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Indian University to give tablets to undergraduate students | FutureGov

Indian University to give tablets to undergraduate students | FutureGov | EdRadar | Scoop.it

Students at Delhi University (DU) will be given tablets as part of the new four-year curriculum beginning in the coming academic year in July.

 

“Students of the four-year undergraduate programme will be given tablets. There is so much information available on the Internet, which students need access to, especially since a major portion of the four-year programme is based on projects. We want to empower students as much as possible,” said South Campus Director Umesh Rai.

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Study Finds Testing Helps Students Retain Information Taught Online | The Harvard Crimson

Study Finds Testing Helps Students Retain Information Taught Online | The Harvard Crimson | EdRadar | Scoop.it

In one experiment of the study, published last week in the journal Proceedings of the National Academy of Sciences, a group of students watched a statistics lecture that had been broken up into four segments of approximately five minutes each. After each segment, students completed several practice math problems. Some of them were immediately tested on the material from the statistics lecture, while others were just offered more math problems.

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New Test for Computers: Grading Essays at College Level

New Test for Computers: Grading Essays at College Level | EdRadar | Scoop.it
A system developed by a joint venture between Harvard and M.I.T. uses artificial intelligence to assess student papers and short written answers, freeing instructors for other tasks.
elbert chu's insight:

Bottom line: Machine learning will enable larger scale evaluation of student performance. Still in infancy, but will develop further. Question is where robo-grading will fit in guiding students to desired outcomes. That is, a student who just wants to audit and see if they have a 'good enough' understanding vs. someone seeking employment and/or certification for professional development.

 

On the positive: instant feedback, reduced person resources.

On the negative: assessment quality not as good, critiques not as nuanced

In practice: Requires training of 100 tests graded by humans to train the computer how to grade. 

 

edRadar take: This is just the beginning. No one would have thought a few years ago that a computer could write believable news stories, but that's exactly what Narrative Science is doing right now. Remember those warm fuzzy days when humans were still beating computers at chess?

 

Machine learning will enable grading algorithms to become smarter and more robust. We believe this will enable scale for online learning, so student outcomes could be tiered. Perhaps premium students pay for human critique, and edit process. On the other hand, corporate development and human resources would likely want the evaluation of domain experts to demonstrate expertise for raises or increased skill sets.

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A Few Crazy College Fees That Are Driving Education Online | TechCrunch

A Few Crazy College Fees That Are Driving Education Online | TechCrunch | EdRadar | Scoop.it

Howard University sneaks in a $100 “globalization fee” to fund international travel, regardless of whether students study abroad. Another school charges $185 for an “undergraduate entering fee”,reports ProPublica. “It’s all smoke and mirrors in some ways, the issue of tuition and fees,” admits Terry Meyers to, an English professor at the College of William and Mary. It’s these insanely high costs of college that are driving higher education online at a crazy fast pace.

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Unbundling. . . and Reinforcing the Hierarchy? | Inside Higher Ed

Unbundling. . . and Reinforcing the Hierarchy? | Inside Higher Ed | EdRadar | Scoop.it

five primary services performed by traditional universities – imparting information, counseling, credentialing, coercion, and club membership – and how they were (and are still, for the most part) performed by traditional universities. . . and how they might be replaced.

elbert chu's insight:

Fascinating graphic from 30 years ago about higher ed's added value. The article counters with what could replace these added value roles.

 

Nobody wants to be coerced to do anything, right? So when "coercion" is a primary role of Higher Ed, there's a clear problem in the way students enter and the relationship. "Imparting Information?!" 

 

10 good questions about what happens in the wake of unbundling of degrees. Mostly concerns revolve around the changing role of schools who choose to license Coursera or other MOOC courses and the idea of elite vs. quality determinations.

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Mobile Games for Adult Learning: What’s the Appeal?

