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Topics related to distance eLearning in academia and other organizations
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Consortium of Colleges Takes Online Education to New Level

Consortium of Colleges Takes Online Education to New Level | Distance Ed Archive | Scoop.it

Published Date: July 17, 2012
Source: New York Times
URL:
http://www.nytimes.com/2012/07/17/education/consortium-of-colleges-takes-online-education-to-new-level.html?src=me&ref=general

Title: Universities Reshaping Education on the Web

Abstract/Quotes:
"As part of a seismic shift in online learning that is reshaping higher education, Coursera, a year-old company founded by two Stanford University computer scientists, will announce on Tuesday that a dozen major research universities are joining the venture. In the fall, Coursera will offer 100 or more free massive open online courses, or MOOCs, that are expected to draw millions of students and adult learners globally.

Even before the expansion, Daphne Koller and Andrew Ng, the founders of Coursera, said it had registered 680,000 students in 43 courses with its original partners, Michigan, Princeton, Stanford and the University of Pennsylvania.

Now, the partners will include the California Institute of Technology; Duke University; the Georgia Institute of Technology; Johns Hopkins University; Rice University; the University of California, San Francisco; the University of Illinois, Urbana-Champaign; the University of Washington; and the University of Virginia, where the debate over online education was cited in last’s month’s ousting — quickly overturned — of its president, Teresa A. Sullivan. Foreign partners include the University of Edinburgh in Scotland, the University of Toronto and EPF Lausanne, a technical university in Switzerland."  -- from the Source

Note:  Coursera is the new "shiny new toy" that every University wants to be part of in some way. By the way, this is one of the issues that caused the UVA President to be fired temporarily. The Board wanted her to join in, but she did not until MOOCs proved some validated value and ROI. You'll notice she has bent to the pressure in the quote above and now UVA is a member of Coursera.

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The corridor of uncertainty: How open is open?

The corridor of uncertainty: How open is open? | Distance Ed Archive | Scoop.it

Published Date: July 13, 2012
Source: "The corridor of uncertainty" - personal blog
URL: http://acreelman.blogspot.fr/2012/07/how-open-is-open.html

Title: (MOOCs) How open is open?

Abstract/Quotes:
"The original model is highly collaborative with students aggregating and creating content, discussing and sharing new ideas in a dynamic but sometimes chaotic environment. The notion of the traditional linear course with predefined objectives becomes more fluid with each student participating on their own terms and with individual objectives.

Most of the headline-making MOOCs like EdX are highly traditional in format; online lectures, lesson plans, tests and reading with some kind of certificate of completion at the end (though never "real" university credits). The gap between these two models is so large that we may need to redefine the MOOC or bring in some new acronyms."

NOTE: This is an interesting article that questions some of the basis of MOOCs with citations (links) to other comments from other authors. A good starting point for more challenging comments about the topic of MOOCs.

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What's the Matter With MOOCs? - Innovations - The Chronicle of Higher Education

What's the Matter With MOOCs? - Innovations - The Chronicle of Higher Education | Distance Ed Archive | Scoop.it

Published Date: July 6, 2012
Source: Chronicle for Higher Education
URL: http://chronicle.com/blogs/innovations/whats-the-matter-with-moocs/33289

Title: Chronicle: What’s the Matter With MOOCs?

Abstract/Quotes:
"For the more pedestrian MOOCs, the simple podium lecture captured and released, the difference between a real college course and a MOOC is like the difference between playing golf and watching golf. Both can be exciting and enjoyable. Both can be boring and frustrating. But they are not the same thing."

“We have been working on synthesizing digital media and technology into the classroom and research for two decades and understand how complex it is, and how you can’t just throw a student into a digital environment,” Cohen wrote to me in an e-mail. “We’re trying to do much more than reproducing lectures and quizzes online; we are trying to use the medium to enable new kinds of interpretation and scholarly interaction. So MOOCs seem like a huge step backward.” - Dan Cohen, Director of the Center for History & New Media at George Mason University, Fairfax, VA." -- from the Source

Note:  
While the author in his July 17th article for the Chronicle of Higher Education states he favors MOOCs, Dan Cohen's comments outline some of the flaws of these in his comments. The one included above reminds me of the early days of the Web and even now when people spoke about "shovel ware" or just taking content verbatim and pasting to web pages. I believe that potential exists for distance learning lessons as well.

