agregador de noticias
I'm linking to this item to make sure it remains available to me in future discussions of critical literacies. Here's the argument: "Many of the frameworks... do not take into consideration the social practices governing the use and writing on the web." The frameworks are conceptually defined and focused on finding and consuming rather than creating and communicating. "The classical approach to digital literacy is the reference framework for web literacy. This approach assumes that digital skills are useful in order for people to be capable of selecting, analyzing, processing, organizing, and transforming information into knowledge based on context and personal and social needs. We believe that this approach is excessively instrumental. This is because it does not take into account the new competencies the web offers for people to be active in constructing new pathways for social participation and, especially, learning." Exactly right. Image: Sandwell and Lutz.[Link] [Comment]
More peer-reviewed literature involving the use of learning styles to describe, explain or predict learning outcomes. This study examines how students with different cognitive styles (i.e., Holist/Serialist) react to three presentation modalities (i.e., text, text with graphic, and context) in game-based scenarios." I'm willing to gfrant the learning styles sceptics the benefit of the doubt, but at some point, other than simply repeating that "there are no such things as learning styles" they will have to explain the continued persistence of learning styles in published reserach and explain why results like this are irrelevant.[Link] [Comment]
Pew released a big report on truth and misinformation online yesterday and I was one of those consulted to contribute to it. The overall result was that "experts are evenly split on whether the coming decade will see a reduction in false and misleading narratives online." My opinion was that the incentives aren't right to offer hope of improvement. “There is too much incentive to spread disinformation, fake news, malware and the rest. Governments and organizations are major actors in this space.” Additionally, I can't see either legislation or technology that limits what we can say helping the situation in any way. Read Umair Haque and you get the idea. More from Mic, Inside Higher Ed, Mashable, Poynter, Recode, As Week.[Link] [Comment]
Over the last decade or so ther was no end to the stories talking about how mobile phones would bring the internet to developing nations and especially to Africa. I've covered these over the years. But the mobile internet has remained a chimera as the rollout of more advanced wireless - 3G and especially 4G - has stalled. "4G deployment in Africa will only reach 32 percent in 2020, and the actual adoption of 4G will be less than 10 percent." Now we're looking at 5G. On the one hand, it's a terminus - there won't be a 6G, as 5G is a collection of protocols that will evolve independently. On the other hand, it may offer a more stable target. This article predicts that Africa will ctach up, but it will be a challenge. "Mobile networks have been optimized for phones, but 5G requires they support mobile broadband services, massive IoT and mission-critical services."[Link] [Comment]
Nice review of work foward mixed reality (XR) (which would include virtual reality (VR) and augmented reality (AR)) in 2017 as well as discussion of "a draft WebXR API proposal for providing access to both augmented and virtual reality devices." Here's the review (quoted):
- Mozilla shipped the WebVR API in Firefox
- Oculus browser and Samsung Internet shipped WebVR for Gear VR
- Microsoft is shipping WebVR in Edge
- VR frameworks A-Frame and ReactVR gained massive popularity
- A wide variety of tools such as PlayCanvas, Vizor, WebVR Studio, and Sketchfab launched to address the growing AR/VR development community
It's a busy time in the community for a technology that might be finally reaching it's potential. I'm sure developers and marketers will be careful not to over-hype. Even in a field which benefits directly from it like e-learning the applications are limited to specific cases.[Link] [Comment]
MIT's Media Lab has discovered the cMOOC (which they will now rebrand as 'not a MOOC'). "The ultimate goal of LCL is to cultivate an ongoing learning community, where people from around the world can meet one another and share ideas, strategies, and practical tips on how to support creative learning,” says Resnick. Mmm hmm.[Link] [Comment]
El salón que organiza IFEMA, del 25 al 27 de octubre, será marco de entrega de los Premios Nacionales a Proyectos de Colaboración Escolar, eTwinning. La presencia de INTEF se completa con la organización de un programa de presentaciones de proyectos y experiencias
Una vez más, el Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado –INTEF- del Ministerio de Educación, Cultura y Deporte, contará con una destacada presencia en SIMO EDUCACIÓN 2017, Salón de Tecnología para la Enseñanza que organiza IFEMA los próximos 25 al 27 de octubre en el pabellón 12 de Feria de Madrid.
