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Mathieu Plourde

University of Michigan prepares to test automated text-analysis tool - 0 views

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    "the automated text-analysis tool will be tested in a statistics course this fall. For three semesters, students in that class have responded to the same writing prompts, producing hundreds of essays on the same topics. The M-Write team has pored over those papers, identifying the features of papers that met the assignment criteria and those that missed the mark. The findings will be used to design an algorithm that makes the text-analysis tool look for those features."
Mathieu Plourde

University digital learning systems 'verging on embarrassing' - 2 views

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    "Mr Nelson said that a key priority was to improve the online user experience, warning that "the state of most learning management systems is verging on embarrassing in the face of the smartphone generation" and that "grainy footage of an hour-long lecture, filmed from the back of the lecture hall, just won't cut it"."
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    Great article - thanks. The thought: "no room for complacency" is powerfully pertinent.
Mathieu Plourde

The MOOC revolution that wasn't - 0 views

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    "they've shifted to what's becoming a more familiar Silicon Valley narrative about the future of employability: a cheap and precarious labor force. That's the unfortunate reality of "Uber for Education.""
Mathieu Plourde

Are small, private online courses the future of higher education in America? - 0 views

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    " wellspring of fresh faith has surged up around so-called SPOCs. Small and Private, not Massive and Open, SPOCs are boasting better completion rates and better vibes than their highly scalable predecessors."
Mathieu Plourde

Arizona State University to offer freshman year online, for credit - The Washington Post - 0 views

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    "To start college, the typical student must meet admission requirements (if any), enroll and pay tuition. But what if anyone anywhere could try out a prominent university's classes for a small fee and wait until the end to decide whether to pay tuition for credit toward a diploma? That is one of the groundbreaking ideas behind an Arizona State University plan, announced Wednesday, to offer a freshman curriculum online through the nonprofit Web site called edX."
Mathieu Plourde

7 Online Learning Myths that University Administrators Believe - 0 views

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    "Online learning has been hailed as a faster, cheaper way to provide education -- but it doesn't do half of what administrators think it will.      With the help of a few experts, we've compiled a list of major myths that administrators believe, how they match up against reality and why administrators believe them. "
Mathieu Plourde

Are Courses Outdated? MIT Considers Offering 'Modules' Instead - Wired Campus - Blogs -... - 0 views

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    "People now buy songs, not albums. They read articles, not newspapers. So why not mix and match learning "modules" rather than lock into 12-week university courses? That question is a major theme of a 213-page report released on Monday by a committee at the Massachusetts Institute of Technology exploring how the 153-year-old engineering powerhouse should innovate to adapt to new technologies and new student expectations."
Mathieu Plourde

Would Graduate School Work Better if You Never Graduated From It? - 0 views

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    instead of two years, it would last 10 months-long enough to make friends, participate in experiential parts of the program, and become members of the club. They would pay a fee for the immersion, but not the balance of their tuition. After that, students would graduate into the work force, but they would stay enrolled at Wharton on a subscription basis. One day, a Wharton subscriber working in investment banking might get put on a team that oversees mergers and acquisitions. Instead of aching to recall the lessons she learned back in business school (and later forgot), she takes an online "minicourse" from Wharton. "The new pattern becomes learn-certify-deploy, learn-certify-deploy," the professors write in their paper.
Mathieu Plourde

MOOCs' disruption is only beginning - Opinion - The Boston Globe - 0 views

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    "At the same time, MOOCs called into question our basic assumptions about college. Free access to content from prestigious institutions revealed that content didn't need to be proprietary. Without having to waste time re-creating the same lectures and class materials, particularly for lower-division courses, many professors saw the opportunity to be even more connected and hands-on in order to make existing content come alive for students. Despite the intense trepidation that technology would somehow replace teachers, it became clear that MOOCs didn't preempt interaction; instead, they forced more contact and accountability on both the student and the teacher."
Mathieu Plourde

How To Teach an Online Public Course on The History and Future of Higher Education - 0 views

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    "I'm a finalist for teaching a Coursera MOOC next year on "The History and Future of Higher Education."  Naturally, I am doing this because I want to improve the future of higher education and add as much innovation as possible.  I'm interested in ways that an online  course with a relatively static form could become a platform for innovation.    And I will use this hastac.org site as a testbed for analysis of the teaching and learning as it is happening and as a place of reflection on the process and possibilities."
Mathieu Plourde

The Online Education Revolution Drifts Off Course - 0 views

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    Completion rates and grades were worse than for those who took traditional campus-style classes. And the students who did best weren't the underserved students San Jose most wanted to reach. It wasn't really proving to be cheaper, either, says Peter Hadreas, the chairman of San Jose State's philosophy department.
Mathieu Plourde

