"When students enroll in MOOCs, they almost always watch a series of video lectures. But just watching videos — without also engaging interactively — is an ineffective way to learn, according to a study by researchers at Carnegie Mellon University."
" The resistance will grow less and less as more teachers experience a classroom of enthusiastic students attaining 15-25% increased achievement in formative and summative assessments after implementation of computer based learning. In fact, a teacher in a San Diego middle school recently completed a 2-year study comparing traditional classroom schooling on math vs. use of digital math curriculum for at risk elementary students who had deficits of 2-3 grades. "
I think there is a lot of good information that can be applied to distance education here. So many people get caught up in distance learning being text based they forget they can add these types of other tools.
Democratic presidential candidate Hillary Clinton hosts a grassroots organizing event at McIntyre Ski Area August 10, 2015 in Manchester, New Hampshire. Clinton is on a two day swing through the first in the nation primary state, where she unveiled a college affordability plan. (Photo by Darren McCollester/Getty Images) Hillary Clinton’s just announced [...]
Donna Farren's insight:
I am not even go into the constant misunderstandings of for-profit educational institutions - BUT to be looking to "restore the integrity" to online learning - I don't understand why people take positions on things they don't understand. I can't believe she doesn't have one advisor or one person among her campaign crowd who could correct her thinking on online education. People think - oh well free college is good for everyone, and then distance education will be set back by red tape and bureaucracy even more. Don't people realize there are states already doing free community colleges well. Why do we need a new model? This is the problem in education and politics - re-inventing the same wheel over and over again.
"Historic High in the History of the Learning Technology Industry
The investments made to learning technology companies in the first half of 2015 were the highest for a half year period in the history of the learning technology industry and exceeds the total amount for the entire year of 2014. In the six month period between January and June 2015, $2.51 billion was invested in learning technology companies across the globe. This is astonishing considering that the total global investments made to learning technology companies for the entire year of 2014 was $2.42 billion, which set a record in the industry."
Creative Commons license image source There are Many Reasons Why Flexible, Active Learning Classrooms Should be Widely Adopted We’ve converted a few classrooms to more collaborative spaces over the last few years at The College of Westchester, and faculty reaction
This article makes great points about collaborative spaces. Also I have used the resource referenced from Educause and it is a fantastic resource. The are helpful spaces for blended learning and for students coming to a physical school to take online classes which we do so much in K12 environments.
In the field of educational technology 2012 was touted as the year of the Massive Open online course (mooc). While the number of
MOOC offerings have since rapidly increased, the research in this space has been lagging. To help facilitate the development of research and examine the potential of MOOCs in education the Bill and Melinda Gates Foundation supported the massive open online course (MOOC) research initiative (MRI).
Athabasca University, long a pioneer in distance education, was selected as the principal investigator for the grant. The MOOC conversation was largely occurring in the popular media and was focused on the technologies and the large numbers of learners enrolling. Thesheer scale of numbers of students led to bold proclamations of education disruption and a sector on the verge of systemic change. However, from the perspective of 2015, these statements appear increasingly erroneous as MOOCs have proven to be simply an additional learning opportunity instead of a direct challenge to higher education itself. Many of the issues confronting early MOOC development and offerings could have been reduced if greater consideration was given to research literature in learning sciences and technology enabled learning. This report is the final component of the MRI grant.
Additional work in the MRI grant includes research reports, conference, and a special issue of the International Review of Research in open and Distributed learning. The articles presented in this report provide an overview of research literature in:
It is our intent that these reports will serve to introduce academics, administrators, and students to the rich history of technology in education with a particular emphasis of the importance of the human factors: social interaction, well-designed learning experiences, participatory pedagogy, supportive teaching presence, and effective techniques for using technology to support learning. The world is digitizing and higher education is not immune to this transition. The trend is well underway and seems to be accelerating as top universities create departments and senior leadership positions to explore processes of innovation within the academy.
It is our somewhat axiomatic assessment that in order to understand how we should design and develop learning for the future, we need to first take a look at what we already know. Any scientific enterprise that runs forward on only new technology, ignoring the landscape of existing knowledge, will be sub-optimal and likely fail. To build a strong future of digital learning in the academy, we must first take stock of what we know and what has been well researched.
During the process of completing this report, it became clear to us that a society or academic organization is required to facilitate the advancement and adoption of digital learning research. Important areas in need of exploration include faculty development, organizational change, innovative practices and new institutional models, effectiveness of teaching and learning activities, the student experience, increasing success for all students, and state and provincial policies, strategies, and funding models. To address this need, we invite interested academics, administrators, government and industry to contact us to discuss the formation of an organization to advocate for a collaborative and research informed approach to digital learning.
Some faculty hover above students like helicopter parents hover over their children, but students need a proper balance of challenge and support.
Donna Farren's insight:
More and more students are used to receiving supports from teachers in K-12 so that when they reach higher education they are expecting the same level of support. It is indeed a balancing act to let students become self-directed and this article gives some good tips.
It often happens as you’re working through your emails, replying to students who are making good progress and who appreciate your guidance. Suddenly, you open an email that’s surprisingly brutal. In a matter of seconds, that one message blots out all the positive conversations you’ve just had. It’s like a black cloud over the sun.
How we learn influences the decisions we make about how to teach. It often starts with the habit of teaching the kind of course we’d like to take.
Donna Farren's insight:
One thing about becoming a distance educator is it forced me to focus on how I learned and how others learned. The focus immediately became on the learners. I am glad to see all of education is moving to be more student-centered. One of the reasons I left business and came back to education is I thought the things I had learned in distance education and online learning could change the F2F classroom. Sometimes it feels good to see it is making a difference!
Through good times and bad, during recessions and boom times, one thing has been constant in the world of community college distance education over the past decade: enrollment in online courses has grown faster than overall enrollment at colleges and univ
Donna Farren's insight:
"The report also found an oddity: Students who took at least some of their classes online were more likely to earn a credential than students who didn’t take any online courses.
That finding mirrors research conducted by Peter Shea, associate provost of online learning at the University of Albany SUNY. His study of 16,000 first-time community college students found that community college students who take at least some online courses were 25 percent more likely to earn a degree."
A good question can open minds, shift paradigms, and force the uncomfortable but transformational cognitive dissonance that can help create thinkers. In education, we tend to value a student’s ability to answer our questions. But what might be more important is their ability to ask their own great questions–and more critically, their willingness to do so."
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