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Online Education Revolution - MIT style

Online Education Revolution - MIT style | faculty higher ed tech | Scoop.it

“MIT has long believed that anyone in the world with the motivation and ability to engage MIT coursework should have the opportunity to attain the best MIT-based educational experience that Internet technology enables. OpenCourseWare’s great success signals high demand for MIT’s course content and propels us to advance beyond making content available. MIT now aspires to develop new approaches to online teaching.” said MIT President Susan Hockfield


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technology integration & higher education - faculty focus
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MOOCs and Beyond

A short video about MOOCs and the connected age. EDUCAUSE SPRINT 2013 Beyond MOOCs: Is IT Creating a New, Connected Age? July 30--August 1 educause.edu/event...

Via Kathrin Jäger
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LLZ Uni Halle's curator insight, August 27, 2013 2:44 AM

Graphisch perfektes Werbevideo für MOOC's ;)

(eigentlich als Werbung für eine Konferenz gedacht, sehenswert!)

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Why Mind, Brain, and Education Science is the "New" Brain-Based Education

Why Mind, Brain, and Education Science is the "New" Brain-Based Education | faculty higher ed tech | Scoop.it
This article explains how Mind, Brain, and Education (MBE) science combines perspectives from neuroscience, psychology and pedagogy that contribute to a better understanding of how humans learn, and consequently, how we should teach.

 

 

EXCERPTS:

One way to consider "Mind, Brain, and Education Science" is to think of MBE as a “baby” born to adolescent parents….

. One of the parent disciplines, cognitive neuroscience, was “born” itself about 25 years ago.[1]
Education for the masses is also a relative latecomer to the global stage, only becoming truly universalized in the late 1890s.
[2] Psychology is a contemporary of the goal of universal education, being just slightly older in foundation.[3] In 2010, this makes education and psychology about 125 years old each......

MBE science: a three-way “marriage”  ...

 

  Three “young” disciplines intersected and their product was Mind, Brain, and Education science….

…As well as being a transdisciplinary discipline, MBE science is a cross-cultural entity.[5] The discipline was conceptualized literally around the world at almost the same time in numerous countrie..

...Samuels :“Transdisciplinarity...is an approach ideally suited for finding complex solutions to complex problems” (p. 46).According to  Samuel, (2009)solutions to problems in education today require the more sophisticated and complex approach offered by MBE science.

Challenges in Teaching and in Becoming a Mind, Brain, and Education Scientist...

"... two questions at the heart of the educational mission:

How do we know what we know? And by what warrant can we call our knowledge true? Our answers ...are continually communicated in the way we teach and learn” (Palmer, 1997, pp. 50–51).

... Whether you are a teacher, neuroscientist, or psychologist—or someone working in a related field—you are invited to join this paradigm shift in thinking about the way we educate. ...  A new take on old problems needs open minds.

A growing number of ...educators, psychologists, and neuroscientists  straddle the three academic fields of education, psychology, and cognitive neuroscience that wear the new MBE hat.

 THE Three  characteristics absolutely required….of all new MBE scientists.: …

First, They  are “willing to share knowledge with those outside their discipline rather than just their peers” in their original disciplines of formation.[8] This means (1) neuroscientists who are willing to share their findings with educators, for example, (2) psychologists who stimulate research questions in the neurosciences, and (3) educators who suggest research questions in psychology.

 …….for a concept to be accepted in the new discipline, educators, psychologists, and neuroscientists must confirm their hypotheses not only in their own disciplines, but also within the other two.

 

MBE science is the formal bridge linking the fields of neuroscience, psychology, and education that has been missing for decades.[12]

We need teachers who know about the brain and how it learns best, and we need neuroscientists and psychologists who can envision the application of their work in school settings. Why? Because education is full of complex problems that have not been addressed successfully enough through pedagogical approaches alone.....

....Education has never had so many tools at its disposal to improve the teaching and learning processes. These are exciting times for everyone in the discipline.

 

Neuroscience and psychology nurture our understanding of how the brain learns and help us identify the best teaching practices possible.

