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Stanford Economist: Elite Colleges Should Not Give Credit for MOOCs – Wired Campus - Blogs - The Chronicle of Higher Education

Stanford Economist: Elite Colleges Should Not Give Credit for MOOCs – Wired Campus - Blogs - The Chronicle of Higher Education | learner driven | Scoop.it

Her conclusions—that MOOCs provide a more suitable substitute for certain nonselective-college programs than for selective ones—are not necessarily as intriguing as her analysis, which frames the issue in economic terms.

Highly selective institutions like Stanford do not so much sell education programs and services for an upfront fee, Ms. Hoxby writes. Instead, they invest in promising students who are likely to attain wealth and influence after college. Only a fraction of those students will end up making significant gifts to the institution later in life, but those gifts subsidize the programs and services Stanford supplies to all its other students.

The sustainability of that “virtuous circle” depends on those talented students’ feeling a deep emotional connection to their alma mater, writes the Stanford professor. If selective colleges began granting credit to students who succeeded in their MOOCs, it could compromise the more traditional “human-capital investments” in their portfolios, she says.

iPamba's insight:

Making the elitist case of US vs. THEM

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Blended Learning Is No Longer OptionalMillennial Learners Demand It

Blended Learning Is No Longer OptionalMillennial Learners Demand It | learner driven | Scoop.it
Christopher Tiné explains how blended learning offers several ways for organizations to help sales reps hone their selling skills.
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Humanizing Online Teaching and Learning: The Quest for Authenticity

Humanizing Online Teaching and Learning: The Quest for Authenticity | learner driven | Scoop.it
As I went through the steps of the recent EDUCAUSE Learning Initiative course on Humanizing Online Learning and Teaching, I found myself returning to one question repeatedly: How can I inspire authentic collaboration?
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It’s time to get the most from Learning Management Systems - Dr. Terry Anderson in ContactNorth

It’s time to get the most from Learning Management Systems - Dr. Terry Anderson in ContactNorth | learner driven | Scoop.it
Dr. Terry Anderson, Research Associate 
Contact North | Contact Nord 

Three Pillars of Educational Technology: Learning Management Systems, Social Media, and Personal Learning Environments | teachonline.ca 

 Part 1: Getting the Most from Learning Management Systems 

All post-secondary faculty and students use educational technology– whether for classroom-based, blended or fully online learning and teaching. This three-part series, Three Pillars of Educational Technology: Learning Management Systems, Social Media, and Personal Learning Environments, explores the Learning Management System (LMS), social media, and personal learning environments – and how they might best be used for enhanced teaching and learning.

This three-part series, Three Pillars of Educational Technology: Learning Management Systems, Social Media, and Personal Learning Environments, explores the Learning Management System (LMS), social media, and personal learning environments – and how they might best be used for enhanced teaching and learning. 

This first instalment, Getting the Most from Learning Management Systems, looks at the ubiquitous learning management system to undercover the many ways this multi-functional tool is used to support teaching and learning, as well as some of the challenges. 

In the second instalment, How Social Media Support and Expand Teaching and Learning, a variety of social media and networking applications are explored to highlight their strengths and limitations. 

The final instalment, How Personal Learning Environments Contribute to Success in Teaching and Learning, looks at the expanding uses of personal learning environments by students and faculty.

Summary from Academica Top Ten - Thursday, October 27, 2016: 

"It’s time to get the most from Learning Management Systems, writes Contact North contributor 

Higher education has reached a point where “all post-secondary faculty and students use educational technology–whether for classroom-based, blended or fully online learning and teaching,” writes Terry Anderson for Contact North | Contact Nord, which is why institutions need to know they are getting all that they can out of their Learning Management Systems. 

To help this effort, Anderson explains how any LMS must support the four core activities of content delivery, learning assessment, interaction and communication, and analytics. 

The author then turns to a discussion of new developments in LMS technologies and highlights some of the challenges still faced by even the most forward-looking institutions
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Here Is A Good Visual on Blended Learning

Here Is A Good Visual on Blended Learning | learner driven | Scoop.it

"Here is a short visual we created for teachers explaining the core notions behind the concept of Blended Learning. We have also included a collection of what we believe are some essential web tools for classrooms that adopt a blended learning model of instruction. You can share, print and use the visual the way you want as long as you credit us as the source." From Educational Technology and Mobile Learning

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Digital Readiness for Online Learning - Virtual Classrooms Can Be as Unequal as Real Ones

Digital Readiness for Online Learning - Virtual Classrooms Can Be as Unequal as Real Ones | learner driven | Scoop.it
Online courses are praised for their potential to make education accessible to everyone—but they’re leaving students behind.
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Is online learning the future of education?

