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Personalized Learning at Law Schools

e-Literate - 25 Junio, 2016 - 20:24

By Michael FeldsteinMore Posts (1077)

I recently had the honor of speaking at the CALI (Center for Computer-Assisted Legal Instruction) conference. I was invited by one of my early heroes, John Mayer. When I first arrived on the ed tech blogging scene, John was already here, doing stuff. He inspired me.

Anyway, you may or may not know that law schools are currently experiencing an enrollment crisis. As a result, they are accepting students who are below their normal standards. These students are, unsurprisingly, not doing as well (on average) as their predecessors. So I ask the question: Is the problem that the students are “worse,” or is it that nobody is actually teaching law school students, and that the ones being admitted could succeed if only somebody taught them?

Here’s the video of the keynote, if you’re interested:

The post Personalized Learning at Law Schools appeared first on e-Literate.

Import Blackboard Common Cartridge into WordPress

OLDaily - 25 Junio, 2016 - 20:07


Tom Woodward, Bionic Teaching, Jun 25, 2016

It's hacks like this that make the world great. What we have here is basically a PHP script that read a Blackboard-produced common cartridge (the URL is hard-coded and inaccessible to me; you will need to substitute your own), creates an array of resources from the manifest, gets the resources as necessary, and then saves them as WordPress posts. There's no guarantee that this script would work on any cartridge other than the one which was tested. The point is, if you create resources using open standards, people will find a way to use them creatively. Even if they come from Blackboard. Related: Importing Moodle  into WordPress.

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Talking numbers about open publishing and online learning

OLDaily - 25 Junio, 2016 - 20:07


Tony Bates, online learning and distance education resources, Jun 25, 2016

I think I've always known this, but Tony Bates, who has a foot placed firmly in each camp, has the data to support it: "open, online publishing will almost certainly reach more readers than a commercial publication or an academic journal." FWIW  this is probably the one and only time I'll ever be lumped in with  Justin Bieber and  Donald Trump. Good plug for the BC Campus Open Textbook Project.

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Six centuries of secularism

OLDaily - 25 Junio, 2016 - 20:07


William Eamon, Aeon, Jun 25, 2016

Interesting thesis: "by elaborating mechanical processes and spelling out how things worked – in striking contrast to the well-documented secrecy of the guilds – writers began to transform the mechanical arts from personal know-how into scientific knowledge... The world of the crafts – like that of politics – lost its magic; it broke free of its yoke to the divine.... Because secularisation subverted the notion of cosmic and metaphysical order, the rise of how-to books sowed the seeds of a more open and tolerant view of humanity."

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Brexit and online learning in Europe

Tony Bates - 25 Junio, 2016 - 02:42

Image: The Millennium Report, 2016

Little England triumphs

Well, Little England has triumphed at last. The votes in suburban and industrial England and Wales were enough to defeat Londoners, Scots and the Northern Irish. So not only can we expect the future dismantling of the European Union, we will also probably see the end of the United Kingdom. Poor Queen – she must feel sick as a parrot as she considers the consequences. Also the old, as always, punished the young. The young mainly wanted to be outward looking Europeans; the old outvoted them, forcing them to remain in Little England (unless, like I did, they can escape).

It was not a surprise to me. Right up to the closing of the voting, and despite a last day uplift in the Remain support in opinion polls, and despite the bookies and the smart money, I was convinced that Britain would leave. Like most referendums, it was driven by emotion, not logic, and for many Brits, when they got in the voting booth, their emotions would take over.

Freedom!

Punish the bastards (the bastards being ‘them’, the invisible but omniscient ‘elite’ who have got us into this mess.)

Back to the glory days when Britain ruled the world and England won football matches.

No more Frogs and Krauts telling us what to do.

No more invasion by Syrians and terrorists.

How predictable. How sad.

It is a disaster that could have been avoided. David Cameron is staying on for three months ‘to steady the ship.’ Sorry, Mr. Cameron, but the ship has already sunk, and it was you who pulled the plug when you thought a nice little referendum would get those pesky Euroskeptics in your party off your back. What a petty motivation for destroying not only a country but a continent.

Well, of course, it won’t be as bad as that, will it? The panic and shock will slowly dissipate, the money people will work out new ways to make money, and Putin won’t be nasty and invade the Baltic states, will he? People are resilient and will find a new way through.

So let’s look forward and see what the implications are for online learning in Europe, which is almost as important as the Euro nations soccer championship (will England be disqualified now)?

