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Capterra Survey on LMS use shows Moodle with largest share

Moodle News - 14 Abril, 2015 - 16:30
Capterra, a business software consultancy has published results from an LMS survey they recently ran. The particular population of respondents show that they range across all industries (only 21%...

Summer Hackfest at the University of Vienna (June 30th – July 1st)

Moodle News - 14 Abril, 2015 - 14:45
Moodlerooms and the Academic Moodle Corporation (AMC) are hosting a two-day developer hackfest at the University of Vienna in Austria (map) this summer. The free event will bring developers from...

CU Boulder Launches Academic Advising Hub Online

Campus Technology - 14 Abril, 2015 - 13:05
The University of Colorado Boulder has developed a new academic advising service designed to help students stay in touch with their academic advisors, mentors and other university staff.

Report: Oregon Higher Ed Funding To Focus on Student Outcomes

Campus Technology - 14 Abril, 2015 - 13:00
Oregon's Higher Education Coordinating Commission has adopted a new funding model that will emphasize student outcomes rather than institutional enrollment numbers, according to a report in the Statesman Journal.

Just disinfect

Learning with 'e's - 14 Abril, 2015 - 11:27
I need to disinfect. Recently I've been receiving a lot of requests to publish blog posts from freelance writers. When I first began to receive this requests, I admit I was curious, because it made a change from companies trying to get advertising space on my site. So I asked to see some of the 'guest posts' that were being offered. What I was sent was disappointing. 

The 'guest posts' weren't written very well at all, looked rather formulaic, and as I suspected, many of them were trying to plug some kind of product or service. Some of the more subtle ones merely eulogised over the product or service without endorsing or naming it. It's apparent to me now that there are likely to be commercial companies lurking behind these wannabe 'guest bloggers', who are almost certainly as freelance as I am a Dutchman. 

I can see it all now: These companies must pay top dollar for their 'social media marketing' executives to sit down for hours on end in front of a screen fastidiously trawling the web for blogs that attract more than a thousand hits each month. When they spot one, the office lights flash on and off and the warning klaxon sounds. Then all the company's designated 'guest bloggers' run around like maniacs flash targeting the blogger's e-mail inbox to try to convince him that their 'freelance' post should be hosted on his blog. 

There's another name for these people - parasites (not to be confused with Parisiens, who are in fact the lovely residents of the capital of France). I name them parasites because they all want to cash in on the success of someone else's endeavours. They want a free ride on the back of a winning steed. They want to hijack popular blogs to get their message across to the largest audience they can, with the minimum of effort. 

I have a message for these parasites: Blog off! Don't try to cash in on the success of hardworking people. Go and get your own blog to play with. That way you will understand just how difficult it is to build up a decent following through hard work and a lot of hours of thinking, researching and writing you will need to do. 

Don't misunderstand me. I think guest blogging is a good idea, and if you can find someone you trust, who can write a great blog post or two while you're away sunning yourself on the Costa del Sol, then go for it. As long as they can maintain your high standards as a blogger, it's a useful strategy. But my advice for any decent blogger who receives an e-mail from one of these wannabe social media marketing guest blogger parasites, is this: Don't say no. Don't even respond. Just delete the e-mail. Then disinfect.

Image source (modified)

A shorter version of this post entitled 'Parasites!' first appeared on Learning with 'e's on 13 December, 2010.

Just disinfect 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

Data and Diplomas: On LinkedIn's Acquisition of

Hack Education - 14 Abril, 2015 - 01:35

I'm surprised to have seen so little thoughtful analysis of the LinkedIn acquisition of, particularly as Michael Feldstein put it: the deal suggests that LinkedIn might just be "the most interesting company in ed tech."

Maybe I shouldn't be.

There was a rash of “hot takes” from tech industry blogs, of course – reports of the deal hurriedly typed up after reading the press release, barely rewriting the companies’ blog posts. Such are the pressures of real-time publishing these days – writers are supposed to offer commentary quickly, sometimes within minutes of news breaking.

