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Coming soon – Pontydysgu.eu

Pontydysgu - Bridge to Learning - 15 Mayo, 2018 - 17:06

We are well under way redesigning the Pontydysgu website. It is not so easy.

According to the archive the present site was launched in September, 2006. The WordPress site superseded on an older blog, the Wales Wide Web which was based on Plone and was itself three years old. We managed at that time to manually download at least some of the old post and reload them to the new WordPress site. WordPress was very different in 2006. It was still primarily a blogging site and to create a more magazine look, we had to manually code the different pages using post categories. According to the dashboard there are now 2330 posts, 93 pages and goodness knows how many links and images as well as multimedia files hosted on Pontdysgu.org. And Akismet claims it “has protected your site from 1,509,125 spam comments already”!

For the new site, we have chosen to use the WordPress Sense theme, preserving the magazine look. Sense seems more of a framework than a theme, with huge amount of functionality, which we are trying to get our heads around. We have designed on paper a new structure fr the site which will hopefully make it easier to find things. Once we have the menus in place we can begin the process of migrating old content to the site. Although WordPress supports XML export and input that does not really solve the problem. As I said before we used categories or allocating posts to different pages. But was also used categories as well categories. And there are now over 120 of them. There is a plugin to convert categories to tags, which is what the non-navigational categories more properly are. But we still somehow have to try at least semi automatically to get the old content onto the new navigation structures.

We also need to move the attachments and pictures over to the new site. And I guess we should take the opportunity to check for broken links and try to repair the. I am betting there will be a lot by now – many of which will be due to sites no longer existing.

Of course some of our plugins have aged over time. Our podcasts are supported by Podpress which no longer seems to be supported. So all those will need moving to a more modern plugin.

And so it goes on. We don’t have a release date yet, but I would like to get something up and running in the early summer. We will keep you updated with progress and will shout for help if we get stuck!

Have Your Students Found Your Stash Yet? Encourage Them To With This Moodle Plugin Family

Moodle News - 15 Mayo, 2018 - 14:01
Currrent and former Moodle HQ developers Adrian Greeve and Frédéric Massart managed to carve out some leisure time to build and maintain the hit plugin family Stash, which quite appropriately adds a...

MIT, Stanford Project Protects Security of Genomic Data for Open Research

Campus Technology - 14 Mayo, 2018 - 18:06
In a paper appearing in the journal Nature Biotechnology, researchers from MIT and Stanford University have described a new system they've developed for protecting the privacy of people who contribute their genomic data to large-scale biomedical studies. These studies are intended to uncover links among genetic variations in identifying the causes for diseases. The protocol is intended to help make currently restricted data available to the scientific community, potentially enabling secure genome crowdsourcing while still making sure individuals can contribute their genomes to a study without compromising their privacy.

Moodlepreneur Monday: Planning For The Long Gestation Period Of Successful Innovation In EdTech Means Having Your Financial Plan In Check Before All Else

Moodle News - 14 Mayo, 2018 - 18:05
More MoodleNews EdTech Labs. From time to time, the capitalists of the world do pay some attention to the research that is being done in academic finance circles. Among the most talked about working...

ÚLTIMA HORA: Moodle 3.5 Aplazado

Moodle News - 14 Mayo, 2018 - 16:04
Available in English. La casa matriz de Moodle, representada por Sander Bengma, ha anunciado que no podrá cumplir con la fecha anunciada de lanzamiento de la versión “mayor” 3.5, así como...

An Agile Team for Teaching Agile Development

Campus Technology - 14 Mayo, 2018 - 16:00
Agile development has been established as a useful and productive methodology in professional IT circles. Is it important for agile development concepts to be included in college-level computer information systems curricula? CT taps Bentley University for insight.

2ª edición de cursos de formación en Red del Profesorado 2018

INTEF - 14 Mayo, 2018 - 14:10

El próximo jueves 17 de mayo se abrirá la inscripción para la segunda edición de los cursos de Formación en Línea para la formación permanente del profesorado que ejerce en niveles anteriores al universitario, en centros sostenidos con fondos públicos. Los cursos comenzarán el miércoles 12 de septiembre y terminarán el lunes 12 de noviembre.