Then

In the 1990s, there wasn’t a lot of online learning happening in Europe, although there were several big open universities: the UK Open University was dominant, but there were also sizeable open universities in Spain, the Netherlands and Germany. In online learning, some Norwegian distance education institutes, such as NKI, were launching online courses. When EDEN, the European Distance Education Network, started in the early 1990s it was mainly dominated by the big open universities, but it began to expand its membership by dropping institutional membership and moving to individual membership. This was important in bringing in many new participants, some of whom were European leaders in online learning. But the UK OU was still the major player, even though it was relatively slow in moving to online learning.

At the same time, the European Commission had launched a number of major funding programs that focused on ICTs (information and communications technologies) in education, such as the DELTA program. These were often large, unwieldy projects that required participants from several countries, particularly from those countries that were struggling economically or were ‘new’ to the EU, and also required sometimes a minimum of three industrial partners. Although such projects often got bogged down in trying to balance the interests of all the participants, were often slowed down by stifling bureaucratic requirements from the EC, and one or two participants from more economically advanced countries ended up doing most of the work, these programs were useful for widening the expertise in the area of online and digital learning across a large number of member states and brought new players into the game. However, in the early 1990s there were only 12 or so member states.

Now

The most significant change has been the expansion to 28 states, incorporating most of the Eastern European countries that were part of the Soviet Union. The EC still has major programs that provide funding for ICTs in education projects (although digital is now the more favoured term). More importantly, many more countries all over Europe now have substantial experience in online learning, as was evident from the recent EDEN conference. Nevertheless, Britain is still a dominant force in this area and has been a major contributor to EC programs in online and digital learning.

Not only will the withdrawal of UK participants be a major blow for many of these European projects, but also UK universities and consultants in the field of online and digital learning will lose out on major funding opportunities and the opportunity to learn from working with European partners. This may not be as bad as in other areas of collaboration or business, because academics and educators will still go to international conferences and share experiences, but nevertheless there will be a net loss both for British and European online practitioners.

What went wrong?

There are people closer to the action who are better placed than I am, but here’s my two cents worth, anyway:

  • Europe got too big, too quickly. It was difficult enough to get consensus with 12 countries with relatively similar economic and social contexts, even if the languages were different. Expanding to 28 countries covering an immensely wide range of languages, cultures and above all, economic circumstances without a change to the overall governance/political model has led to gridlock in decision-making;
  • as a result, the European Union has failed to deal adequately with its three most important challenges: the recovery from the economic recession in 2008; the immigration crisis; and its relationship with Russia. It has showed weakness in responding to each of these admittedly difficult challenges, with negative implications for the average Joe and Joe-ess in Europe and Britain;
  • Britain too suffered badly from the economic recession. Most of its major banks went bankrupt and had to be bailed out with taxpayers’ money. Many of those bankers are still in place, earning almost obscene amounts of money. Although the economy has picked up since 2008, the British government has been running an austerity-focused economic policy, which hits hard unemployed and low income workers and families. Many working class people in the former industrial parts of England have been unemployed through five generations, since the devastation of UK manufacturing industries in the 1980s. Both of the two major political parties have been run until recently by ‘establishment’ figures from public school/Oxbridge backgrounds. A major theme in the run-up to the referendum was the rejection of advice from ‘experts’ (economists, politicians, international leaders and think tanks, the Bank of England) who were seen as an untrustworthy elite who benefit from the status quo. The class war is alive and strong in the UK and getting worse, as a result.
  • at the same time, fed by a viciously simplistic and racist tabloid press, many middle class Brits feel that they are no longer getting the respect they feel they deserve; the Empire has crumbled and their culture is being threatened by a wave of immigrants. England is already full. Last year, Britain, which would fit into the southern half of Ontario, and has a population of 60 million, took 360,000 immigrants, compared to the whole of Canada, who took 260,000. There are genuine fears that immigrant numbers will increase much more over the coming years, as the Middle East disintegrates further. The Leave proponents deliberately played on these fears.

So in this referendum, there was what we have also seen in the run-up to the USA presidential election: a weird alliance of what appear to be extreme right and extreme left wing voters rejecting and overwhelming the moderate, ‘rationale’ centre in politics. However, unless the genuine grievances of these groups are addressed, we will see similar so-called ‘irrational’ political upheavals in the future. In particular, the widening gap between rich and poor needs to be addressed or we will all end up victims to so-called ‘irrationality’.

 

Talking numbers about open publishing and online learning

Tony Bates - 25 Junio, 2016 - 00:11

Screen shot from today’s analytics page from my blog site

Please forgive me here for a little self-indulgence. By sheer coincidence, two statistics converged yesterday.

2 million blog post hits

First, I passed the 2 million mark for the number of hits on this web site. This is by no means a challenge to Justin Bieber or Donald Trump, or even Stephen Downes, but I think it is a reasonable accomplishment for a relatively serious blog devoted to rather lengthy posts about online learning and distance education.