Por una parte, INTEF ha escogido la jornada de inauguración del Salón, a las 13.00 horas, para la entrega de los Premios Nacionales a Proyectos de Colaboración Escolar, eTwinning, que suponen un especial reconocimiento a los proyectos seleccionados como ejemplo del trabajo cooperativo y técnicas docentes que merecen ser compartidas por sus excelentes resultados. eTwinning, es la comunidad de centros escolares de Europa, que ofrece una plataforma a los equipos educativos (profesores, directores..), de los centros escolares de los distintos países europeos participantes, para fomentar la colaboración y el desarrollo de proyectos, utilizando las tecnologías de la información y la comunicación (TIC).
INTEF también organiza en esta edición un programa de presentaciones en el que se hablará de “IS4K – Por un uso seguro y responsable de las TIC”; “Aula del futuro”;“Competencia digital docente y microcredenciales abiertas”; “Recursos de todos y para todos: Procomún y La aventura de aprender”; “¿Quieres colaborar con otros docentes? eTwinning”; “Scientix. Fomentando la colaboración en la enseñanza de las Ciencias”; “Conecta tu biblioteca con el nuevo AbiesWeb”, y “Elementos imprescindibles de un contenido educativo digital en el año 2017”.
Además, y como ya es tradicional, INTEF expedirá a los profesores asistentes a las actividades de SIMO EDUCACIÓN 2017, un certificado acreditativo de 8 horas de formación, de acuerdo con la Orden EDU/2886/2011, de 20 de octubre, por la que se regula la convocatoria, reconocimiento, certificación y registro de las actividades de formación permanente del profesorado, siempre que reúnan los requisitos en ella establecidos.
Los profesores que deseen obtener esta certificación podrán seleccionar las conferencias, talleres prácticos, experiencias en las aulas, etc. que sean de su interés dentro del amplio programa que ofrece el salón, y deberán acreditar una asistencia a las mismas de, al menos, 8 horas. El registro de las horas de asistencia se realizará a través del sistema de acceso a las diferentes salas en las que se desarrollará el programa.
Desde el INTEF animamos al profesorado a que visite este salón de la Tecnología de la enseñanza en la que podrán ver expuestas las últimas novedades tecnológicas orientadas a mejorar la actividad docente que presentan 231 empresas de 18 países, y asistir al programa de conferencias, presentaciones y talleres prácticos, organizado en colaboración con Educación 3.0., que contará con las intervenciones de cerca de 200 ponentes y entreo otras muchas novedades el espacio SIMO EDUCACIÓN MAKERS, en el que empresas y docentes podrán mostrar sus soluciones tecnológicas (robots, kits y packs de robótica, electrónica, impresoras 3D…) para que los centros puedan crear su propio MakerSpace
Más información www.simoeducacion.ifema.es
Les aules estan canviant. Sentim dia rere dia paraules recurrents vinculades a la innovació educativa i sovint sentim la necessitat de dotar-les de contingut i entendre com les podem dur a la pràctica. Però hi ha quelcom que tots i totes compartim i és la voluntat constant d’aconseguir un aprenentatge més rellevant, rigorós i significatiu per l’alumnat.
Aquesta és també la voluntat de l’anomenat Aprenentatge més profund o Deeper Learning, un enfocament educatiu que busca generar situacions motivadores en les que l’alumnat crea nou coneixement, el connecta amb el món real i és capaç de liderar el seu procés d’aprenentatge, integrant la dimensió social i emocional amb èxit.
Què us proposem? Un Edulab on podreu experimentar l’anomenat debat socràtic, una metodologia pedagògica que us permetrà viure en primera persona l’aprenentatge profund i la seva aplicació a les aules. Una aproximació al debat que treballa diferents elements del Deeper learning com el pensament crític, el treball col·laboratiu, la comunicació efectiva, l’aprenentatge autodirigit.
