8 Exam-Prep Activities Students Actually Like After Christmas break students will return to school for 8 days of review prior to taking their End of Course Exams. I can give my students a review packet with hundreds of problems, but that would only lead to them giving up, sleeping, and not even trying. So below are 8 fun activities I created to motivate and engage my students in their final exam reviews. 1. 2. 3. 4. 5. 6. 7. 8. These are 8 fun review games that is sure to get students motivated to review for their final exams! Visit my blog for printables, instructions, and examples! The 11 Most Popular Open Online Courses This Is How Students Use School Websites 8.45K Views 0 Likes It's important to have a proper appearance online. So why are there so many unhelpful school websites out there? This infographic shares what students want. The 7 Critical Services All Libraries Should Offer 8.78K Views 0 Likes Libraries are changing.
25 Tips to Make the Most of a MOOC Massive online open courses (also known as MOOCs) are quite popular these days. A huge, or massive, version of open online courses, these classes bring thousands together, often around the world, to learn simultaneously. Discussions, connections, and learning are the focus on MOOCs, but with the low level of commitment and their overwhelming nature, it’s easy to get disconnected. Read on, and we’ll share 25 ways to stay in the loop, on task, and get the most out of your MOOC experience. Get connected: It’s easy to lose interest and drop out of a MOOC, but don’t let that happen. August 21st, 2012 written by Site Administrator What Makes a MOOC Massive? Responding to a LinkedIn Discussion. When people ask me what makes a MOOC 'massive' I respond in terms of the *capacity* of the MOOC rather than any absolute numbers. In particular, my focus is on the development of a network structure, as opposed to a group structure, to manage the course. In a network structure there isn't any central focus, for example, a central discussion. Different people discuss different topics in different places (Twitter, Google Groups, Facebook, whatever) as they wish. Additionally, my understanding is that for the course to be a *course* it has to be more than just a broadcast. So what is essential to a course being a *massive* open online course, therefore, is that it is not based in a particular environment, isn't characterized by its use of a single platform, but rather by the capacity of the technology supporting the course to enable and engage conversations and activities across multiple platforms. Why Dunbar's number?
A Brooklyn High School Takes a New Approach to Vocational Education The building and its surroundings in Crown Heights, Brooklyn, may look run-down, but inside 150 Albany Avenue may sit the future of the country’s vocational education: The first 230 pupils of a new style of school that weaves high school and college curriculums into a six-year program tailored for a job in the technology industry. By 2017, the first wave of students of P-Tech — Pathways in Technology Early College High School — is expected to emerge with associate’s degrees in applied science in computer information systems or electromechanical engineering technology, following a course of studies developed in consultation with I.B.M. “I mean, in 10th grade, doing college work?” said Monesia McKnight, 15, as she sat in an introduction to computer systems course taught by a college professor. “How great is that?” Into this breach, school systems around the country have been aiming to start new high schools like P-Tech. Stanley S. “Because that is the problem,” he said.
Free education: Learning new lessons TOP-QUALITY teaching, stringent admissions criteria and impressive qualifications allow the world’s best universities to charge mega-fees: over $50,000 for a year of undergraduate study at Harvard. Less exalted providers have boomed too, with a similar model that sells seminars, lectures, exams and a “salad days” social life in a single bundle. Now online provision is transforming higher education, giving the best universities a chance to widen their catch, opening new opportunities for the agile, and threatening doom for the laggard and mediocre. The roots are decades old. Britain’s Open University started teaching via radio and television in 1971; the for-profit University of Phoenix has been teaching online since 1989; MIT and others have been posting lectures on the internet for a decade. In April two of Mr Thrun’s ex-colleagues, Andrew Ng and Daphne Koller, launched a rival, Coursera, with $16m in venture capital. Republic of Letters The trend stretches far beyond America.
The Taming of the MOOC--With ePortfolio Evidence C-Level View | Feature The Taming of the MOOC--With ePortfolio Evidence By Trent Batson01/16/13 The IT revolution that was supposed to transform higher education has failed to materialize, at least in the way we had imagined it. The revolution did occur, but not directly within higher education--instead, it changed the overall nature of work in our culture. And now, higher education seems to be behind the curve, struggling to catch up. Enter the MOOC--a relatively new buzzword meaning Massive Open Online Course. A shockingly sudden phenomenon, MOOCs are really only one symptom of openness, the general effect of digital technologies making information and knowledge ubiquitous, universal, and in many cases free. Still, there are valid questions: Are students really learning from what could seem merely a very, very large lecture hall?
To MOOC or Not to MOOC - WorldWise MOOCs have become a media obsession. Why? In part because they are the continuation of a story that has been around since at least the 1990s and the first days of magazines like Wired and Fast Company. At that time, information technology was depicted as part of a revolution: Marxist rhetoric had been appropriated by capitalism. I’d like to think that since then we’ve learned something. After all, universities have produced a substantial body of research that argues that information technology is not an epochal economy-changing technology. These sources must induce at least some suspicion about the wider claims concerning MOOCs, or massive open online courses. Why this obsession with MOOCs? Second, because it taps into a vein of middle-class anger over tuition costs. Third, because in a time of austerity, nations are searching for ways of reducing higher-education spending, and MOOCs can look like a silver bullet, making it all so much easier to cut and still feel good about it.
7 Ways to Create and Deliver Online Quizzes Creating and delivering quizzes and tests online offers a number of advantages over paper-based quizzes and tests. Many online quiz services allow you to create quizzes that give your students instant feedback. Some of the services provide the option to include picture and video prompts in your quizzes. And all of these services save you the hassle of printing your quizzes. Here are seven ways that you can create and deliver quizzes online. Blubbr is a neat quiz creation service that you can use to create video-based quizzes. Zoho Survey is a feature-packed tool for creating online quizzes and surveys. Quizdini is a free tool for creating online quizzes. ImageQuiz is a free service that allows you to create quizzes based on any images that you own or find online. Socrative is a free quiz/ survey tool that I've been using a lot over the last couple of years. Infuse Learning is similar in concept to Socrative with a couple of differences worth noting.