En esta segunda edición se ofertan un total de 23 cursos cuya descripción, incluida la información necesaria para la inscripción en los mismos, se puede consultar en la página de la sede electrónica del Ministerio de educación Cultura y Deporte, en la que se irán publicando también las novedades relativas a la misma.

Como novedad, encontramos los cursos de “Pedagogía conectada”, “Educación Inclusiva” y “De espectadores a creadores. El fenómeno Profetubers en Educación”  que, junto a “Actualización de las Competencias Directivas”, ” Aprendizaje Personalizado en Entornos Digitales”, “Mobile learning y Realidad Aumentada” y ” Espacios de lectura” se ofrecen en esta segunda edición.

Los cursos tutorizados en línea del INTEF se caracterizan por tener una estructura modular con contenidos y actividades planteados de forma gradual, de manera que permita a los participantes organizar su tiempo y planificar su aprendizaje desde el inicio del curso. Estos cursos, al igual que el conjunto de la oferta formativa en línea del INTEF, están diseñados para aprender haciendo con el objetivo de evidenciar los aprendizajes generados a través de la creación colaborativa de artefactos digitales útiles para la práctica docente diaria.

Además, a lo largo del desarrollo de los mismos se evidencian la creación de dichos artefactos digitales en tiempo real a través de los diarios de aprendizaje de los docentes y/o de las redes sociales. Durante el desarrollo de los cursos, y con objeto de favorecer el carácter social y la creación de comunidad, se desarrollan los eventos en directo que implican varias modalidades formativas -en los que participan tutores y participantes de diferentes cursos- y que se difunden tanto en el aula virtual como en el blog de Aprende INTEF en directo.

Finalmente, los participantes cuentan con la atención personalizada por parte del equipo de tutoría para la resolución de dudas realizando un seguimiento individualizado de los participantes.Dicho equipo se encarga de evaluar los trabajos y actividades presentadas por los participantes, pero hay también espacio para la evaluación entre pares. Precisamente esta evaluación entre pares y la atención personalizada por parte de los tutores, son dos de los aspectos mejor valorados por los participantes en estos cursos.

Todos los cursos contribuyen al desarrollo de la Competencia Digital Docente en una, varias o todas su áreas. Al término del curso y , una vez comprobado la certificación del mismo, se otorga una credencial digital abierta emitida desde  la Mochila Insignias INTEF. Dicha credencial puede ser usada como evidencia  para el reconocimiento de la Competencia Digital Docente a través del Portfolio.

Hasta entonces, os invitamos a seguir aprendiendo a través de cualquiera de las propuestas de Aprende INTEF: MOOC, NOOC, SPOOC, EduPillsen Directo, podcast educativos, en Abierto, etc.

¡Anímate a participar!

BREAKING: Moodle 3.5, Minor Releases Delayed

Moodle News - 14 Mayo, 2018 - 13:25
Moodle HQ’s Sander Bengma has announced via the Moodle Forum that Moodle 3.5 and the accompanying minor releases Moodle 3.4.3 and Moodle 3.3.6 will not be available by the initially scheduled...

Upcoming Events, Webinars & Calls for Papers (Week of May 14, 2018)

Campus Technology - 14 Mayo, 2018 - 12:30
Upcoming events include the Learning Impact Leadership Institute, the NISOD International Conference on Teaching and Leadership Excellence and InfoComm 2018.

Down on the farm

Steve Wheeler - 14 Mayo, 2018 - 12:12
Image from PixabayIs it me, or is academic peer reviewing taking (another) nose dive?

I have just been invited by the editor of an online open access peer reviewed journal to review an article.

They matched me to the article on the basis of my CV which they say is 'academically striking'. (I'm not sure what that means...)

The article they have 'aligned' to my expertise is entitled: “Farmers Coping Strategies to Face Labour Shortage in Northern and Southern Dry Zones of Karnataka.” 
Clearly they checked the wrong CV.

If I'm honest, after 20 years of working in a mainstream academic environment, the only agricultural concept I'm entirely familiar with is how to handle copious amounts of manure.

I would be interested in hearing from anyone else who has been invited by 'editors' of 'academic journals' to review articles that are far removed from their expertise area. 
I think we should be told. 