Cal que vingueu amb moltes ganes i preparats per treballar i debatre en equips. Serà una gran oportunitat per a posar en comú els vostres reptes i buscar solucions noves amb d’altres professionals de l’educació i acompanyats per les persones expertes convidades al Camp Base del dia 14 de novembre. Us hi animeu?
Us esperem el dia 21 de novembre de 18:00h a 20:00h a l’auditori del Convent dels Àngels.
Inscripció prèvia per a accés gratuït.
Aquest acte es realitza amb la col·laboració del MACBA: Museu d'Art Contemporani de Barcelona
Imatge cortesia de: Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action
From the White House Press Office: “President Donald J. Trump Proclaims October 15 through October 21, 2017, as National Character Counts Week.” The irony.
“The U.S. Senate’s education committee on a party-line vote Wednesday advanced the nomination of Carlos Muñiz for general counsel at the Department of Education,” Inside Higher Ed reports.
Via Inside Higher Ed: “The Federal Trade Commission on Thursday announced a proposed settlement with a website whose ‘military-friendly’ rankings of colleges and universities allegedly promoted institutions that paid to be included.” The website: Victory Media.
Also via Inside Higher Ed: “The Federal Trade Commission and a group of states last week announced a coordinated law-enforcement action against deceptive student loan debt-relief scams. The crackdown so far has featured new cases and a judgment against scammers who allegedly used deception and false promises to reel in more than $95 million in illegal fees in recent years.”
Via the BBC: “Tuition fee rise to £9,295 in Wales is scrapped.”
Via The Hechinger Report: “India tries coding camps, craft centers and all-girls schools to fight illiteracy.”
Via The New York Times: “To Inspire Young Communists, China Turns to ‘Red Army’ Schools.”(State and Local) Education Politics
Via WBEZ: “CPS Secretly Overhauled Special Education At Students’ Expense.” CPS, for those not up on their edu acronyms, is the Chicago Public Schools.
Via The Los Angeles Times: “New law puts California on path to offering first year free at community colleges.”
Via Chalkbeat: “Eva Moskowitz looks back at her turn away from district schools, as she plans for 100 schools of her own.” Moskowitz is the founder of the Success Academy charter school chain.
Via The Chronicle of Higher Education: “Bill Would Bar U. of Wisconsin Employees From Working at Planned Parenthood.”
Calling him an “unexpected ally” of Betsy DeVos, The Atlantic reports that “Jerry Brown, California’s Democratic governor, has vetoed a bill that would’ve codified into law Obama-era guidance on Title IX.”
Via The LA Times: “ What Ref Rodriguez’s latest legal problems mean for the charter school movement.” The story notes that the LAUSD school board member does have support from Netflix’s Reed Hastings who has contributed $75,000 to his legal defense fund.
“New York City libraries have announced they plan to forgive the late fees of all children aged 17 and under in a one-time amnesty event,” The AP reports.
Via CBS Minnesota: “Philando Fundraising Campaign Clears All St. Paul School Lunch Debt.”
Via Edsurge: “The Makings (and Misgivings) of a Statewide Effort to Personalize Learning in Massachusetts.”
Via The Atlantic: “The Decline of the Midwest’s Public Universities Threatens to Wreck Its Most Vibrant Economies.”
Bryan Alexander posits “One path forward for public higher education: ending in-state tuition discounts.”Immigration and Education
Via Inside Higher Ed: “A federal judge in Hawaii issued a temporary restraining order Tuesday blocking the implementation of a new iteration of the Trump administration’s travel ban. The ban, which was scheduled to fully go into effect today, would block all would-be travelers from North Korea and Syria, in addition to prohibiting all immigrant travel and imposing various restrictions on certain types of nonimmigrant travel for nationals of Chad, Iran, Libya, Somalia, Venezuela and Yemen.”Education in the Courts
Via Inside Higher Ed: “Attorneys general in 18 states have sued the U.S. Department of Education over the Trump administration’s move to pause enforcement of the so-called gainful-employment rule, which applies to vocational programs at nonprofit colleges and to all programs at for-profit institutions.” More via Buzzfeed.
