agregador de noticias
What is the state of the literature in open learning? Is it true that "the good stuff is in the blogs?" David Kernohan undertakes to find out. "If open education blogs do have academic merit," he suggests, "I would expect them to be cited in the more traditional literature" (I don't agree, but I digress). To study this, he looks at blogs from George Siemens, David Wiley, Audrey Watters and Martin Weller (pretty good selection; all are cited frequently here). Using “ Harzing’ s Publish or Perish” he calculates the h-index for each of the four, getting values of 38, 23, 20, and 12 (for comparison, Google Scholar calculates my own h-index at 23). The conclusion? "There is clearly a lot of good stuff in blogs, which is frequently cited by literature that itself is highly cited."[Link] [Comment]
- Be clear about what students must achieve and have the data to ensure all students are on track to succeed.
- Provide teachers and leaders the flexibility, training, and support they need to effectively and quickly use data.
- Ensure every community understands how its schools and students are doing and how data is valuable, protected and used.
- Provide teachers and parents timely information on their students and make sure it’ s kept safe.
I guess what bothers me about this list is that it's terribly top-down and prescriptive. For example, the second point continues, "State leaders should push for policies that support districts and schools to prioritize data use." Sure, if all you care about is whether students are 'on track'. But if there's no track? What if there should be no track? See also this report from Campus Technology.[Link] [Comment]
Will Richardson, Apr 27, 2016
The dictionary definition of 'agency' is “ the capacity, condition, or state of acting or of exerting power," says Will Richardson. This makes the typical ed tech use of the word a little odd. Consider: "you always know yourself where you are on a topic, that you have the sense of what the tasks are, how much there’ s left to do to achieve certain levels." Not really the same at all.[Link] [Comment]
The National Center for Educational Statistics (NCES) and its Integrated Postsecondary Education Data System (IPEDS) provide the most official data on colleges and universities in the United States. I have been analyzing and sharing the data in the initial Fall 2012 dataset and for the Fall 2013 dataset. Both WCET and the Babson Survey Research Group also provide analysis of the IPEDS data for distance education. I highly recommend the following analysis in addition to the profile below (we have all worked together behind the scenes to share data and analyses).
- WCET’s initial analysis of Fall 2014 data
- WCET’s comparison of Fall 2014 to past years
- BSRG’s annual report on distance education using Fall 2014 data
- WCET’s update on the data quality issues with IPEDS data
Below is a profile of online education in the US for degree-granting colleges and university, broken out by sector and for each state.
Please note the following:
- For the most part distance education and online education terms are interchangeable, but they are not equivalent as DE can include courses delivered by a medium other than the Internet (e.g. correspondence course).
- I have provided some flat images as well as an interactive graphic at the bottom of the post. The interactive graphic has much better image resolution than the flat images.
- There are three tabs below in the interactive graphic – the first shows totals for the US by sector and by level (grad, undergrad); the second also shows the data for each state; the third shows a map view.
- Yes, I know I’m late this year in getting to the data.
If you select the middle tab, you can view the same data for any selected state. As an example, here is data for Virginia in table form.
There is also a map view of state data colored by number of, and percentage of, students taking at least one online class for each sector. If you hover over any state you can get the basic data. As an example, here is a view highlighting Virginia private 4-year institutions.
For those of you who have made it this far, here is the interactive graphic. Enjoy the data.
The post Fall 2014 IPEDS Data: New Profile of US Higher Ed Online Education appeared first on e-Literate.
I've always felt the case against realism is pretty definitive, so this article doesn't surprise me. And I love this analogy: "You could not form a true description of the innards of the computer if your entire view of reality was confined to the desktop. And yet the desktop is useful. That blue rectangular icon guides my behavior, and it hides a complex reality that I don’ t need to know." It's not that our perceptions are not useful; of course they are. But it is an error to take them literally. Some people may then ask, well what happens to science. This is the thing: this is what science tells us. As Donald Hoffman says, "I am postulating conscious experiences as ontological primitives, the most basic ingredients of the world."[Link] [Comment]
Hasta el año 2010 la revista REDU, editada por la Red Estatal de Docencia Universitaria, se publicó con un formato similar a RED desde la Universidad de Murcia. Me cabe el honor de ser su fundador y editor desde sus inicios como revista hasta ese año.