The web site is just under eight years old, having started in July 2008, and currently is averaging about 35,000 hits a month (which is remarkable as I have been posting less than once a week over the past few months, thus defying the first rule of blogging – publish daily). However, the continued activity despite the lack of many new posts in the last year is particularly satisfying, because it means that the site is being used as a resource, a place to go to regularly for information on online learning and distance education.

The table below gives a list of the most popular posts, but it should be remembered that the older the post, the more hits it is likely to get:

For instance, ‘Recommended graduate programs in e-learning’ and ‘What is Distance Education?’ were posted on the original web site when it first opened. The largest supplier of free online learning (posted in April, 2012) is ALISON, and the number of hits reflects potential students looking for (objective?) information about ALISON, especially what its certificates are worth. In this case, the comments from ALISON users are probably more valuable than the original article.

A short history of educational technology‘ is a much more interesting phenomenon, being posted as recently as December, 2014, as a draft for my online textbook, ‘Teaching in a Digital Age’. At the moment it is getting over 200 hits a day, and it appears that it is a set reading for one or more online courses.

On the other hand, ‘Can you teach real engineering at a distance?’ is seven years old, but is still very active from student comments, including yesterday. This post in particular reflects many potential students’ frustration with the lack of accredited online courses in engineering, especially in Canada.

What’s right and what’s wrong about Coursera-style MOOCs‘ is an interesting measure of the interest in MOOCs over time. Most of the hits came in the first year (August, 2012), although it is still averaging just under 200 hits a month, and 3,000 over the last year. However, in the last twelve months, ‘Comparing xMOOCs and cMOOCs: philosophy and practice‘, a draft for the book, has overtaken it with nearly 5,000 hits this year.

The data therefore suggests to me that the site is used as much by potential or actual students as by faculty and instructors – or at least it is [potential] students that drive the large numbers of hits.

And the best ever 3,190 hits in one day? Well, that was ironic. It was the day after I posted ‘Time to retire from online learning?‘, when I got almost 2,000 hits that day on that post. It’s been downhill (gently) ever since!

30,000 book downloads

Also yesterday ‘Teaching in a Digital Age’ not only came out in a French version, but the English version has now passed more than 30,000 downloads of the book (18,003 from the BCcampus Open Textbook web site, and almost 12,000 from the Contact North web site).

Again, this isn’t the Da Vinci Code in best sellers, but these are downloads within a 15 month period for a 500+ page textbook aimed at faculty and instructors. My best-selling commercially published book aimed at faculty and instructors, ‘Effective Teaching with Technology in Higher Education’, published by Jossey Bass in 2003, never got close to 10,000 in sales.

Conclusions

So a lesson for writers: open, online publishing will almost certainly reach more readers than a commercial publication or an academic journal. Whether it will have as much influence will depend on other factors, such as judging the market, the quality of the book or paper, its timeliness, the need of the readers, and your prior experience in publishing. What open publishing will not bring you is direct income from the book, or promotion or advancement to an academic position, although that too may well change in the future.

For a more detailed discussion of whether open publishing is worthwhile, see ‘Writing an online, open textbook: is it worth it?’ Nothing that has happened in the last 12 months has made me want to change what I wrote then.

 

Waking up with the results of the Brexit-Referendum

Pontydysgu - Bridge to Learning - 24 Junio, 2016 - 21:42

During the recent years I have been blogging mostly on our ongoing EU-funded Learning Layers (LL) project. This time I leave it at the background. And normally I am not making comments on politics – not of my country of origin (Finland) or of my host country (Germany) nor of any other country. BUT today I cannot help picking up the topic “Brexit” due to various reasons. Let me give three reasons for this:

  1. The “Learning Layers” connection: It so happened that the referendum took place just one day after the LL project consortium meeting in Bristol. The two last days before the referendum we spent in a productive and collaborative project meeting – working towards common results and discussing prospects for follow-up activities. In our meeting we worked in the spirit of accustomed normality – partners from Member States among each other as peers among peers. There was no feeling that this could abruptly change (although the British colleagues were worried and acknowledged the risks). Now, after the results, we understand that things will not change overnight and that the future cooperation arrangements will not exclude the British universities from European research cooperation. Yet, the change of climate is taking place and we don’t quite know what to expect.
  2. The Pontydysgu connection: I am writing my blogs on Pontydysgu website as a result of long years of cooperation. I came to know the senior members of Pontydysgu staff (Graham and Jenny) in 1996 at the beginning phase of the EU funding programme Leonardo da Vinci. That was quite some time ago – and some years before the start of Pontydysgu. During the following twenty years we have had a shared history of working in and with European cooperation projects – mostly with focus on vocational education and training (VET). In the course of the time I have learned to appreciate the effort of my Pont colleagues to work as interpreters between the Welsh, British and continental views – and to get the best out of different projects. In this way they have become popular and successful as British partners in EU projects – with educational, labour market -oriented, regional or ICT-related themes. Now, in the new situation I understand that my Pont colleagues have more concerns about their European cooperation than the universities.
  3. The family connection: Finally, I have a personal reason: I have very close family members living as expatriates in London. To be sure, the adults of the family have double nationality and so have the children. They should not need to feel ‘outsiders’, they have got their proper places in the British society. Yet, they (the adults) have grown up on the continent and brought with them a common family language (Finnish) when they moved to Britain long ago. Now, after this heated referendum campaign there are more questions in the air, how expatriates are being perceived in their neighbourhoods (or how the neighborhoods with expatriates are being perceived). Up to now I have had no reason to raise this question, now I am not sure. As we recently learned it in the context of the tragic killing of the Labour MP Jo Cox, “rhetoric has consequences”. But, in the same context we should try build on her life work and her attempt to overcome the power of hatred and division with something grater – human values and solidarity.

I think this is enough to clarify, why I cannot leave the topic ‘Brexit’ aside like an old newspaper with news of yesterday and days before. This new period of uncertainty – on both sides of the Channel – is not a matter of some rapid negotiations and then back to ‘normal business’. Now it is time to rethink and reshape the mutual relations on a new basis – and that need time. Let us hope that this time will be used well. I leave my remarks here and try to get back to my usual themes.

More blogs to come …

Graduate School Moves Data to Cloud ERP and SIS

Campus Technology - 24 Junio, 2016 - 21:34
A stand-alone graduate school for educators in New York City is updating its business operations by shifting to new cloud-based enterprise resource planning and student information systems.

Brexit

OLDaily - 24 Junio, 2016 - 19:59

I understand the feelings of the people who voted in favour of the Brexit. They are Europe's Americans. The situation of the UK and Europe is in many ways the inverse of Canada and the U.S. And I would not vote 'yes' to a union of Canada and the U.S.

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Staying Human in the Machine Age: An Interview With Douglas Rushkoff

OLDaily - 24 Junio, 2016 - 19:59


Andrew O'Keefe, Singularity Hub, Jun 24, 2016

This is one of the better lines I've read today (applies equally to the internet and to Brexit): "What those of us unversed in Marxist theory at the time didn’ t realize was if you get rid of government you create a very fertile soil for the unbridled growth of corporations." Rushkoff, of course, is talking about what happened to the world of the internet he talked about in Cyberia. "Cyberia lay the philosophical foundation for the internet as an opportunity for a new kind of liberation. Rushkoff argued that the web could generate a new renaissance by birthing a technological civilization grounded in ancient spiritual truths. But a different story emerged."

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Remix culture and education

OLDaily - 24 Junio, 2016 - 19:59


Steve Wheeler, Learning with 'e's, Jun 24, 2016

This post defines 'remix culture' and what it means to education. It is a follow-up to an  earlier piece on digital literacies in remix culture. "Remixing is the act of taking previously created works or artefacts and adapting them in some way," writes Steve Wheeler. I woukld have used the word 'other' rather than 'previously created' because items found in nature can also be part of a remix. And as Wheeler says, even though some schools may see it as undesirable, "Remixing is a creative process. It takes imagination to adapt an existing piece of art or music into something new or apply it in a completely different context."

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Next Play for LinkedIn - an ePortfolio in every classroom

OLDaily - 24 Junio, 2016 - 19:59


Kathryn Chang Barker, LinkedIn, Jun 24, 2016

I think you can view this article on LinkedIn without signing into LinkedIn - if not, please let me know. Kathryn Chang Barker writes, "LinkedIn can and should be in every secondary and university classroom in the world, but it needs to add one more tool – an ePortfolio." I have no doubts about the benefit of an ePortfolio - or, morewidely construed, a Personal Learning Record - but does it have to be on LinkedIn? That said, the appeal for Microsoft has to be undeniable. "Already Sony is working on an education and testing platform powered by blockchain. Already Bill Gates and Mark Zuckerburg have produced personalized learning systems with algorithms.  Already machine learning is managing our curriculum and careers.  This is a chance for LinkedIn and Microsoft to create an innovative space in the middle of these innovations."