Down on the farm 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

Programar para derribar estereotipos de género en STEM desde edades tempranas

INTEF - 14 Mayo, 2018 - 11:18

Es un hecho constatado por múltiples estudios que la brecha de género en la participación en ciencia, tecnología, ingeniería y matemáticas (STEM) es grande y persistente, y que esta brecha es significativamente mayor en los campos tecnológicos, como la informática y la ingeniería, que en las matemáticas y las ciencias.

Un estudio publicado en la revista Journal of Experimental Child Psychology, desarrollado por investigadores de la Universidad de Washington y de la empresa Play Works Studio, demuestra que los estereotipos de género en relación a las carreras STEM aparecen desde edades muy tempranas, antes incluso de lo que en general se pensaba que ocurría, y propone acciones que pueden llevarse a cabo en la escuela para aumentar el interés y la motivación de las niñas por estos campos a pesar de los estereotipos.

¿A qué edad comienzan los estereoptipos de género sobre tecnología?

Para contestar a esta pregunta se desarrolló un experimento en el que se realizan una serie de preguntas sobre estereotipos de género y motivación en STEM a 48 niños y 48 niñas de 6 años. Los resultados muestran que tanto los niños como las niñas de 6 años piensan que los niños son mejores que las niñas en temas de robótica y programación, pero no en ciencias y matemáticas. Además, detectaron que las niñas que tenían estereotipos más fuertes sobre robótica y programación también mostraban menor interés y confianza en sí mismas en estos temas.

Según los autores, los estereotipos culturales hacen que las niñas tengan menos experiencias tempranas con temas relacionados con la programación y la robótica, y contribuyen a diferencias de motivación sobre estos campos. Tal como se resumen en la siguiente figura, estas causas, actuando conjuntamente a lo largo del tiempo, dan lugar a una brecha en la participación en estas disciplinas, al adquirir los chicos más experiencia, interés y autoconfianza que las chicas en los campos tecnológicos.

Figura 1. Esquema del marco conceptual, traducido y adaptado del propio artículo.

¿Se puede hacer algo para luchar contra estos estereotipos y aumentar la motivación en las niñas?

Los investigadores realizaron una intervención para tratar de aumentar la motivación STEM de las niñas a pesar de estos estereotipos detectados. La hipótesis de los investigadores es que exponer a las niñas a experiencias positivas programando robots llevaría a un mayor interés y sensación de autoeficacia.

Para ello, los estudiantes participantes fueron asignados aleatoriamente bien al grupo experimental, que realizó actividades de programación de un robot utilizando un móvil, o bien a los grupos de control, que no realizaron estas actividades.

Figura 2. Una de las niñas del estudio programando un robot.

Los resultados demuestran que las niñas que tuvieron experiencias en programación mostraron más interés en la tecnología y mayor confianza en sí mismas, en comparación con las niñas que no tuvieron estas experiencias. Además, el nivel de interés y confianza mostrado por estas niñas fue similar al de los niños de su grupo experimental.

Conclusiones

Los hallazgos derivados de esta investigación muestran que incorporar experiencias de programación y robótica en los primeros años de la educación incide positivamente en la motivación de las niñas hacia temas STEM. En consecuencia, a pesar de que son necesarios estudios longitudinales, es muy probable que ese aumento de la confianza y el interés contribuiría, a largo plazo, a reducir la brecha de género en las carreras STEM, especialmente en la informática y las ingenierías.

Para concluir, recordamos que en CodeEducaLAB mantenemos la sección ChicaSTEM, que pretende dar visibilidad a aquellas iniciativas relacionadas con el fomento de vocaciones científicas y tecnológicas entre las chicas, y aunar esfuerzos para conseguir que las niñas y jóvenes tengan más información y referentes en el momento de escoger sus estudios y carrera profesional.

Imagen de cabecera: LEGO Friends: Olivia’s Invention Workshop 3933, de LegoMyMamma.

