Learning Futures
Follow
102 views | +0 today
Rescooped by Cathy Ellis from Networked Learning - MOOCs and more
onto Learning Futures
Scoop.it!

Memo to Trustees re: Thomas Friedman’s ‘Revolution Hits the Universities’ | Kris Olds -Inside Higher Ed

Memo to Trustees re: Thomas Friedman’s ‘Revolution Hits the Universities’ | Kris Olds -Inside Higher Ed | Learning Futures | Scoop.it

"In short, there are political and economic machinations associated with the stirring of interest in, and coverage of, MOOCs. Given this, and given the stakes at hand, it is important to address the MOOCs phenomenon is a serious, sustained, and reflective way, not in a knee jerk fashion, one way or the other."


Via Peter B. Sloep
more...
Peter B. Sloep's curator insight, February 14, 2013 6:50 AM

This is an article I failed to notice when it came out, January 27th 2013, but still it is well worth mentioning. It was prompted by an article by Thomas Friedman ("The World is Flat") in the New York Times (http://tiny.cc/jyvhsw) and by a Moody's report on MOOCs (cf. http://tiny.cc/dsvhsw). Kris Olds tries to put some realism into the overly enthusiastic reports on MOOCs that have appeared, particulary the one by Friedman.

 

First, he argues, the upscaling that MOOCs promise is less simple than Friedman suggests: the world is not flat but spiky, with lots of differences between people in their ability to actually take a MOOC (technical, in terms of learning capabilities). Second, the investments needed to set up a MOOC are high, even though the running costs may be low. So not everybody will be able to develop a MOOC. And finally, MOOCs have become part of a political discussion, with their potential to cut costs and thus lower public university funding, which in turn means less taxes. MOOCs thus are a politized platform, and indeed they are. But they are not just so in an economic sense. As I have argued earlier elsewhere (http://tiny.cc/e4uhsw), they are also subject to political debate in view of their capacity to upset the philosphy that underlies our higher education system. MOOCs have the potential to turn higher education into a commodity, a private good, subjected to the laws of the market economy. That is a revolution indeed, considering that at present higher education is a public good, depending on where you live fully or in part. (@pbsloep)

Paulo Moekotte's comment, February 18, 2013 2:41 PM
Dear Peter,

I guess the way xMOOCs are developing substantiates Olds' points with regard to the economical perspective and tendency to commodify HigherEd through this kind of distribution models of learning. But let's not forget that the aspect of increasing accessibility and affordability of learning is still a favorable option in a lot of developing countries. Therefore extending education to those in need but hard to reach, should not be dismissed lightly.
A political discussion about costs and new distribution models that could possibly compete with traditonal institutions and educational means in developed countries however troubles the discussion, and could endanger the societal goals of equality and social mobility that have longtime spurred public education.

The discussion about costs has been led for more than ten years in the US, mainly corroborated by the longstanding and succesful projects and work of Carol Twigg concerning large-enrollment introductory courses and the use of technology (i.e. Program in Course Redesign).

Nevertheless, cMOOCs originate and operate from a different, more community driven angle and altruistic, not for profit perspective. Taken connectivisme serious would mean that models and initiatives we've known for a longer time, like the OER-model of the Rice university (the openstaxcollege for example) would be less depend on institutions and more community driven. Developing and sustaining OER-models is a costly affair and not something that publicly funded institutions can keep on doing forever.

So what's new about the cMOOCs when looking at the 'older' OER-models? And should we favor cMOOC's over xMOOCs? Or can both models co-exist? And where do the control of the quality of content and delivery and the accreditation of outcomes step in? Still a lot of questions that remain to be answered.
Learning Futures
Learning Futures
Trends and forecasts for learning in a digital age
Curated by Cathy Ellis
Your new post is loading...
Your new post is loading...
Rescooped by Cathy Ellis from Learning Technology News
Scoop.it!

How Do We Teach Digital Literacy to Digital Natives? - Edudemic

How Do We Teach Digital Literacy to Digital Natives? - Edudemic | Learning Futures | Scoop.it

Young people today are instant messengers, gamers, photo sharers and supreme multitaskers. But while they use the technology tools available to them 24/7, they are struggling to sort fact from fiction, think critically, decipher cultural inferences, detect commercial intent and analyze social implications. All of which makes them extremely vulnerable to the overwhelming amount of information they have access to

 


Via Nik Peachey
more...
Amy Melendez's curator insight, June 3, 10:56 PM

From the post: "It is our job as educators and content producers to encourage kids to be capable, global citizens in a digital age. Integrating a news story into your classroom everyday not only sparks important conversations, but encourages students to create and analyze their own media responses, provides a basis for asking questions and is a seamless, natural way to incorporate CCSS nonfiction content into your daily lesson plan."