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A Conversation With 2 Developers of Personalized-Learning Software - Technology - The Chronicle of Higher Education

A Conversation With 2 Developers of Personalized-Learning Software - Technology - The Chronicle of Higher Education | Distance Ed Archive | Scoop.it

Published Date: July 18, 2012
Source: Chronicle for Higher Education
URL: http://chronicle.com/article/A-Conversation-With-2/132953/?cid=wc&utm_source=wc&utm_medium=en

Title: A Conversation With 2 Developers of Personalized-Learning Software

Abstract/Quotes:
"Each shopper gets a customized experience when he or she visits Amazon. A similar trend is taking hold in education. One key company developing technology to personalize learning is a start-up called Knewton. Universities like Arizona State teach mathematics using Knewton's Web-based platform, which mines performance and behavioral data to build a profile for each student and deliver recommendations about what learning activity he or she should do next. The publishing company Pearson is also augmenting its products with Knewton's recommendations." - from the Source

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ghbrett's comment, August 17, 2012 10:33 AM
I understand that organizations creats learning modules that are designed to meet required criteria. If one considers an app like Knewton, perhaps the "customized experience" would assist non-traditional students (e.g., professional adults) to better understand the material being presented. This would be supplemental to a one size fits all approach.
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Burleson's Grad Work - Models_Theories

Burleson's Grad Work - Models_Theories | Distance Ed Archive | Scoop.it

Published Date: 20071108
Source: Burleson's Grad Work - personal wiki
URL: http://hab.wikispaces.com/Models_Theories
Title: Models_Theories


This is a series of charts about Models and Theories of Instruction, Teaching, and Instructional Systems Design along with some citations. Among them is Bloom's pyramid. For those who are more visually oriented there may be some of the charts that might assist in either understanding or explaining processes used by the ISDs.

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Canon's new Mixed Reality System blends the real with the virtual

Canon's new Mixed Reality System blends the real with the virtual | Distance Ed Archive | Scoop.it
Canon has launched its new Mixed Reality System that is designed to let virtual product prototypes replace physical ones.
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Mobile Learning On The Interwebs

Mobile Learning On The Interwebs | Distance Ed Archive | Scoop.it
Beginning with eSchool News Today. In today’s top story, Managing Editor Laura Devaney reports on what several experts had to say about planning successful mobile learning programs during an Apri...
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Silicon Valley Firm To Help UVA Expand Online Courses : NPR

Published Date: July 17, 2012
Source: NPR Morning Edition transcript
URL: http://www.npr.org/2012/07/17/156891653/silicon-valley-firm-to-help-uva-expand-online-courses

Title: (MOOCs) Silicon Valley Firm To Help UVA Expand Online Courses

Abstract/Quotes:
"NPRs Claudio Sanchez: "SANCHEZ: In fact, not one of the 16 institutions that Coursera has signed up till now offers academic credit or a degree. Instead, students receive a certificate for completing courses that can last anywhere from four to 12 weeks. Coursera today enrolls 690,000 people in 190 countries and those numbers are growing.

The Silicon Valley entrepreneurs and investors, who thus far have put more than $22 million into the operation, believe they can make lots of money down the road.

The University of Virginia's vice provost Milton Adams says this is not just about money, for UVA it's a chance to join the ranks of institutions that are using technology to help democratize higher education around the world.
...
In a statement, UVA president Teresa Sullivan said: There are still many unknowns concerning online teaching. But this partnership will in no way diminish the value of a UVA. Degree - rather it will enhance its brand." -- from the Source

The Source is an NPR Morning Edition transcription. The original audio is available at this URL too.

