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For various reasons I've been looking at how to create and open sidebars, modals, and other embedded content windows. Now maybe it's true that the whole world uses mobile phones these days, but I still see desktops and laptops (not to mention tablets) as more important in the realm of online learning. And these, I think, will need to support content mixing a lot better than they do. (It reminds me of the days back in the 1980s working on my Atari computer where the main thing for me was to be able to have a split editing window so I could move content back and forth.) I keep hearing about how impossible it is but I see stuff like this drag-and-drop sidebar and I know it's not.[Link] [Comment]
Good article making a point with which I am in full agreement: new technology won't save traditional media because traditional media isn't offering content people want. Note: language warning, especially at the point where they describe the quality of existing media content. Where newspapers and television could get away with very low-quality coverage (not to mention biased coverage and outright propaganda) in the days where they were the only source of content, now they have to provide much better content in order to compete. And they're not set up to do this. "Compelling voices and stories, real and raw talent, new ideas that actually serve or delight an audience, brands that have meaning and ballast; these are things that matter in the next age of media."[Link] [Comment]
This is an interesting effort that is well worth following over the course of the next year. A school district in South Dakota is eliminating grades in favour of personal learning. To support this, they have developed a model incorporating alternative learning methodologies for active, collaborative and learner-driven learning. Instead of classes they have things like 'the daily dish', a meeting where learners plan their day around the on things happening in each of the studios, and 'CT Circles', "critical thinking discussion groups to help learners deepen their understanding of specific learning." I hope that when they review the outcomes they don't just look at standardized tests (which of course still presume classes and grade levels) and take a more all-encompassing look at student progress. I also hope they give it more than just a year.[Link] [Comment]
This item shows the dangers of platform dependence. World of Warcraft (WoW) is a popular computer game. People buy the software, but it requires a web server to act as a platform for in-game interactions with other people. As time went by, new versions of WoW came out. Normally you could just play the older version of a game if you want, but in this case the original WoW server was shut down, making all those computer games worthless. An independent version of the server called Nostralius was set up, but the owners of WoW ordered it shut down, claiming it was piracy. So now the user have no legal way of playing their own purchased versions of the game. Sure, it's just a game. But it still represents millions of dollars of value simply obliterated because the company wants to push a new version of the software.[Link] [Comment]
ASU’s Lou Pugliese was kind enough to invite me to participate on a panel discussion on “Next-Generation Digital Platforms,” which was really about a soup of adaptive learning, CBE, and other stuff that the industry likes to lump under the heading “personalized learning” these days. One of the reasons the panel was interesting was that we had some smart people on the stage who were often talking past each other a little bit because the industry wants to talk about the things that it can do something about—features and algorithms and product design—rather than the really hard and important parts that it has little influence over—teaching practices and culture and other messy human stuff. I did see a number of signs at the conference (and on the panel) that ed tech businesses and investors are slowly getting smarter about understanding their respective roles and opportunities. But this particular topic threw the panel right into the briar patch. It’s hard to understand a problem space when you’re focusing on the wrong problems. I mean no disrespect to the panelists or to Lou; this is just a tough nut to crack.
I admit, I have few filters under the best of circumstances and none left at all by the second afternoon of an ASU/GSV conference. I was probably a little disruptive, but I prefer to think of it as disruptive innovation.
Here’s the video of the panel:
The post No Filters: My ASU/GSV Conference Panel on Personalized Learning appeared first on e-Literate.
Friedrich Nietzsche once said: 'In large states public education will be mediocre in the same way that cooking in large kitchens is usually bad.' Standardised education has been criticised with the observation that 'one size does not fit all', but the counter argument is that if we didn't standardise what happens in our schools, there would be no state funded education. It would be too expensive to manage a personalised education system that suited everyone's needs and preferences.
So is there a better way, and one that is affordable?
The personalised learning movement continues to grow in influence. An body of literature, books and videos has emerged in recent years explaining the benefits of the personalised curriculum, espousing individualised assessment and championing student centred learning. There is also a regular international conference dedicated to personalised learning environments. But how much of this work has actually been put into practice on a grand scale? I believe there is a place for personalised learning in large state funded education systems, but it is difficult to break through the wall of standardisation. Some schools have managed, largely due to visionary leadership, rather than as the result of any governmental intervention. Personalised learning is an agenda arising from the grass roots, because its ideological basis is far removed from most governmental ideals.