Is online learning the future of education? | learner driven | Scoop.it
In a recent survey, almost 80% of young people said they've taken an online course. Is this the future of education?
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Study finds few students cheat the system with digital homework questions

Study finds few students cheat the system with digital homework questions | learner driven | Scoop.it

"Even if they could cheat without being penalized, most students will take an honest stab at homework questions, study finds."


Summary from Academica Top Ten - Tuesday, June 5, 2016:


"Students will make earnest attempt to perform homework even when given the chance to cheat, says new study A new study from the University of California, Riverside has found that students will make an honest attempt to answer homework questions even when they have the opportunity to see the answers without penalty. According to Inside Higher Ed, the study was designed to produce further knowledge about one of the biggest questions surrounding online learning: whether students learning at their own pace will rush through questions or take the necessary time to learn. While the report found that some questions produced lower levels of “earnestness” in students’ level of effort, researchers concluded that this difference stemmed largely from the quality of the questions being asked rather than the subject matter or the students. "

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Unpacking the Problem of Unmotivated Online Students (EdSurge News)

Unpacking the Problem of Unmotivated Online Students (EdSurge News) | learner driven | Scoop.it

"Motivation’s Shaping Forces

Connection to an experience fosters greater memory retention and deeper engagement.


To start, motivation is not like having a size 8 foot. It’s not a fixed trait that some humans either have or don’t have. Rather, motivation is more like water; its qualities are impacted by other forces. Water can be serene and glass-like one day and rough and choppy the next, depending on factors like the weather or the number and type of boats in use. Motivation is similarly influenced by outside factors."


Summary by Academica Top Ten  - Thursday, June 2, 2016


"Understanding the “six Cs” of motivation is key to online learning “Motivation is not like having a size 8 foot,” writes Michelle Pacansky-Brock for EdSurge. “It’s not a fixed trait that some humans either have or don’t have.” 


The author argues that when designing an online course, it is essential to consider the six Cs of motivation, which are choice, control, constructing meaning, challenge, collaboration, and consequences. 


Some stakeholders often make the mistake of thinking that students are either motivated or not, and this is where a clear understanding of the six Cs is key to boosting student motivation. Pacansky-Brock further concludes that a successful online course must understand the emotional or affective aspects of learning, which can so easily be lost in the temptation to use online teaching to simply transmit information."

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Ensuring Student Success in Online Courses

Ensuring Student Success in Online Courses | learner driven | Scoop.it
As an online instructor, there is a lot you can do to support your students through better course design, communication, and instructor presence.
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Essentials of effective instructional design

Essentials of effective instructional design | learner driven | Scoop.it
Great instructional design delivers a seamless user experience. In this post, I show you how to use UX and UI principles to create content learners love.
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Should Online Learning Supplement or Replace Classroom? OUSA Releases Online Learning Policy Paper

Should Online Learning Supplement or Replace Classroom? OUSA Releases Online Learning Policy Paper | learner driven | Scoop.it

"What does online learning mean to Ontario’s university students? OUSA’s new policy paper, Online Learning, offers insights from students on what their vision for online learning is and what it could be going forward.

Students do not believe that online learning should be used as a replacement for the traditional classroom experience, but rather, that it should act as a complement to in-person academics. To reflect this sentiment, our policy paper focuses on fully-online courses and not fully-online degrees, although both are important to the future of online learning. Ideally, what online learning offers students is flexibility and greater levels of access to post-secondary education, while providing them with the same standards of quality that apply to traditional classes."


Summary from Academica Top Ten - Wednesday, April 13, 2016


"Online learning is a valuable supplement, but not a substitute for in-person learning, says OUSA report “Students do not believe that online learning should be used as a replacement for the traditional classroom experience, but rather, that it should act as a complement to in-person academics,” according to a new policy paper on online learning released by the Ontario Undergraduate Student Alliance. The report finds that online learning can be invaluable for providing flexibility and greater access to higher education, but only if steps are taken to ensure that the quality of online learning continues to meet the highest of standards. To this end, the report presents a series of key insights and recommendations for online learning in Ontario."