Mobile Games for Adult Learning: What’s the Appeal? | EdRadar | Scoop.it
This post introduces the potential of using mobile games as effective tools for adult learners living in a society of constant movement, where the massive penetration of mobile technology is an undeniable fact.
elbert chu's insight:

I see the case here for mobile gaming and the growth in demand for this entertainment. I could even see a case for educational games. Definite applications for youth and even college here. Still I'm skeptical about this for adult learners.

 

What I don't see here is a connection to adult learning. What exact skills will adult learners pick up in a mobile game? Maybe coding? Or perhaps as this generation grows up better attuned to self-guided learning, they will form the next cohort for adult learning on mobile platforms?

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Facebook and Gates Foundation join forces to promote education

Facebook and Gates Foundation join forces to promote education | EdRadar | Scoop.it
After a successful education-focused hackathon last year, the two tech giants are expanding the program with two events, female teams, and prizes for the best ed tech apps. Read this article by Dara Kerr on CNET News.
elbert chu's insight:

HackEd 2.0 = hackathon Apr 9 in Facebook HQ in California, and Apr 24 in FB London.

 

+ First event was last Sep.

+ 20 teams

+ Judged by FB, Gates Foundation, and venture cap peeps. 

+ Hackbright Academy, an org dedicated to women in programmin, bringing female developer teams

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VIDEO: Peter Thiel, Brian Chesky and others weigh in on what's wrong with education

VIDEO: Peter Thiel, Brian Chesky and others weigh in on what's wrong with education | EdRadar | Scoop.it
This month we're launching our "Online .EDU" series presented by Accel Partners devoted to finding innovation in the world of ed-tech. Sarah Lacy opened up the series earlier today with a look at t...
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BenchPrep adds 400 hours of video courses to all-you-can-eat subscription

BenchPrep adds 400 hours of video courses to all-you-can-eat subscription | EdRadar | Scoop.it
It’s well known that learning styles vary. Some people are self directed learners and can master the most difficult topic by reading a textbook. Others prefer lectures. Many still, are visual, and ...
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Education 2020: What Learning Could Look Like 7 Years From Now

Education 2020: What Learning Could Look Like 7 Years From Now | EdRadar | Scoop.it

"The following video from Masternewmedia.org has a similar goal of predicting the future of education by tracing the current trajectory, but takes a heavier view of money and corporate interests, and how they could impact things in a very, very significant way. It starts out with some Dickens, and recounts the last few years of stunning change that can be easy to take for granted."


Via EDTECH@UTRGV
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A Few More MOOC Thoughts : The Cranky Sociologists

A Few More MOOC Thoughts : The Cranky Sociologists | EdRadar | Scoop.it

The nasty part was when what seemed to be a tight groups of students who had already taken edX courses (and therefore knew the format) took it upon themselves to police the message boards. They started berating the other students, sometimes being downright insulting. Then they would pat each other on the back for their wit and smarts, and how everybody else was stupid. Overall, they behaved like a pack of bullying juniors and seniors in high school going after hapless freshmen. 

elbert chu's insight:

Bullying and hazing finds its way to MOOC land, and in a statistics class, no less!

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How To Make An EdX MOOC, MIT Style -- InformationWeek

How To Make An EdX MOOC, MIT Style -- InformationWeek | EdRadar | Scoop.it
Here's how MIT professor Eric Lander's introduction to biology course is being turned into a massive open online course for remote students.
elbert chu's insight:

Bottom line, the upfront investment required is high for EdX: "double or triple our investment in any other course," said Rob Rubin, EdX's VP of engineering. It has a learning management system in place, but the needs of specific professors drive new features in it, and there's plenty of custom coding that needs to take place.

It was the first time a biology class had been taught on its platform, so EdX engineers had to build all the potential problem types that biology students would normally see on problem sets, to understand the economics of building the sets. Lander wanted to be able to go into the forums and take a good student answer to a basic question and "pin" it to the top of that discussion thread, so Rubin's team had to figure out how to build a pinning feature."

