Since MOOCs are still relatively new to the scene in online education, there hasn’t been much experimentation regarding different forms of technology. As of now, MOOCs develop their curriculum progressively through various online channels, including chat rooms, message boards, Facebook groups, and other mediums of online communication
This conference will question why most educational institutions still educate tomorrow’s leaders, experts and workforce with yesterday’s tools. The contemporary education landscape is facing disruptive technological advancements and the promises of web 2.0 to foster a new mode of knowledge creation and collaborative learning among students around the world. We are always online, continuously updating and connecting to electronic information nodes in the globalised digital village of the web. A key issue to develop a balanced view on the topic from all perspectives: strategic, pedagogical, managerial as well as technological. We aim to bring in contributions from different domains and disciplines towards open innovation and thus quality.
The deep-rooted problems of education in the developing countries, and the new ones arising from the force of history, still need technology for their solution, but it must be a renewed, an appropriate technology, able to respond adequately to these needs.
Though all of the previously mentioned MOOCs are not necessarily accredited, they do provide options for certification if the student fulfills the necessary requirements to become certified. So what does this all really mean for the traditional university model? With rampant unemployment and unprecedented student debt, higher education institutions of today are forced to evolve. So the free online class models may not necessarily be helping the universities bottom line, but can increase the overall recognition that the university receives in expanding their educational reach. It will be interesting to see how many universities choose to take part in the MOOC model and what results will actually come from students that are participating in these classes.
In our eating, we don’t choose one path or the other. Those of us who can afford to, combine meals at home with dining and take out. We base our decisions on many factors that change on a daily if not hourly basis. Education, I predict, will be more like that. Transcripts will be replaced by collections of badges that learners acquire, and they will get those badges from a variety of sources – learning some things in MOOCs and some in face-to face sessions designed to develop skills and refine performance into the nuanced expertise required for success in most fields. We won’t be buying “meal plans” or signing a contract with an “all you can eat” buffet. We’ll be recognizing an educational need and finding and engaging in options that make sense, personally.
Stanford University, the hotbed of education innovation, has just announced the creation of a new department and Vice Provost dedicated to online learning. It’s crystal clear that online learning is the future of education at this point … and Stanford is not messing around.
There’s a lot to unpack about learning analytics — everything from how student data is captured to how it will be used. For all of its promises — and there are many, as evidenced below — the two biggest areas of concern regarding using student data are around issues of privacy, as in who has access to student information and what are the possible negative ways that information could be used, and how student data might be used against educators. Privacy is addressed in this otherwise mostly positive infographic, created by Australia’s informED, which takes a crack at explaining all the different aspects.
The International Higher Education Teaching and Learning Association cordially invites you to attend the 2013 International HETL Conference to be held at the University of Central Florida, in cooperation with the UCF Karen L. Smith Faculty Center for Teaching and Learning. Early bird registration is open from June 23 to October 1, 2012. Regular registration is open from October 2 to December 15, 2012. On-site Registration is January 13 - 15, 2013.
The design of the site is clean and intuitive. It’s made for young people on the go. Students will be able to rate on a scale from one to ten stars their graduate programs in the areas most important to those in graduate school: Academic Rivalry, Athletics, Campus Housing, Campus Safety, Campus Food Services, Career Support, Education Quality, Extracurricular Activities, Faculty Accessibility and Support, School Use of Technology, Social Life, Student Diversity, Surrounding City/Town, and Transportation. Then, students can leave a short comment.
Whether it crosses your mind while you are still an undergrad or after you are years out of college, almost every college graduate contemplates going to graduate school. Whether it’s law school to get a jd or a phd program in sociology, the idea of having an advanced degree is something that many seriously consider. How can you avoid going to graduate school “just to go?” What are good reasons to go to grad school? Here are some of the better reasons to go to grad school.
Traditional educational institutions are very well placed to provide campus as well as online education. At the same time they have to find ways to monetize open online education to cover their expenses. Which are the business models they can develop? Students as well as employers still rely heavily on formal certificates and diplomas provided by accredited institutions. In order to become successful, recognition of informal certificates by employers is essential. What can be done to encourage this? Verification of a student’s identity is essential in assessment, notably for institutions that provide accredited diplomas. How can we make online assessment more reliable? So please drop in.
Rethinking Educational Assessment Thursday 6 September 16.30 - 18.00 CET
With social networking having permeated the way we look for jobs, share photos and music, and discover news, a startup named Lore is on a mission to do the same for higher education, and potentially re-shape the way teachers and students communicate. Lore For Students, which launched in time for the new school year, gives college students the ability to create a learning profile to enable them to share what they’ve learned, what they’re studying and what they want to do after school, join class communities, academic groups and use real-time messaging to contact anyone in their network.
How does it work? Professors save their course, give out homework and tests. Each video is translated into six to 10 foreign languages by student volunteers. Interactive platforms (quizzes, forums, peer reviews) engage the student users. And the machine “learns” from users’ suggestions. What is its economic model? Coursera is using what is known as the “freemium” business model: courses are free to access but students need to pay from 100 to 150 dollars to obtain their certification. In the long run, Coursera intends to connect both students and companies and become a recruitment network.
Does the technology assist students in achieving the objectives of the course? Does it improve outcomes? Increase learning? Improve access? As educators we should carefully consider the move toward mobile learning, including some key issues.
Harvard University is investigating about 125 undergraduates accused of jointly submitting responses, some word-for-word identical, on a spring take-home final exam in an introductory government class that prohibited collaboration.
Today, Latin America is participating more actively in the complex, competitive international economy. Brazil and Mexico are now counted amongst the world’s largest economies. Recent economic growth in many Latin America countries surpasses the US and much of Europe. More young people in the region have access to higher levels of education. If the region is to depend less on the north for innovation, technology, products, and ideas than in the past, local talent must be cultivated. This talent is less likely to flourish within the current pattern of university education that delivers and tests detailed knowledge of a single discipline.
According to the National Venture Capital Association, investment in education technology companies increased from less than $100 million in 2007 to nearly $400 million last year. For the huge generator of innovation, technology, and wealth that is Silicon Valley, higher education is a particularly fat target right now.
Excessive specialization has created a culture of expertise that has distorted higher education and had a negative impact on faculty members, students and the broader society. When education is more and more about less and less, it becomes counterproductive. Universities have moved at a glacial pace but change is now occurring at warp speed. The way knowledge and institutions are structured is not set in stone but changes with new technologies of production and reproduction.
Further education colleges are doing better than expected in attracting students from areas with low rates of higher education participation, but they also have higher-than-predicted dropout rates from some types of student. These are the main findings of a report from the Higher Education Funding Council for England, Widening Participation and Non-Continuation Indicators for Further Education Colleges, released on 22 August.