Deyanira Sequeira's curator insight, June 4, 1:35 PM

¿cómo dar alfabetización digital a los nativos digitales?

TeachingStudies's curator insight, June 5, 4:58 AM

bridge to cross

Rescooped by Cathy Ellis from we-Learning
Scoop.it!

Project-based and Problem-based learning

This presentation describes these two instructional models and discusses their similarities and differences.


Via Daniel Tan
more...
No comment yet.
Rescooped by Cathy Ellis from Innovation and quality in e-learning
Scoop.it!

Face-to-face training is not dead; it just needs a 21st century technology make-over

Face-to-face training is not dead; it just needs a 21st century technology make-over | Learning Futures | Scoop.it

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 ...


Via Alastair Creelman, Ana Dias
more...
No comment yet.
Rescooped by Cathy Ellis from Innovation and quality in e-learning
Scoop.it!

Are universities teaching the skills needed in a knowledge-based economy?

Are universities teaching the skills needed in a knowledge-based economy? | Learning Futures | Scoop.it

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


Via Alastair Creelman, Ana Dias
more...
No comment yet.
Rescooped by Cathy Ellis from Innovation and quality in e-learning
Scoop.it!

Reports | MOOC Research

Empirical results from Gates funded MOOC research available for those who can’t wait for peer review vers. in IRRDOL http://t.co/SIAd7dtSsN

Via Rose Heaney, Ana Dias
more...
Rose Heaney's curator insight, June 11, 8:56 AM

Some useful stuff in there  from Selwyn and others

Ana Dias's curator insight, June 21, 9:27 AM

mooc 

 

 

Rescooped by Cathy Ellis from Vocational education and training - VET
Scoop.it!

Infographic. Mapping The Future Of Education Technology

Infographic. Mapping The Future Of Education Technology | Learning Futures | Scoop.it
If its true that 65 of todays grade school students will work in jobs that dont exist yet then we better get ready for some drastically different...

Via Canadian Vocational Association / Association canadienne de la formation professionnelle
more...
Canadian Vocational Association / Association canadienne de la formation professionnelle's curator insight, January 15, 2:49 PM

If it’s true that 65% of today’s grade school students will work in jobs that don’t exist yet, then we better get ready for some drastically different learning environments.
http://www.fastcoexist.com/1680348/mapping-the-future-of-education-technology

 

via EVTA - European Vocational Training Association

tagala's curator insight, January 15, 4:17 PM

Si es cierto que el 65 % de los estudiantes actuales trabajarán en trabajos que aún no existen será mejor que nos preparemos para algunos cambios radicales que se producirán en las próximas décadas en el area de la enseñanza en nuevos entronos de aprendizajes.  ¿Estás preparad@? @vocalversus

Scooped by Cathy Ellis
Scoop.it!

How We Failed (and Then Succeeded) with Khan Academy

How We Failed (and Then Succeeded) with Khan Academy | Learning Futures | Scoop.it
Last fall I wrote about the need for an ed-tech Test Kitchen – a place that might address ‘what works’ in ed-tech. It’s really a two-part question: which products work and how should they be used? ...
more...
No comment yet.
Scooped by Cathy Ellis
Scoop.it!

Wake up! PowerPoint alternatives and tips to caffeinate your presentations - Digital Trends

Wake up! PowerPoint alternatives and tips to caffeinate your presentations - Digital Trends | Learning Futures | Scoop.it
Digital Trends
Wake up! PowerPoint alternatives and tips to caffeinate your presentations
Digital Trends
PowerPoint's grip has tightened as more and more people, not just in technology but in all walks of life, are being asked to give presentations.
more...
No comment yet.
Scooped by Cathy Ellis
Scoop.it!

Why predictions about technology are always wrong | The Enlightened Economist

Why predictions about technology are always wrong | The Enlightened Economist | Learning Futures | Scoop.it
more...
No comment yet.
Scooped by Cathy Ellis
Scoop.it!

The Google Glass generation: In our shiny new digital world are we increasingly terrified of being alone?

