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Inge de Waard reports that Peter Berking, lead of the MoTIF project, has released the newly adapted mLearning Design Reference model, and is now inviting us all to have a look at the reference model, and adapt it to our own needs." The MoTIF project (Mobile Training Implementation Framework) is an ADL initiative currently focused on a model that "embodies and integrates mobile learning constraints and best practices at the fundamental level of the design process itself, leading the ISD to consider using alternative learning approaches, unique mobile device capabilities, and leveraging context and usage patterns of users in ways that desktop DL and classroom learning do not usually address."[Link] [Comment]
British universities are learning very well what North American universities have known for some time, that it is easier to convince governments to increase fees paid by students than it is to increase direct government expenditures. Any old excuse will do. 'These changes should be made now to ensure universities can continue to provide high quality education that meets the needs of students,' she (Janet Beer, vice-president of Universities UK) said." Yeah. 'Quality'.[Link] [Comment]
According to this article, "Koen Becking, chairman of the Executive Board of Tilburg University who has been negotiating with scientific publishers about an open access policy on behalf of Dutch universities with his colleague Gerard Meijer, announced a plan to start boycotting Elsevier." The Dutch have been attempting to negotiate open access, where content would be "born free" with no barriers or subscription fees, but have not been able to to come close to an agreement with Elsevier.[Link] [Comment]
From mobile-specific to enterprise resource planning, these open source platforms could help streamline campus IT. Usually, the higher-ed industry has a reputation as being one of the slowest adopters of new technology. But when it comes to open source software (OSS), campus IT departments are ahead of other industry and consumer tech adoption curves, says [ Read More ]
See it on Scoop.it, via Educación flexible y abierta
In the century of technology, studentship can become an easier period of life. Even if professors assign more and more tasks, students now have the possibility of completing those faster by using the right resources as well powerful online tools and applications.
Below, you can find some of the most useful resources when it comes to boosting productivity and staying focused. Check them out and start being an efficient student. Remember – you must study smart, not hard!
See it on Scoop.it, via Educación flexible y abierta
Universities Canada (2015) Universities Canada principles on Indigenous education Ottawa: Universities Canada, June 29
Yesterday was Canada Day, and I am very proud to be Canadian. But Canada as a country has made an awful mess of its relationship with its aboriginal peoples, as the recent devastating report by the national Truth and Reconciliation Commission has made abundantly clear. The big question is where Canada goes from here, not just in making restitution for past mistreatment, but more importantly in ensuring that aboriginal people can develop in ways that benefit both them and the country as a whole.
The education of aboriginal people is a key but difficult issue, as it is not just about making sure that aboriginal people have the same educational opportunities as other Canadians, but that their education reflects aboriginal values and needs. In recent years, there has been very important progress in developing aboriginal lawyers (especially important, given the many outstanding land claims and resource development) and aboriginal doctors and health workers, but I have not seen the same progress being made in aboriginal education. In particular, aboriginal education, which constitutionally is a Federal responsibility, is poorly funded, and more importantly, badly managed, partly because education is a provincial responsibility for everyone else, and partly because the Federal government oscillates between ham-fisted intervention and neglect.
I was somewhat heartened then to see that Universities Canada, in response to the Truth and Reconciliation Commission’s report, has issued a set of 13 principles of indigenous education. However, on closer examination, I find this yet another example of a well-meaning but ineffective response to a national disgrace. There is nothing to disagree with in respect of the 13 principles, but the document goes nowhere near to the heart of the problem.
In Canada, less than 10 percent of indigenous people in Canada have a university degree, compared to 28 percent of non-Aboriginals, but the main challenge of indigenous education is the very low numbers successfully completing high school, which results in far fewer aboriginal students qualifying for university or, more importantly, for vocational and technical education. Canada spends far less per child on aboriginal education than it does for non-aboriginal children.
Thus there are two things I would like to have seen from Universities Canada:
- a clear statement of the reasons why there are fewer aboriginal students in universities, and what needs to be done to bring the numbers up, including more money being spent on aboriginal k-12 education and reforms to the management of aboriginal k-12 education. Without such steps, aboriginal people in Canada will continue to miss out on higher education;
- a plan of action to improve aboriginal post-secondary education, involving a partnership between the universities and aboriginal people, in the form perhaps of a high level task force, with a defined period in which to report, and with a mandate to propose a budgeted program of actions for provincial, federal and aboriginal governments, as well as recommendations for the universities themselves.
Until then, the 13 principles will remain a pious but ineffective response. In the meantime, would it be too much to ask the main political parties in Canada, in the run-up to the election in October, what their policies and actions will be to improve aboriginal education? (Please feel free to use this space.)
