agregador de noticias

U Southern California Launches Online Doctor of Ed Degree

Campus Technology - 24 Abril, 2014 - 23:05
The University of Southern California's Rossier School of Education is launching its first online doctorate degree.

University of Utah Taps StormWind for Online Tech Training

Campus Technology - 24 Abril, 2014 - 20:21
The University of Utah's Division of Continuing Education is turning to online training and e-learning company StormWind to provide courses specifically for Cisco, Microsoft and CompTIA training.

U Washington Game-Based Platform Helps Students Master Concepts in Algebra Challenge

Campus Technology - 24 Abril, 2014 - 20:09
The University of Washington's Center for Game Science has been testing an adaptive game-based platform that is showing promise in promoting mastery of algebra concepts among students in grades K-12.

Campus Quad Intros Mobile Analytics Dashboard

Campus Technology - 24 Abril, 2014 - 19:49
Mobile platform provider Campus Quad has launched Campus Quad Engage, a student engagement analytics dashboard for higher education.

Instructure Launches Open Resource LTI App Catalog

Campus Technology - 24 Abril, 2014 - 19:30
LMS provider Instructure has launched, an open resource Learning Tools Interoperability (LTI) catalog that lets users incorporate more than 130 education apps into their own LMS or education environment.

Brief: Solidoodle Launches 3D Printer Packages for Education

Campus Technology - 24 Abril, 2014 - 19:24
3D printer manufacturer Solidoodle has introduced two 3D printer packages designed for the education market.

European Multiple MOOC Aggregator

OLDaily - 24 Abril, 2014 - 19:23

Various authors, Open Education Europa, April 24, 2014

Worth a look: "EMMA will provide a system for the delivery of free, open, online courses in multiple languages from different European universities to help preserve Europe’ s rich cultural, educational and linguistic heritage and to promote real cross-cultural and multi-lingual learning."

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Categorías: General

Key Data Residency Requirements Global Organizations Need to Understand

OLDaily - 24 Abril, 2014 - 19:19

Gerry Grealish, Cloud Computing Journal, April 24, 2014

"Perhaps it is a result of the often discussed 'Snowden Effect,'" writes Gerry Grealish, "but no one can deny that countries and regions are putting some strict guidelines in place to ensure privacy of sensitive data that is moving outside of their borders." This article looks at three such guidelines. Canada has additional guidelines. Businesses and educational services working internationally must take note. You can't just shove all your data into AWS and be compliant.

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Categorías: General

The New CIO: Joanna Young

Campus Technology - 24 Abril, 2014 - 17:30
5 higher ed chief information officers discuss their changing role on campus.

Moodle HQ Welcomes two students as part of the 2014 Google Summer of Code

Moodle News - 24 Abril, 2014 - 15:30
Moodle HQ recently announced the two participants of the 2014 Google Summer of Code, Jayesh Anandani and Vignesh Panneerselvam. Each participant will work on a Moodle related project closely with a...

How to Learn From IT Failure

Campus Technology - 24 Abril, 2014 - 15:00
For the University of Notre Dame, analyzing failed technology projects has led to a more efficient, successful IT operation.

Why go to the MountainMoot? Presentations Sessions are Shaping up #Mootmtus14

Moodle News - 24 Abril, 2014 - 14:27
If you’re undecided about the Mountain Moot this July, reasons are starting to mount in the form of the many great presentations that are now listed. Attendees will have to choose between the...

OCWC Global Conference: Day 1 in Tweets

Open Education Europa RSS - 24 Abril, 2014 - 13:27

The OpenCourseWare Consortium Global Conference is taking place April 23-25 in Ljubljana, Slovenia. This overview provides a glimpse of some conference highlights based on selected Tweets from the event. Use #OCWCGlobal to follow the conference on Twitter. 

Interest Area:  Higher Education Learning & Society

With 24 million students, Codecademy revamps its offerings

OLDaily - 24 Abril, 2014 - 12:29

Erin Griffith, - Money, April 24, 2014

People forget about  CodeAcademy when they talk about MOOCs, but it was earlier than most and, with 24 million users, larger than most. It has distanced itself (quite rightly) from the xMOOCs offered at Stanford and elsewhere. "The problem with MOOCs, according to Codecademy founder Zach Sims, is that they simply try to replicate the offline learning experience. The web presents the opportunity to learn in an entirely new way, he says." Quite so. This year it will begin monetizing, not by selling certificates to students, but by matching students with jobs (circumventing the whole certification process entirely). When you stop thinking that you're a university, a world of opportunity opens up to you.

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Categorías: General

The Myth Of Digital Citizenship And Why We Need To Teach It Anyway | EdReach

Educación flexible y abierta - 24 Abril, 2014 - 12:06

At one time in the not so distant past there were no cell phones. And then everything changed at a rate faster than the speed of amending a student handbook. I can distinctly remember the first time one of my 8th grade students brought a cell phone to school. It really wasn’t that big of a deal, more of a novelty really. I mean one student with a cell phone had next to no bearing on our day to day school operations. But then a second student brought a cell phone.