Al cambiar de editores y de ubicación algunos autores siguieron enviando artículos para ser publicados desde una dirección vinculada a RED, sobre todo porque eran trabajos que trataban de docencia universitaria en la Sociedad del Conocimiento. Con ese motivo creamos una sección especial dedicado a la docencia universitaria virtual. Era RED-DUSC (RED-Docencia universitaria en la Sociedad del Conocimiento). En 2012 integramos esos artículos en la edición general.
Sin embargo esa parte, los artículos publicados esos años, es poco conocida y accedida.
Ahora la recordamos, está en http://www.um.es/ead/reddusc/index.html
También hemos introducido los artículos de esos seis números con la el indicativo del numeral qu empieza por DU en la edición OJS de EDITUM los años 2010, 2011 y 2012:
The lessons went on for three weeks, covering all sorts of theory and content delivery, before finally, in the fourth week, the children got to make their bread. The result was not too good, and by now Nick's daughter had become thoroughly bored, and hated the idea of making bread. Co-incidentally, during the same period, Nick was given a birthday present. The gift was to attend a two hour bread making evening class. He really enjoyed the lesson, and came home with four perfectly good loaves of bread he had made himself. He has been making his own bread ever since.
Nick showed how his daughter was not actually being taught how to make bread - she was being instructed in the use of technology and domestic science, and was being taught to the test. Because these are demanded by the curriculum, the bread making was incidental and didn't take priority over the curriculum subject. The content took precedence over the learning process, and the result was a disaffected child. The lessons were focused on teacher Nick's daughter to be a successful school student not a successful baker. This techno-rational approach, he said, is a systematic methodology that has dominated education for a long period. It is where everything is reduced to census points and where knowledge is contained within silos for 'transmission'. The techno-rationalist approach, so valued by Conservative governments is a stark contrast to the humanist approach espoused by John Dewey, he pointed out, where children are firmly in the centre of the process of learning.
Learning where children create meaningful products, Nick said, is a more powerful way of learning, because they need to negotiate the problems and challenges as they develop their skills to make. This echoes the work of Seymour Papert who argued that the best kinds of learning occur when children take charge. Learning, Papert argued, is deeper and more meaningful when children can make things related directly to their learning. Clearly, though, making on its own is not enough. It has to be relevant, authentically connected to the content, and it needs to be timely. Nick's entire lecture is available to view on YouTube below:
Photo by Hans Hillewaert on Wikimedia Commons
#LearningIs making by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.Posted by Steve Wheeler from Learning with e's
Dar a los estudiantes la capacidad de opinar y tomar decisiones mientras desarrollan un proyecto es uno de los 7 elementos esenciales de la metodología ABP.
Este planeamiento, aparentemente sencillo, nos ofrece muchos aspectos y capas diferentes si profundizamos en él y analizamos con detalle qué significa dar a los estudiantes "voz y voto" en el desarrollo de secuencias ABP...
¿Por qué es necesario en el aprendizaje por proyectos que los alumnos y alumnas puedan opinar y decidir?¿Cómo debemos guiar esta toma decisiones? Las respuestas a estas preguntas son determinantes para el enfoque y carácter de nuestros proyectos de aula.
I think this is exactly the wrong lesson, but it's the one being drawn nonetheless: "The fatal flaw in the “ classic MOOC,” as Thrun noted in an interview with PandoDaily, is that it is free. “ We learned we can drastically boost learning outcomes by adding a service layer around MOOCs… It’ s not a MOOC [anymore] because we ended up charging for it." I think a better lesson is this: "putting up a lecture online without the rest of the traditional education infrastructure resulted in very low completion rates." The key is to do it without charging admission. Oh, and fwiw, Sebastian Thrun has stepped down as Udacity CEO.[Link] [Comment]
- There is a parallel design structure to designing great games and designing great learning. When looking at brain images, there is virtually no difference between play and learning. In fact, well-designed games inspire self-regulated learning.
- The large media companies are taking a close look at education (e.g. the $230M Bertlesmann plunked down on HotChalk). As the media companies look for better returns, they see that education is becoming more like what you watch on TV, except that people are willing to pay perhaps $5 for an hour of entertainment, but $100 for an hour of education, and the market for education is expanding as more people need to learn more over their entire lifetimes.