By Rusty Hartley, Principal Analyst The Beloved Honor Code The honor code at my alma-mater in Virginia remains one of the most distinguishing characteristics of the school. Undergraduates typically schedule their own exams and take them in unsupervised locations. Most students take the honor code pretty seriously and I even reported someone for cheating …
Via deze Battle zijn we op zoek naar nieuwe ICT-toepassingen of creatieve toepassingen van bestaande tools die bijdragen aan het personaliseren van het hoger onderwijs. Hoe kun je die ICT-toepassingen slim(mer) inzetten, zodat een individuele student zijn talenten kan ontplooien en het beste uit zichzelf haalt? Download de hele briefing
What we’re seeing most recently, and what I’m very excited about, is going from that linear model to a much more non-linear idea. The digital learning experience is becoming really a collection of inter-related learning nuggets, that you might take very different paths through, depending who you are and what your needs are, and how you learn most effectively. So that’s where I’m seeing some interesting changes happening.
Linkedin "may become the unofficial, informal accreditor in the space of alternative education delivery,” said Gates Bryant, a partner with Tyton Partners, a consulting and investment banking firm that focuses on education markets. The purchase of lynda.com even goes a step farther, by allowing LinkedIn to offer its own content."
After a long tenure in traditional academia, Richard Levin joined online-learning site Coursera as CEO, where he sees great potential to impact education—and unemployment—on a global scale. A McKinsey & Company article.
Panorama Education, aided by prominent tech investors, is refining student feedback through innovative data collection. School systems are embracing the concept.
Learning Analytics limitations for on-campus education still are that it only works with sufficient data so in case of blended learning, otherwise you do not collect enough data. In contrast, this initiative from the start-up company Panorama, uses research based surveys to generate data. Interesting.
Increasingly, educators are turning to Open Educational Resources (OERs) as teaching tools. OERs are free publicly available educational resources that anyone can copy, use, adapt, and re-share. Numerous OERs exist for teachers, but ever wondered if you could create your own? Do-it-yourself OER is n
A large and growing number of companies are taking aim at the very heart of higher education by uprooting and reshaping the single unifying principle that holds this industry together: curriculum. Quite simply, they are reimagining what is taught, how it is taught, and why it is taught.
Any federal attempts to open even a limited amount of aid dollars to noninstitutional providers almost certainly would face a major challenge from established colleges and, probably, faculty groups. Yet many well-placed observers predict the feds will try something sooner than later. The rare bipartisan support for new ways of delivering higher education is too strong to be ignored
The Future of Learning 2025: Developing a vision for change
"This paper presents key findings from a foresight study on the "Future of Learning",which employed a series of structured stakeholder consultations, in different formats,involving experts, policy makers and teachers, to envisage how and what European citizens will learn in 2020-2030. The overall vision is that personalisation, collaboration andinformalisation (informal learning) will be at the core of learning in the future. This articleargues, based on a series of online expert consultations, in favour of formal education andtraining moving towards more personalised learning strategies in multi-culturalenvironments, stronger integration of external learning opportunities and greater institutionalopenness. In relation to future careers it foresees increased professional flexibility, flatterhierarchies and open knowledge exchange. In addition, experts emphasize the importance ofrecognizing informally acquired skills. Research on technologies for learning should contribute to realising these changes and provide evidence, applications and tools to effectively support flexible, targeted and tailor-made learning opportunities."
1) For course developers, my study offers three key insights.
The completion rate benchmark is higher for students who intend to complete a course. Across nine HarvardX courses, 22 percent of students who intended to complete a course went on to earn a certificate. Other MOOC course teams might find this a useful benchmark to characterize a course's success, taking into account the unique details of each course. 2) Learner intentions can change. On average across courses, 6 percent of intended-browsers, 7.5 percent of intended-auditors, and 10 percent of students with unsure commitments to the course earned a certificate. Some students who did not initially intend to complete a course were convinced to do so. These "intention flips" might be a greater indicator of course success than the students who inevitably attrite. 3) Attrition happens early; course beginnings are important. Regardless of a student's stated intentions, attrition rates are highest in the early part of a course. Course developers should recognize that, for many students, a course's first unit is the only part some students will see. Course teams should consider allocating resources to making that beginning unit inviting and compelling.
No new insights but good to have them firmly researched
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