We take the prefix para- to illustrate how we work alongside, beside, next to, and rub up against, the all too proper location of the Academy, making the work of higher education a little more irregular, a little more perverse, a little more improper. Our work takes up the potential of the multiple and contradictory resonances of para- as decisive location for change, within the university as much as beyond it.
While acknowledging that the whole concept of self-determination – or ‘Google learning’ as it has been called, pejoratively, in certain circles – is fraught with the potential for missing the point, being distracted into rabbit warrens or just getting bad information, we would like to emphasise that this is only a potential.
===> Any learning theory is only as good as the way in which it is applied and worked through, and we have seen it produce highly successful results where correctly applied, in the right circumstances. <===
Watch this space for chapter and verse, as we will soon be publishing case studies of several recent programmes that feature high levels of learner self-direction.
Learners are changing, learning is changing – and heutagogy can give important clues about rebalancing the burden of responsibilities and permissions in an always-on, networked, instructorless, post-course world.
Universities and higher education systems worldwide are being transformed by new and changing actors, practices, programs, policies, and agendas. From notions of 'global competency' and 'international branch campuses,' to ever more common perceptions that international collaborative research is a desirable objective, through to the phenomena of bibliometrics, rankings and benchmarking that are framed and operate at a global scale, contexts are changing. This massive open online course (MOOC) itself, developed in Madison and Bristol and hosted on the Coursera platform in Silicon Valley, is a perfect case in point! Globalizing Higher Education and Research for the 'Knowledge Economy' is designed to help students better understand some of these complex changes.
I’m convinced that offering online courses led and constructed “by teachers, for teachers” will improve outcomes for all students.The Blueprint for Personalized Learning in Delaware includes stats on why the need for personalized learning is real,...
A conversation about possible futures and multiple present trends could help those of us involved in higher education and technology to think more clearly about how what comes next emerges from what is now.
Legitimation Code Theory (LCT) emerged as a framework for the study of knowledge and education and is now being used to analyse a growing range of social and cultural practices across increasingly different institutional and national contexts, both within and beyond education.
et peeves. Everyone has them. And as it turns out, learners might have a lot more pet peeves about your course than you realize! Today at Your Everything for e-Learning Place, we’re shining the light on 5 pet peeves learners have about online training courses.
Discover what learners hate about your online training course, from patronizing “how to” slides to terrible business jargon.
Edge.org was launched in 1996 as the online version of "The Reality Club" and as a living document on the Web to display the activities of "The Third Culture".
THE REALITY CLUB
The Reality Club was an informal gathering of intellectuals who met from 1981 to 1996 in Chinese restaurants, artist lofts, investment banking firms, ballrooms, museums, living rooms and elsewhere. Reality Club members presented their work with the understanding that they will be challenged. The hallmark of The Reality club has been rigorous and sometimes impolite (but not ad hominem) discourse. The motto of the Club was inspired by the late artist-philosopher James Lee Byars: "To arrive at the edge of the world's knowledge, seek out the most complex and sophisticated minds, put them in a room together, and have them ask each other the questions they are asking themselves."
Pixar movies, interactive video games, smartphone applications—all are forms of computational media, the marriage of computer science to the arts and humanities. Signaling a deeper investment in that fast-growing if slippery field, the University of California at Santa Cruz announced the creation on Monday of what it called the first computational-media department ever.
“There’s always been, in the heart of computing, a concern with human communication and media,” said Noah Wardrip-Fruin, an associate professor of computer science at Santa Cruz. Mr. Wardrip-Fruin and Michael Mateas, a professor who will become chair of the new department, argued this year in a university report that computational media is an interdisciplinary field, not one that simply applies computer science to arts and humanities projects.
The University of Melbourne is looking for a professional to contribute to the development of high quality learning experiences for students, as well as assist academics to maximize the use of educational technology in their teaching practices. Apply specialist educational design skills and experience to design projects in the repurposing and enhancement of subject based materials for delivery in online and eLearning formats and platforms, on such University initiatives as fully online graduate program development and/or MOOCs.
The CEO of Enlearn argues that a digital curriculum that adjusts in real-time to the needs of individual students and teachers is the future of education.
"Recently, our partners at the Center for Game Science at the University of Washington found through their algebra challenges that nearly 95 percent of students participating were able to reach concept mastery of linear equations using the generative adaptive version of the content. But some students needed as much as six times the practice to reach those mastery levels. Furthermore, the additional practice material that any two students required was different—it was specific to each student’s unique learning pathway and progression. This means providing six times the content, tailored specifically to the moment-by-moment learning challenges of each student. A fixed text is incapable of generating any new content, let alone six times the content.
"Competency-based education is a sometimes-controversial model that has gained ground in recent months.
"Advocates say competency-based ed puts the focus on students’ capabilities rather than how many hours per week they spend in the classroom. The benefit for employers, they say, is that prospective employees can be judged more easily, based on their demonstrated competencies rather than guessing how their grades will translate to real-world work. By one estimate, at least 200 institutions have competency-based education programs."
"Is your capacity for learning is fixed or fluid? Can you improve your intelligence and talents through hard work and practice, or are you stuck with the brains you’ve got? Stanford psychologist Carol Dweck says most of us have either a “fixed” or “growth” mindset when it comes to learning. Most of us can get through sixteen years of schooling regardless of which mindset we have, but when it comes to lifelong learning–learning for the sake of learning, without outside pressure–only a growth mindset will cut it."
European higher education remains too conservative to adapt to technological innovations, said a Commission High Level Group on the Modernisation of Higher Education in its report published last week (22 October).
The group, which was launched in 2012 to examine such challenges, makes 15 recommendations to EU member states about how to integrate digital teaching and learning methods in their educational curricula.
Current learning systems are reluctant to leave behind conventional classroom methods and restructure the way universities and schools operate. Teachers do not have the necessary professional training to cope with new ways of schooling. The institutions themselves are poorly equipped with new technologies in order to deliver high quality, online education.
"Last week, I attended the De Lange Conference held at Rice University every other year, this time on “Teaching in the University of Tomorrow.” The future-oriented theme had both intrigued me, and left me a little skeptical. But ultimately I was won over by the chance to attend, for the first time, a conference exclusively focused on teaching. I would be able to talk shop about learning and pedagogy. Like many other academics, I’m concerned about what the university of tomorrow might become."
This project was funded by the Australian Government Office for Learning and Teaching to evaluate and promote pedagogies that enhance the learning outcomes of online simulations in business and related fields. Business simulations offer authentic learning experiences that mirror real world problems and enable students to practise and develop graduate capabilities, technical skills and strategic decision making skills. Emerging technologies along with increased bandwidth have created new opportunities for online simulations and provide improved flexibility and portability for students. However, online simulations are not effective unless they are embedded within a pedagogic framework that optimises learning outcomes. The resources provided by this project are designed to demystify the process of embedding an online simulation into the curriculum.