Future Forum aired 8.30pm AEDT on Sunday, December 9, and featured an online chat following the program with Professor , vice-chancellor of the University of Southern Queensland and Professor , vice-chancellor of the University of Ballarat.
the use of rubrics to evaluate appropriateness of Apps for teaching probably something that is poping in every educator's mind, and i like the way this article suggest this "simple" method.
but development of the rubric it self can be "not so simple"; we also have the danger of making the rubric too simple to be offering any meaningful use. how do we get the rubric right, probably is important discussion to have. or is it even possible to get it right? i have a personal tendency to think it's possible and needed.
Knowledge@Wharton: How Coursera Is Disrupting the Traditional Classroom
Interview with Stanford professor Daphne Koller. MOOCs and formal education experiences, substitute or complement? What the development of MOOCs from the point of view of Coursera, one of the MOOC provider.
In the second installment of a two-part series, CT examines how pioneering schools--either alone or in consortia--are mining Big Data in hopes of uncovering the ultimate riches: improved student learning and performance.
Robin Good: "7 Things You Should Know About Social Content Curation" is a technology brief from Educause which aims to introduce, explain and illustrate the emerging social curation trend and why it is relevant to teaching and learning.
From the official abstract: "An emerging class of online tools, including Pinterest, Scoop.it, EduClipper, and others, allows users to quickly and easily gather, organize, and share collections of online resources, particularly visual content.
These applications make it easy to collect and post disparate bits of content, providing visual groupings at a glance that can reveal important patterns.
In academic settings, they can facilitate more visual thinking and discussion among students while providing a means to share collections of online content."
the article is from Quirks Marketing Research Review magazine, December 2012 issue, titled "Getting in the game" by Susan Fader, which talked about subtly introducing elements of game playing into qualitative market research.
but what interest me is that how all of the approaches are devised to strengthen the interaction when conducting qualitative research for marketing research. it's another point where we emphasize on the significance of face to face meeting.
curious how the advent of MOOCs and other massively and probably intensively online learning, would influence the way the society interact.
Intrinsic motivator for 21st business: autonomy + mastery + purpose,
Curious how it translate to education. Has there been any study in looking the effectiveness of the “carrot & stick” paradigm in education these days? In what scenario do they still effective, in what scenario when their effectiveness starts to diminish?
"Ten universities from Brandeis and Duke to Vanderbilt, Wake Forest, and Washington University in St. Louis are pulling together to launch a new program that delivers credit-bearing online courses to students that may or may not be enrolled in their own institutions"
would be interesting to see how the market and students responses.
"Sharing my work online has become a huge part of the way i learn. those connections make it possible for me to gain a bigger audience, which means more feedback and more learning. a lot more people are finding me now" - Mark Klassen.
what is "better education"? the speaker speaks about what is better, and also (i think) his positioned MOOCs in the education system; and contrast it with the real education.
about educating differently; in the second half of the video, the speaker makes interesting argument, which i tink very much relevant to any teachers teaching in any age group including Higher Education.
Issues of social practices in the 21st century teaching and learning; interesting suggestion in recasting existing pedagogies with new digital tools; looking at the new learning and knowledge ecology. activity of making context, through experimentation (“play”) enabled by technology.