El aula está muy lejos de la marcha del cambio social, del mundo real

Mariano Fernández Enguita - 13 Mayo, 2018 - 13:57

Entrevista en Málaga Hoy y otros diarios del grupo andaluz Joly           -¿Más escuela y menos aula parte de la premisa de que el modelo actual ya no funciona? ¿Por qué?
-Este modelo fue pergeñado por Comenio y desarrollado por los monjes moravos, jesuitas, escolapios, lasallianos y otros. Comenio admiraba la imprenta, el primer sistema de fabricación en serie de la historia, y quiso aplicarlo a una educación también en serie. El libro es unilateral, estático, igual para todos… y, si es libro de texto, también es superficial: hectáreas de extensión y un centímetro de profundidad. Así es hoy el aula. Pero el ecosistema digital es interactivo, ilimitado, abierto, cambiante… como la vida misma hoy. Un nuevo ecosistema informacional y comunicacional debe traducirse en un nuevo ecosistema del aprendizaje; es posible un nuevo ecosistema, el viejo ya es insostenible.
-¿Qué cambios serían necesarios?
-Hay que romper con lo que podríamos llamar la estructura básica del aula tradicional. Lo he resumido en la idea de la hiperaula: fusión de grupos, docencia compartida, trabajo tanto en grupo o en equipo como individual, presencial o en línea, en espacios más abiertos y adaptables y con una organización del tiempo menos fragmentaria y más flexible, con un uso más inteligente de la tecnología y en colaboración con la comunidad.
-¿Cree que ahora el alumno está desmotivado, que no ve una finalidad a sus estudios?
-Creo que hace un siglo, o incluso menos, la escuela era la ventana al mundo para una mayoría de escolares, pero hoy se ocupa más de bajar las persianas para evitar que otros focos los atraigan, una batalla perdida. Es cierto que vivimos una sobrecarga de información, pero lo adecuado no es ignorarla, pues en todo caso no lo harán los alumnos, sino enseñarles a moverse en y con ella. El resultado de esa inercia de la escuela, como muestran varias investigaciones, es que los alumnos la adoran cuando entran pero van perdiendo interés hasta prácticamente detestarla.
-Y está obligado a permanecer en el aula hasta los 16, lo que usted denomina "conjunto explosivo"...
-Así es. Cuando estás disconforme con algo tienes dos posibilidades: hablarlo o marcharte. La escuela es una institución en sentido fuerte (una obligación, además de un derecho): diez años legalmente y quince en la práctica, por lo que el alumno tiene cerrada la opción de marcharse; el resultado es que la disconformidad se vuelca dentro, como rechazo, sea activo (desorden, etcétera) o pasivo (desenganche, falta de atención…). Otro aspecto negativo es que ni el centro ni el profesor reciben el feedback más elemental, ya que tienen un público cautivo y no ven lo más elemental: hasta qué punto lo han perdido.
Aula ¡de música! de un IES-¿Qué tipo de enseñanza requiere esta sociedad global, digital y líquida, como usted la denomina?
-La escuela debe, primero, asegurar el cuidado de niños y adolescentes, que es mucho más que la mera custodia. Debe hacerles llegar y que se apropien de ello, que no es lo mismo que transmitírselo, lo mejor del legado de la cultura. Debe formarlos como futuros ciudadanos, parte esencial de lo cual es también hacer de ellos trabajadores cualificados, pues nadie es libre si no está en condiciones de buscar y obtener sus propios medios de vida. Y debe, y esto es quizá lo nuevo, formarlos para moverse dentro de la avalancha informativa. Lo resumiría en una expresión, algo fuerte, que tomo de Ernest Hemingway: que aprendan a filtrar o detectar la mierda, es decir, a distinguir la verdad, la información fiable, las opiniones fundamentadas, etcétera de los estereotipos, la propaganda, la morralla opiniática, la pseudociencia, las leyendas urbanas, las fakenews, las burbujas ideologizadas...

-¿El aula da respuestas a las preguntas de hoy?-El aula sigue empeñada y enfrascada en las preguntas de ayer y, como solía decir o citar Benedetti, "cuando creíamos que teníamos todas las respuestas, de pronto, cambiaron todas las preguntas". El aula está hoy muy lejos de la marcha del cambio social, del mundo real de niños y adolescentes o de lo que sabemos o prevemos del futuro inmediato.

-¿Qué opina de la profesión docente?

