agregador de noticias

Who am I? and if so, how many? – book overview

OLDaily - 18 Julio, 2014 - 05:09

Selena, learning elearning, Jul 17, 2014

As I was flying back from Britain on Monday I recall thinking that every time I travel, I return home a different person. By this what I mean of course is that my attitudes, values and outlook have changed slightly, reflections of the new experiences I've had, often in difficult or memorable circumstances. This is also true of my day-to-day life, though the increments of change are much smaller. I do feel the thread or identity over time, but as more time in my life goes by, this thread becomes more tenuous, and to me my self of, say, thirty years ago is a very different person. This post from Selena is a review of Who am I? and if so, how many? by R.D. Precht originally written in German and translated by Shelley Frisch. I've read many of the " dry and difficult to access ‘ text books’ on philosophy" mentioned by the author, and am sympathetic to the need to discuss the issues around identity in an informative and engaging way, without at the same time descending into populist nonsense.

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Categorías: General

Using an Android Tablet with Active Stylus To Create Screencasts Easily and Inexpensively

OLDaily - 18 Julio, 2014 - 05:09

Henry Greenside, Duke Center for Instructional Technology, Jul 17, 2014

I've long wondered how those screencasts with he handwritten text are made (and have wondered ever since seeing Dave Cormier's  MOOC videos or the wonderful  How to Be Alone Poem. This isn't the whole story (I still don't know how the text plays over video) but it's a big part of it, I think.

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Categorías: General

Brightspace – The Next Era of Innovation for D2L

OLDaily - 18 Julio, 2014 - 05:09

John Baker, Desire2Learn, Jul 17, 2014

I'll just cigte this IHE post in full: "Desire2Learn's learning management system now has a name: Brightspace. The company had previously referred to the system as its 'integrated learning platform.' The name change, along with partnerships with IBM, Microsoft and five major publishers, were announced during Desire2Learn's user conference in Nashville this week." Baker writes, " we are introducing a new brand to represent the evolution to our integrated learning platform. What we are calling Brightspace." So there you go. I can't say I like the name.

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Categorías: General

Massive Open Online Courses (MOOC) Market to Grow at a 56.61% CAGR

OLDaily - 18 Julio, 2014 - 05:09

Press Release, Sandler Research, Jul 17, 2014

I both agree and disagree with the prediction made in this report. I agree in the sense that the market for open online learning will continue to grow at a substantial speed. But I don't agree in the sense that the MOOC itself will most likely evolve, will most likely be branded as something other than a MOOC, and will most likely be seen as competition to traditional MOOCs and eating in to their growth. (p.s. just read the summary; the report itself is ridiculously expensive; you get better value for money sticking with OLDaily).

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Categorías: General

College Presidents: Hybrid Will Have Bigger Impact than MOOCs

Campus Technology - 17 Julio, 2014 - 22:38
While college presidents are skeptical about massive open online courses (MOOCs), they see plenty of potential "positive impact" with hybrid courses that blend face-to-face and online learning as well as adaptive learning that uses technology to modify lessons based on the progress shown by students.

Wearable Learning

Campus Technology - 17 Julio, 2014 - 18:30
Technologies like Google Glass have great educational potential — with or without the high-priced hardware.

Pearson Launches Competency-Based Education Framework and Readiness Assessment

Campus Technology - 17 Julio, 2014 - 17:53
Education technology company Pearson has developed an assessment tool that allows schools to gauge their institutions' readiness to adopt competency-based education.

Keeping Students on Track With a Mobile "Nudge"

Campus Technology - 17 Julio, 2014 - 16:30
The University of Washington Tacoma is hoping to improve retention with a daily support message sent to each student's mobile device.

The Open Education Challenge announces nine winning edtech startups

Open Education Europa RSS - 17 Julio, 2014 - 15:41

After a final pitch competition, the Open Education Challenge has announced nine winning edtech startups. The award consists of an invitation to join the inaugural European Incubator for Innovation in Education. 