 

I note with interest President Sullivan uses the words Degree and Brand in the closing remarks. Branding of Academic Institutions seems to be as important as their contribution to the traditional ideals of "increasing the body of knowledge" or "preparing the future leaders and contributors to a better society."

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The World of Massive Open Online Courses

The World of Massive Open Online Courses | Distance Ed Archive | Scoop.it

Published Date: July 11, 2012
Source: Online Colleges
URL: http://www.onlinecolleges.net/2012/07/11/the-world-of-massive-open-online-courses/

Title: (MOOCs) The World Of Massive Open Online Courses

 

This "infographic" explains backround, process, and participants of MOOCs at the time of publication. An "Infographic" a is a chart with text and images which illustrates with text and images a synopsis of a topic.

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Winners Announced! —

Winners Announced! — | Distance Ed Archive | Scoop.it
Published Date: July 18, 2012
Source: Why Open Education Matters - organization blog
URL:
http://whyopenedmatters.org/blog/2012/07/18/winners-announced/

Title: Why Open Education Matters contest winners

Abstract/Quotes:
"Creative Commons, the U.S. Department of Education, and the Open Society Foundations are pleased to announce the winners of the Why Open Education Matters video competition. The competition was launched in March 2012 to solicit creative videos that clearly communicate the use and potential of free, high-quality Open Educational Resources — or “OER” — and describe the benefits and opportunities these materials create for teachers, students, and schools everywhere. U.S. Secretary of Education Arne Duncan announced the competition with a video on the Why Open Education Matters website. The competition received over 60 qualified entries."
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Survey of Instructional Development Models. Fourth Edition.

"ED477517 - Survey of Instructional Development Models. Fourth Edition"

Date: 2002
Source: ERIC - the Education Resources Information Center
URL: http://1.usa.gov/PAmqTZ

Title: Survey of Instructional Development Models (PDF available)
Authors: Kent L. Gustafson and Robert Maribe Branch

Abstract/Quotes:
"In closing, it is fair to predict that the future will be both exciting and a little unsettling for 10 professionals. After a relatively lengthy period of slow evolution of ID practice, we are on the threshold of major shifts. As is the case in all such shifts, the key is determining how to incorporate what is valid and useful from past theory and practice into a new framework, while testing and revising the new ideas rather than accepting them without any prior critical analysis." - from source

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ghbrett's comment, August 17, 2012 10:24 AM
A PDF document, 4th Edition. Academic paper evaluating 14 different Instructional Development Models. In the conclusion the author stresses the need for more structured evaluation and validation than has been available. This will ensure that the models are correctly applied and are more "valid and useful."
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Learning Technology Blog: E-Learning and the pencil metaphor

Abstract/Quotes:
"I spend much of my time whittling away at the Wood while being poked by one or two Leaders and Sharp ones. There is, however, a missing component; those that are somewhere between the Ferrules and the Wood; they don't want tried and tested modes being compromised by untrusted methods. This is the action zone in my view, where we can maintain and extend excellence in teaching, learning and assessment. We, as Learning Technology champions, should not let the elegant design of the pencil undermine our impact." - Martin King, Author

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ghbrett's comment, August 17, 2012 10:22 AM
This is an interesting visual take on the traditional diffusion or adoption curve of early adopters > adopters > laggards in the use or implementation of new ideas, technology, etc., etc.. I think Martin's quote is apt, but a challenge.
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Mobile Matters for Blended Learning -- THE Journal

Mobile Matters for Blended Learning -- THE Journal | Distance Ed Archive | Scoop.it
In the third installment of their monthly column, blended learning experts Michael B. Horn and Heather Staker address BYOD and other mobile device strategies for blended learning.

 

"...Are bring your own device (BYOD) policies a high-tech classroom distraction, or are they key to broadening access and creating personalized blended-learning experiences for students?

 

Early reports indicate some of both. The implications of schools allowing smartphones and iPads on campus differ significantly depending on whether schools use the devices to create technology-rich traditional classrooms or to extend access to transformative blended-learning models to far more students.... " - from the Source

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