Marshland School, Christchurch, NZ-La paradoja es que la profesión docente, funcionarizada como está, la que prepara a nuestros hijos para un futuro acelerado e incierto, está entre las más blindadas contra el mismo y más tentadas de entregarse a la inercia. Tenemos que reforzar drásticamente la formación inicial, establecer y controlar la iniciación, asegurar la formación continua y, sobre todo, reformar las condiciones de trabajo. Hay que olvidarse del docente como transmisor de conocimientos, pero también como mero acompañante ajeno al nuevo ecosistema, para repensarlo como un diseñador de entornos, experiencias, proyectos y trayectorias de aprendizaje.
-El fracaso escolar y la repetición son los fallos principales del sistema...
-Repetición y fracaso son el resultado de una cultura profesional, y hasta cierto punto social, heredada. La repetición no tiene lógica alguna, nada en el mundo funciona así; hay que detectar necesidades, dificultades o deficiencias lo antes posible y obrar sin que el alumno deje nunca de avanzar. El fracaso es la consecuencia de una idea performativa, la constante macabra, la convicción de que no todos valen para estudiar.

Learning analytics, student satisfaction, and student performance at the UK Open University

Tony Bates - 12 Mayo, 2018 - 02:49

There is very little correlation between student satisfaction and student performance. Image: Bart Rienties. Click on image to see the video.

Rienties, B. and Toetenel, L. (2016) The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules, Computers in Human Behaviour, Vol. 60, pp.333-341

Li, N. et al. (2017) Online learning experiences of new versus continuing learners: a large-scale replication study, Assessment and Evaluation in Higher Education, Vol. 42, No. 4, pp.657-672

It’s never too late to learn

It’s been a hectic month with two trips from Vancouver to Ontario and back and one to the UK and back, a total of four keynotes, two panel sessions and two one day consultancies. By the time I got to the end of the month’s travels, I had learned so much that at a conference in Toronto I had to go to my room and lie down  – I just couldn’t take any more!

At my age, it takes time to process all this new information, but I will try to summarise the main points of what I learned in the next three posts.

Learning analytics at the Open University

The Open University, with over 100,000 students and more than 1,000 courses (modules), and most of its teaching online in one form or another, is an ideal context for the application of learning analytics. Fortunately the OU has some of the world leaders in this field. 

At the conference on STEM teaching at the Open University that I attended as the opening keynote, the closing keynote was given by Bart Rienties, Professor of Learning Analytics at the Institute of Educational Technology at the UK Open University. Rienties and his team linked 151 modules (courses) and 111,256 students with students’ behaviour, satisfaction and performance at the Open University UK, using multiple regression models. 

His whole presentation (40 minutes, including questions) can be accessed online, and is well worth viewing, as it provides a clear summary of the results published in the two detailed papers listed above. As always, if you find my summary of results below of interest or challenging, I strongly recommend you view Bart’s video first, then read the two articles in more detail. Here’s what I took away.

There is little correlation between student course evaluations and student performance

This result is a bit of a zinger. The core dependent variable used was academic retention (the number of learners who completed and passed the module relative to the number of learners who registered for each module). As Rientes and Toetenel (p.340) comment, almost as an aside, 

it is remarkable that learner satisfaction and academic retention were not even mildly related to each other….Our findings seem to indicate that students may not always be the best judge of their own learning experience and what helps them in achieving the best outcome.’

The design of the course matters

One of the big challenges in online and blended learning is getting subject matter experts to recognise the importance of what the Open University calls ‘learning design.’ 

Conole (2012, p121) describes learning design as:

a methodology for enabling teachers/designers to make more informed decisions in how they go about designing learning activities and interventions, which is pedagogically informed and makes effective use of appropriate resources and technologies. LD is focussed on ‘what students do’ as part of their learning, rather than the ‘teaching’ which is focussed on the content that will be delivered.

Thus learning design is more than just instructional design.

However, Rienties at al. comment that ‘only a few studies have investigated how educators in practice are actually planning and designing their courses and whether this is then implemented as intended in the design phase.’ 