 

Although the tools of the trade are important, the greatest single change occurring, thanks to MBE science, is THE TRANSFORMATION OF THE TEACHER ROLE INTO A CATALYST FOR SOCIETAL CHANGE.


Via Huey O'Brien, Lynnette Van Dyke, Jim Lerman, Michael Lara, MD, Aulde de Barbuat
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Huey O'Brien's curator insight, March 21, 2013 2:25 AM

IMPLICATION: Learning Content Design

Dr Charles Parker's curator insight, January 23, 6:52 AM

This is where we're headed,-- interesting piece.

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Why Some Colleges Are Saying No to MOOCs, at Least for Now

Why Some Colleges Are Saying No to MOOCs, at Least for Now | faculty higher ed tech | Scoop.it
Amherst's rejection of edX could signal the end of the honeymoon phase for massive open online courses.
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Writing professors question plagiarism detection software | Inside Higher Ed

Writing professors question plagiarism detection software | Inside Higher Ed | faculty higher ed tech | Scoop.it

Software to detect student plagiarism is faced with renewed criticism from the faculty members who may confront more plagiarism than do most of their colleagues – college writing professors.


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Open educational practices in higher education: Institutional adoption and challenges

Presented at ODLAA Distance Education Summit, 2013

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Coursera forced to call off a MOOC amid complaints about the course | Inside Higher Ed

Coursera forced to call off a MOOC amid complaints about the course | Inside Higher Ed | faculty higher ed tech | Scoop.it

[Excerpt]: "Maybe it was inevitable that one of the new massive open online courses would crash. After all, MOOCs are being launched with considerable speed, not to mention hype. But MOOC advocates might have preferred the collapse of a course other than the one that was suspended this weekend, one week into instruction: "Fundamentals of Online Education: Planning and Application."

 

Technology and design problems are largely to blame for the course's problems. And many students are angry that a course about online education -- let alone one offered by the Georgia Institute of Technology -- wouldn't have figured out the tech issues in advance, or been able to respond quickly once they became evident. Many of the problems related to the course's use of Google Docs to sign up for group discussions."


Via Vance Stevens
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Vance Stevens's curator insight, February 8, 2013 11:23 PM

Curt Bonk called my attention to this post about a MOOC that was recently trying to cater to 40,000 but suffered tech problems and was withdrawn / postponed with apologies after numerous complaints.  The post examines what happened.  One example doesn't seem like a tech problem so much as a design one.  Interesting read!

"Several students reported that the forums were designed for small groups, but had no apparent limits on the number who could join, so theoretically small groups quickly became large, unworkable groups, resulting in tons of e-mail notifications and little understanding of what to do."

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About :: Agile Learning

About :: Agile Learning | faculty higher ed tech | Scoop.it

"Why 'Agile Learning'? 

When talking to faculty about their teaching, I often use the phrase “agile teaching” to describe a certain kind of on-the-fly responsiveness to student learning needs in the classroom. In the educational development work I do, helping faculty and graduate students to become more reflective and intentional teachers, I find that I need a similar kind of agility.

 

I never know what resources, ideas, or experiences I’ll be called upon to share with a colleague as we talk about teaching. As a result, I find myself learning about all sorts of things that might come in handy in a consultation or workshop one day. This blog is where I make sense of these things and document what I’ve learned for later use. So, in a sense, it’s a record of the “agile learning” I do as part of my professional life."


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Online Education Revolution - MIT style

Online Education Revolution - MIT style | faculty higher ed tech | Scoop.it

“MIT has long believed that anyone in the world with the motivation and ability to engage MIT coursework should have the opportunity to attain the best MIT-based educational experience that Internet technology enables. OpenCourseWare’s great success signals high demand for MIT’s course content and propels us to advance beyond making content available. MIT now aspires to develop new approaches to online teaching.” said MIT President Susan Hockfield


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Dickens: Dark London - there's an app for that

Dickens: Dark London - there's an app for that | faculty higher ed tech | Scoop.it

As reviewed by the New York Times (Art Beat), an APP to accompany a Museum of London exhibit that "takes you into the dark side" of London ...