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21st Century Credentials: Telling the Story of the Whole Student

OLDaily - 24 Junio, 2016 - 19:59


Cali Morrison, WCET, Jun 24, 2016

One of the criticisms of traditional testing and credentials is that they represent only a narrow part of a person's learning. This post summarizes a discussion by Ryan Craig, managing partner of University Ventures, who made the following points (quoted):

  • We’ re beyond the ‘ take our word for it’ era – there is a loss of faith in the greater community about what higher education does.
  • Technology has changed the game – learning is ubiquitous and is pushing higher education toward unbundling the degree.

The result is an emerging picture of credentials that are at one more all-encompassing and more up-to-date. "It will take radical shifts in all of our systems – the alphabet soup of linked (or sometimes not) software that we use to track students fiscally, academically, and out into their time as alumni.È

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Making Sense of MOOCs: New UNESCO-COL guide now available

OLDaily - 24 Junio, 2016 - 19:59


Mariana Patru, Venkataraman Balaji, Commonwealth of Learning, Jun 24, 2016

From the intro: "The Guide is designed to raise general awareness amongst policy makers in developing countries as to how Massive Open Online Courses (MOOCs) might address their concerns and priorities, particularly in terms of access to affordable quality higher education and preparation of secondary school leavers for academic as well as vocational education and training. With very few exceptions, many of the reports on MOOCs already published do not refer to the interest and experience of developing countries, although we are witnessing important initiatives in more and more countries around the world." Here's the direct link (102 page PDF).

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Coursera pilots a new course format

OLDaily - 24 Junio, 2016 - 19:59


Coursera Blog, Jun 24, 2016

Coursera is launching a new format today. You will recognize it as "what we had before MOOCs". Here it is: "we will begin piloting a few courses in which all content is available only to learners who have purchased the course, either directly or by applying for and receiving financial aid." It may be time to rededicate myself toward creating a genuinely open-only course framework, based to a large degree on the work I did with gRSShopper. Of course, that will require funding....

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Check Out These Moodle How To Videos From Titus Learning

Moodle News - 24 Junio, 2016 - 17:03
There is a new playlist available over at the Titus Learning YouTube channel that has four excellent tutorials that will help you add some life to your Moodle. Check it out below: The playlist...

Hack Education Weekly News

Hack Education - 24 Junio, 2016 - 14:01
Education Politics

I watched the results roll in from the Brexit referendum last night with great, great sadness. My mum is British, and I’ve always joked that my British passport is one of my most prized possessions. I am gravely concerned for the future of my youngest family members, who’ve had their futures immeasurably altered by this election. I’m gravely concerned for all our futures frankly, as a xenophobic populism, blended with a neoliberal greed, sweeps the West. I suppose I’ll save the rest of this rant for my newsletter

Via Inside Higher Ed: “British citizens voted on Thursday for the United Kingdom to leave the European Union, ushering in a period of uncertainty for universities. The margin was 52 to 48 percent. Many in higher education opposed a British exit, or Brexit, from the union, arguing that membership in the E.U. helps enable international research collaborations and that free movement across member states helps U.K. universities attract top scholars and students.”

Via the BBC (from Monday): “Mexico teachers protest: Six killed in Oaxaca clashes.” Via Democracy Now: “‘The Battle Has Just Started’: Activists Denounce Police Killings & Crackdowns on Teachers in Oaxaca.”

Via inside Higher Ed: “The Obama administration has chosen 67 colleges and universities for a pilot program that will offer Pell Grants to incarcerated students.”

“Schools, Libraries Miss Out on Millions in E-Rate Funds,” according to EdTech Magazine – some $245 million for the 2014 fiscal year.

Via The Chronicle of Higher Education: “With two executive orders, Gov. Matt Bevin of Kentucky has thrown the leadership and governance of the University of Louisville into chaos. The governor, a Republican elected in 2015, announced on Friday that he had disbanded the university’s current 20-member Board of Trustees. He has put in place a six-member interim board to oversee the institution, with three new appointees and the current faculty, staff, and student representatives.”

President Obama might become a venture capitalist after leaving office. (That’s what former Department of Education folks, Arne Duncan and Jim Shelton, have done. And of course current Undersecretary of Education, Ted Mitchell, is a former VC.) Bonus points if former British PM David Cameron becomes one too.

Presidential Campaign Politics

How Not to Study Donald Trump” – “To make sense of Trumpism, and to put Trump in his historical context, The Chronicle of Higher Education asked a mostly white group of scholars to suggest readings for a syllabus for a mock course in Trump Studies. They returned a syllabus that was all-white in composition – not just in that the primary authors of the books selected contained no people of color but the books themselves largely avoided America's colonial-settler, chattel-slavery, and racist-imperial history.”

Will for-profit higher ed be an election issue? Via Gawker: “The Clintons Have a For-Profit College Problem Of Their Own.” Via Inside Higher Ed: “Fact-Checking Trump Assertion on Clinton For-Profit Ties.”