Interest Area:  Schools Higher Education Training & Work Learning & Society

The Open Education Challenge announces nine winning edtech startups

Open Education Europa RSS - 17 Julio, 2014 - 15:41

After a final pitch competition, the Open Education Challenge has announced nine winning edtech startups. The award consists of an invitation to join the inaugural European Incubator for Innovation in Education. 

Interest Area:  Schools Higher Education Training & Work Learning & Society

Video Playlist: How to configure Joomdle (Moodle and Joomla) by @onlearningpoint

Moodle News - 17 Julio, 2014 - 15:30
Patrick Selby from OnlearningPoint shared a playlist of 6 videos that cover the configuration of Joomla to Moodle to enable the Joomdle connector. What are the benefits according to his post? Single...

Update: Moodle General Developer Meeting is at 9am EST July 22nd

Moodle News - 17 Julio, 2014 - 14:20
Moodle’s updated the time for the upcoming General Developer Meeting featuring Justin Hunt and status reports on many of the other Moodle project underway for Moodle 2.8 and beyond. The meeting...

I’m feeling lucky: Can algorithms better engineer serendipity in research — or in journalism?

Educación flexible y abierta - 17 Julio, 2014 - 11:30

Some historical collections are aiming to enable serendipitous content discovery, peering beyond the current limitations of search to capture happy accidents.

See it on, via Educación flexible y abierta

Mooc : un sentiment massif de solitude | Collaboratif-Info

Educación flexible y abierta - 17 Julio, 2014 - 11:29

La revue en ligne des pratiques collaboratives : Entreprise 2.0, réseau social d'entreprise, Knowledge Management, communautés de pratique, Social CRM, innovation participative... Retours d'expérience, tendances, actualité.



See it on, via Educación flexible y abierta

20 NEW facts about Flipped Learning in higher ed - eCampus News

Educación flexible y abierta - 17 Julio, 2014 - 11:27

According to a 2014 research and case study review, there are roughly 20 new things higher education faculty and leaders should know about Flipped Learning.

See it on, via Educación flexible y abierta

High levels of Radio Activity

Pontydysgu - Bridge to Learning - 17 Julio, 2014 - 09:20

The RadioActive team are in Tallinn this week for PLE 2014, we are running a workshop and will be broadcasting a short live show.

Meanwhile in the UK the young people at Dragon Hall youth organisation  have been busy preparing  the second part of the fascinating feature ‘Tracks of my Years’ that documents the journey through life of a musician and producer, David ‘Zorro’ Caplin, who gives us a personal perspective on issues such as homelessness and drug addiction. This use of ‘music as storytelling’ is the vehicle for an honest, emotional and typically cautionary tale that exposes the human reality of issues that are often treated trivially or questionably glamorised within the music industry. We think you’ll agree ‘it’s been emotional’.


The Music is The Message – Part 4
Live show 7PM UK time Thursday 17th July 2014
Contact us on info [at] radioactive101 [dot] org [dot] uk
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Follow us on Twitter

Will SOOCs eat MOOCs for breakfast?

OLDaily - 17 Julio, 2014 - 05:03

Unattributed, Pearson, Jul 16, 2014

You can almost hear the disbelief in  Audrey Watters's voice as she says "wow" on reading this article from Pearson advocating a form of online learning that removes "unwanted diversity" from open online courses. Yes, you read that correctly, and it's not out of context. "This 'unwanted diversity' and one-size-fits-all approach  makes peer-to-peer collaboration largely ineffective, leading to poor outcomes, and high dropouts." The replacement "selectively open online course" (or SOOC) is suggested - though I would replace the term with "Closed Online Course," which is what it is. This perspective is related to  this article in the journal Higher Learning Research Communications in which Watson Scott Swail suggests "we might need to decide, on a policy basis, who we want to go to college, who we want to succeed, and who will pay for it." The list in  the article PDF makes it clear who Swail thinks create the need for closed online courses: part time, low GPA, older, non-white (except for Asian), first generation, low income, etc. Those are the people that real university students pay huge tuitions to make sure their alma maters exclude. And this whole open online course thing is messing it up. No wonder there's such opposition.