The OU has done a good job in breaking down some of the elements of learning design. The OU has mapped the elements of learning design in nearly 200 different courses. The elements of this mapping can be seen below (Rientes and Toetenal, 2016, p.335):

Rientes and Toetenel then analysed the correlations between each of these learning design elements against both learner satisfaction and learner performance. What they found is that what OU students liked did not match with learner performance. For instance, students were most satisfied with ‘assimilative’ activities, which are primarily content focused, and disliked communication activities, which are primarily social activities. However, better student retention was most strongly associated with communication activities, and overall, with the quality of the learning design.

Rientes and Toetenel conclude:

although more than 80% of learners were satisfied with their learning experience, learning does not always need to be a nice, pleasant experience. Learning can be hard and difficult at times, and making mistakes, persistence, receiving good feedback and support are important factors for continued learning….

An exclusive focus on learner satisfaction might distract institutions from understanding the impact of LD on learning experiences and academic retention. If our findings are replicated in other contexts, a crucial debate with academics, students and managers needs to develop whether universities should focus on happy students and customers, or whether universities should design learning activities that stretch learners to their maximum abilities and ensuring that they eventually pass the module. Where possible, appropriate communication tasks that align with the learning objectives of the course may seem to be a way forward to enhance academic retention.

Be careful what you measure

As Rientes and Toetenel put it:

Simple LA metrics (e.g., number of clicks, number of downloads) may actually hamper the advancement of LA research. For example, using a longitudinal data analysis of over 120 variables from three different VLE/LMS systems and a range of motivational, emotions and learning styles indicators, Tempelaar et al. (2015) found that most of the 40 proxies of “simple” VLE LA metrics provided limited insights into the complexity of learning dynamics over time. On average, these clicking behaviour proxies were only able to explain around 10% of variation in academic performance.

In contrast, learning motivations, emotions (attitudes), and learners’ activities during continuous assessments (behaviour) significantly improved explained variance (up to 50%) and could provide an opportunity for teachers to help at-risk learners at a relatively early stage of their university studies.

My conclusions

Student feedback on the quality of a course is really important but it is more useful as a conversation between students and instructors/designers than as a quantitative ranking of the quality of a course.  In fact using learner satisfaction as a way to rank teaching is highly misleading. Learner satisfaction encompasses a very wide range of factors as well as the teaching of a particular course. It is possible to imagine a highly effective course where teaching in a transmissive or assimilative manner is minimal, but student activities are wide, varied and relevant to the development of significant learning outcomes. Students, at least initially, may not like this because this may be a new experience for them, and because they must take more responsibility for their learning. Thus good communication and explanation of why particular approaches to teaching have been chosen is essential (see my comment to a question on the video).

Perhaps though the biggest limitation of student satisfaction for assessing the quality of the teaching is the often very low response rates from students, limited evaluation questions due to standardization (the same questions irrespective of the nature of the course), and the poor quality of the student responses. This is no way to assess the quality of an individual teacher or a whole institution, yet far too many institutions and governments are building this into their evaluation of teachers/instructors and institutions.

I have been fairly skeptical of learning analytics up to now, because of the tendency to focus more on what is easily measurable (simple metrics) than on what students actually do qualitatively when they are learning. The focus on learning design variables in these studies is refreshing and important but so will be analysis of student learning habits.

Finally, this research provides quantitative evidence of the importance of learning design in online and distance teaching. Good design leads to better learning outcomes. Why then are we not applying this knowledge to the design of all university and college courses, and not just online courses? We need a shift in the power balance between university and college subject experts and learning designers resulting in the latter being treated as at least equals in the teaching process.

References

Conole, G. (2012). Designing for learning in an open world. Dordrecht: Springer

Tempelaar, D. T., Rienties, B., & Giesbers, B. (2015). In search for the most informative data for feedback generation: learning analytics in a data-rich context. Computers in Human Behavior, 47, 157e167. http://dx.doi.org/10.1016/j.chb.2014.05.038.