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The Bewildering Language of Online Learning! | teachonline.ca

The Bewildering Language of Online Learning! | teachonline.ca | learner driven | Scoop.it
“What on Earth Are You Talking About?” 
" For many faculty members, instructors, practitioners, administrators and policy makers, the language used to describe and discuss online and flexible learning is confusing. What on earth is a “flipped classroom”? What is the difference between “blended learning” and “fully online” learning? Why do some programs not have “instructors” but do have “mentors, coaches and guides”? It can be confusing. Let’s look at the language of online and flexible learning and help understand what is being said when key terms are being used."
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Online Learning Report Shows Long-Term Higher Education Trends

Online Learning Report Shows Long-Term Higher Education Trends | learner driven | Scoop.it
The Babson research group published final annual study that analyzes long term trends in higher education online learning.
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The Human Element: Faculty Collaboration in an Increasingly Digital World

The Human Element: Faculty Collaboration in an Increasingly Digital World | learner driven | Scoop.it

Like most technologies, Web 2.0 learning tools can connect or divide us. The path we choose depends on how we understand and use the tools. Since ancient times, technological advances have stoked fears (among some) that our humanism will erode when new technologies grab hold of how we interact. 


No less a scholar than Socrates warned us that writing words down on parchment would kill our memories. Conversely, technological advances have also been seen as life-giving and nourishing, particularly by early indigenous populations who innovated to advance agriculture and irrigation. 


This fundamental separation — whether technology is bringing us together or pulling us apart — is alive in the 21st century, including within U.S. higher education. Students and faculty are the most impacted.

Here are the challenges that face our faculty today:

Students who have access to smartphones and high-speed Internet may be distracted by a bombardment of quick and often shallow information.


Students who do not have access could fall behind through no fault of their ability to learn.


Faculty expectations and practices are changing at many institutions because Web 2.0 learning technologies are continuously evolving.


With too little technology, we risk losing our edge. With too much technology, faculty can feel like Sisyphus with a boulder in one hand and a tablet in the other. But the technology in which colleges and universities invest, usually with an eye on the student experience, need not be limited to improving classroom learning.

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Blackboard Study on How Instructors Use the LMS

Blackboard Study on How Instructors Use the LMS | learner driven | Scoop.it
Blackboard today released a study on how instructors and students in 70,000 courses across 927 institutions used Blackboard Learn, the company's learning management system. The research found five course patterns or archetypes (below). The majority of the courses fell into the category of content heavy, with low interaction.
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4 Ways To Reduce Attrition in Online Courses

4 Ways To Reduce Attrition in Online Courses | learner driven | Scoop.it

Online education has a promising future. Students across the world are opting for online courses. However, low completion rate has always been a matter of debate. 


It’s possible to cut down on drop-outs and improve completion rates of online courses. Here are four most effective ways to reduce attrition in online classes.   


About 5.8 million students enrolled in at least one online course in 2014.This marked an increase by 3.7 from the year 2013. But 30-65% of US students enrolled in online courses drop out before completion. 


Steps to Improve Course Completion Rate: 


1. Establish Relationship with Learners Right from the Start: Time moves faster in digital landscape. Without delaying the relationship building for later, be quick to ‘know’ your learners and make them comfortable in the very beginning of the course. Use ‘virtual icebreaking’ tools like chat and video Remember your learners’ names 


2. Create a collaborative learning culture: Online learning environments invite students from varying places across the globe. It can result in feelings of isolation and disconnect. Counter this by helping learners develop a connection with each other and encourage learning by sharing. Invite your learners to share ideas Assign regular group activities 


3. Let Your Learners Help You: No course is either ‘good’ or ‘bad’ but there are always areas to improve. Ask your learners what they like about your course, what they would like to change, what they would like to discuss in their next class, etc. Make use of data to identify issues Collect student feedback 


4. Know Where Your Learners Struggle: The learning path isn’t a straight line. Design your course in a way that you’re ready to help learners when they struggle. Address challenges through a weekly video chat Provide learners with supplemental learning material"  


References included in article

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Learning in the Digital Age - Conference Board releases report on state of e-learning in Canada

Learning in the Digital Age - Conference Board releases report on state of e-learning in Canada | learner driven | Scoop.it

Information and communication technologies (ICTS) hold the potential to improve post-secondary learning by making learning more accessible and engaging. This report considers how e-learning could improve post-secondary education in Canada.


Summary from Academica Top Ten - Thursday, October 13, 2016:


Conference Board releases report on state of e-learning in Canada 


E-learning is becoming a popular method for delivering education because it appeals to learners, it is attractive to learning providers, and the technologies and practices supporting it are always improving, according to a new report from the Conference Board of Canada. However, the report finds that the adoption of e-learning remains highly variable among Canadian PSE institutions, and several barriers still keep institutions from realizing the technology’s full benefits. The report highlights three key barriers and makes recommendations on how to address them.