Via CNET: “Verizon to pay $17M to resolve FCC, Justice E-Rate probes.”“Free College”
There’s more about free college plans in the state politics section above.The Business of Student Loans
Via Reuters: “SoFi withdraws U.S. banking application, citing leadership change.” “Leadership change” is really a nice way of putting a series of sexual harassment scandals. Anyway, looks like we’re back to referring to SoFi as a “student loan provider” and not some other new-fangled fin-tech darling. (SoFi is the ed-tech company that has raised the most venture capital. Pay attention.)
More research on student loans in the research section below. And more on crackdowns on those who try to scam students into repayment plans in the politics section above. And more on who’s buying student loan companies in the “business of ed-tech” section below.The “New” For-Profit Higher Ed
Via Edsurge: “Woz U? Apple Co-Founder Steve Wozniak Launches Online School to Teach Software Development.” I suppose I could put this in “the business of job training” section, but as Woz U has partnered with the for-profit Southern Careers Institute, it probably should remain here in this section despite the glowing press it received from tech publications about how this venture is going to unlock tech careers. The school is listed in this 2015 story by Inside Higher Ed on for-profits “where more than half of federal student loan borrowers had not made a single dollar of progress in paying down their loans seven years after they became due.” Good job, Woz. And good job, tech journalists, on checking into the background of this for-profit and not just rewriting the press release. Oh wait… LOL.
“Who’s Holding Coding Bootcamp Accountability Accountable?” asks Edsurge. (I believe the answer is “New York Attorney General Eric Schneiderman.”)
Via The Pittsburgh Post-Gazette: “EDMC completes sale of schools to Dream Center.”
More on legal actions surrounding for-profits in the courts section above.Online Education and the Once and Future “MOOC”
Via The GW Hatchet: “Oversight of online learning programs lacking in some schools, report finds.” The report was undertaken by the George Washington University Faculty Senate.
Via the edX blog: “edX le da la bienvenida a la Universidad Nacional de Córdoba.”
There’s more edX news in the HR section below.Meanwhile on Campus…
“Penn grad student says she’s under fire on campus and off for using a teaching technique that involves specifically calling on students from underrepresented groups,” Inside Higher Ed reports. More via The Chronicle of Higher Education.
Via The Chronicle of Higher Education: “Pro-Trump Protesters Shout Down Democrat’s Speech at Whittier College.”
Via The New York Times: “‘To Kill a Mockingbird’ Removed From School in Mississippi.”
Via The Washington Post: “ N.J. students walk out of high school to protest teacher’s ‘speak American’ comments.”
“The Lure of the Lazy River” – The Chronicle of Higher Education’s Jack Stripling on LSU’s new recreation center.
Via The Clarion-Ledger: “A predominately black public school in Mississippi named after Confederate President Jefferson Davis will be stripped of that moniker next year and replaced with that of another president whose character students, parents and teachers have said is more fitting – Barack Obama.”
Via The Chronicle of Higher Education: “When Colleges Use Their Own Students to Catch Drug Dealers.”Accreditation and Certification
“A Kayak for Credentials” – Inside Higher Ed on Credential Engine’s plans for a big database on post-secondary credentials.
“WGU Is Not Off the Hook,” says Mindwires Consulting’s Michael Feldstein, referring to the recent Department of Education report on the school’s status as a correspondence school (rather than a distance education provider).
Via Inside Higher Ed: “The Massachusetts Institute of Technology is offering some students the option to be awarded tamper-free digital degree certificates when they graduate, in partnership with Learning Machine. Selected students can now choose to download a digital version of their degree certificate to their smartphones when they graduate, in addition to receiving a paper diploma.” Because I can’t tell you how many times I have needed to prove I have a college degree but I didn’t have a digital copy of my diploma on my iPhone. So glad someone has solved this problem.Testing, Testing…
More testing problems in Tennessee. Via The Tennessean: “Thousands of TNReady tests scored incorrectly.”Go, School Sports Team!
