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Like the headline says: "“ This event will help establish a conversation platform for policymakers around School of Open Africa, connecting and synchronising education and ICT policies with the innovative open education programs being led by Creative Commons volunteers in Africa. It will also connect current School of Open programs in primary and high school education to academia and NRENs1 — towards the realisation of the international aspiration for universal access to education."[Link] [Comment]
Just for the record: blogging still exists. It's still good for kids. Educational blogging is still relevant. "Blogs offer a powerful means of socializing and they are also lots of fun. Even though it’ s hard to let your kids loose on the Internet with little supervision, it is healthy in some ways. Careful preparation will enable you help your kids launch their first blogging ventures." This post highlights four platforms where kids can set up blogs.[Link] [Comment]
There's a storm once again over misogyny in the gaming development community. It's called #gamergate and I confess I am not close enough to it to know who is on which side (I've been reading articles like this and I still do not know who the players are). I think everybody knows I have no tolerance for abuse and threats against women. I agree with Audrey Watters that it's an ed tech issue. But I echo Alan Levine: "The outfall of this is beyond ugly, and when things go from rudeness to physical threats and abuse, things have crossed a line into evil territory. Trying to get to an understanding is hard, I gave Deadspin’ s comprehensive The Future Of The Culture Wars Is Here, And It’ s Gamergate one read, and that leaves me still wondering if I 'get it'." I get that I can't simply admonish people to "play nice". But what motivates people to act so badly?[Link] [Comment]
I'm not sure quite what to make of this, but... "The blackboard-centered classroom offers more than pedagogical efficiency; it also offers an effective set of teaching possibilities. In such a classroom students are focused on the teacher (on a good day), but most importantly, they are focused. The teacher is not the focus of the class but rather a lens through which the lesson is created and clarified."[Link] [Comment]
This entire week for me seems to have revolved around assessment. I have either been grading assignments, setting assignments or thinking about assessment (I'm speaking at an event on assessment in London later this week). There was even a live #edenchat on Twitter this week about e-assessment, which is archived here. Yesterday I presided over a 2 hour session on assessment with my second year Computing and ICT specialist primary education students. I showed them how assessment is vital - not for awarding grades, but for feeding back to students how well they have done, and what they need to do to improve. This is assessment for learning (AfL) rather than assessment of learning, and it's critical for good pedagogy. What's the difference between formative and summative assessment? I asked. Formative assessment is when the chef tastes the soup. Summative assessment is when the guests taste the soup. You have a lot of scope to change learning, unlearn, relearn in formative contexts. When summative assessment comes along, sadly it is often too late. And that's a problem with final exams and high stakes assessment.
We had a wide ranging discussion about other kinds of assessment (diagnostic, ipsative, triadic, etc), and a deep and meaningful debate about the nature of knowledge. I think we all agreed that in this information rich society, knowledge is changing, and that in some cases 'knowing' itself is taking on new meaning. What does it mean to 'know something' today? In an age where the vast majority of knowledge is discoverable via Google, what happens when kids smuggle wearable technology into the exam room and Google everything? Shouldn't curricula and assessment (especially the high stakes kind) now focus more on the kinds of knowledge and cognitive skills students need to survive and thrive in an information rich world? Testing in many schools is far too frequently administered in many schools to be effective and many exams still rely heavily on the testing of fact based learning - essentially the testing of crystallised intelligence. Shouldn't we instead be concentrating on developing young people's fluid intelligence? Does testing serve any other purpose than terrifying children and overburdening teachers? Yes - cynics would argue that it feeds into government league tables and ultimately contributes towards (the leaning tower of) PISA. Should there now be more emphasis on problem solving, team working and collaborative learning? I think we are heading in this direction, but we need to do so more quickly, or we risk losing the hearts and minds an entire generation of learners. Assessment should be primarily about helping students to learn better. It should be AfL. Anything else is mere candy floss.
Photo from Wikimedia Commons by Hariadhi
Who put the ass in assessment? by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.Posted by Steve Wheeler from Learning with e's
One of the flaws of contemporary economics is that it postulates the economically rational consumer who will always choose in his or her best interest. We know, however, that this is rarely the case, and that the economy is beset by forces that are essentially irrational. The same problem applies to big data. As Gina Neff writes, "At last year's Stanford Medicine X Conference, a speaker confidently gave a simple, linear equation: 'Data leads to knowledge which leads to change.' This seemed sensible enough to most in the room because it reflects the values of quantified self and data-driven health innovation. An audience member, however, changed the tone of the discussion by responding, 'If knowledge translated into behavior we wouldn't need psychologists.' At the heart of many current attempts at data-driven health is a powerfully seductive but inherently flawed model of the relationship of data to knowledge, interpretation, and action."[Link] [Comment]
I shared the most recent graphic summarizing the LMS market in November 2013, and thanks to new data sources it’s time for an update. As with all previous versions, the 2005 – 2009 data points are based on the Campus Computing Project, and therefore is based on US adoption from non-profit institutions. This set of longitudinal data provides an anchor for the summary.
The primary data source for 2013 – 2014 is Edutechnica, which not only does a more direct measurement of a larger number of schools (viewing all schools in IPEDS database with more than 800 FTE enrollments), but it also allows scaling based on enrollment per institution. This means that the latter years now more accurately represent how many students use a particular LMS.