Education in the Courts

“The U.S. Supreme Court on Thursday upheld the University of Texas at Austin‘s consideration of race and ethnicity in college admissions. Some parts of the decision in the case, Fisher v. University of Texas at Austin, related to features unique to that university,“ Inside Higher Ed reports. It’s an old post, but FiveThirtyEight re-upped it this week in light of the SCOTUS decision: ”Here’s What Happens When You Ban Affirmative Action In College Admissions.“ Via The Chronicle of Higher Education: ”Why Twitter Is Calling Abigail Fisher ’Becky With the Bad Grades’: A Brief Explainer.” Thank goodness for education journalism.

The Supreme Court split 4–4 on the Obama Administration’s immigration reform proposals, “which would have allowed up to 4.5 million immigrants to apply for protection from deportation and work legally in the US.” As Vox reports, “The Court announced Thursday that it was unable to reach a decision in the case United States v. Texas. That means the ruling of the Fifth Circuit Court of Appeals stands – which had kept the programs (known as DAPA and DACA+) from going into effect.” (The decision raises some questions about educational benefits extended to “Dreamers.”)

Via Inside Higher Ed: “A superior court judge will decide in August whether the University of California, San Diego, can schedule a new disciplinary hearing for a student accused of cheating five years ago. Last year, a state appeals court ruled that UCSD officials violated the student’s right to due process when they concealed the identity of a critical witness in the case.”

Testing, Testing…

Via The Chronicle of Higher Education: “These days, everyone’s talking about ‘equity,’ and now a testing company has affixed the word to a new effort. The company behind the ACT on Wednesday announced plans for a Center for Equity in Learning, which will focus on helping underserved students succeed in college and the work force.”

Northwest Evaluation Association To Enter State Assessment Market,” says Education Week.

“Is Estonia the new Finland?” asks The Hechinger Report after looking at the country’s rising PISA scores.

Online Education (The Once and Future “MOOC”)

From the Coursera blog: “Coursera pilots a new course format.” It’s the format otherwise known as “online education.” “Starting today, we will begin piloting a few courses in which all content is available only to learners who have purchased the course, either directly or by applying for and receiving financial aid.”

More via I Programmer on Coursera’s decision to remove old courses from its platform.

In other Coursera news: “Atlassian sponsors computer science learners on Coursera.”

And via Inside Higher Ed: “The U.S. Department of State and massive open online course provider Coursera are partnering to launch Coursera for Refugees, a program to offer career training to displaced people around the world. The program will focus on nonprofits that help refugees, which will be able to apply for fee waivers to access the Coursera course catalog.”

Law Schools Are Going Online to Reach New Students,” says The New York Times.

Coding Bootcamps (The Once and Future “For-Profit Higher Ed”)

From Course Report: “the 2016 Coding Bootcamp Market Size Study.” Among the findings: “In 2016, the sheer number of bootcamp providers has grown to 91, compared to 67 last year.” “Average tuition price of qualifying courses is $11,451, with an average program length of 12.9 weeks. This is compared with averages of $11,063 and 10.8 weeks in 2015.”

Via Venture Beat: “Xavier Niel explains 42: the coding university without teachers, books, or tuition” (or students over age 30).

Via The New York Times: “Corinthian Colleges, once one of the nation's largest for-profit education companies, engaged in apparently unlawful practices by paying its recruiters based on how many sales leads they converted into actual students, according to documents unsealed late last week.”

Via Politico: “As much as one out of every four dollars in federal student loans flowing to for-profit schools offering associate’s degrees or certificates could be eligible for forgiveness because of the school’s fraud, the department [of education] estimates.”

A report on for-profit higher ed from the AFT: “Regulating Too-Big-to-Fail Education.”

Via the AP: “New for-profit medical schools springing up across US.”

More on the accreditation of for-profit universities in the accreditation section below. And more on the role that for-profit universities might play in this year’s Presidential election in the poop emoji section above.

Meanwhile on Campus

Via The Chronicle of Higher Education: “U. of Wyoming’s President Declares Financial Crisis.” More on UWyo’s “queen sacrifice” from Bryan Alexander.

“A computer for every LA Unified student would cost $311 million,” says the LA School Report (which seems significantly less than the $1.3 billion it agreed to pay Apple/Pearson for iPads, but what do I know).

The Associated Press reports that “Recovery schools for addicted teens on the rise.”

The AAUP has censured the College of Saint Rose in New York and the University of Missouri (Columbia) “for violating standards of academic freedom and tenure.”

Accreditation and Certification

Via Inside Higher Ed: “Federal panel recommends termination for ACICS, an accreditor of several notorious for-profits, while also tightening the screws on the American Bar Association and other agencies.” More via the Associated Press.