EdX has a new COO and president: Adam Medros, formerly of TripAdvisor.
More MOOC job changes: Techcrunch reports that “Coursera’s chief product officer just left to become a VC.” That’s Tom Willerer, who will join Venrock.
“Houghton Mifflin Harcourt Launches New Leadership Team,” according to EdWeek’s Market Brief.
Changes too at another textbook company as David Levin, the CEO of McGraw Hill Education announced he’s stepping down.
Leonard Medlock, formerly the head of Edsurge’s Concierge product, has moved onto another startup. It’s one of a number of departures from Edsurge recently: Mary Jo Madda is now at Google. And Allison Dulin Salisbury has become president of Entangled Studios.
Grad students at the University of Chicago have voted to unionize.The Business of Job Training
Once upon a time, Coursera updates went in the MOOC section. Most MOOC news these days more accurately fits here under “job training.” From the Coursera blog: “New on Coursera: start-to-finish learning paths for starting a new career.”
Via Education Week: “CSforAll Announces Computer Science Pledges from Over 170 Organizations.”This Week in Betteridge’s Law of Headlines
“Is blockchain the answer to higher ed’s cybersecurity problems?” asks eCampus News.
“Ohio State Will Give Incoming Students iPads. But Do Tablet Programs Work?” asks Edsurge.
“Is the Five-Paragraph Essay Dead?” asks Edsurge.
“Should College Professors Give ‘Tech Breaks’ In Class?” asks NPR.
(Reminder: according to Betteridge’s Law of Headlines, “Any headline that ends in a question mark can be answered by the word no.”)Upgrades and Downgrades
Two different opinions on WIkipedia: “How Social Media Endangers Knowledge” by Hossein Derakhshan in Wired. And “Once Reviled in Education, Wikipedia Now Embraced By Many Professors” by Jeffrey Young in Edsurge.
“Internet Archive Hopes to Help Libraries Make Available Books Once Thought Trapped By Copyright,” writes Jen Howard.
“Sprint Rolls Out Effort to Boost Student Connectivity, Tech Access,” says EdWeek’s Market Brief.
Edsurge has two stories on the Network for Public Education’s conference: “Public Educators Share Fallout on Personalized Learning, Privatization and Edtech” by Sydney Johnson and “Why Our Obsession With Edtech and Workforce Prep Concerns Parents and Public Educators” by Tina Nazerian.Robots and Other Ed-Tech SF
Via MIT Technology Review: “Andrew Ng Has a Chatbot That Can Help with Depression.” After fixing education, I guess these folks are on to now automating mental health care. Whee.
“Teachers Are Finding Innovative Ways to Use Robots in Class,” claims Education Week.
“AI-driven tool produces high quality online learning for global company in days not months,” claims Donald Clark.
George Veletsianos asks us to “Imagine a future in which technologies teach humans.”(Venture) Philanthropy and the Business of Ed Reform
“Our Education Efforts Are Evolving,” says Bill Gates. He told the Council of the Great City Schools that the Gates Foundation would spend some $1.7 billion in U.S. public education in the next five years. Some of the details of this spending:
First, although we will no longer invest directly in new initiatives based on teacher evaluations and ratings, we will continue to gather data on the impact of these systems and encourage the use of these systems to improve instruction at the local level.
Second, we will focus on locally-driven solutions identified by networks of schools, and support their efforts to use data-driven continuous learning and evidence-based interventions to improve student achievement.
Third, we are increasing our commitment to develop curricula and professional development aligned to state standards.
Fourth, we will continue to support the development of high-quality charter schools.
The venture capital firm Owl Ventures has raised a $185 million fund to invest in ed-tech. No details on who its investors are. Here’s what we know about what Owl Ventures’ network (including investments and people involved) looks like.
Coding bootcamp Galvanize has raised $7 million in Series C funding from University Ventures and ABS Capital Partners. The company, which laid off 11% of its workforce this summer, has raised over $102.4 million total.