Copyright Challenges in a MOOC Environment - 0 views

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    The intersection of copyright and the scale and delivery of MOOCs highlights the enduring tensions between academic freedom, institutional autonomy, and copyright law in higher education. To gain insight into the copyright concerns of MOOC stakeholders, EDUCAUSE talked with CIOs, university general counsel, provosts, copyright experts, and other higher education associations. The consensus opinion was that intellectual property questions for MOOC content merit wide discussion because they affect multiple stakeholders and potentially carry significant consequences. Each MOOC provider, for example, establishes a proprietary claim on material included in its courses, licenses to the user the terms of access and use of that material, and establishes its ownership claim of user-generated content. This conflicts with the common institutional policy approach that grants rights to faculty who develop a course. Fair-use exceptions to traditional copyright protection face challenges as well, given a MOOC's potential for global reach. Nonetheless, fair use and MOOCs are not mutually exclusive ideas. MOOCs remain an experiment. Initiating discussions with a wide range of campus stakeholders will ensure clarity of purpose and a common understanding of copyright issues in a MOOC environment.
Mathieu Plourde

Education Nation: It takes more than high school - 0 views

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    "NBC's Chelsea Clinton hosts a panel examining how the new technology platforms, delivery models and credit systems of online programs change the higher education landscape."
Mathieu Plourde

It's Time to Redirect the Conversation about MOOCs - 0 views

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    "As part of a university system that has delivered online courses, programs and degrees for a very long time, I am troubled by what appears to be the inseparable link between online education and massive online education-that is, that "massive" is THE way to deliver online programs.  Most online degree programs are not MOOP(rograms)s. "
Mathieu Plourde

Who's running U.S. higher ed? Increasingly, foundations - 0 views

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    ""The emergence of 'advocacy philanthropy' has resulted in the unabashed use of foundation strategies to influence government action, policy, and legislation," the Claremont researchers concluded. That's a departure, they wrote, "from the established norms in higher education philanthropy, norms that generally created a distance between foundation activity and politics.""
Mathieu Plourde

Wrapping a MOOC - 0 views

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    "Although massive open online courses (MOOCs) are seen to be, and are in fact designed to be, stand-alone online courses, their introduction to the higher education landscape has expanded the space of possibilities for blended course designs (those that combine online and face-to-face learning experiences). Instead of replacing courses at higher education institutions, could MOOCs enhance those courses? This paper reports one such exploration, in which a Stanford University Machine Learning MOOC was integrated into a graduate course in machine learning at Vanderbilt University during the Fall 2012 semester. The blended course design, which leveraged a MOOC course and platform for lecturing, grading, and discussion, enabled the Vanderbilt instructor to lead an overload course in a topic much desired by students. The study shows that while students regarded some elements of the course positively, they had concerns about the coupling of online and in-class components of this particular blended course design. Analysis of student and instructor reflections on the course suggests dimensions for characterizing blended course designs that incorporate MOOCs, either in whole or in part. Given the reported challenges in this case study of integrating a MOOC in its entirety in an on-campus course, the paper advocates for more complex forms of blended learning in which course materials are drawn from multiple MOOCs, as well as from other online sources."
Mathieu Plourde

Wrapping a MOOC: A Case Study in Blended Learning - 0 views

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    "Last fall, Vanderbilt computer science professor Doug Fisher "flipped" his graduate-level course on machine learning. Instead of having his students read their textbook before class or watch lecture videos that he created, as is typical for a "flipped" classroom, Doug asked his students to prepare for class by taking another professor's course, a massive open online course (MOOC) offered by Stanford computer science professor Andrew Ng on the Coursera platform. Doug's students watched Professor Ng's lecture videos and completed quizzes and other assignments within the MOOC, then came to class to discuss that material with Doug along with additional readings that went beyond the MOOC material. When Andrew Ng's course ended, Doug's students spent the remaining weeks of the semester engaged in projects that required them to apply what they had learned throughout the course."
Mathieu Plourde

Harvard U. appoints first vice provost for advances in learning - 0 views

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    Harvard University on Monday became the latest elite institution that will seek to organize its online education offerings with the creation of a high-ranking administrative position. Although not a widespread practice, early adopters say institutions should consider following suit sooner rather than later.
Mathieu Plourde

Disrupting the Diploma - 0 views

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    How updating the communication device known as a "diploma" will help students acquire the right skills and help companies hire the right talent.
Mathieu Plourde

MOOCs, MERLOT, and Open Educational Services - 0 views

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    MOOCs are too new for there to be compelling evidence of their value, cost, and risks. The potential benefits and threats to academic quality, student outcomes, institutional integrity, and administrative processes are not yet known. However, the emerging features of MOOCs that have made them distinctive from the other types of OER are the services integrated with the content. The MOOC platforms for organizing and delivering the multimedia content, integrated with the social media tools for engaging individuals, and the assessment and analytic tools for providing feedback on learning and teaching are critical services that manage the content delivery within a design for learning. These services available through the open enrollment of MOOCs are the additional benefits that have been recognized as valuable by some learners, teachers, and institutions.
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