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Rethink higher education to exploit digital platforms

Rethink higher education to exploit digital platforms | faculty higher ed tech | Scoop.it
David Roberts and Blaine Greteman’s guide to a more universal university

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Karen Johnson's curator insight, August 24, 2013 10:57 AM

There is nothing new under the sun :) but an interesting read all the same.

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The Professors Behind the MOOC Hype

The Professors Behind the MOOC Hype | faculty higher ed tech | Scoop.it
In the largest survey of instructors who have taught massive open online courses, The Chronicle heard from critics, converts, and the cautious.
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Online Educational Delivery Models: A Descriptive View || EDUCAUSE Review

Online Educational Delivery Models: A Descriptive View || EDUCAUSE Review | faculty higher ed tech | Scoop.it

[Excerpt]: "What does this emerging landscape of educational delivery models look like? I have categorized the models not just in terms of modality—ranging from face-to-face to fully online—but also in terms of the method of course design (see Figure 1). These two dimensions allow a richer understanding of the new landscape of educational delivery models. Within this landscape, the following primary models have emerged: ad hoc online courses and programs, fully online programs, School-as-a-Service, educational partnerships, competency-based education, blended/hybrid courses and the flipped classroom, and MOOCs (see Figure 2)."


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Learning analytics at Stanford takes huge leap forward with MOOCs

Learning analytics at Stanford takes huge leap forward with MOOCs | faculty higher ed tech | Scoop.it
Stanford's Lytics Lab gathers data from massive open online courses to learn more about how we learn. The group studies student behavior to measure interaction and performance.

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Online Teaching Strategies

Online Teaching Strategies | faculty higher ed tech | Scoop.it
With the number of students enrolled in online classes growing each year, the instructors are having to build their online classroom quickly, post assignments quickly, and look over each discussion...

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Eight Brilliant Minds on the Future of Online Education [HBR]

"It's hard to know when it will happen but at some point this will be transformative. The first stage is when it does what was being done before but better. That's what is happening now. But we're going to where we don't need to have two semesters, classes of same length, grading on the basis of things called exams. You can't think of another industry where a list of top 10 providers is perfectly correlated to what it was in 1960."

 

-Larry Summers, HBR Blog


Via Society for College and University Planning (SCUP), diap ason
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Society for College and University Planning (SCUP)'s curator insight, February 7, 2013 8:52 AM

And Clark Kerr discovered that the university was the most stable and long lasting institution over 1,000 years. Hmm.

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JournalTOCs

JournalTOCs | faculty higher ed tech | Scoop.it
RSS Feeds for scholarly journal Tables of Contents (TOCs)

 

"The largest, free collection of scholarly journal Tables of Contents: 21,296 journals (including 5,259 selected Open Access journals) from 1,602 publishers.  JournalTOCs is for researchers, students, librarians and anyone looking for the latest scholarly articles.

 

JournalTOCs alerts you when new issues of your Followed journals are published."


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Shona Whyte's curator insight, February 2, 2013 1:34 PM

I never knew this existed ...

UoW community liaison's curator insight, May 12, 11:25 AM

Actually as of May 2014 it's over 24,000 journals.  Great for the Pg Cert or for encouraging your students to keep up to date within your subject area.

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PBS NewsHour on MOOCs [via MindShift]

PBS NewsHour on MOOCs  [via MindShift] | faculty higher ed tech | Scoop.it
Watch How Free Online Courses Are Changing Traditional Education on PBS. See more from PBS NewsHour. For those still trying to piece together all the differe
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10-minute PBS NewsHour clip, followed by an additional short list of MOOC-related links

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“Even Higher” Education - Harvard Magazine

“Even Higher” Education - Harvard Magazine | faculty higher ed tech | Scoop.it

"This new stage of 'even higher' education responded to a demographic revolution begun in the twentieth century, when life expectancy doubled."

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