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What Impact Have MOOCs Had on Open Courseware? | Inside Higher Ed

For MIT Open Courseware, the pursuit of MOOCs — by MIT and by higher education at large — seems to have boosted usage. That’s the response by MIT Open Courseware’s spokesperson Steve Carson to Rascoff’s tweet, at least. The site has seen “record levels of traffic” since the MOOC craze began: 22.3 million visitors in 2012, up 25% over 2011.

elbert chu's insight:

An interesting summary of chatter over Twitter about how the MOOC hype has raised the profile of MIT's freely available learning resources.

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Busy students benefit as Florida universities embrace online degrees

Busy students benefit as Florida universities embrace online degrees | EdRadar | Scoop.it

"In the 2011-12 academic year, 6,525 full-time USF students never set foot in class, except maybe for orientation or a final exam.

 

All 28 state colleges, including St. Petersburg College and Hillsborough Community College, offer online classes. All the state universities do, except for fledgling Florida Polytechnic and New College of Florida, a small residential school in Sarasota where human connection reigns.

 

More than 170,000 university students in Florida take a blended approach, some online, some on campus. That's the sweet spot, experts say, the perfect mix of convenience and college life."

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NYC Comptroller Joins the Anti For-Profit Fray

NYC Comptroller Joins the Anti For-Profit Fray | EdRadar | Scoop.it

City Comptroller John C. Liu and the NYC Pension Funds today called on two of the largest for-profit universities — DeVry Inc. (NYSE: DV) and Career Education Inc. (NASDAQ: CECO) — to provide information on their students’ debt levels and ability to repay their loans. Career-education programs are required to disclose students’ median loan debt, graduation rates, and rate of job placement, but they do not provide data on their students’ post-degree earnings or their rate of repayment, which would provide a picture of whether or not students are able to manage their debt.

 

For-profit universities like DeVry and Career Education are under federal and public scrutiny because of deep concerns over deceptive marketing practices, especially overblown promises of gainful employment, which are used to boost enrollment in costly degree programs that leave students deep in debt. These companies have seen their share values plummet as a result.

 

“We need to know if these for-profit degree programs are deceiving lower-income students with empty promises while drowning them in debt,” Comptroller Liu said. “These companies rely heavily on federal dollars, and need to demonstrate to shareowners and students alike that the degrees they hand out are worth more than the paper they’re printed on.”

elbert chu's insight:

Here is what Comptroller Liu and NYC Pension Funds have submitted: A shareholder proposal calling on DeVry and Career Education, which combined enroll 230,000 students:

 

+ Students’ loan repayment rate, including the percentage of graduates’ and non-completers’ original federal student loan balances yet to be repaid.

 

+ The ratio of students’ debt-to-income, including the annual payments on student loans from all available sources compared to annual earnings for a typical graduate.

 

+ A description of the data sources, definitions (e.g. cohorts and cohort periods) and methodologies used to calculate the quantitative indicators.

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Rosetta Stone Acquires Livemocha Language Learning Platform

Rosetta Stone Acquires Livemocha Language Learning Platform | EdRadar | Scoop.it
LIVEMOCHA: Ouch. Language learning companies have been a source of great interest--and recently, investment. But today's deal adds a distinctly nota agria: Rosetta Stone paid $8
elbert chu's insight:

Freemium works for some businesses, but apparantly not for online language learning.

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Sweating the Details of a MOOC in Progress - Wired Campus - The Chronicle of Higher Education

Our specialist is new to MOOCs, but she has the appropriate IT-platform experience and is a very quick study. I am amazed at how much information she has given us in only a couple of weeks. However, some of that information has been sobering—in the way that lets you know you aren’t as prepared as you think.

elbert chu's insight:

Assistant prof. Karen Head of the Georgia Institute of Technology gears up for her first MOOC in writing.

 

+ A new role for higher ed institutions — MOOCifiers of course content?  