“Four small private colleges – along with one community college – have been placed on probation by the regional accreditor for the southern United States,” Inside Higher Ed reports. The schools in question: Spring Hill College, Kentucky Wesleyan College, Centenary College, Georgetown College, and Angelina College.

Via Inside Higher Ed: “The federal government is set to release data reports designed to help measure the performance of accrediting agencies, with metrics such as the graduation rates, debt, earnings and loan repayment rates of students who attended the colleges the accreditors oversee.”

Via NPR: “Trump University Is Like Other For-Profit Colleges But Without The Degree.” So, sorta like a coding bootcamp?

More on the accreditation of a “Sports University” in the sports section below.

Go, School Sports Team!

The New York Times on concussions and suicide: “A Young Athlete’s World of Pain, and Where It Led.”

Via The Chronicle of Higher Education: “Second Former Vanderbilt Athlete Is Found Guilty in 2013 Campus Rape.”

Via Inside Higher Ed: “The Big 12 Conference’s Board of Directors on Wednesday requested ‘a full accounting of the circumstances surrounding the sexual assaults’ at Baylor University.”

Also via Inside Higher Ed: “More than 130,000 people have now signed a petition demanding that the National Collegiate Athletic Association ban violent athletes from playing intercollegiate sports.”

Via The Chronicle of Higher Education: “Two higher-education agencies in North Carolina are looking into the company calling itself Forest Trail Sports University and could nix its plans to team up with Waldorf University, a for-profit institution based in Iowa that operates mostly online.”

From the HR Department

Via the Providence Journal: “Three teachers have resigned from Blackstone Valley Prep after the charter school confirmed allegations that they posted hurtful messages about some of their students” into a Google Doc shared with the entire school.

Via Inside Higher Ed: “After the State College of Florida replaced a tenure-like system with three-year contracts for all new faculty members, some complained. So the board shifted to one-year contracts.”

Via The New York Times: “Late Deal in Albany Could Allow Charter Schools to Hire More Uncertified Teachers.”

Elsewhere in the de-professionalization of education, via NBC4: “Georgia school district hiring 450 teachers, no education degree required.”

Via Edsurge: “Adam Bellow Becomes CEO of Breakout EDU to Spread Gamified Learning.”

Success Academy Makes Two Hires Aimed at Growth,” The Wall Street Journal reports. “LaMae de Jongh named ‘chief scaling officer,’ and Debora Barrett will be ‘chief people officer.’” LOL job titles.

Contests and Awards

14 projects win 2016 Knight News Challenge on Libraries.”

The National Science Foundation has awarded $1.5 million to “making” projects.

Upgrades and Downgrades

Via San Francisco Magazine: “A Kindergarten Teacher May Be Evicted from Her Mission Apartment. Reason: ‘Using Appliances’.”

Here’s the Chalkbeat headline: “New software aims to make teachers' jobs ‘much easier’ in Indianapolis Public Schools.” Here’s the rub: it’s an LMS.

Via Techcrunch: “Apple launches coding camps for kids in its retail stores.”

Google announces “Google Cloud Platform Education Grants for computer science.”

Via The New York Times: “Students Look to Loan Alternatives to Simplify Process and Ease Burden.”

Grit – a blog post about a trademarked grit product by Pearson, of course.

“Can U.S. and U.K. higher ed systems scale up higher quality and cost efficient education?” asks The Hechinger Report. I’m gonna go with “no” and not just because of Betteridge’s Law of Headlines.

An in-depth look at for profit companies selling their education products and services in Africa. “Are public private partnerships the way forward?,” the headline asks. Again – thanks Betteridge – the answer is “no.” Hell no.

Betteridge strikes again! “Can Venture Capital Put Personalized Learning Within Reach of All Students?” asks Edsurge. (It’s so revealing how this is framed – the problem with “personalized learning” up ’til now? Not enough money from the mega-wealthy!)

And Betteridge again! “Can Edmodo Turn Virality into Profitability?

10 amazing ways Blockchain could be used in education.” “Amazing.”

Elsewhere in blockchain news: “An Open Letter To the DAO and the Ethereum community.” “$80 Million Hack Shows the Dangers of Programmable Money.” “Blockchain Company’s Smart Contracts Were Dumb.” Amazingly dumb.

More, via Inside Higher Ed, on various colleges’ OER initiatives.

The New York Times covers its own recent education event: “Educators Discuss the Future of Higher Education.” Funny headline as most of the speakers at this annual event aren’t actually educators.

Funding and Acquisitions (The Business of Ed-Tech)

ProQuest has acquired Alexander Street Press.

Elsevier has acquired Hivebench.

