he purpose of this letter is to provide guidance to address potential fraud in the Federal student aid programs at institutions of higher education that offer distance education programs. This letter provides an overview of the fraud schemes that the Department's Inspector General (IG) detected, and recommends immediate steps that institutions can take to detect and prevent fraud. In this letter, we also describe further actions that institutions can take and that the Federal government is committed to taking, including increasing technical assistance to institutions of higher education, the convening of a Department-wide task force on distance education fraud, and plans for recommending legislative and regulatory changes to address the relevant issues.
“Why are we doing e-learning?” Is it to increase tuition revenue? Decrease costs? Create greater access? Allow greater flexibility for our students? Experiment with new pedagogical approaches to teaching and learning, so as to better educate a different generation of students? All of the above?
ultimately the senior no-wake proponents on campus will delay and/or sabotage any meaningful e-learning strategy.
all must understand the risks of NOT advancing one.
This article provides a conceptual framework for thinking aboutattention and memory during video-recorded lectures, particularly as related toonline learning, that builds on 3 key claims: (a) online learning can be conceivedas a type of self-regulated learning, (b) mind wandering reflects a failure ofexecutive control that can impair learning from lectures, and (c) providing inter-mittent tests or quizzes can benefit attenti
enhance lecture learning in traditional classroom settings and in
online education. This article provides a conceptual framework for thinking about
attention and memory during video-recorded lectures, particularly as related to
online learning, that builds on 3 key claims: (a) online learning can be conceived
as a type of self-regulated learning, (b) mind wandering reflects a failure of
executive control that can impair learning from lectures, and (c) providing intermittent
tests or quizzes can benefit attention and learning. We then summarize
recent studies based on this framework that examine the effects of interpolating
brief quizzes in a video-recorded lecture. These studies reveal that interpolated
quizzing during a video-recorded lecture reduces mind wandering, increases taskrelevant
behaviors such as note taking, boosts learning, and also improves calibration
between predicted and actual performance.
FindLectures.com is a curated search engine for quality online lectures, interviews, documentaries, and historically significant speeches. The video list can be navigated with a deep topic taxonomy, which allows the discovery of interesting niche topics. Videos are ranked using over a dozen quality measures, so that you can spend time learning, not looking.
This is worth thinking about. What if we had an app where students could record their learning 'workouts' and it was social? Imagine a Brainbit similar to the Fitbit that reminded students to study for 15 minutes every hour or they could set their own goals and reply yes/no if they met the goal. They could then choose to share on FB or twitter, etc. Maybe there's a way to start thinking about the D2L Awards and the Mozilla backpack and start modeling something like this?
Founded in 2002 by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.
Harvard Universityand Duke University have revamped their general education models to make courses more interesting and meaningful to students and faculty, Colleen Flaherty reports for Inside Higher Ed. At both universities, leaders are concerned that students do not understand the point of general education, a problem also seen at other institutions nationwide.
hat comes through in the video, imperfect as it surely is, is a sense of authenticity.
watching a clip repeatedly isn’t a bad thing when it comes to learning.
He had been worried about making his lecture videos perfect — thinking that he had to give a command performance every time the camera was rolling, as if he were in a Hollywood production
"I don’t expect hyper-efficiency when I teach face to face.
ig called a "lightboard," designed a few years ago by a professor at Northwestern University
It’s not just that it looks cool, it actually works better
autions the professor not to write so much on the board that it blocks her face.
20 minutes of "pre-draw
ready to rehearse
five-minute lecture twice, each time noting how long it takes and how well she stays focused on the points she wants to emphasize. The goal is to shoot the video in one take, so there is no room for flubs
need to let the camera linger on the professor for a few seconds after her lecture so that the video doesn’t appear to end abruptly
he tries to think about the students who will be out there watching, eventually. But for now she is bathed in harsh light in a windowless concrete box, remembering to smile
It took well over an hour to produce the five-minute clip