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Big Data Analysis in Higher Education: Promises and Pitfalls

Big Data Analysis in Higher Education: Promises and Pitfalls | learner driven | Scoop.it
The grand challenge in data-intensive research and analysis in higher education is to find the means to extract knowledge from the extremely rich data sets being generated today and to distill this into usable information for students, instructors, and the public.
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College adds palliative care program

College adds palliative care program | learner driven | Scoop.it

Summary from Academica Top Ten - Friday, July 29, 2016:


"ON colleges pool resources to develop online programs Barbara Simpson reports that a number of new online programs are being developed through Ontario Learn, a consortium of 24 colleges in Ontario who develop online courses that enable small colleges to offer a range of programs and courses without needing to fill a classroom. “We may see three registrations (at Lambton College) ... but across the province, there's a healthy section size, so ... it will run,” explains Lambton Executive Dean of Academic Affairs Donna Church. The article goes on to discuss many of the programs that are currently being developed or introduced at colleges such as Lambton."


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Daphne Koller: What we're learning from online education

Published on 1 Aug 2012
Daphne Koller is enticing top universities to put their most intriguing courses online for free -- not just as a service, but as a way to research how people learn. With Coursera (cofounded by Andrew Ng), each keystroke, quiz, peer-to-peer discussion and self-graded assignment builds an unprecedented pool of data
iPamba's insight:
Published four years ago, but worth revisiting
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Lurkers are learners: new approaches to understanding participation online

Lurkers are learners: new approaches to understanding participation online | learner driven | Scoop.it
Some concepts become embedded in common parlance as a standard truism but in fact serves to obscure real value in online behavior. The 1-9-90 model of online community participation is one of those shorthands that doesn’t serve us wel

Via juandoming
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SPOC (Small Private Online Course): to boldly go where no course has gone before

SPOC (Small Private Online Course): to boldly go where no course has gone before | learner driven | Scoop.it

"To aid non-traditional students, David Burns invented ‘Spoc’, a digital course where an academic is always on call"


Summary from Academica Top Ten - Friday, April 29 ,2016


"Not into MOOCs? How about a SPOC? Teachers with many non-traditional students understand the appeal of digital learning, writes David Burns of Kwantlen Polytechnic University, but the question of how to use this technology effectively can create doubt. This is why Burns created what he dubs a SPOC, or small private online course. Burns argues that creating a SPOC required him to make two fundamental changes to the way he approached teaching. First, he stopped thinking of his class as being divided into time blocks, instead seeing every moment as a possible opportunity to record a new thought and post it to his course’s online materials. Second, he extended his office hours from three hours per week to 30, effectively putting himself “on-call” for whenever students wished to seek out his help."

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Study explores online learning trends at community colleges

Study explores online learning trends at community colleges | learner driven | Scoop.it

"Improving economy leads to lower enrollments at community colleges, report shows. Can online programs help stanch the flow?"


"Community colleges have embraced online education to a much greater extent than four-year institutions have. Virtually all of the administrators surveyed by ITC (94 percent) said online courses are equivalent or superior to face-to-face courses (faculty members were not surveyed)."

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Online Education as a Catalyst for Organizational Change? | Technology and Learning

Online Education as a Catalyst for Organizational Change? | Technology and Learning | learner driven | Scoop.it

"More discussion of the MIT Online Education report."


Summary from Academica Top Ten - Wednesday, April 9, 2016

"Online education to become catalyst for disruption in higher ed A new study from MIT says that a blend of new learning science and online education is shifting a postsecondary teaching paradigm that is “ripe for disruption.” Drawing on the most recent research in learning science, the report finds that online learning technologies offer a significant threat to the status quo of PSE teaching. Yet it notes that the speed of this disruption will depend on other changes to the existing economic and political priorities of higher ed, such as the ongoing shift toward competency-based training and employer-supported credentialing. The report goes on to outline four developments that need to occur before online learning can fully achieve its disruptive potential. "


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Instructional Technologies: What is it like to be a student in your online class? - Tips and Tools

Instructional Technologies: What is it like to be a student in your online class? - Tips and Tools | learner driven | Scoop.it
Even though we have the best of intentions, sometimes we could make a few tweaks to our online courses that would be appreciated by our students, more than we may know.
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