A few items to note:
- Despite the addition of the new data source and its inclusion of enrollment measures, the basic shape and story of the graphic have not changed. My confidence has gone up in the past few years, but the heuristics were not far off.
- The 2013 inclusion of Anglosphere (US, UK, Canada, Australia) numbers caused more confusion and questions than clarity, so this version goes back to being US only.
- The Desire2Learn branding has been changed to Brightspace by D2L.
- The eCollege branding has been changed to Pearson LearningStudio.
- There is a growing area of “Alternative Learning Platforms” that includes University of Coursera, Phoenix, edX and OpenEdX, 2U, Helix and Motivis (the newly commercialized learning platform from College for America).
- While the data is more solid than 2012 and prior years, keep in mind that you should treat the graphic as telling a story of the market rather than being a chart of exact data.
Some observations of the new data taken from the post on Edutechnica from September:
- Blackboard’s BbLearn and ANGEL continue to lose market share in US - Using the 2013 to 2014 tables (> 2000 enrollments), BbLearn has dropped from 848 to 817 institutions and ANGEL has dropped from 162 to 123. Using the revised methodology, Blackboard market share for > 800 enrollments now stands at 33.5% of institutions and 43.5% of total enrollments.
- Moodle, D2L, and Sakai have no changes in US – Using the 2013 to 2014 tables (> 2000 enrollments), D2L has added only 2 schools, Moodle none, and Sakai 2 schools.
- Canvas is the fasted growing LMS and has overtaken D2L – Using the 2013 to 2014 tables (> 2000 enrollments), Canvas grew ~40% in one year (from 166 to 232 institutions). For the first time, Canvas appears to have have larger US market share than D2L (13.7% to 12.2% of total enrollments using table above).
The post State of the US Higher Education LMS Market: 2014 Edition appeared first on e-Literate.
La efectividad de los cursos online depende sobre todo del diseño de las partes prácticas (sí, ¡algunos cursos online incluso las tienen!). El problema es que la mayor parte de las veces el diseño de las prácticas en los cursos online es bastante pobre. Un estudio de la Universidad de Purdue indica que la mayoría de cursos no incluyen suficientes ejercicios prácticos, que las indicaciones a los alumnos son pobres, que practican lo que no deben, asumen que dominan una habilidad antes de realmente dominarla o que incluso creen que han hecho bien ejercicios en los que han fallado.
Así que ahí van 5 consejos para diseñar mejores ejercicios prácticos:
No ignores el potencial de los test de autoevaluación: tienen mala reputación, pero son algo más que una herramienta de evaluación y de hecho la recuperación de información que realiza el alumno durante el test potencia la memoria a largo plazo.
Ofrece feedback: más allá del correcto o incorrecto, explícales porqué lo han hecho bien o mal, dales la respuesta correcta. La retroalimentación constructiva es motivadora. Yo iría más lejos, no lo fíes todo al contenido, ofrece a tus alumnos feedback humano, ya sea individualmente o en grupo, resume las conclusiones de las actividades y ofrece consejos basados en los resultados obtenidos.
Auto-explicación: crea un foro donde los alumnos puedan compartir lo que han comprendido del módulo, pídeles que pongan en sus propias palabras los puntos claves de lo aprendido, al final esa es la base del pensamiento crítico y no simplemente comprobar que han aprendido algo de memoria.
Learning blog: sirve un blog, un foro o un tablón de anuncios, simplemente un lugar donde los alumnos puedan publicar su propia experiencia sobre la aplicación de la habilidad o técnica que han aprendido.
Ofrece una programación para las prácticas: la práctica requiere reiteración, una planificación de prácticas adecuada hará que los alumnos aprovechen al máximo el curso.
Interesting presentation (especially the screen shots in the latter half) on personal and informal learning. "Key learning points: Early adoption examples of dynamic social learning in real-world scenarios; How to use social media to create personalised learning experiences; The role of digital learning in large scale transformation; How Tin Can API [aka Experience API] changes the landscape of e-learning." See more from Brightwave here.
Mozilla has launched a newsletter called 'The Open Standard' which addresses issues such as privacy, transparency and trust. The lead article today, for example, is titled: Who’ s Collecting Kids’ Personal Data? Lots of People. It draws from sources like the Privacy Rights Clearinghouse and Fordham Law School’ s Center on Law and Information Policy (CLIP). Another article looks at the recent Whisper controversy. Another studies a university library with no books. Overall it looks like a pretty nice effort (but these things are easy to start and a lot harder to maintain over years and decades).[Link] [Comment]
We need to "stop thinking about pageviews or other traffic-focused metrics, and start thinking about measuring actual attention or engagement," says Chartbeat founder and CEO Tony Haile as his company is set to open access to the company's metrics and procedures. Although these metrics are intended for the web content industry, it's hard not to think that they will be relevant to e-learning as well. They are, after all, a prima facie indicator of engagement, which is a primary indicator for learning. It would also be interesting to see cross-industry analysis - one wonders how a MOOC really does compare to a newspaper website, YouTibe channel, or advertising campaign.[Link] [Comment]