Electronic Teaching & Learning
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Electronic Teaching & Learning
Vanderbilt Institute for Digital Learning
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Final Report | MIT Online Education Policy Initiative

Final Report | MIT Online Education Policy Initiative | Electronic Teaching & Learning | Scoop.it
The final report of Massachusetts Institute of Technology's Online Education Policy Initiative presents findings from discussions among the members of the Institute-wide initiative supported by advice from the advisory group. The report reflects comments and responses received from many sources, including education experts, government education officials, and representatives of university organizations.
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Why Today's MOOCs Are Not Innovative

Why Today's MOOCs Are Not Innovative | Electronic Teaching & Learning | Scoop.it

At the Campus Technology conference in Boston, Stephen Downes explained the difference between innovation and transformation.  Much of what is passing for innovation in education today is not really that," Downes said. "Change is done to you," Downes stressed. "Innovation you do." In 2008 Downes co-created the first massive open online course in the world, setting off a revolution in online education. But that sort of thing isn't what will transform education, Downes said. MOOCs are delivery methods – not changes in curriculum. If we want to change education, we have to change how we think about teaching and content.

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A Moment of Clarity on the Role of Technology in Teaching -

A Moment of Clarity on the Role of Technology in Teaching - | Electronic Teaching & Learning | Scoop.it
Phil Hill: Online education and online tools can enable advances in effective pedagogical approaches, including constructivism, active learning, flipped classrooms, problem-based learning, and student-centered education. The right way to use technology is to help professors teach more effectively.
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So You Want to Be an Instructional Designer?

So You Want to Be an Instructional Designer? | Electronic Teaching & Learning | Scoop.it

Good listener. People person. Lifelong learner. Sound like you? No, we’re not trying to arrange a first date. These are some common traits of people with successful careers in a booming job market: instructional design. Jobs in the industry take many shapes, but instructional designers act broadly as shamans who guide educators and institutions through the world of digital learning. So who’s a good fit for the role? We talked to professionals who’ve been in the field since long before it was “hot” and more recent transplants to identify key traits for successful IDs.

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Can blended learning reach superstar status with MOOCs?

Can blended learning reach superstar status with MOOCs? | Electronic Teaching & Learning | Scoop.it

The verdict may still be out on the effectiveness of MOOCs on their own to improve learning outcomes and bring value to an institution, but could MOOCs have a more definitive positive impact in a blended or hybrid model; specifically, as incorporated in traditional, face-to-face courses?

To try and help answer this question, Maria Joseph Israel, School of Education, University of San Francisco, reviewed five recent college and university experiments that used MOOCs in a blended format in traditional classroom settings, and synthesized the findings into challenges and opportunities presented by this MOOC integration.

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Kadenze Launches New LMS, Kannu

Kadenze Launches New LMS, Kannu | Electronic Teaching & Learning | Scoop.it

Kadenze announced the launch of Kannu, the first LMS that is purpose-built for the media-rich content of arts and creative technology education. Kadenze built Kannu to address a significant need for this type of LMS as there is currently no other LMS built specifically to handle the robust content required for the arts.

Leading universities, institutions and nonprofits including California Institute of the Arts, CalArts Community Arts Partnership, Goldsmiths University of London, OTIS College of Art and Design, Rhode Island School of Design, CalArts Access, Real Industry, Stanford University; Center for Computer Research in Music and Acoustics (CCRMA), and Ali Akbar College of Music have all been early adopters of Kannu.

Kannu supports all existing media file types across portfolios, quizzes, gradebook, and comments/suggestions and is highly interactive between students and teachers.

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Many Colleges Now See Centers for Teaching With Technology as Part of ‘Innovation Infrastructure’

Many Colleges Now See Centers for Teaching With Technology as Part of ‘Innovation Infrastructure’ | Electronic Teaching & Learning | Scoop.it

In the past few years, many colleges have expanded the scale and scope of centers that support teaching and learning with technology, as part of an effort to build a new “innovation infrastructure” for instruction. That’s according to the results of a new survey of directors of academic-technology centers at 163 colleges and universities, released at the annual Educause conference.

“We’re starting to see a shift and a recognition of the importance of teaching and student learning,” said MJ Bishop, director of the William E. Kirwan Center for Academic Innovation at the University System of Maryland, who wrote a report on the survey with Anne Keehn, a consultant. “All of these institutions now have as their core missions student success and graduation rates.” Ms. Bishop said that colleges and universities have a “really bleak” track record for using technology in classrooms, too often throwing in technology that has little impact on student learning.