Open Polytechnic (2015) Open Polytechnic launches online learning platform Lower Hutt NZ: Open Polytechnic
I’m not sure the world needs another LMS (sorry, an ‘online learning platform’) but this one, called iQualify and built from scratch by New Zealand’s major distance learning organization, has a number of features that advance LMSs to the next level, such as:
- being designed from scratch for use on multiple devices (computers, tablets and mobile phones)
- supporting multimedia content (text, video)
- virtual study notes linked to course materials
- interactive quizzes
- inbuilt assessment tools
- learning analytics.
Perhaps more importantly, the platform design is based on the Open Polytechnic’s ‘almost 70 years of expertise in learning design’.
The Open Polytechnic is marketing iQualify to employers, industry and professional organisations for online training. There’s not much detail on the iQualify web site, though.
I just hope this will not be yet another ‘in-house’ online learning platform design that hits the dust, such as the University of Phoenix’s adaptive-learning LMS that it has just abandoned. In the meantime, though, I can hear the groans all the way from New Zealand to Vancouver as faculty switch their courses over to the new platform. I wonder if this cost of change is ever factored in to LMS budgeting decisions.
I’d be interested in getting some views on this platform from users of the system.
After connectivism and MOOCs George Siemens followed the path leading to learning analytics, while I took the path leading to personal learning. In this article it looks like he sees the paths as converging. Certainly a lot of what he is saying here is what has been current in personal learning. Witness this: "Many of the personalized learning systems now available begin with an articulation of the knowledge space – i.e. what the learner needs to know. What the learner knows is somewhat peripheral and is only a focal point after the learner has started interacting with content. Additionally, the data that is built around learner profiles is owned by either the educational institution or the software company. This isn’ t a good idea. Learners should own the representation of what they know." There's a longish slide presentation to support the short post.[Link] [Comment]
From the abstract: "This article explores how digital storytelling offers the potential to support transformative global citizenship education (TGCE) through a case study of the Bridges to Understanding program that connected middle and high school students globally using digital storytelling." I'm not really a fan of storytelling, but I think that this is just my own personal preferences; other people love stories and swear by them. Having said that, my interest in storytelling is probably more around the way the teller is transformed in the telling of the story than in the way the listener is transformed in the listening to it. More articles form the just-released issue of the Canadian Journal of Education.[Link] [Comment]
Adaptive learning is one of those ideas that sounds great in theory but is virtually impossible to make effective in practice. People familiar with the early days of video games (and especially the first video-disc games) will understand why - the best games are open-ended environments in which you attempt to achieve goals in increasingly challenging circumstances, rather than closed processes that take you through branches and loops based on specific responses and outcomes. And so the University of Phoenix, which is learning this lesson the hard way. "And after spending years and untold millions on developing its own digital course platform that it said would revolutionize online learning, Mr. Cappelli said the university would drop its proprietary learning systems in favor of commercially available products."[Link] [Comment]
John Spencer, Jul 02, 2015
I am really of two minds about this. On the one hand, I understand the need to refine and revise your work, especially if you're just developing your writing style and your voice. So I can see how these tips would be useful. On the other hand, I hate doing revisions. Almost everything you see that I've written - from blog posts to published articles - is first-draft work. If I must revisit the same ideas again, I'd rather write a new first-draft from scratch, because enough will have changed between yesterday and today so as to make it necessary. I view writing as - at best - a snapshot, not something that captures eternal truths to be treasured for all time. Perhaps it's my background in journalism and writing for tight deadlines. So instead of honing skills to help me revise, I hone skills that help me get it right the first time. All in perspective, I guess.[Link] [Comment]
Some people think that it is odd that I am interested in and follow sports. Why, I even have a signed and framed photo of Jose Bautista on my wall. Why would I, a putative philosopher, thinker and researcher, be interested in sports? And the answer, quite simply, is that sports teaches me lessons, sports offers me role models, and sports inspires me. And even in my (ahem) advanced years, I need all three. "Parents think that the organized way you participate in sports — the leadership and fellowship — is actually preparing people not only for the next game but for much broader roles in life." I think this is true. It means that someone needs to be there to help kids cope not only with the thrill of victory but also the agony of defeat - how you can train hard, do everything right, perform at your best - and still lose.[Link] [Comment]
Irving Wladawsky-Berger, Jul 02, 2015
This is my take as well: "What if, rather than asking the traditional question - What tasks currently performed by humans will soon be done more cheaply and rapidly by machines? - we ask a new one: What new feats might people achieve if they had better thinking machines to assist them?"[Link] [Comment]