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Exploring edX 1.0 When Harvard and the Massachusetts Institute of Technology (MIT) announced their intention last month to provide free, online education, the world listened. The unveiling of edX, the universities’ joint open-source platform for web-based learning, garnered buzz around the globe. The next question was obvious. What will edX — and the future of online higher ed — actually look like? On Thursday, Anant Agarwal, edX’s first president, offered some early answers at Harvard’s second annual IT Summit. 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.
UDL Guidelines Graphic Organizer This graphic is also available in PDF format. UDL Guidelines graphic organizer text despcription The Journal of Distance Education / Revue de l'Éducation à Distance The Journal of Distance Education is an international publication of the Canadian Network for Innovation in Education (CNIE). Its aims are to promote and encourage scholarly work in e-learning and distance education and provide a forum for the dissemination of international scholarship. Original material in either English or French is invited in three broad categories: (a) Scholarly articles and research papers that focus on issues related to e-learning and distance education; (b) Reports that highlight unique solutions to critical problems, short descriptions of work underlying new or innovative programs or contemporary events, and brief notes on research in progress; and (c) Dialogues devoted to the discussion or debate of issues in e-learning and distance education that may arouse controversy. Also included here will be papers written in reply to articles published in earlier issues of the Journal. Vol 28, No 1 (2014)
Aiming for the Young Crowd, Google Pitches a Google+ Summer Camp - Mike Isaac - Social Kids driving you nuts, now that school is out? Google announced an online summer camp on Monday, a collaboration with Make magazine that matches teens with maker-movement celebrities through the Google+ social network. Using the company’s Hangouts video group chat tool, kids age 13 through 18 can watch makers create projects online, many of which are composed of stuff lying around the house (think Mentos and erupting Coke bottles). The “camp” lasts for six weeks, on Monday through Thursday mornings, with most Hangouts run by teenage camp counselors when the celebrities aren’t guest-starring. It’s one in another series of moves by Google to bolster Google+, its heavily pitched yet questionably populated social network.
Learning Journal I was tasked this week with creating a digital profile; what type of digital profile and how much to disclose or not to disclose was our choice. However, our choices were to be explained and supported. My response: Richard Felder: Resources in Science and Engineering Education Richard Felder's Home Page Richard M. Felder Journal of Interactive Media in Education The Journal of Interactive Media in Education (JIME) invites contributions for a Special Issue that expands on the trends explored in the successful 'Bristol Ideas in Mobile Learning Symposium' (see which took place March 6-7, 2014. The Special Issue is due to be published in Spring 2015 and is open to Symposium participants and any interested researchers. Papers will be reviewed following the usual JIME pattern of a double blind review by two reviewers. Requested contributions should offer any combination of conceptual, critical, design, empirical, theoretical or experimental work that addresses at least one of the following three trends of mobile learning state-of-the-art research: New patterns of connected social learning and work-based practices Learning Design for 'mobile learning' at scale Exploring the new thresholds of learning enabled by mobile technologies.
How to Manage Your Smartest, Strangest Employee - Jeff Stibel by Jeff Stibel | 11:00 AM July 16, 2012 There is a brilliant and highly accomplished engineer in my company who has managed to break the coffee machine, the toaster and so many other appliances in the company kitchen that we’re considering giving his trail of broken appliances their own line item in the budget. Apparently making toast is more challenging than the complex algorithms he works with every day. Improving Professional Practice:Moving to Evidence-Based Professional Practice Schools have recently begun to place increased emphasis on the use of rigorous research evidence in guiding instructional decisions. These efforts have been partly inspired by the No Child Left Behind Act's insistent call for the use of “scientifically based” research. As educators, however, we are driven by a much more powerful force than legislative mandates: We sincerely want to know that our actions will help students succeed. How can we harness the power of scientific research on behalf of the students we serve? What We Know Turning education into an evidence-based field is easier to advocate than to achieve, particularly in an environment of competing claims about what works.
“We’re Not in Kansas (nor Cambridge) Anymore” - Coulda, Woulda, Shoulda Lisa M. Hess, Associate Professor of Practical Theology, United Theological Seminary Arriving onto the campus of my first fulltime teaching job in higher education was not unlike finding myself in a strange land with a little dog under my arm. “Toto, I have a feeling we’re not in Kansas anymore,” I remember saying aloud, wondering what I had done in accepting this new job I thought I wanted. I was disoriented, to say the least.