“It can no longer be business as usual in the way that we’re delivering instruction,” she added. “We can no longer assume that we are getting a certain kind of student that can thrive within our existing models of delivering instruction. We have a real changing demographic of students, and we need to be much more mindful of the way we facilitate their learning.”

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Flipped Classes Continue Evolving at Stanford and Harvard -- Campus Technology

Flipped Classes Continue Evolving at Stanford and Harvard -- Campus Technology | Electronic Teaching & Learning | Scoop.it

Instructors at Harvard and Stanford, both with extensive experience in flipped learning, are continuing to tweak the model, according to articles recently published in their respective student newspapers.

Harvard has been holding "active learning" lunches for faculty interested in flipping their courses. Students have expressed concern about workload. "We are now asking students to do all the readings and watch the lectures at home and then come to class. And in order for the flipped class to be successful, students need to attend class," noted Dustin Tingley, vice provost for the Advances in Learning Research Group, a new position created through a merger of two research arms, one in the Harvard Initiative for Learning and Teaching and the other in HarvardX, the institution's MOOC division.

Following experimentation at Stanford by two faculty members, one computer science course taught in the flipped model has evolved into a hybrid approach. As described in an article by Hannah Knowles, "Introduction to Computer Networking" was flipped in fall 2012. Instructors Philip Levis, associate professor of electrical engineering and computer science, and Nick McKeown, professor of electrical engineering and computer science, found that students remembered more from the class and had a "deeper understanding" of the topic of networking.

Stanford professor Bruce Clemens also flipped his course, "Solar Cells, Fuel Cells and Batteries," in 2012. But last year, he reverted to traditional teaching. The materials science and engineering professor found that too many students weren't watching the lectures before coming to class. "So they'd come to these problem sessions, and they weren't prepared, so they wasted a lot of time figuring out how to work the problem."

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Is there more to a MOOC than its completion rate? - eCampus News

Is there more to a MOOC than its completion rate? - eCampus News | Electronic Teaching & Learning | Scoop.it

Significant cost return-on-investment, massive social networking momentum, and thousands of downloads of one University’s MOOC have led experts to conclude that their MOOC initiative is a home-run success—a success that has nothing to do with completion rates. For more information on KSU’s MOOC offerings, as well as further research, read the full report, “MOOCs: Branding, Enrollment, and Multiple Measures of Success.”

  

 

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MIT Intros MOOC 'Micro-Master's'

MIT Intros MOOC 'Micro-Master's' | Electronic Teaching & Learning | Scoop.it

MIT has debuted a MOOC "Micro-Master's,"  a new "modular credential" which will have no admissions requirements. Earning it can shave a full semester off of a regular master's. The topic is supply chain management (SCM), a full-time degree program that's normally earned over 10 months on campus and costs $65,446 plus assorted fees and living expenses. Now students can take MOOCs for the first half, and then come on campus for the second half.

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State of the US Higher Education LMS Market: 2015 Edition -

State of the US Higher Education LMS Market: 2015 Edition - | Electronic Teaching & Learning | Scoop.it

Phil Hill shares his excellent "State of the LMS Marketplace" research -- updated for 2015. As with all previous versions, the 2005 – 2009 data points are based on the Campus Computing Project, and therefore is based on US adoption from non-profit institutions. This set of longitudinal data provides an anchor for the summary. The primary data source for 2013 – 2015 is Edutechnica, which not only does a more direct measurement of a larger number of schools (viewing all schools in IPEDS database with more than 700 FTE enrollments), but it also allows scaling based on enrollment per institution.

 

The most important recent feature of the market – the rapid rise of Canvas, surpassing D2L and quickly closing in on Moodle – is quite visible now. Blackboard Learn appears to have stopped its well-documented losses in US higher ed and has even risen in the past year. Its market share is far smaller than at its 2009 peak, but the company is no longer losing large numbers of clients each year.
D2L, Sakai, and Moodle have risen ever so slightly, but in effect have hit a plateau. There is a growing area of “Alternative Learning Platforms” that includes OpenEdX, 2U, Helix and Motivis (the newly commercialized learning platform from College for America).

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Udacity, Coursera and edX Now Claim Over 24 Million Students (EdSurge News)

Udacity, Coursera and edX Now Claim Over 24 Million Students (EdSurge News) | Electronic Teaching & Learning | Scoop.it

Shortly after the “Big Three” MOOC providers launched in 2012, nearly everyone focused on user numbers as a sign of their scale and reach. For anyone still keeping tabs on the numbers race, Udacity, Coursera and edX recently shared new figures.