The Google Glass generation: In our shiny new digital world are we increasingly terrified of being alone? | Learning Futures | Scoop.it
In the past few days smartphone wars have increased, fuelled by the announcement of the Galaxy S4. (RT @TEDxSheffield: A Dark Lens? After Google's demo of Glasses at TED2013, here's @vickybeeching on the Google Glass generation..
more...
No comment yet.
Scooped by Cathy Ellis
Scoop.it!

Sugata Mitra

Sugata Mitra | Learning Futures | Scoop.it
| TED (Technology, Entertainment, Design) is where the world's leading thinkers and doers gather to share ideas worth spreading.
more...
No comment yet.
Scooped by Cathy Ellis
Scoop.it!

Innovating Pedagogy | Open University Innovations Report #1

Innovating Pedagogy | Open University Innovations Report #1 | Learning Futures | Scoop.it
more...
No comment yet.
Scooped by Cathy Ellis
Scoop.it!

Sugata Mitra: Can kids teach themselves?

http://www.ted.com Speaking at LIFT 2007, Sugata Mitra talks about his Hole in the Wall project. Young kids in this project figured out how to use a PC on th...
more...
No comment yet.
Rescooped by Cathy Ellis from Learning Technology News
Scoop.it!

The Place of Virtual, Pedagogic and Physical Space in the 21st Century Classroom

The Place of Virtual, Pedagogic and Physical Space in the 21st Century Classroom | Learning Futures | Scoop.it
This paper outlines work connected to the successful convergence of digital, pedagogic and physical space. The Sydney Centre for Innovation in Learning (SCIL) has been focusing on the gap that has existed in schools where the physical layout is often stuck in an industrial-era education model, rather than reflecting the possibilities of ICT-enhanced personalised learning. SCIL has been working to create digital spaces so that students can consistently transition from

the real to virtual world


Via Nik Peachey
more...
Carlos Rodrigues Cadre's curator insight, July 14, 8:41 AM

adicionar a sua visão ...

Lia Goren's curator insight, July 15, 9:41 AM

More recent researchers have been quick to highlight that in a world of rapid technological change, today’s students are demonstrating serious signs of disengagement. As Marc Prensky highlights in ‘Engage Me or Enrage Me – What Today’s Learners Demand’ (Prensky, 2005,p.2):


“Rather than being empowered to choose what they want … and to see what interests them … and to create their own personalized identity – as they are in the rest of their lives – in school, they must eat what they are served. And what they are being served is, for the most part, stale, bland, and almost entirely stuff from the past. Yesterday’s education for tomorrow’s kids.”


The challenge is patently clear – schools have to embrace the ‘megachange’ required and construct new paradigms for learning in the twenty first century world. Mavers made the comment that:


“As digital technologies proliferate and become established in the everyday world of home, work and community, schools are inhabited by young people who are experienced users of a range of media and whose use is characterized by agency and adaptability.” (MAvErS, 2007, P.52) 3The Place of Virtual, Pedagogic and Physical Space in the 21st Century Classroom — Stephen Harris Page 5 No longer is the change a topic for conversation, it is an imperative.


Guski talked about the importance of spatial perception in school architecture, highlighting that ‘we don’t only see an object, we also feel, smell, taste and hear it’. (Guski, 2000, p.2) and Walden picks up that same spatial theme stating that:


“A space is much more than four walls, floor and ceiling. The spatial conditions that should be considered for human well-being include color scheme, lighting, heating, cooling and ventilation, acoustics, smells and furnishings. All these aspects can significantly influence the sense of well-being and readiness to learn and therefore learning performance.” (WALDEN, 2009, P.78)

Javier Antonio Bellina's curator insight, July 15, 10:45 AM

Los espacios en el aula del Siglo XXI

Rescooped by Cathy Ellis from we-Learning
Scoop.it!

Experts: Internet of Things and Wearables Will Dominate by 2025

Experts: Internet of Things and Wearables Will Dominate by 2025 | Learning Futures | Scoop.it

Experts believe the Internet of Things — the concept that all devices, objects and systems could be connected and share information in the future — will have a widespread effect on the way we live our everyday lives by 2025.


Via Daniel Tan
more...
No comment yet.
Rescooped by Cathy Ellis from Innovation and quality in e-learning
Scoop.it!

Nice work and open education EDEN 2014

Work and education: unemployment and poor quailty work in the European Union, and the potentikal for open education to respond

Via Alastair Creelman, Ana Dias
more...
No comment yet.
Scooped by Cathy Ellis
Scoop.it!

