“We are entering a new era in publications”, said Koen Becking, chairman of the Executive Board of Tilburg University in October. On behalf of the Dutch universities, he and his colleague Gerard Meijer negotiate with scientific publishers about an open access policy. They managed to achieve agreements with some publishers, but not with the biggest one, Elsevier. Today, they start their plan to boycott Elsevier.
What sort of profile photo or avatar do you use on your social networks? Do you use the same one everywhere or do you use a variety, one for each network? Do you use a photo of yourself and is it passport style, in profile, only part of your head, upside down, from behind, in sunglasses, only your legs? Do you use an impersonal avatar in the form of a cartoon character, a symbol, a logo? Or do you simply use the anonymous default silhouette avatar that all networks offer? How do you react to different avatars in your networks? Do some seem more trustworthy than others? Do you tend to follow people with photo avatars or does it make no difference what avatar people use?
This UIL publication investigates factors that are critical for implementing the recognition, validation and accreditation (RVA) of non-formal and informal learning. It examines RVA’s strategic policy objectives and best practice features as well as the challenges faced and ways forward as reported by Member States. Most importantly, perhaps, this book assesses RVA’s role in promoting equality and inclusiveness both in education and across society more generally.
In a fast-moving field like education technology, it’s worth taking a moment to take stock of new developments, persistent trends and the challenges to effective tech implementation in real classrooms. The NMC Horizon 2015 K-12 report offers a snapshot of where ed tech stands now and where it is likely to go in the next five years, according to 56 education and technology experts from 22 countries.
We all have an avatar on our social network accounts. Some of us took a while before changing the default, others selected one and have stuck to it over the years. But what does your avatar say about you?
I just came across an interesting article by Mark Goulston. "How to Know If You Talk Too Much" introduces a "Traffic Light Rule" from his friend Marty Nemko.
In conversation, you get 20 seconds of Green Light openness and interest from your listener, 20 seconds of Yellow Light where they start to shut down, and 20 seconds of Red Light where they are seriously wondering if you will ever bring them back into the conversation. Your job when speaking to someone is to repeatedly stop and bring that light back into the Green zone by letting the other person have a chance to participate.
**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do...
At the start of the digital, networked revolution there were lots of books about new business models. Most were, let’s face it, rubbish. But there were some salient points that came out amidst all the hyperbole. I think Weinberger’s concept of filtering on the way out instead of filtering on the way in, is a good example.
While some universities are wondering how to integrate online coursework into their classes, Adelaide University is actively phasing out lectures.
The growth of online classes has been seen across nearly every higher education institution across the country. In a keynote session at EDUCAUSE in October 2014, Harvard business professor Clayton Christensen said online learning would fundamentally change the role of universities in the near future.
This is one of those posts where I don’t have a firm conclusion, I’m just thinking some stuff through. I’ve been thinking a bit about what the role of personality is in eduction, particularly online and distance ed. In my own institution, The Open University, there has been a long tradition of removing the personal from teaching material. While the course materials we produce are written in an accessible manner, they are not imbued with one person’s personality. Although one academic may write them, they go through multiple reviews, and editing. Course units are often attributed to the “The Module Team”, or “written by X on behalf of the Module Team”. The idea is that this is an objective view, created through collaboration to distill clear teaching material. The trouble with making them based around a personality is that this can be a barrier to accessing the content, if you don’t respond well to that particular personality (but the opposite is also true, it can be a boost if you do like that person).
I presented a keynote at the Curriculum Enhancement Day for Portsmouth Business School recently, and chose this bright coloured image as one of my opening slides. It is as beautiful as it is intriguing, and it's known as the Mandelbrot Set. I didn't choose it solely for its visual impact, although as you can see, it certainly is quite a stunning image, and there are many variations. I chose it because I wanted to use it to make a point about what education is, and what education can become.
How are higher education institutions using cloud computing, and which services and applications are most popular? How do institutions pay for cloud services? What benefits and challenges do technology decision makers see as they move to the cloud?
Numerous formats exist for online course delivery: pure online, blended or hybrid, flipped and web-enhanced. The literature is replete with comparison studies on the efficacy of online, hybrid and traditional format courses. However, the self-paced online course, a relatively new and rare variation, has received very little coverage in the body of research on this topic. This study examines the components of a self-paced online course specifically designed to incorporate web-based pedagogy to create an engaging and dynamic learning environment. It compares student performance in a self-paced online course, a conventional online course and a traditional in-class course and reveals the potential for students to thrive in a wide variety of online course formats. This study provides useful information to administrators exploring online programming options and online instructors seeking to improve student performance.
Traditionally teachers seldom get a chance to watch each other and share experience. Teaching has been an individualistic rather than collective career where you work out your own strategies, create your own courses and learn from your own mistakes. Even with the advent of online learning, courses tended to be centred around one teacher and the course material was locked into a virtual classroom to which other teachers seldom had access. Of course there is widespread use more collaborative teaching, especially in schools, but in higher education the lone teacher approach still dominates.
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