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Google Classroom Gains New Features -- Campus Technology

Google Classroom Gains New Features -- Campus Technology | Electronic Teaching & Learning | Scoop.it

Google has incorporated several new features into Google Classroom, the company's platform for creating, sharing and grading assignments. One of the new features is support for question-driven discussions including debates and question-and-answer sessions. Another new feature is the ability to reuse assignments, announcements or questions from previous classes, so teachers don't need to recreate these items for each new class. Next month, Classroom will gain integration with Google Calendar.

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Massachusetts Institute of Technology experiments with instructor grading in massive open online course

Massachusetts Institute of Technology experiments with instructor grading in massive open online course | Electronic Teaching & Learning | Scoop.it

.One of the Massachusetts Institute of Technology’s most popular massive open online courses is adding a feature not seen in any of its other humanities MOOCs: instructors grading essays. Learners in Introduction to Philosophy: God, Knowledge and Consciousness, now have the option to have their essays graded and reviewed by real, flesh-and-blood philosophers -- in this first case, one of MIT’s own graduate students. 

The goal, according to MIT, is twofold: to give learners from all over the world an introduction to basic philosophical topics and -- for those who pay $300 for an identity-verified certificate -- an opportunity to improve their written argumentation skills and to experiment with new employment opportunities for philosophers.

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Are MOOCs Forever?

Are MOOCs Forever? | Electronic Teaching & Learning | Scoop.it
Coursera’s Daphne Koller discusses plans for the future of a format that some thought would never last this long.
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State of Higher Ed LMS Market for US and Canada: Spring 2016 Edition -

State of Higher Ed LMS Market for US and Canada: Spring 2016 Edition - | Electronic Teaching & Learning | Scoop.it
The fastest-growing LMS is still Canvas. Blackboard continues to lose market share, although the vast majority of that reduction has been from customers leaving ANGEL. Blackboard Learn lost only a handful of clients in the past year. There is a growing line for “Other”, capturing the growth of those systems with less than 50 active implementations as primary systems; systems like Jenzabar, Edvance360, LoudCloud Systems, WebStudy, Schoology, and CampusCruiser.
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Penn State Opens New 3D printing Lab, the "Maker Commons" and Invention Studio.

Penn State Opens New 3D printing Lab, the "Maker Commons" and Invention Studio. | Electronic Teaching & Learning | Scoop.it



The Maker Commons houses a large-scale printing installation of 32 MakerBot desktop 3-D printers as well as the Invention Studio, where University Park students can use littleBits for rapid prototyping of devices, and offers consultants to answer questions and help with projects. Students from all Penn State campus locations, including the Penn State World Campus, can send projects to the 3-D printers via makercommons.psu.edu. Students can upload their designs, and each will be added to the queue of projects waiting to be printed. When a print request is complete, it will be sent via the same delivery system used for intercampus library materials requests, and can be picked up at the appropriate campus library’s main desk.

Jonathan Jaglom, CEO at MakerBot, said Penn State is preparing students for jobs of the future by bringing a startup mentality to the University and by implementing the online MakerBot Innovation Center product through the Maker Commons website. “Reports show that learning from failure, working collaboratively across disciplines and managing a product from concept to a physical product are skills that employers are looking for,” said Jaglom.

Sig Behrens, general manager of education at Stratasys, MakerBot’s parent company, and a Penn State alumnus, is thrilled with the way the University is incorporating 3-D printing into teaching and learning. “It’s not about what you make but what you learn while you are making it,” Behrens said. “Penn State is doing something with 3-D printing we have never seen before by integrating the design process into multiple disciplines. In the past, 3-D printing in higher education was reserved only for engineers. But now, Penn State is pioneering a different path, and we couldn’t be more excited.”

Already, faculty and students are seeing use for use 3-D printing capabilities beyond traditional disciplines like engineering and mathematics to others, such as anthropology.

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Could "Nanodegrees" Be The Solution To The Student Debt Crisis?

Could "Nanodegrees" Be The Solution To The Student Debt Crisis? | Electronic Teaching & Learning | Scoop.it

Udacity is offering a promising solution that gives tech-centric learners a big financial break. The "nanodegree" is the brainchild of Stanford Professor Sebastian Thrun, CEO of Udacity, an online education service that is changing the way adults get educated and find jobs at a fraction of the cost of traditional higher education pursuits.

 

Currently, Udacity offers eight tech-centric nanodegrees in web development, data analysis, full stack development, mobile development, and tech entrepreneurialism. These rigorous, project-based, career-focused nanodegree courses, with plenty of video instruction and highly specialized assessments, have been codeveloped with such companies as AT&T, Google, Facebook, Cloudera, and mongoDB.

