INRIA : « tout le monde confond Big Data et Machine Learning » La Revue du digital Les articles des journalistes et les échanges sur les réseaux sociaux montrent la confusion qui existe entre le Big Data et l'analyse prédictive, également appelée...
Online discussions, just like those in a face-to-face setting, can take many forms. Some never get beyond pleasantries, some turn nasty and many are extremely rewarding exchanges of ideas. Many assume that the classroom is the best place for discussion but that requires good management and a small number of participants. Classroom discussion is often dominated by the most vocal and confident students and in most classes there are students who seldom if ever open their mouths. It also favours those who are able to formulate their ideas quickly and many opinions expressed so spontaneously are not necessarily well thought out.
JOURNALISTS, AS 2013 ended, were busy declaring the death of MOOCs, more formally known as massive open online courses. Silicon Valley startup Udacity, one of the first to offer the free Web-based college classes, had just announced its pivot to vocational training — a sure sign to some that this much-hyped revolution in higher education had failed. The collective sigh of relief from more traditional colleges and universities was audible.
The culture of open should not be limited to the possibility of access, adapt and share resources. It also opens the possibility to diversify the sources of knowledge acquisition but also novel mechanisms to recognize new learning developed within but also outside of the formal educational settings. Open educational assessment is a matter to be created.
With the advent of e-learning, the death knell of face-to-face training was sounded, and yet as we know, it has survived and indeed it is flourishing. In fact it appears that many people prefer face-to-face learning over e-learning for a number of reasons, for example ...
Dr. John Hoberman was among the first University of Texas professors to offer a MOOC, or Massively Open Online Course. Now, lectures, images, video, and audio from the course are availabile in an enhanced e-book version that explores the systems of competition and cooperation that drive globalization. The video and audio enhanced e-book is available in multiple formats through The University of Texas Press and major online book retailers. Read this interview with Dr. Hoberman about the Age of Globalization.
um excelente artigo sobre a função dos Professores num Mooc e em cursos online no ensino superior.. uma leitura essencial, vinda da Univ de Edimburgo que tem 100 MOOCs, 1000 OERs e 10 000 000 alunos desde 2012 (massive!!)
This is the first of a couple columns about a growing trend in Artificial Intelligence (AI) and how it is likely to be integrated in our culture. Computerworld ran an interesting overview article on the subject yesterday that got me thinking not only about where this technology is going but how it is likely to affect us not just as a people. but as individuals. How is AI likely to affect me? The answer is scary.
Acaba de estar disponível um curso e-learning sobre empreendorismo promovido pelo projeto YEU - Youth Enterprise and Unemployment. Desenvolvido com base no YENTELS - Serious Game for Entrepreneurs, este curso ...
Are universities teaching the skills needed in a knowledge-based economy? This is one of the questions I have been asking myself, and there of course a couple of ways to respond to this: 1. Of course – we teach critical thinking, problem solving, research skills, and encourage original thinking: just the skills needed in today’s work force. 2. That’s not our job. Our job is the pure exploration of new knowledge and ideas and to pass that love of knowledge on to the next generation. If some of that rubs off in the commercial world, well and good, but that’s not our purpose. - See more at: http://www.tonybates.ca/2014/05/29/are-universities-teaching-the-skills-needed-in-a-knowledge-based-economy/#sthash.vbbfRn1a.dpuf
Beuth Badges is an R&D project at Beuth University of Applied Sciences in Berlin led by Ilona Buchem – professor for digital media. The R&D team comprises of Peggy Sennewald (technical development) and Magdalena Kierat (interface design). The idea of Beuth Badges is inspired by one of the Mozilla DML Competition winners - Moodle as Issuer, Mahara as Displayer.
New forms of education require new types of credentials. But what does it mean when job applicants put digital badges on their resumes or when an employee earns a verified certificate from a free online course? One of the biggest opportunities for MOOCs and other digital learning environments has been in the development of alternative credentials, which may turn out to be even better than traditional degrees at highlighting one’s knowledge and skills.