Deutschlabor Online education advocates look to make their message viral The case for online education is often made like many other cases in higher education: in dense research papers with plenty of caveats. To wit, perhaps the most-cited document by advocates of online learning is a 2009 meta-study by the U.S. Education Department, which concluded that online education is probably at least as good as the face-to-face kind. That study has not appeared to have much pull with skeptical academic leaders and faculty. Now four lecturers at the University of Edinburgh are trying a different advocacy tack -- one more suited to the viral culture of the modern Web. The Edinburgh lecturers, who teach in an e-learning master’s degree program at the university, have written a “Manifesto for Teaching Online” that looks less like a traditional academic paper than an exceptionally wordy bumper sticker. The lead authors of the manifesto say these statements are not simple slogans but faithful abridgments of scientific research into online learning, often their own.
30 Innovative Ways To Use Google In Education 30 Innovative Ways To Use Google In Education As the search engine that’s become its own verb, Google’s success is difficult to frame. One of the most telling examples of their gravity in search is how few legitimate competitors they have. But cataloguing and indexing humanity’s digital wares isn’t easy, especially with an entire cottage industry trying to sabotage the integrity of a search for their own personal gain (among these trends, nefarious Search Engine Optimization). That leaves education in a sticky place. To provide students with unchecked access to the internet (via Google) creates a sink-or-swim scenario that no longer works in education. The secret, then, is to let them play with digital media. Self-direct through the impossibly complex—and impossibly personal—process of knowing what you’re looking for and trying to find it. Or not being quite sure what you’re looking for, but sifting, skimming, and scrolling through it all anyway.
72% Of Professors Who Teach Online Courses Don’t Think Their Students Deserve Credit An error occurred with this part of the page, sorry for the inconvenience. This is not a good sign for online education: 72 percent of professors who have taught Massive Open Online Courses (MOOCs) Netflix requests the help of cloud gaming specialists in its recent job listing posts, a possible hint at what’s to come for its ongoing gaming venture. As noted by Protocol, the company is o... “You want to get your $7,500, then build this industry.” Apple is introducing a handful of new ways to support U.S. EV acceleration hit a new and interesting phase at the Monterey Car Week event that wrapped Sunday. Elon Musk’s legal team has subpoenaed former Twitter CEO Jack Dorsey, marking the latest development in the legal battle over Musk’s attempt to break his $44 billion acquisition agreeme... New Carta data is a mishmash of sorts, with the numbers not pointing cleanly in one direction. Disney+ revealed that “Thor: Love and Thunder” will be coming to the streaming service on September 8.
The evolution of education technologie OER13: Evidence, Experience, Expectations | Blogging about the OER13 Conference – issues of open education and open access learning materials – Wodecki started his presentation on The role of openess in educational innovation, universities in tsunami of changes, to present th concept of open and openess, with some slides with different aspects of openess, He stated that open and openess have a wide range of meanings and vary in different cultures and contexts, he ended up with teh discussion on coding and the open Mozilla Badge movement. Furthermore he argued that open means: I can enterEveryone can enterDiverse and tolerantI can change it , I can influence itThey are listeningI can use it in many ways and placesIt is freeIt is onlineIt is informalIt has many meanings and many levels Wodecki continued in the same way with the concept of innovation, and stated that innovation means improvement that works and new stakeholders with adds real value. He argued that a tsunami is on its way in education and especially higher education, Society is faceing an elderly population and that consumption and technology spreads faster today.
An open university prep course – MOOC for basic skills I’ve been interested in the potential of running a massive open online course for basic skills for a while now. Most of the open courses that we’ve run so far have been geared towards experienced learners. While there does not seem to be any correlation between ‘web experience’ and success, I feel pretty comfortable in saying that there is a fair amount of correlation between ‘learning experience’ and success. Overview of the MOOC for basic skills plan Free online course teaching basic skills for success at university UPEI has funded a 30 month project exploring the possibilities of running Massive Open Online Courses to help students prepare themselves for university the year before the arrive. This year, we’ll be teaching a shortened non-credit course. What will the course look like? How you can help I’d really like to make all the work we do on the project as useful to as many people as possible. Send suggestions Tag basic skills (in the succeed at the university sense) resources
▶ BBC Radio 4 - The Bottom Line, 28/03/2013 Deutschlabor Homepage - Cloudworks Group work advice for MOOC providers The most valuable aspect of MOOCs is that the large number of learners enables the formation of sub-networks based on interested, geography, language, or some other attribute that draws individuals together. With 20 students in a class, limited options exist for forming sub-networks. When you have 5,000 students, new configurations are possible. The “new pedagogical models” (A Silicon Valley term meaning: we didn’t read the literature and still don’t realize that these findings are two, three, or more decades old) being discovered by MOOC providers supports what most academics and experienced teachers know about learning: it’s a social, active, and participatory process. The current MOOC providers have adopted a regressive pedagogy: small scale learning chunks reminiscent of the the heady days of cognitivism and military training. In order to move past this small chunk model of learning, MOOC providers will need to include problem based learning and group learning in their offerings.
US Mooc platforms’ openness questioned | News Forum hears doubts about uncollaborative and ‘imperialist’ initiatives Source: Alamy Privilege of access: many students in Moocs have completed higher education Massive open online courses could be hindering the development of open educational resources because they do not allow everyone to contribute to the innovation of content, a conference has heard. Patrick McAndrew, professor of open education at The Open University, said that although some online resources were genuinely open in this way, the best known Mooc platforms - such as Coursera and edX - were not. Speaking at Open Educational Resources 2013, held at the University of Nottingham on 26 and 27 March, he praised the work of platforms such as Peer to Peer University and the OpenCourseWare Consortium for “really being careful to do everything in a way that truly meets criteria of ‘open’”. “However, a lot of the organisations involved more recently, like [US Mooc providers] Coursera and edX, have not paid so much attention.
education Welcome to the free OpenLearn course on open education. This course runs over seven weeks and is focused around the subject of openness in education. The course is an adapted extract from the Open University Masters-level course H817 Openness and innovation in elearning55 [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip56)] (of which this is one of four blocks) and open, informal learners. This is the ‘stand alone’ version of the course, so you will be studying it independently of other students. The course operates an activity-based pedagogy, so within each week there will be approximately four activities: in these you will typically be expected to read some material (or view some other media), perform an activity and create a short blog post. The course is set out week by week as many learners prefer to structure their study this way and, particularly for an open course, it helps to coordinate discussion. The topics you will study in the coming weeks are:
» Napster, Udacity, and the Academy Clay Shirky Fifteen years ago, a research group called The Fraunhofer Institute announced a new digital format for compressing movie files. This wasn’t a terribly momentous invention, but it did have one interesting side effect: Fraunhofer also had to figure out how to compress the soundtrack. The result was the Motion Picture Experts Group Format 1, Audio Layer III, a format you know and love, though only by its acronym, MP3. The recording industry concluded this new audio format would be no threat, because quality mattered most. Who would listen to an MP3 when they could buy a better-sounding CD at the record store? Then Napster launched, and quickly became the fastest-growing piece of software in history. If Napster had only been about free access, control of legal distribution of music would then have returned the record labels. How did the recording industry win the battle but lose the war? The people in the music industry weren’t stupid, of course. But who faces that choice?