Group items tagged

"How much time does it take to teach an online course? Does teaching online take more or less time than teaching face-to-face? How much time does it take instructors to develop an online course?"

" The real complexity should come out of the emergent work, not the software. A collaboration platform that is over-engineered would be counterproductive. The key aspect of a collaboration platform is that should make work more transparent and rewards sharing. Does your LMS do this? Does it simplify work and make it more transparent for everyone in the network? Does it enhance serendipitous learning?"

"By "it", I mean my work, which includes images, visuals, infographics, infoflyers, blog posts, how to guides, text, jpgs, videos, pdfs, etc.  Just because I love my work, spend HOURS writing, designing and creating does not mean I want someone else to take credit for it. Just because I share my work for free online DOES NOT mean that I give away ALL my rights. I have chose a special kind of copyright license to encourage others to (hopefully) learn from my work."

Where should a young person now go to college? It depends. Does she want more of the good American high school with its hustle and bustle, its strivings for excellence, its fixation on leadership, it's partnering and incentivizing and getting proactive, and succeeding, succeeding, succeeding? Or does she want something else?

"remember that your right to academic freedom does not extend into a right to create a poor learning experience."

"You can be wrong or ignorant. It will happen. Reality does not care about your feelings. Education does not exist to persecute you. The misinformed are not an ethnic minority being oppressed. What's that? Planned Parenthood is chopping up dead babies and selling them for phat cash? No, that's not what actually happened. No, it's not your opinion. You're just wrong. "

"Even if students are "digital natives" it does not mean they know online information skills such as vetting valid and reliable sources. Students must be taught the new literacies. "

"Next time you're surfing around looking at eLearning courses, ask yourself what the designer's attitude toward his or her audience might be. In what ways does it show? Does it help or harm? What programs do you like and find most engaging? I bet they don't make you feel like a stupid untrustworthy cheater. What would you do differently if it were up to you?"

"There are a lot of gadgets out there, right? Shiny new products with fun, useful, or amazing capabilities are being churned out at quite the clip. They're available for use in workplaces, schools, and at home, and the scope of what we can do with all these neat devices is only expanding. So, we know that students are connected - Very Connected. They have computers, smartphones, tablets, and a variety of devices in between. But just how connected are they? And what does this mean for teachers?"

The course management system (CMS) reinforces the status quo and hinders substantial teaching and learning innovation in higher education. It does so by imposing artificial time limits on learner access to course content and other learners, privileging the role of the instructor at the expense of the learner, and limiting the power of the network effect in the learning process. The open learning network (OLN)-a hybrid of the CMS and the personal learning environment (PLE)-is proposed as an alternative learning technology environment with the potential to leverage the affordances of the Web to dramatically improve learning.

Older does not necessarily mean wiser when it comes to applying for jobs in the computer age: Younger job seekers are stealing a big advantage with their digital résumés. Yet it is not difficult to build up a succinct and effective digital CV - it just takes a little thought, research and time.

An unrelenting emphasis on the real-time web simply does not allow for scalable results. It's shortsighted because not all content needs to be consumed in real-time and not all users even prefer it.

""This does not mean how to become an entrepreneur. This really means, how do you constantly look around you all the time  for new ways, new resources to learn new things? That's the sense of entrepreneur I'm talking about that now in the networked age almost gives us unlimited possibility.""

The suspended student, sophomore Andrea Hernandez, was notified by the Northside Independent School District in San Antonio that she won't be able to continue attending John Jay High School unless she wears the badge around her neck, which she has been refusing to do. The district said the girl, who objects on privacy and religious grounds, beginning Monday would have to attend another high school in the district that does not yet employ the RFID tags.

"Last year on SEOmoz, I published The Content Curation Guide for SEO, which - even though it is still valid - I thought it needed a fresh addition. Not only does this post update some of the information shared, but it also digs deeper into an aspect of content curation that is actually the most used and, possibly, useful to SEOs and Content Marketers who must deal with more duties than just curation: social media curation."

In order to understand Circles, Communities, and Sharing, it was important to grasp how each worked and then discuss what is best for the learning environment. Tools Each teacher received the following: markers, tape, yarn, and two package of photos of their peers On the think tank wall, each teacher was provided with the following drawings: three circles, share options, and a house community. Process Teachers started by categorizing the photos and labeling the circles with each category Teachers placed the photos into the proper labeled circle Anticipated Question: Can I place the same person in multiple circles? Teachers label their house community with an interest: CrossFit, Bulldogs, Blackhawks, etc. Each teacher takes his or her picture and does a gallery walk of the community houses. Once a community of interest is found, each teacher places his or her photo into the house community. The creator of the house community returns and determines whether to "accept" those people into the house With circles and a community created, teachers are ready to share ideas. They choose one of the options, draw/write/place links on the wall, and decide whether they are sharing to a circle, house community, public, or more. Using yarn, they connect their idea to whomever they are sharing to see visually how ideas spread

I remembered it this morning when I drove past a Google self-driving car and then again a few minutes later when a Tesla whipped past me and a third time during the same commute when I dictated an email to my mobile phone. Sometimes living in the Bay Area does feel like the living in future. But to Gibson's point, not every region can claim to have self-driving cars on its highways or electric car ownership or smart phone penetration rates as high as the Bay Area. Why not?

"The two MOOCs at Coursera discussed here are representative of the clashes between the views on how people learn. And people do want to learn, are motivated; are eager to take charge of their learning, make connections, expand their network and construct knowledge. The Web as a classroom creates opportunities for learning and teaching like never before. As the learner's needs change, so does the role of the instructor, and if he or she implements appropriate pedagogical methods for the learning context, both will have opportunities to expand knowledge consistent with their own learning goals and needs."

When deciding what to filter, the IT department considers two questions: 1) Is there a relevant ­educational need for the site? and 2) Does the site potentially expose students to inappropriate material? "The toughest area to assess is social media," Vomastek continues. "Right now, we block Facebook and Twitter during the school day but ­allow users of our guest wireless network to access them during non-school hours. There's no one choice that will make everybody happy."

I remain astounded that anyone with a fully functioning neocortex talking seriously about MOOCs being some model of saving educational costs when the word is each course rings up a tab of $250k (edx) or even more. What does an institution get for dropping a quarter of a million per course? I can tell you what you do not get- an ongoing open sharing of the processes, of what worked, what did not work. Not a Udellian narrating of the process. It's more like another loaf of pre-packaged Wonderbread off the racks.