Fluent City has raised $3 million “to revolutionize language learning,” says Techcrunch. Participating in the funding round: New Ground Ventures, WorldQuant Ventures, ZG Ventures, John Katzman, Nick Hammerschlag, Matthew Hanson, and Lerner Investments. The company has raised $8 million total.
Student loan servicing Nelnet has acquired Great Lakes Educational Loan Services for $150 million.
It’s not ed-tech, but I’ll make note of it anyway. Facebook has acquired tbh, a 2-month-old app that’s purportedly popular with teens. Facebook paid “under $100 million” for it, says Business Insider. (Wonder how Facebook knew that the app was so popular? It tracks the usage of rivals’ apps through its VPN project.)Privacy, Surveillance, and Information Security
Via the BBC: “Child safety smartwatches ‘easy’ to hack, watchdog says.”
Via The Kansas City Star: “Easy-to-get hacking device puts KU professors’ information in student’s hands.”
Via Inside Higher Ed: “The Institute for Higher Education Policy on Wednesday issued a set of recommendations on the nuts and bolts of creating a federal postsecondary student-level data system.” Does the Gates Foundation have another $100 million to invest in education data infrastructure?
Via The Hechinger Report: “Who is keeping student data safe in the era of digital learning?” Trick question.Research, “Research,” and Reports
Via Chalkbeat: “The $100 million question: Did Newark’s school reforms work? New study finds big declines, then progress.” That $100 million is, of course, the money Mark Zuckerberg gave to help distract folks from an unflattering biopic.
Via WCET: “New Survey Tracks Online and Distance Education in Canada.”
“Young Children Are Spending Much More Time In Front Of Small Screens,” says NPR’s Anya Kamenetz (who’s also written a book on the topic).
According to this press release, Technavio says that the global competency-based education spending market will grow by 18% between 2017 and 2021. This fortune-teller will charge you about $1000 to read its “market research.”
“Professors’ Productivity Declines With Age, Right? Maybe Not,” says The Chronicle of Higher Education on a study out of UC Boulder.
The latest Pew Research Center report asks “experts” about “The Future of Truth and Misinformation Online.”
“Parent Notifications Have Become the Norm in K–12 Market,” EdWeek’s Market Brief claims.
The New York Times on psychology’s “replicability crisis”: “When the Revolution Came for Amy Cuddy.”
Icon credits: The Noun Project
Edupills, la app de micro formación para docentes, enfocada a que el profesorado, y cualquier persona interesada, adquiera y/o desarrolle habilidades, destrezas y competencias digitales de una forma sencilla y rápida, desarrollada por el Ministerio de Educación Cultura y Deporte, a través del Área de Formación en Red, Experimentación y Redes Sociales del INTEF, sigue creciendo e incorporando mejoras.
EduPills se lanzó el 10 de febrero de 2017, y el pasado 1 de junio se alzó como la ganadora del Premio Open Awards 2017 a la plataforma/proyecto más innovador. En estos ocho primeros meses de vida no sólo ha puesto a disposición de sus usuarios un catálogo de aproximadamente 60 píldoras educativas (que se amplía semanalmente, a razón de 1 píldora nueva cada viernes), sino que ya acumula más de 11.300 descargas y ha cosechado magníficas críticas por parte del público destinatario. Durante este tiempo se ha estado trabajando para incorporar mejoras y depurar su funcionamiento para así hacerlo más atractivo y funcional.
Como novedades de esta actualización destacamos la gamificación, notificaciones push (mensajes que se envían de forma directa a dispositivos móviles para mantener informados a los usuarios), nuevas tarjetas de actividad, texto enriquecido con posibilidad de enlaces externos, nuevos filtros de búsqueda (por etiquetas, por áreas, etc.), mejoras de rendimiento, etc.
La última versión (1.3.4.) de la app ya está disponible en todos los países del mundo a través del Google Play Store (para dispositivos Android) y del App Store (para dispositivos iOS). Os animamos a comprobar las mejoras y a que nos enviéis vuestros comentarios y sugerencias para seguir enriqueciéndola.