I am still amazed that while the current boom in education technology companies has been going on now for over seven years, few technology writers or publications have made ed-tech a formal beat; as such few are able to offer much insight at all when something important happens in the industry. Instead, the common response to any development in ed-tech – whether it’s a product launch, an investment, or an acquisition – is to throw the names of every education-related startup into the story and pronounce that “this changes everything.”

Here’s the headline on the embarrassingly abysmal analysis from Pando: “Did LinkedIn's acquisition of Lynda just kill the ed tech space?

The article is, as Feldstein describes it, "a laughable piece of link bait garbage," cramming the Chegg and 2U IPOs, last year’s record-setting VC investment figures,’s competitor online training company Pluralsight, the offline tech training Flatiron School, the MOOC startup Udacity, Panorama Education (which provides a platform for K–12 schools to run surveys), Chinese mobile development company NetDragon Education, English-language learning site Open English, LMS provider Desire2Learn, and K–12 messaging app Remind into the story in order to pronounce the ed-tech sector "unicorn-free." "Now, the focus will shift to the traditional education companies like Pearson, Cengage, and publishers like Houghton Mifflin Harcourt, who are under pressure to innovate or acquire new technologies to keep up with each other," writes Pando’s Dennis Keohane. "But none of the traditional powers fighting in that space have the financial wherewithal of LinkedIn, nor the desire to get into an acquisition arms race like the kind that happens all the time in Silicon Valley."

(For what it’s worth, Pearson and those other “traditional powers” have been the most active acquirers of ed-tech startups for a good long while now.)

Rather than predicting that the acquisition of spells “doom” for the sector, Edsurge (no surprise) describes it as a positive indicator: "the deal will be hailed as evidence that companies devoted to learning will be worth billions of dollars” and “the deal is huge and will be a signal that there will be rich rewards for investors who support high-quality education-related work.” ( founder Lynda Weinman is an investor in Edsurge.)

By focusing on the implications of the deal itself – whether good or bad – for other deals, that is for ed-tech investors and investments, most coverage has completely missed out on exploring, as Feldstein does in his analysis of the acquisition, “Why LinkedIn Matters” for education.

And I agree with him: it matters a lot.

LinkedIn is an Education Data Company


There is only one place in the world I know of where bazillions of people voluntarily enter their longitudinal college and career information, keep it up-to-date, and actually want it to be public.


LinkedIn is the only organization I know of, public or private, that has the data to study long-term career outcomes of education in a broad and meaningful way. Nobody else comes close. Not even the government. Their data set is enormous, fairly comprehensive, and probably reasonably accurate. Which also means that they are increasingly in a position to recommend colleges, majors, and individual courses and competencies. An acquisition like gives them an ability to sell an add-on service – “People who are in your career track advanced faster when they took a course like this one, which is available to you for only X dollars” – but it also feeds their data set. Right now, schools are not reporting individual courses to the company, and it’s really too much to expect individuals to fill out comprehensive lists of courses that they took. The more that LinkedIn can capture that information automatically, the more the company can start searching for evidence that enables them to reliably make more fine-grained recommendations to job seekers (like which skills or competencies they should acquire) as well as to employers (like what kinds of credentials to look for in a job candidate). Will the data actually provide credible evidence to make such recommendations? I don't know. But if it does, LinkedIn is really the only organization that's in a position to find that evidence right now.

As federal and state governments look to create ratings systems for colleges and universities, based in part on graduates' employability, this sort of data is going to be increasingly valuable - financially and politically.

Like Feldstein, I’d also made a prediction back in 2012 that LinkedIn would enter the ed-tech space via an acquisition. He picked Coursera as the target buy; I picked Edmodo. Here’s what I wrote then (in a blog post speculating about Edmodo’s future after raising VC round after round and wondering who, if anyone, would acquire it):

LinkedIn's [co-founder] Reid Hoffman sits on the board of Edmodo as an investor, and I do think this would be an interesting (but perhaps surprising) acquisition. Although LinkedIn describes itself as a professional social network – something that makes it a parallel perhaps to Edmodo’s educational social network – I see LinkedIn as a big data company. Who’s hired. Who’s looking for work. Who updates their profile. Who you’re connected to. Where you went to school. What your skills are. All this incredible data about our professional skills and experiences can offer huge insights for other companies. And all that data – all our data – is what makes LinkedIn such a valuable company. It is possible that LinkedIn could make a move into the education space – particularly as we start to rethink certification and degrees – and Edmodo certainly has a lot of data which, in aggregate, could certainly provide interesting signals about careers, curriculum, certification, connections, and so on.