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Categorías: General

The Asilomar Convention for Learning Research in Higher Education

OLDaily - 17 Julio, 2014 - 05:03

Mitchell L. Stevens, Susan S. Silbey, Asilomar 2014, Jul 16, 2014

Worth noting: "On 1-4 June, 2014, a group of educators, scientists, and legal/ethical scholars assembled at the Asilomar Conference Grounds in Pacific Grove, California. Their task was to develop a framework to inform decisions about appropriate use of data and technology in learning research for higher education. A modified Chatham House Rule guided their deliberations, which produced the convention presented here." Via Inside Higher Ed. Note that the  attendees are almost all exclusively from the US university system, and that therefore no attempt at diversity of representation or perspective was attempted here.

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Categorías: General

How E-Reading Threatens Learning in the Humanities

OLDaily - 17 Julio, 2014 - 05:03

Naomi S. Baron, The Chronicle: Commentary, Jul 16, 2014

Having made my living somehow as a student of the humanities, and having read extensively both in the paper-based and digital forms of long and short text, I think I'm in a good position to discuss this commentary in the Chronicle (where else?) from Naomi S. Baron explaining why digital reading is so impoverished. In a nutshell: it isn't. The article looks at reading strictly from the perspective of a paper-based reader, and the surveys (unreferenced and unlinked) seem to be of people from that perspective as well. The core of the criticism is essentially that people can't read deeply online.

"Are students even reading Milton or Thucydides or Wittgenstein these days," she asks. The invocation of Wittgenstein creates an odd example, making me wonder whether she has read Wittgenstein. Reading Wittgenstein is like reading OLDaily (not an accident). Wittgenstein's work was created on small sheets of paper or index cards, which had no fixed order (his books, other than the Tractatus, were actually assembled by his students, who relied on their own notes from lectures as well as Wittgenstein's actual writing). You would never simply 'read' Wittgenstein. And that's the problem with Baron's argument: a failure to understand that there are multiple ways to approach text.

And this makes me think of the obvious counterexample to her argument: software programming. Virtually all of it is done on a computer screen. It is deep, exacting work, involving a precise grammatically perfect body of text running many times longer than War and Peace. It can be read beginning to end, but is better read with intent (to identify a variable, to debug a function, to optimize a sort or search). It proves that people have the focus to create and master deep and complex works digitally. And, I contend, they can do this with Wittgenstein, with Milton or (if they must) Thucydides (far better to read Herodotus or Hume). Indeed, one of the reasons people read shorter items online is that, in many ways, they read much more deeply, extracting and even debating picayune details in book-length discussion threads.

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Categorías: General

2010-2011 Ed-Tech Startups: Where Are They Now (Updated)

Hack Education - 17 Julio, 2014 - 03:00

So Long and Thanks for All the Fish

I just got off the phone with Mike Lee, the founder of Edshelf, a startup that recently announced it was closing its doors at the end of the month.

There’s been a grassroots hashtag campaign on the part of some educators to #saveedshelf, and while I understand the good intentions — Mike is a great guy, and it sucks that his startup isn’t successful — I’m not sure I understand why this particular startup should be saved. I’m not sure why we’d believe that an expression of support via social media would trump revenue. Retweets don’t pay the bills, yo. Indeed, I think the whole thing comes close to reinscribing a dangerous narrative being promoted by investors and ed-tech industry cheerleaders that scale scale scale matters and then magically the money will follow.

The nature of the startup beast is failure, of course; most startups don’t make it. Most businesses don’t make it, true, but venture capitalists are playing a different game than are, say, the small business loan department at the local bank. VCs place a lot of bets, hoping at least one of their gambles pays off and pays off big.

I think education startups have an even more difficult road to travel that other consumer or enterprise-focused venture-backed tech — issues of school culture, budgets, bureaucracy, tradition, test score mania, not to mention industry behemoths who’ve lobbied their way into the decision-making at almost every levee of government. It doesn’t help that many ed-tech startups receive lousy advice from folks who don’t know jack shit about how schools work and are hoping instead to “disrupt” that process so that their own financial interests and processes and politics can triumph. Anyway...