See it on, via Educación flexible y abierta

What I learned from the Open Textbook Summit

Tony Bates - 24 Abril, 2014 - 06:23

Paul Stacey MC-ing the Open Textbook Summit

BCcampus (2014) Five lessons learned at the Open Textbooks Summit Vancouver BC: BCcampus

BCcampus organized an open textbook summit again this year (the first one was last year). I attended, because I’m writing my own open textbook on ‘Teaching in a Digital Age.’ BCcampus has published its own blog post on the lessons learned, but I came away with something different, from a potential author’s perspective.

1. Open textbooks are gaining momentum.

There were two Ministers of Advanced Education present, one from BC and one from Saskatchewan. This is because the three western Canadian provinces (BC, Alberta, and Saskatchewan) have signed a New West Partnership which includes collaboration on and sharing of open textbooks (Saskatchewan’s participation interestingly was initially driven by pressure from students.)

Last year there were 30 participants at the Open Textbook Summit, this year 130, including David Wiley, representatives from Open Stax, librarians, Barbara Illowsky, an author of an open textbook on comparative statistics, and senior university administrators and faculty in BC who were incorporating open textbooks in their teaching.

Currently, BC has 19 open textbooks available for large enrollment courses, with another 28 being ready in September this year, and another 20 by September 2015. So the supply side is really ramping up in western Canada and government is getting behind it in a big way.

2. There is a clear need for open textbooks.

Kim Thanos from LumenLearning pointed out that textbook costs have increased by 6.8% compared with a cost of living increase of 3.8%. 60% of students at some point during their program do not buy a recommended textbook because of cost, and 31% of students avoid certain courses because of the high cost of textbooks. Open Stax with just 11 open textbooks in 18 months has reached 600 schools/institutions, almost 100,000 students and saved students  $9.3 million in textbook costs.

3. The supply and the demand from students is coming – but where is the adoption by faculty?

Adoption by faculty and instructors remains a major challenge. Diane Salter from Kwantlen Polytechnic University stated that there needs to be an institutional strategy for open textbooks and open educational resources, to raise awareness and get buy-in from faculty. Takashi Soto, an instructor also from Kwantlen, pointed out that with the ability to edit, remix and delete, he can move an open textbook that initially gives him 85% of what he wants to 95%.

But still many faculty are suspicious of the quality of open textbooks or are just not aware that there are suitable open textbooks available for their courses. Open textbooks do not have the marketing clout of commercial textbook publishers. But I also have to say that there is still a certain evangelicism around open textbooks and OERs which I think puts off many faculty. Faculty need to take some ownership of the process of selection, adaptation and implementation if open textbooks are to be adopted on a larger scale.

4. Open textbooks have their own pedagogy.

Most open textbooks today remind me of the movies at the turn of the century. Movies then mainly looked like recorded music hall acts. Cinema needed a D.W. Griffith to recognize the potential of the medium. Most open textbooks look just like commercial printed textbooks; static, lots of print, some graphics, but no animation, video, audio, learner activities or feedback built in.

David Wiley, as always, was very interesting on this topic. He pointed out that opening up student activities beyond the classroom or campus and sharing and collaborating with students on the development and production of content enables quality improvements and more transparency in the teaching (which may explain some of the resistance by many faculty).

I am still struggling, as I write my own open textbook, with the issue of when an open textbook moves from being a ‘book’ to a ‘course’, as one builds in more opportunities for ‘expert’ and ‘student’ contributions to the content, and more links and activities around the content.

5. The technology is still crude

Because the current technology ‘model’ for open textbooks is still based on printed books, the functions that enable more open collaboration, remix and re-use are still very crude. PressBook is a useful adaptation of WordPress, but it lacks many features that I feel I need as an author.  BCcampus has developed a plug-in called PressBook Textbook that has or will have features such as enabling better quality tables and math equations to be easily incorporated, but I’m still trying to work out how to download/add it to my version of PressBook (this is probably due more my technological naivity). Trying to manipulate graphics or images is also very clunky. So all the features that an author needs to create an open textbook that goes beyond a simple text still need more work.

More fundamentally, I’m still struggling with how someone else can take what I’ve written and incorporate it in their own work in an easy and transparent manner, without destroying the integrity of the original. How do I track the changes and variations that others have made? How can I keep the book dynamic – even after I’m dead? How many versions of the book should there be, and how will readers be able to judge which is ‘authentic’ or reliable?

These are interesting questions that I will continue to explore as I develop my open textbook. In the meantime, the Open Textbook Summit was very helpful as I start out on this journey.

Nicolas Carr on ‘Social Physics’…The Darker Side of Reality Mining

online learning insights - 24 Abril, 2014 - 06:16
It’s this article ‘The Limits of Social Engineering’ that piqued my interest this week, first because of the image featured in the article which I found appealing, then it was the reference made to Marshall McLuhan, a scholar and author … Continue reading →