+ Has 19+ staff members working on the launch.

+ Decided against seeking accreditation because of lack of evaluation mechanism.

+ Opted out of Signature Track because they are funded by Gates Foundation grant.  

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Stanford U. and edX Tag Team to Build the Linux of MOOCs - Chronicle of Higher Education

Stanford U. and edX Tag Team to Build the Linux of MOOCs - Chronicle of Higher Education | EdRadar | Scoop.it

The move is a merger of sorts between two previously competing software-development projects with the same goal. EdX has long said it would make the software it built to power its MOOCs freely available to anyone as an open-source package. And Stanford was working on Class2Go, its own free software for online courses. Now the two software teams will work together and focus on developing a single platform.

elbert chu's insight:

The idea is to build an open sourced platform that any school can take and then offer online courses. 

 

This offers an interesting development. With an open sourced platform, this opens the door for anyone from individual professors or more niche instructors to build out their own MOOCs. 

 

Stanford, which already offers courses on Coursera, will not join EdX on the new platform. They'll use the platform for their own courses. 

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What UPenn is thinking: MOOC U. | Penn Gazette

What UPenn is thinking: MOOC U. | Penn Gazette | EdRadar | Scoop.it

by Trey Popp. Does the rise of the “massive open online course” spell the end of the university as we know it? Through its academic and financial partnership with Coursera, Penn has professors in the fray, skin in the game, and a front-row view of higher education’s next big frontier.

elbert chu's insight:

+ Currently has 19 courses hosted on Coursera

+ Keeps 6-15 percent of revenues from Coursera, plus 20 percent of profits

+ Per course costs roughly $50,000 upfront investment of stipends for profs, TAs, and video production

+ Double the effort for first iteration of course

+ Revenue from course content flows to professor treated as intellectual property/patent.

+ Prof. Al Filreis pushing the format to make MOOCs more interactive with the goal of the feeling of a community of learners "doing it together." (Modern and Contemporary American Poetry)

+ Both University of Washington (for hybrid classes) and Antioch University already grant college credit for UPenn Coursera classes

+ Worries for community colleges, which are "institutions whose primary benefit to students is education."

+ Banking on institutional prestige for "signal of quality," networking, social environment to transition to adulthood. The idea that sum is worth more than it's parts.

 

Key quotes: 


+ Unbundling: “I think down the line you’re going to have instructors who re-mix content that’s prepared by potentially one, two, or three different instructors—or more—and create trajectories that make sense,” said Daphne Koller, founder of Coursera, sketching a future in which the professor becomes a sort of DJ. “That is what it’s about to be an instructor, I think. It’s a curation process.”


+ Profit vs. Ed? “My biggest fear, frankly, is not a fear connected to Penn at all,” says UPenn's chief academic officer, Vincent Price, “It’s a fear that thinking right now about higher education, and especially public higher education, is driven by logics of efficiencies, concerns about the spiraling costs of education, et cetera. And that, too rapidly, these [MOOCs] will be seen as ways of bending the cost curve. And that efficiencies, real or imagined, will become a device for withdrawal of support from high-quality education, and replacement of that experience with something that’s perhaps adequate, but not outstanding. I’m very, very concerned with the misuse of these technologies in a way that is viewed as a cheap way out.

 

h/t @Kimie_B

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Startup Saxifrage Hacks Old-School Higher Ed Ways » WSJ

Startup Saxifrage Hacks Old-School Higher Ed Ways » WSJ | EdRadar | Scoop.it
The Saxifrage School is seeking to upend the traditional notion that college students need a sequestered, ivy-covered campus—and will endure the price tag that comes with it.
elbert chu's insight:

Graphic design in coffee shops, and abandoned buildings for agriculture -- is this the glimpse of what higher ed will look like one day? It may be rough around the edges, but add some online classes for certain courses, and accreditation. 