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Technical criteria for evaluating student-created media

Technical criteria for evaluating student-created media | Electronic Teaching & Learning | Scoop.it

This is a useful tool created by Chris Clark at Notre Dame. The grid is designed to help inexperienced evaluators recognize and describe good media production technique, so that they will feel more confident when giving students feedback on the technical aspects of a media-based activity. The grid is intended be the starting point for a checklist, holistic rubric, or other evaluation tool. The grid only covers technical factors related to what media makers call production value. It does not get into content concerns such as thoroughness, accuracy, clarity, or audience.


 

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Lumen Learning – Courseware: Waymaker

Lumen Learning – Courseware: Waymaker | Electronic Teaching & Learning | Scoop.it

"Rather than offering a “personalized” experience where a system makes decisions on the learner’s behalf, Waymaker gives students visibility into the learning process and asks them to reflect on where they are and make decisions for themselves using that information."

Aidan Hoyal's insight:

Great idea: "keep the **person** in personalized learning"

 

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Indiana U Formalizes Active Learning Efforts With 'Mosaic' Project -- Campus Technology

Indiana U Formalizes Active Learning Efforts With 'Mosaic' Project -- Campus Technology | Electronic Teaching & Learning | Scoop.it

Indiana University has placed an official wrapper around its active learning experimentation. The institution recently launched the "Mosaic Active Learning Initiative," a project that encompasses services and strategies to support faculty and students using this type of classroom and instructional approach.

Active learning immerses classes into highly modular spaces where students can form themselves into groups for team activities. Currently, the Bloomington campus already has several such spaces, including the "Collaborative Learning Studio," the "Collaboration Café" and several classrooms inside a new Global International Studies Building. However, additional active learning spaces will be added as part of the Mosaic work. Most of those classrooms put an emphasis on "mobile" — deploying portable whiteboards, wireless projectors, movable furniture and other technologies that help facilitate student collaboration.

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New Grant Will Create Prizes for Faculty Using Digital Courseware – Wired Campus - Blogs - The Chronicle of Higher Education

New Grant Will Create Prizes for Faculty Using Digital Courseware – Wired Campus - Blogs - The Chronicle of Higher Education | Electronic Teaching & Learning | Scoop.it

The Online Learning Consortium, in a move to encourage professors to develop and use digital courseware, will offer new prizes for faculty-led teams that advance and adopt sophisticated online courses with “a strong pedagogical focus and a sustained impact on student success in gateway courses."

The organization, formerly known as the Sloan Consortium, said it would award up to 10 prizes of $10,000 each to the faculty teams, beginning in 2016. It will also provide up to three prizes of $100,000 each, it said, to institutions that showcase sustained innovation “on a broader scale” in the use of the courses.

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Colleges explain why they 'double-dipped' with MOOCs | Inside Higher Ed

Colleges explain why they 'double-dipped' with MOOCs | Inside Higher Ed | Electronic Teaching & Learning | Scoop.it

Many colleges have “double-dipped” by joining both Coursera and edX, two major MOOC providers, since MOOCs went mainstream in 2012. But among colleges and universities in the U.S., movement from one MOOC platform to the next is a one-way street. According to an Inside Higher Ed analysis, at least 10 of the institutions that first partnered with Coursera have since joined edX. Not a single edX institution has gone the other way.

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Cornell partners with Fortune for online business education program

Cornell partners with Fortune for online business education program | Electronic Teaching & Learning | Scoop.it

Together, the Ivy League’s online learning group and the magazine are offering courses in business strategy. The program titled “Mastering 21st Century Business Strategy” consists of six courses, each of which takes five to seven hours to complete. Participants who complete all six classes, which will cover topics like strategic positioning in markets and mergers and acquisitions strategy, will receive a certificate in business strategy from Cornell. Tuition for the program is $3,600.


The online learning venture is a first for Fortune‘s publisher Time Inc., but it follows other media companies into the education business space. Earlier this month, The New York Times launched nytEducation with courses aimed at high school students, and in July, Teen Vogue and Parsons School of Design at The New School introduced an online fashion education program.

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The Digital Humanities Are Alive and Well and Blooming: Now What?

The Digital Humanities Are Alive and Well and Blooming: Now What? | Electronic Teaching & Learning | Scoop.it
With the field of digital humanities hitting its stride, higher education institutions need strong, end-to-end, coordinated strategies for managing digital creation.
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