Si no pudiste venir a la jornada Programación y Pensamiento Computacional en Educación, aquí tienes un resumen de lo que se habló por las redes…
Próximamente publicaremos los vídeos de la jornada en la web Code EducaLAB.[View the story “Programación y Pensamiento Computacional en Educación” on Storify]
Bates, T. (ed.) (2017) Tracking Online and Distance Education in Canadian Universities and Colleges: 2017 Vancouver BC: The National Survey of Online and Distance Education in Canadian Post-Secondary Education.
The anglophone version of the public report, as well as the full technical report, is now available for free downloading (Click on the title above or onlinelearningsurveycanada.ca – you will be asked for your e-mail address and a password).
The francophone version of the public report will be available on October 27 from https://formationenlignecanada.ca
Key findings of the report are:
- Canada is a ‘mature’ online learning market: almost all Canadian colleges and universities now offer online courses and many have been doing so for 15 years or more;
- there is at least one institution in every province that offers online courses or programs;
- online enrolments have expanded at a rate of 10%-15% per annum over the last five years;
- online learning now constitutes between 12%-16% of all post-secondary teaching for credit;
- online learning courses can be found in almost all subject areas;
- online learning is providing students with increased access and greater flexibility;
- two-thirds of Canadian post-secondary institutions see online learning as very or extremely important for their future plans
- most institutions have or are developing a strategy or plan for online learning
- LMSs are used in almost every institution, but no particular brand dominates the Canadian market
- a wide range technologies are being used with or alongside the LMS,the most predominant (over half the institutions) being online conferencing/webinar technologies, video-streaming and print;
- OER are used in just under half of all institutions but moderately and open textbooks in less than 20%
- there was no or little use reported of learning analytics, AI applications or competency-based learning, although tracking such use is difficult, as they are instructor- rather than institution-driven
- hybrid learning (defined as a reduction in classroom time replaced by online learning activities) is widespread in terms of institutions, but low in use in most institutions (less than 10% of classes), although again this is not easily tracked; however, it was reported to lead to innovative teaching;
- MOOCs were delivered in less than 20% of institutions in the 12 months prior to the survey, and one third reported they did not intend to offer MOOCs in the future
- the main benefits of online learning were seen as:
- increased access/flexibility
- increased enrolments
- more innovative teaching;
- the main barriers were seen as:
- lack of resources (particularly learning technology support staff)
- faculty resistance
- lack of government support (reported most in Québec and least in Ontario);
- there were difficulties in obtaining reliable online course enrolment data: most institutions are not systematically tracking this and there are variations between provinces;
- the report ends by recommending a standard system for reporting on digital learning.
The report deliberately does not draw out any implications or make any value judgements. Readers should draw their own conclusions. However here are my personal thoughts on the results, and these do not necessarily reflect those of the rest of the team:
- smaller institutions (below 2,000 students) found lack of resources particularly difficult and were less likely to offer online courses: what could be done to provide better support for such institutions that want to offer more online teaching?
- government support to institutions for online learning varied widely from province to province, and this showed in the figures for enrolment and for innovative teaching: some provinces may need to reconsider their policies and support for online learning or they will fall further behind other provinces in online provision for students
- many institutions are in the process of developing strategies or plans for online learning: what worked and what did not work in those institutions that already have plans in place that could help inform those institutions now still developing plans in this area?
This report would not have been possible without the support of many different organizations which are listed in the report itself. In particular, though, we are indebted to the staff in all the institutions who responded to the survey.
This is the first national snapshot of online and distance learning for both colleges and universities in Canada but its value will be much enhanced by a more longitudinal set of studies. The research team is working with potential sponsors to establish a stronger organizational structure, more secure long-term funding, and a more representative steering committee for the survey. I will be reporting back as these developments evolve.
In the meantime, thanks to everyone who helped make this report a reality.