Personalised learning places the student firmly at the centre of the learning process. Teachers become guides and co-learners, supporting learning and largely standing back so that it can be achieved. Students are encouraged to be more proactive in their learning, and are allowed to choose/bring their own devices into the classroom. These become personal windows on the world, enabling them to drill down and investigate for themselves, the finer details of content they need to learn. Personal learning environments reach beyond the technologies institutions provide - especially virtual learning environments/managed learning environments. Even assessment can be personalised. In schools, assessment of pupil progress is a form of ipsative assessment, where students are measured against their own previous performances. Personalised learning is possible, but not always adopted due to the resistance from many schools who find it easier and less time costly to follow pathways they have already created.
Photo by Cyrillic on Wikimedia Commons
#LearningIs personal by Steve Wheeler was written in Plymouth, England and is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.Posted by Steve Wheeler from Learning with e's
In three years, adaptive learning has evolved from an ill-defined concept in higher ed to a key category of education technology, according to a new report from consulting firm Tyton Partners. And the most significant change since 2012: the development of new adaptive technology features to meet institutional needs.
See it on Scoop.it, via Educación flexible y abierta
The National Center for Educational Statistics (NCES) and its Integrated Postsecondary Education Data System (IPEDS) provide the most official data on colleges and universities in the United States. This is the third year of data.
Let’s look at the top 30 online programs for Fall 2014 (in terms of total number of students taking at least one online course). Some notes on the data source:
- I have combined the categories ‘students exclusively taking distance education courses’ and ‘students taking some but not all distance education courses’ to obtain the ‘at least one online course’ category;
- Each sector is listed by column;
- IPEDS tracks data based on the accredited body, which can differ for systems – I manually combined most for-profit systems into one institution entity as well as Arizona State University;
- See this post for Fall 2013 Top 30 data and see this post for Fall 2014 profile by sector and state.
The post Fall 2014 IPEDS Data: Top 30 largest online enrollments per institution appeared first on e-Literate.
I've spent a lot of time on peer review panels. Not surprisingly, the top selections have an impact, the low selections do not, but in that great area in the middle (and where all the debate occurs) "only ~1 percent of the variance in productivity could be accounted for by percentile ranking, suggesting that all of the effort currently spent in peer review has a minimal impact in stratifying meritorious applications relative to what would be expected from a random ranking." In other words, we would get the same results if we flipped a coin. I'm sure the same is the case for publication peer reviews. The full study is here.[Link] [Comment]
Reading this article reminded me of the day my father and I built a baseball diamond on the front lawn of our ballpark-sized front lawn. Sure, he did the heavy work, but I was involved in the design and made sure there was a pole for the flag (which would fly over innumerable baseball games through the decades that followed). Not everybody needs to be a full-on design thinker the way I am - the world also needs people who do things like take measurements, check facts, and apply rigor. But everybody probably needs some, and people like me need a lot.And, as John Spencer says, "All we needed was a little freedom, some encouragement, and a few random supplies. And time. Tons and tons of time"[Link] [Comment]
According to Tim Klapdor a technopedagogue "can oversee the design, implementation and even the implementation of interfaces, environments and the digital tools that support learning or various processes." But there's a sense in which the technopedagogue has a foot in two incommensurate camps. As David Jones says, "The techno is interested in scale. On systems and practices that work for the whole organisation or the whole of learning and teaching. The pedagogue is interested – as much as they can be within the current system – in the individual, the specific." But I don't think those traits are inherent in either discipline - I've very interested in personal technology, and mass pedagogy. See also Tim Klapdor, From Us to We and Administrivia and APIs.[Link] [Comment]
I've spent a lot of time with Ludwig Wittgenstein in my head, not the least when I went searching for his hut at the end of the Sognefjord in Norway. Well, OK, I didn't exactly search for his hut, but I did once sail up the Sognefjord looking for huts generally, as depicted in this photo set. And I certainly understand the benefits of getting away from it all and living in the wilderness for a bit. So, as Dan Colman says, put Wittgenstein in Norway into your YouTube queue.[Link] [Comment]