So, I was wrong about Edmodo; but I think my description of LinkedIn remains pretty accurate, and it helps explain how might fit into the company’s strategy.

According to LinkedIn’s latest quarterly report, revenue from its “Talent Solutions” division (that includes its recruiting tools and services) totaled $369 million in the fourth quarter of 2014 – 57% of total revenue. “Marketing Solutions” (that is, advertising) totaled $153 million – 24% of total revenue. Revenue from Premium Subscriptions products totaled $121 million – 19% of total revenue.

It’s certainly possible to see the acquisition as part of efforts to keep users – premium subscribers, even – returning to the site. (That’s one of the “Three Reasons LinkedIn Broke the Bank for” given by Re/Code.) But despite LinkedIn’s efforts at expanding its content offerings – becoming a long-form publishing platform, for example – I don’t think the buy was really about “content.”

“Disrupting the Diploma”

The business play in this acquisition involves education-related data, but I think it’s connected to a broader political play too.

In September 2013, Reid Hoffman wrote a blog post titled “Disrupting the Diploma,” outlining what has become quite a familiar refrain in Silicon Valley: the purpose of college is to get a degree; the purpose of a degree is to get a job; degrees are too expensive and do not offer employers a sufficiently granular understanding of what a job applicant knows, what skills s/he possesses. But technologies – technologies like LinkedIn, argues Hoffman – can now “make certification faster, cheaper, and more effective too.”

I explored both this framing of school as “skills” and the push towards new forms of certification in my year-end series on the top ed-tech trends of 2014; the acquisition of by LinkedIn bolsters both of these. Even before this deal, the company had been inching towards this vision, making it easier for people to add certifications from MOOCs to their profiles for example.

What happens next to the other MOOC providers – Coursera, Udacity, edX – will be interesting to watch. Again, it’s not simply because they’re now competing content providers with LinkedIn. It’s because these three have been relying on paid certification and recruitment as their revenue streams. And now they’re competing with LinkedIn there as well. I don’t think this necessarily spells the downfall of the MOOCs. To the contrary, LinkedIn might provide them more legitimacy if it can help convince employers their certificates are actually credible. “Disrupting the diploma,” as Hoffman puts it.

According to Hoffman, a “21st century diploma” would do the following:

It should accommodate a completely unbundled approach to education, allowing students to easily apply credits obtained from a wide range of sources, including internships, peer to peer learning, online classes, and more, to the same certification.

It should be dynamic and upgradeable, so individuals can add new credentials to it as they pursue new goals and educational opportunities and so that the underlying system itself is improvable.

It should help reduce the costs of higher education and increase overall value.

It should allow a person to convey the full scope of his or her skills and expertise with greater comprehensiveness and nuance, in part to enable better matching with jobs.

It should be machine-readable and discoverable, so employers can easily evaluate it in numerous ways as part of a larger “certification platform.”

No doubt, LinkedIn aims to become precisely that – a “certification platform.” (Can it? I do not know.)

A Final Thought: (Education) Data Portability

It’s a question I’ve asked again and again and again: who owns your education data? Do you? Does your school? Do the software providers your school has contracted with? Does your employer? Do the software providers your employer has contracted with?

Late last year, LinkedIn added the ability to export your data, including registration information; login history including IP records; email address history and statuses; account history including account closures and reopens; name information including the current name on your account and any previous name changes; a list of your 1st degree connections; photos that have been uploaded to your account; endorsements you’ve received; list of skills on your profile; recommendations given and received; group contributions; your search history; content you’ve posted, shared, liked, or commented on; mobile apps you’ve installed; ads you’ve clicked on; and the targeting criteria LinkedIn uses to show you ads.

