study last fall, but I still see a lot of potential for this type of tech to reach hitherto-unconnected people in the developing world who were still using phones and 2G networks. So interesting, thanks for posting!

A step to explore models for MOOCs

An interesting piece about virtual schools and academic integrity. Found it particularly interesting as the school (Commonwealth Connections Academy) I taught high school history at for 4 years is highlighted in the article. I have a lot of experience, both good and bad, regarding the issues highlighted in the article and am just curious of other's perspectives.

Minecraft is an interesting example of an entertainment game that is big in the education sector.

A look at where the digital divide meets the achievement gap

Are "dumb" phones really that dumb?

A follow up on the discussion of the influence of MOOCs in today's session. This is a research on online algebra courses. It examines 6 providers of online algebra courses and finds room for improvement. It suggests there is truly a lot to be improved about online courses. Online courses are designed to offer much more than they are offering now.

You just knew this was going to happen. Frankly, I'm amazed it hasn't happened sooner.

Following on the mention of the new Common Core assessments - PARCC and Smarter/Balanced - here's an article for educators about the current state of development.

Did some digging into the Quest for Learning school that was mentioned in the Connected Learning reading. They're about average on test scores in 2012 (found here: http://projects.nytimes.com/new-york-schools-test-scores/counties/new-york/districts/new-york-city-district-2/schools/quest-to-learn), which could be cited to support arguments on both side the 'gaming v traditional learning' coin with regards to standardized tests. It will certainly be interesting to see how their graduates fair over the next decade or so.

Well spotted, Ms. Laura. Schools like this really do take some leap of faith. Even parents/students/administrators/teachers who really believe in the ideals must realize that the students do not exist in a vacuum and that if/when their kids take the SATs, apply to college, etc., they are buying into the system that they are trying to reject/amend earlier in the students life.

Here's an example of one person who excelled in a MOOC. While everyone may not have the drive of this student, this is a good example of how an online technology facilitated a social learning group. Also - yet another example of how online resources can benefit people across the country who do not otherwise have access.

A friend just sent me this same article, Molly! However, my takeaway was much different. Whenever I read articles about young people doing extraordinary things with limited resources and technology, my first thought is always "how is this possible??" The article addresses my question directly: "The answer has to do with Battushig's extraordinary abilities, of course, but also with the ambitions of his high-school principal." The principal, also a graduate of MIT, was focused on developing more skilled engineers in Mongolia, and made it his mission to bring science and tech labs to his students; while MOOCs, the government's heavy investment in IT infrastructure, and the ubiquity of a 3G network made it possible to extend and enhance learning opportunities, the students may have never been exposed to engineering were it not for the encouragement of the principal. This human component, combined with technology, was what nurtured Battushig's drive and talent. This path will not work for just any student. If most homes in Mongolia have an Internet connection and even nomads cell phones, why have more people not found success with MOOCs? The author of the article summed it up best when she said, "Battushig's success also showed that schools could use MOOCs to find exceptional students all over the globe." Battushig is exceptional, just as elevated learning through MOOCs is still the "exception" and not the rule. MOOCs still lack a certain (perhaps human?) element that can move them from producing the anomaly of one "boy genius" to a more widespread level of learning.

Hi Laura - That's a good point about the principal. The principal and the student were both exceptional. While I do not think that MOOCs, as they are right now, can work for everyone, I do think that this example of educating an exceptional student is heartening. Maybe this exceptional student can learn a lot and then in turn, help others in his community. As undemocratic as it is, many advances in society are made by individuals or small groups of people. Overall though, I agree that MOOCs lack, as you said maybe a human element, to promote widespread education.

Comment: As we're talking about the Common Core Standards, this is a concept which aligns itself to the CCSS. I volunteered through a non-profit organization this summer to teach AVID classes concepts about the world of work, entrepreneurship and personal finances. (AVID is advancement via Individualistic Determination) 

This is an online collaborative tool to help people (especially children) create and share stories and/or art. 

Interesting blog on how classrooms should embrace the "Maker" Movement.

Interesting conversation with the CEO of Rocketship, a blended-learning-focused charter school organization. "We should all focus on personalized learning and obsessing daily with how we ensure our students are spending large chunks of their day (80%+) in their optimal zone of learning-meaning exactly at their level. I would bet that students in countries that lead the world in achievement spend maybe 25-40% of their time in these optimal zones. Technology is an incredible tool in this work as there are online programs that immediately allow a student to access content in their optimal zone. Again-technology is not the complete answer, but it is definitely part of the solution."

A lighthearted, but thought provoking article on how digital learning might shape future classroom design.