At the end of April this year I had left behind all the work after the final review of our EU-funded Learning Layers (LL) project. We had completed the work for the review and the additional tasks that were required to clarify the picture. At that time I was looking forward to revisit the project experience and wrote myself a “ToDo List” – outlining a set of working papers that I wanted to complete as soon as possible. This is what I wrote as my opening statement:
“Now, we have a chance to revisit the project experience and draw conceptual and methodological conclusions of our work in the Construction pilot. And I have booked myself in to three conferences to have a closer look at our achievements and how review them from a conceptual point of view.”
Little did I know at that time, what kind of intervening factors may cause delays to such plans. Instead of working three papers ready by the middle of August I had to take a break and give thoughts on something bigger than my work. Yet, having taken the time I needed, I am happy to announce that I have completed the ToDo List of late April. Today I have uploaded the last one of the designed three Working Papers on my account on ResearchGate. And in order to put the three Working Papers into a group picture, I published the following update:
“During the year 2017 I have written three parallel working papers that are the pillars for my re-examination of our work in the Learning Layers project and its Construction pilot. Together they provide insights into our methodological orientation and to two central theoretical themes in the context of a participative research & development project:
1) Accompanying research (“Begleitforschung”) between knowledge development and support for innovations in the field-Revisiting earlier developments and the experience in Learning Layers: Working PaperAccompanying research (“Begleitforschung”) between knowledge… 2) Begleitforschung in the context of digital transformation in vocational education and training (VET): Linking work process knowledge to ‘Industry 4.0’: Working PaperBegleitforschung in the context of digital transformation in… 3) Begleitforschung as mediator between action-oriented learning and digital change: on the role of accompanying research in earlier pilot projects and the Learning Layers Construction pilot: Working PaperBegleitforschung as mediator between action-oriented learnin… Altogether these papers give a picture of our approach and of our learning journey with co-design, collaborative learning and support for piloting with digital tools in the construction sector. These working papers will be developed further and linked to discussion on sustainability and transferability of the innovations with which we worked.” – – – I think this is enough of this effort at the moment. As I have indicated above. I need to do some work with the three papers to make the mutual relations more transparent and to fill some gaps. And I need to tackle the issue of sustainability and transferability of innovations – just as it emerged in the follow-up phase after the end of the project. But let us take one step at a time amd next steps afterwards. More blogs to come …
El grupo de investigación ERLA (Education, Regulated Learning & Assessment) de la Facultad de Psicología de la Universidad Autónoma de Madrid a través del proyecto tMAIL financiado por la Unión Europea durante los dos últimos años implicando a varias universidades y organismos de Europa, ha desarrollado una App para móviles y tablets para apoyar al profesorado, principalmente de Educación Primaria, a implementar el aprendizaje autorregulado en sus aulas. Además, ha llevado a cabo un proyecto piloto con el uso de esta aplicación en centros de España, Bélgica y Reino Unido.
La App diseñada para implementar el Aprendizaje Autorregulado está destinada a todos los públicos, tanto docentes, jefes de estudios/directores, como formadores y personas de la administración educativa. Destacamos su relevancia por los conocimientos que se pueden adquirir y por la capacidad de aplicación en el aula.
Este evento surge como conclusión al proyecto y se dividirá en una parte de presentación (18:00-18:15), otra de formación con la App (18:15-19:00) y por último, una mesa redonda (19:00-19:30). En el Aula del Futuro se podrán utilizar tablets con la App instalada, aunque te instamos a descargarla gratuitamente buscando “tMail” de Kidimedia tanto en App Store (para dispositivos Apple) como en Google Play (Android).
El lunes 30 de octubre a las 18:00 en la sede del INTEF – Aula del futuro (C/ Torrelaguna, 58, 28027 – Madrid) tendrá lugar una presentación/formación sobre la App para implementar el Aprendizaje Autorregulado .
¡Te animamos a participar!
Nº de plazas: 15 plazas
Inscripción: enviar un email a email@example.com (recibirá confirmación)
Para más información: contactar por email o llamando teléfono +34 650 05 26 57