So Long, Farewell, Aufwiedersehn, Goodnight

I don’t have a strong background in business (disclosure: I have zero background in business) but I’ve been wondering for a while now if we’re on the cusp of a "moment of reckoning" for venture-funded ed-tech startups. (Oh sure, I realize that’s not the news you get from the sunny side of the street — you know, the news that’s also funded by investors.) But here’s the thing: startups have a fairly small window of opportunity in order to do something once they receive venture capital. Scale scale scale is one thing, sure. Find a business model is another. Ya know, make some money. Improve learning outcomes, LOL.

That window may be closing (has closed?) for the startups who raised money when this most recent ed-tech hype cycle started. Can they demonstrate scale and revenue? Is there a return on investment? Do they have a clear exit strategy? (That is what investors want, after all.) I sensed this last year, and I wrote a piece reviewing the status of the startups that I covered when I was working at ReadWriteWeb, from the spring of 2010 to the summer of 2011. It's a good post. Go read it. Because in part I talk about what has survived (tl;dr it's not Google products; it's open source initiatives run by universities.)

Truthfully, I was actually surprised then to see that of the 25 ed-tech startups I covered, all but one were still in business (and that one had been acquired by Amazon).

Those companies: Kno, Grockit, QuoraMahalo, Inkling, Udemy, StudyBlue, Inigral, Instructure, Schoology, Highlighter, Babbel, Teachstreet, Rocketship, MeeGenius, Internmatch, Open Study, LearnBoost, MiniMonos,, TripLingo, Stencyl, ResearchGate, Neverware, and GoodieWords.

One year later, it’s a pretty different story. 5 of those companies have now been acquired. Two pivoted away from education. Several rebranded. One is dead. A couple are mere shells, seemingly kept alive by a single developer. Some people are less than transparent about what’s happening to their company (doesn’t really encourage folks to trust you, but hey…). Founders have left about half of these startups. The venture capital continues to flow to a handful. (Here's a link to a Google spreadsheet with the details about various updates.)

As I note in that original article, and I’ll reiterate here, these startups aren’t a great sampling of what was happening circa 2010. I was discouraged from writing about ed-tech when I worked for RWW (it’s why I founded Hack Education), and I had to choose my stories carefully.

Founded around roughly the same time, for example: Knewton (going gangbusters as it crafts the narrative about what we mean by “adaptive learning"), 2U (just IPO’d), Livemocha (acquired by Rosetta Stone), TenMarks (acquired by Amazon), Khan Academy (not only math-messianic but oh so flush with cash), the first cohort of the education startup incubator ImagineK12, and Edmodo.

Do Not Go Gentle Into That Good Night...

Ah Edmodo. This is the one to watch, I think. The company has raised about $40 million in venture capital. Its last round of funding, according to Crunchbase, was 2012. Since then, there have been leadership changes: a new CEO Crystal Hutter (incidentally, married to Rob Hutter, a partner at Learn Capital, one of Edmodo’s investors. I’m not sure what role founders Nic Borg and Jeff O’Hara play any longer.) And while the company can tout an ever-growing number of users (not active users, mind you. users), what it can’t boast — at least from what I can tell — is a path to profitability. The company, which still offers its core product for free, has tried a number of premium features — wholesaling apps via an app store and a premium analytics feature for districts.

And I dunno. Maybe it can eek out enough revenue to support the 110+ employees on “the team.” Maybe Edmodo is “too big to fail.” It does, after all, represent what has been the mantra I’ve heard investors preach to so many startup founders: Make your product free. Pitch to teachers. Avoid district bureaucracy. Grow big. Then raise VC. Sell to districts eventually, using your star teachers as leverage, particularly via social media. It’ll all work out. Magic formula. And such.

Do we keep telling this story? Do we keep ed-tech startups in business in order to keep telling this story?

Or perhaps, before we lose more smart and kind founders like Mike Lee from ed-tech because they start to realize it's mostly frustrating bullshit, we can have some honest conversations about what’s working and what’s not working in the business of ed-tech.

Image credits: Marius Watz and The Noun Project