Technology Integration Matrix

more...
No comment yet.
Rescooped by Cathy Ellis from Vocational education and training - VET
Scoop.it!

MOOCs Are Largely Reaching Privileged Learners, Survey Finds

MOOCs Are Largely Reaching Privileged Learners, Survey Finds | Learning Futures | Scoop.it

Via Canadian Vocational Association / Association canadienne de la formation professionnelle
more...
Canadian Vocational Association / Association canadienne de la formation professionnelle's curator insight, January 5, 10:09 AM

http://chronicle.com/blogs/wiredcampus/moocs-are-reaching-only-privileged-learners-survey-finds/48567
Related paper. The MOOC Phenomenon: Who Takes Massive Open Online Courses and Why?
Massive open online courses (MOOCs) have commanded considerable public attention due to their sudden rise and disruptive potential. The student population tends to be young, well educated, and employed, with a majority from developed countries. There are significantly more males than females taking MOOCs, especially in BRIC and other developing countries. Students’ main reasons for taking a MOOC are advancing in their current job and satisfying curiosity. The individuals the MOOC revolution is supposed to help the most — those without access to higher education in developing countries — are underrepresented among the early adopters.
http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2350964

Rescooped by Cathy Ellis from Business and Economics: E-Learning and Blended Learning
Scoop.it!

Create HTML5 Interactive Presentations, Animations, infographics & banners

Create HTML5 Interactive Presentations, Animations, infographics & banners | Learning Futures | Scoop.it
Use Presenter to create free professional interactive HTML5 Presentations, animations, banners, Splash pages and more.

Via Ana Cristina Pratas, Jenny Pesina
more...
Dean Mantz's curator insight, April 22, 2013 9:38 AM

Special thanks to Ana Cristina Pratas for posting this resource site on her Digital Delights for Learners collection page via Scoop.it. 

Alexander Abramov's curator insight, April 23, 2013 1:33 AM

Everything you ever wanted to know

Bilal W.Dawoud's curator insight, April 23, 2013 6:30 AM

A great new way to present your ideas?

Rescooped by Cathy Ellis from Connectivism and Networked Learning
Scoop.it!

Which Learning Theory would be most appropriate for our Education System? Instructivism, Constructivism, or Connectivism | Initiate! What is learning design?

Which Learning Theory would be most appropriate for our Education System? Instructivism, Constructivism, or Connectivism | Initiate! What is learning design? | Learning Futures | Scoop.it
I know this would set out another fire, though you would surely like to know why this flame of debates about Learning Theory goes out? First, let's see the differences between Constructivism and In...

Via suifaijohnmak
more...
No comment yet.
Scooped by Cathy Ellis
Scoop.it!

Risky Business - Making Phenomenal Decisions (While Not Forgetting the Risk)

Risky Business - Making Phenomenal Decisions (While Not Forgetting the Risk) | Learning Futures | Scoop.it
Learn 5 easy-to-remember steps to maximize your control of risk in your business. Controlling risk means higher profitability - who does not want that?
more...
No comment yet.
Scooped by Cathy Ellis
Scoop.it!

Libraries evolve with the times - Boston Globe

Libraries evolve with the times - Boston Globe | Learning Futures | Scoop.it
Boston Globe
Libraries evolve with the times
Boston Globe
Before leaving, he discussed how public libraries have changed over the years, how they remain relevant today, and how they are continuing to evolve in a digital age.
more...
No comment yet.
Scooped by Cathy Ellis
Scoop.it!

The Future of Learning Institutions in a Digital Age

In this report, Cathy Davidson and David Theo Goldberg focus on the potential for shared and interactive learning made possible by the Internet.
more...
No comment yet.
Scooped by Cathy Ellis
Scoop.it!

Ten Technology Trends That Will Change the World in Ten Years

For more info: http://www.cisco.com/go/ibsg/innovations At Cisco Live 2011, Dave Evans, Cisco’s chief futurist and chief technologist for the Cisco Internet B
Cathy Ellis's insight:

From 2011 but still relevant.

more...
No comment yet.
Scooped by Cathy Ellis
Scoop.it!

Research: Internet technology not fully exploited in teaching

Research: Internet technology not fully exploited in teaching | Learning Futures | Scoop.it
University educators mainly use internet technology for distributing course work. One researcher argues that educational institutions do not fully exploit the potential of online technology.
more...
No comment yet.