Homework help site Brainly has acquired OpenStudy.

Educator’s Assessment Data Management System (EADMS) is merging with IO Education.

Entstudy has raised $18 million from Greenwoods Investment, Tencent, and Yuanxi Capital. The Chinese tutoring company has raised $42.21 million total.

YewNo has raised $10 million from Pacific Capital for its “hyperknowledge” search platform.

GameEffective has raised $7 million from CE Ventures, Verint, 2B Angels, Shaked Ventures, and Lipman “to gamify employees’ sales and e-learning tasks.” The company has raised $10 million total.

The language-learning marketplace iTalki has raised $3 million from the Chinese online education company Hujang.

Zoomi has raised $2.5 million from an undisclosed list of investors. According to Edsurge, the company makes “adaptive workplace software that helps individualize corporate training.” The company has raised $8.45 million total.

Learn-to-code startup Piper has raised $2.1 million from Princeton University, Reach Capital, 500 Startups, Founders XFund, Jaan Tallinn, and Jay Silver. The company has raised $2.15 million total and should not be confused with the fictional company from the TV show Silicon Valley, Pied Piper, which has not yet pivoted to the learn-to-code space. But you never know.

Cogbooks has raised £1.25 million (which, thanks to the crashing of the pound following the referendum vote, is about a buck fifty) from Nesta Impact Investments, DC Thomson, and the Scottish Investment Bank. The adaptive learning company has raised $4.57 million total.

Knowledgemotion has raised an undisclosed amount of funding from ICG Ventures.

Data, Privacy, and Surveillance

“Examining ethical and privacy issues surrounding learning analyticsby Tony Bates.

Via Schools Week: “While the compulsory retention of every website visit for every person in the UK was recently debated and passed in the House of Commons in the Investigatory Powers Bill, the plans for statutory surveillance of every child’s Internet use, in schools and at home, has gone unnoticed.”

Via the Democrat & Chronicle: “A small rural Orleans County school district says it has been a victim of a cyber attack that exposed personal information of thousands of workers and contractors.”

Data and “Research”

Edsurge studies the gendered pay inequality at education non-profits. The median male salary at the Clayton Christensen Institute, for example is $143,000; the media female salary is $112,300. From this article, I learned that Sal Khan earns more than $540,000 a year. JFC.

According to research published in the Evaluation and Policy Analysis journal (as reported by Inside Higher Ed), “a student placed in remedial math has a better chance of succeeding in college by taking college-level statistical courses with additional support instead of developmental math.”

Via Mark Guzdial’s Computing Education Blog: “Google-Gallup Survey now Disaggregated by States: Fascinating and confusing reading.”

Bad news for brain training” by Daniel Willingham.

Via NPR: “More Testing, Less Play: Study Finds Higher Expectations For Kindergartners.”

Via The Chronicle of Higher Education: “Does Reading on Computer Screens Affect Student Learning?”

Via Education Dive: “Study examines why students choose for-profit education.”

Edsurge reports on the latest survey from the Tyton Partners (paid for in part by the Gates Foundation) on the usage of technology in academic advising. (No surprise: the message is that there simply isn’t enough tech.)

Via Inside Higher Ed: “Experiments with adaptive learning at 14 colleges and universities have found the software has no significant average effect on course completion rates, has a slight positive effect on student grades and does not immediately lead to lower costs. And after using the software for three academic terms, less than half of the instructors involved say they will continue to use adaptive courseware.”

And yet headlines like this persist: “Adaptive Learning Holds Promise for the Future of Higher Education.” Oh. I see. “Sponsored Content.” No mention of who sponsored. Nice work, Education Dive.

Investment firm GSV has released a report with “comprehensive data + education sector insights.” They’ve called it “a history of the future” – nice tagline. Someone should steal that.

Icon credits: The Noun Project

French Friday: Les Badges Dans Moodle

Moodle News - 24 Junio, 2016 - 09:12
Aujourd’hui j’aimerais vraiment vous parler des badges que l’on peux obtenir dans Moodle.org. Avez­vous déjà remarqué que des utilisateurs avaient un ou plusieurs badges ? Depuis...

SUNY New Paltz Builds 3D Printing Superlab to Serve Students and Support Community

Campus Technology - 23 Junio, 2016 - 23:54
A new additive manufacturing lab at The State University of New York at New Paltz will make a variety of 3D printers — including industrial-grade machines — available both to students and the surrounding community.

Unplag Updates Interface, Adds Commenting for Canvas Users

Campus Technology - 23 Junio, 2016 - 22:25
Unplag has updated its cloud-based plagiarism detector with a new user interface and the ability for instructors using Canvas to leave comments on student assignments.

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