 

The Gates Foundation And Chan Zuckerberg Initiative Want Your Ideas On The Future Of Education

OLDaily - 11 Mayo, 2018 - 21:56

Fast Company, Jim Shelton, May 11, 2018

The Chan Zuckerberg Initiative and the Bill & Melinda Gates Foundation have opened a Request for Information (RFI) about work that can help increase student success in math, non-fiction writing, and "executive function (the skill set concerning memory, self-control, attention, and flexible thinking)" (I couldn't help but giggle a bit when I read the third one). "The RFI represents an invitation to researchers and practitioners to deepen public understanding of where the most important, ambitious, and innovative work is being done in a variety of disciplines." I found the submission process a bit off-putting. They note that "All responses generated by this RFI become the property of BMGF and CZI" and they ask for a lot of biographical information up front. all what a to be a closed online form.

Web: [Direct Link] [This Post]

Everything Is a Subscription Now and It’s Too Much

OLDaily - 11 Mayo, 2018 - 21:39

Justin Pot, How-To Geek, May 11, 2018

The conversion from a sales model to a subscription model may well have worked for software vendors, but as the trend has taken hold it is becoming clearer that it is unsustainable. "Netflix. Spotify. Newspapers. Office365. Dropbox. Everything is a subscription now, but how many services can people afford?" This (very) short article suggests that bundles may be the answer ("Microsoft, Google, and Apple seem intent on copying the Amazon Prime model, likely for this reason: they want to be the one subscription their customers pay for." But I can't imagine that this is what customers want.

Web: [Direct Link] [This Post]

MoodleNews Adquiere MoodleWorld.com

Moodle News - 11 Mayo, 2018 - 21:26
Available in English here and below. El día de ayer MoodleNews anunció la adquisición de MoodleWorld.com. La combinación de estos dos sitios ha creado la fuente de información independiente más...

Commission on Creating the Next in Education (CNE)

OLDaily - 11 Mayo, 2018 - 21:10

Office of the Provost, Georgia Tech, May 11, 2018

This report "is an effort to draw with broad strokes the nature of education that defines the technological research university of the year 2040 and beyond." The core outcome, I think, is in the initiatives section (here are the links, because the page deign obscures them: Whole-Person Education, New Products and Services, Advising for a New Era, A.I. and Personalization, A Distributed Worldwide Presence). Just as interesting (maybe more so) are the seven trends outlined on the initiatives page. There's a comparison of MOOCs to "early twentieth century Chautauqua, the traveling tent shows that moved across the plains of the American Midwest to bring interesting lectures, performances, and novel cultural experiences to families," and the blunt assessment that "most analysts agree that transactional pricing (tuition per credit hour) is not a sustainable model."

Web: [Direct Link] [This Post]

The Way Of Farhan Karmali In Shaping Up Moodle Sites (And Communities)

Moodle News - 11 Mayo, 2018 - 20:14
It might have taken longer than expected, but the learning landscape in India seems to finally be bracing for a transformational period. It will likely be marked by higher interaction with more...

Highlights Of South East Asian Pioneering MoodleMoot Philippines 2018, With A Spice Of Healthcare Social Media

Moodle News - 11 Mayo, 2018 - 14:07
The city of Manila has leapt ahead of their cultural, economic, and EdTech counterparts with the first MoodleMoot of South East Asia and the ASEAN Region. With a world-class roster of speakers and...

Educational Technology and Education Conferences for June to December 2018

OLDaily - 11 Mayo, 2018 - 13:29

Clayton R Wright, Stephen's Web, May 11, 2018

Clayton R. Wright offers the 39th version of the Educational Technology and Education Conference list. It comprises 1,782 confirmed events between May-December 2018. MS-Word Document. He writes, "The events for May and June have been updated since distribution of the previous list. During the last 20 years, as I have compiled the list, I have viewed tens of thousands of conference, symposium, and workshop websites. I am still amazed at the number of event organizers who do not link one year's website to the next or who think of the website as a treasure hunt.

"The leading page of an event should be attractive, but it should also be informative. It should provide basic information such as the title, an alphanumeric date (including the year), and the specific location while using few abbreviations so those who are not in the 'in-crowd' can figure out what the conference is about and where it will be held. Using 'code' or shorthand may be acceptable for those who attend an event regularly or attend an event held in the same place each year, but how does this presentation style successfully attract interest from others, especially those new to a field? How does the lack of easily accessible information help a person decide among several professional development opportunities?"

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