I can’t think of many (any?!) education technology companies – learning management systems, MOOC providers, textbook publishers, testing companies – that offer this sort of data portability to their users. Hell, I’m not sure many (any?!) schools do.

Instead education data is often trapped in silos – inaccessible to and uncontrolled by learners. Students are compelled to use ed-tech software, but have little say in what happens to their content and your data. Now, I don’t think LinkedIn users have a lot of say in what happens to their content and data there; but hey, at least they can export it if they want to.

Hopefully that feature won’t disappear as LinkedIn moves to become a new “certification platform.” (But I'm not going to hold my breath.)

McGraw-Hill, Microsoft Embrace Open Learning

OLDaily - 13 Abril, 2015 - 21:57

D. Frank Smith, EdTech, Apr 13, 2015

According to the McGraw-Hill press release, educators will be able to build what they call "compound learning objects" using Microsoft Office and syndicate them using the McGraw-Hill platform. "Through this vision," they write, "educators, students and developers are able to personalize and enhance McGraw-Hill Education's courseware by creating and combining content that leverages the power of the company's adaptive and analytics platforms." McGraw-Hill has bought into the whole personalization thing. "The shift supports the increasing demands of educators and students to combine learning elements from multiple sources to create learning experiences that are distinctive, personalized and improve results." Via Michael Feldstein.

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Categorías: General

Kinect to Small Basic

OLDaily - 13 Abril, 2015 - 21:57

Greg Duncan, Microsoft | Channel 9, Apr 13, 2015

How much fun can you have in your programming classes (or many other classes!) with this? "Kinect for Small Basic is a set of extension object for Small Basic which allow anyone to program with the Microsoft Kinect Sensor and the information that it captures." With the Kinnect sensor and the right graphics card, you can create programs that respond to the human body. Via Alfred Thompson.

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Categorías: General

Biopac Update Student Lab System with Learning Objects, Curriculum Management System

Campus Technology - 13 Abril, 2015 - 20:25
Biopac Systems has updated its Biopac Student Lab (BSL) software with new hardware integrations, lessons and features.

Ellucian Adds Competency-Based Ed LMS

Campus Technology - 13 Abril, 2015 - 19:50
Ellucian is adding a competency-based education learning management system to its portfolio of higher education software and services, with the acquisition of Helix Education.

Michigan Virtual U Revamps Professional Development Courses

Campus Technology - 13 Abril, 2015 - 19:25
Knowledge Delivery Systems will relaunch 60 courses for MVU’s LearnPort, intended to help Michigan K-12 educators meet their continuing education requirements.

U Central Florida Enhances IT Security with Privileged Account Management System

Campus Technology - 13 Abril, 2015 - 18:55
The University of Central Florida has implemented a new password management system to provide IT staff with privileged access to the enterprise systems it uses to support the campus.

The Campus Theme might be the most customizable theme of all time

Moodle News - 13 Abril, 2015 - 16:30
Gareth Barnard and David Bogner recently released the Campus theme for Moodle, a responsive and highly customizable theme. As stated in the theme description, it is the designers choice. You can make...

Moodle 2.9 QA Testers and Bug Finders needed

Moodle News - 13 Abril, 2015 - 14:22
If you’re interested in helping to get Moodle 2.9 ready for release by identifying bugs and testing use cases of the many features could use your help now. The call for QA Testers is...

Arizona Speeds Up Sun Corridor Network Connections to Internet2

Campus Technology - 13 Abril, 2015 - 13:10
Arizona's high-speed research and education network, Sun Corridor Network , now offers two 100 gigabit per second connections to the nationwide R&E network, Internet2.

Texas A&M U To Host Sixth Annual Summer STEM Camps

Campus Technology - 13 Abril, 2015 - 13:05
Texas A&M University's (TAMU) Aggie STEM will host four science, technology, engineering and math camps for students in middle and high school this summer.

Northwestern U Students Turn to In-House Crowdfunding Platform for Projects

Campus Technology - 13 Abril, 2015 - 13:00
Four Northwestern University student groups are crowdfunding to raise money for their nonprofit goals.