 

+ Raised $100,000 from foundations

+ $395/class -- $80,000 in revenue annually

+ Goal is $6,500 a year

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The promise (and refreshingly low hype) of online education

The promise (and refreshingly low hype) of online education | EdRadar | Scoop.it
At some point in 2011 education went from "Oh God, no!" to kinda hot in Silicon Valley. It has a lot of the ingredients the Valley loves: A controversial premise from a major Valley thinker that hi...
elbert chu's insight:

Follow this month long series over at Pando. Should be a good ride.

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The Inside-Out School: A 21st Century Learning Model

The Inside-Out School: A 21st Century Learning Model | EdRadar | Scoop.it
The Inside-Out School: A 21st Century Learning Model: wendell berry, digital literacy, citizenship, transfer

Via Ana Cristina Pratas
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Debbie Elicksen 's curator insight, April 2, 2013 11:32 AM

"No longer do schools teach. Rather, they act as curators of resources and learning tools, and promote the shift of the “burden” of leanring back to a more balanced perspective of stakeholders and participants."

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Commonwealth of Learning - Linked Data for Open and Distance Learning

Commonwealth of Learning - Linked Data for Open and Distance Learning | EdRadar | Scoop.it

Via Ana Cristina Pratas
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luiy's curator insight, April 2, 2013 1:14 PM

In this report, we introduce a recent development in the area of Web technologies which has the potential to revolutionise the area of ODL: The Semantic Web. While the Semantic Web has been, until now mostly considered from a research perspective, we focus here on the concrete benefit that can today be obtained from applying the set of principles and technologies that have emerged from the most pragmatic part of the Semantic Web field: Linked Data.

 

Linked Data relies on the simple idea that the mechanisms used nowadays to share and interlink documents on the Web can be applied to share and interlink data and metadata about these documents, as well as the concepts and entities they relate to. On the Web of Linked Data, every “data object” (representing for example a person, a place or a topic) is identified by a Web address, and characterised using Web links that can connect to representations of other data objects, identified by other Web addresses, thus using the Web as a giant data graph that openly draws from any contributing source.

 

In this report we describe how this idea is being realised and how it can be adopted by organisations willing to contribute, interlink to and take advantage of the Web of Linked Data for ODL. We describe the tools, technologies and processes to publish and use Linked Data in a concrete way, focusing in particular on learning and teaching applications. Understanding both the costs and benefits of adopting Linked Data and Semantic Web technologies is, of course, a critical part of the process. Alongside the description and explanation of the technological notions related to this area we show how such notions can be applied to solve some of the specific problems faced in ODL and present a number of case studies in which such benefits have been concretely achieved.

Rosemary Tyrrell's curator insight, April 6, 2013 4:43 PM

Some interesting data. 

John Gallo, PhD's curator insight, July 11, 2013 3:09 PM

could be key

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Could A MOOC Ease Your Talent Problems? -- InformationWeek

Could A MOOC Ease Your Talent Problems? -- InformationWeek | EdRadar | Scoop.it
Boston's EdX partnership with MIT should spur CIOs to consider creating their own massive open online courses to fill skills gaps.
elbert chu's insight:

Further underlines the fact that the line between higher ed, continuing ed, and professional development/corp training is about to get very blurry.

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3 Suggestions for For-Profits | Inside Higher Ed

Let me begin by stating my biases about for-profit education. 

I believe in the potential of for-profit education to be a force for good. 

I believe that the profit motive is not antithetical to the larger societal goals of higher education. 

In the same way that I'm happy that Google and Apple are for-profit companies (and not because I have stock in either), I believe that a for-profit design can be an effective structure for people to come together to increase social good.

elbert chu's insight:

Joshua Kim gives three starting points that could help for-profits reverse their disaster course and actually provide value to leaners and society:


+ Commit to Transparency

+ Elevate the Autonomy, Visibility, and Status of Your Faculty
+ Provide Leadership in Partnering with Non-Profit Institutions

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