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Study: Display Size Impacts Student Comprehension

Campus Technology - 17 Mayo, 2016 - 19:58
More than half of students (58 percent) in a recent study couldn't read content displayed on a 70-inch flat panel in an average-sized classroom.

Private Institutions Sign on To Redeem 'Tuition Reward' Points

Campus Technology - 17 Mayo, 2016 - 19:15
A number of private colleges have recently signed on for a program that gives them marketing access to potential students whose families have accounts at specific financial companies.

FLEXspace: Sharing the Best of Learning Space Design

Campus Technology - 17 Mayo, 2016 - 19:03
After only about five years since its inception, a free, open education resource called FLEXspace is already demonstrating its potential to improve both the process of creating campus learning spaces and the science of using them.

YouTube for iOS Update Supports Google Cardboard

Campus Technology - 17 Mayo, 2016 - 18:00
The latest release for iOS now has full Cardboard support, enabling any YouTube video to be viewed in VR mode.

Escola Pia de Catalunya

Educació Demà - 17 Mayo, 2016 - 14:18
L’Escola Pia de Catalunya és una entitat conformada per dones i homes, laics i religiosos que compartim valors i actituds. Arrelada al nostre país, és integradora i compromesa amb el canvi social a partir dels valors de l’Evangeli. Les persones són el centre de la nostra acció. Hi som per acompanyar persones a créixer lliures, autònomes i crítiques; viure i conviure sense excloure a ningú; compromeses en la construcció d'un món més just, un món més sostenible i en pau. Localització Espanya 39° 33' 7.8912" N, 75° 20' 59.8668" W See map: Google Maps

Check Out The New Course Completion Graphic For The Upcoming Pioneer Moodle Theme Release

Moodle News - 17 Mayo, 2016 - 09:23
We recently reported about the upcoming July release of the Pioneer Theme. The theme is getting a fairly serious update and there are a ton of cool new features. Chris Kenniburg recently posted an...

e-Literate Launches A New LMS Market Research Service

Moodle News - 17 Mayo, 2016 - 05:12
Today, Michael Feldstein announced the official release of their new “Big Picture” LMS market research service from e-Literate. He and Phil Hill have been not only talking about this for...

What Homework and Adaptive Platforms Are (and Aren’t) Good For

OLDaily - 17 Mayo, 2016 - 04:07


Michael Feldstein, e-Literate, May 16, 2016

This is a follow-up to Michael Caulfield's post on e-Literate earlier this week and looks at the subject of personalized learning in a lot more depth. "Mike’ s  stories show truly significant  learning of the kind that changes students perspectives and, if we’ re lucky, their lives. It is not just personalized but deeply personal. He  was able to reach his daughters because he understood them as humans." Robots aren't going to take on this role any time in the near future, writes Feldstein. But they can play a positive supporting role, and that's the model Feldstein considers. By helping students achieve a level of proficiency at the 'what' question, they allow the teachers to focus on the sort of 'why' question that really engages students. But this homework cannot become an end in itself, and it has to clearly connect the 'what' with the 'why'. 

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Categorías: General

Status of E-Learning in Public Universities in Kenya

OLDaily - 17 Mayo, 2016 - 04:07


George L. Makokha, Dorothy N. Mutisya, The International Review of Research in Open and Distributed Learning, May 16, 2016

OK, I get this: "e-learning is at its infant stage in universities in Kenya. Majority of universities lacked senate approved e-learning policies to guide structured implementation. A few lecturers (32%) and students (35%) used e-learning and few courses (10%) were offered online. Majority of online uploaded modules (87%) were simply lecture notes and not interactive. Again, universities in Kenya lacked requisite ICT infrastructure and skills." The strength of this article is that it collects a lot of data on universities in Kenya and the east Africa region.  But I fail to see how this follows: "The study recommends that universities partner with the private sector to improve ICT infrastructure, build capacity, and standardize e-learning programs in the country." It is nowhere supported by the data.  Indeed, looking at things like lack of training and lack of bandwidth, it appears that  the problem in Kenyan higher education is a  lack of money. But  he private sector gets involved in order to take money out of the system.  It seems to me that private sector involvement would simply make the situation worse.

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Categorías: General

Does Formal Credit Work for MOOC-Like Learning Environments?

OLDaily - 17 Mayo, 2016 - 04:07


Engin Kursun, The International Review of Research in Open and Distributed Learning, May 16, 2016

This article has an almost-decent sample size and the sort of conclusion that magazines like the Chronicle love to publish: "Data was collected via 516 responses to an online survey and achievement tests.... The credit bearing group also scored significantly higher achievement scores than the credit careless group. Credit clearly and significantly affected all dependent variables investigated in this study." Now of course I'd like to see more courses studied (the only one here is 'Ataturk's Principles and History of Turkish Revolution' which while no doubt interesting (I'd take it) is a bit niche). And the sample (which "consisted of faculty of education students who responded to the online survey")  appears to be dangerously self-selective. 

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Categorías: General

Increasing Social Presence in Online Learning through Small Group Discussions

OLDaily - 17 Mayo, 2016 - 04:07


Mete Akcaoglu, Eunbae Lee, The International Review of Research in Open and Distributed Learning, May 16, 2016

This could have been such an interesting paper had the authors not succumbed to what is a disease in our field, small (n=33) and unrepresentative (graduate students pursuing a master's degree in education) samples. The idea was to determine the impact of small group size on social presence in learning, where social presence was measured in three dimensions:

  • The Work Group Cohesion Index, developed by Price and Mueller (1986), was used to measure workgroup cohesion in organizational contexts.
  • The Sociability Scale (Kreijns et al., 2007) was originally designed to determine the perceived degree of sociability of computer supported collaborative learning.
  • The Sociability Scale (Kreijns et al., 2007) was originally designed to determine the perceived degree of sociability of computer supported collaborative learning.

Oh, what a larger scale and more comprehensive study could have done with this, actually getting into the differences in these three models, looking at the nuance a large sample size would provide, and perhaps identifying conditions (cultures, subject area, personalities) in which one or another is a more useful tool. Ah, but we get none of this. We get only this: "Our results suggest that by manipulating group size, students' perceptions of cohesion, and sociability were positively increased." Sigh.

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Categorías: General

We Have Personalization Backwards

OLDaily - 17 Mayo, 2016 - 04:07


Michael Caulfield, e-Literate, May 16, 2016

I'm glad e-Literate asked Michael Caulfield to elaborate on his post, though it still feels  abridged  to me. Here's the traditional take on 'personalization': "You learn a certain set of things, you get tested, the personalization software finds knowledge gaps and runs you through the set of canned explanations that you need." But this isn't right, says Caulfield. "The biggest advantage of a tutor is not that they personalize the task, it’ s that they personalize the  explanation... students often have very  similar  skill gaps, but the remedy for each student may be radically different." There's a short list of what a truly personalized course would do - this is the part I wish were elaborated. (The  earlier version of the first half of this post  on Caulfield’ s Hapgood site).

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Categorías: General

Partnering with Fishtree brings digital courseware at scale to Blackboard Learn

OLDaily - 17 Mayo, 2016 - 04:07


Blackboard Blog, May 16, 2016

Blackboard is partnering with yet another entrant in the adaptive learning marketplace, FishTree. It's a "personalization platform that combines standard-aligned resources and social media-based tools with world-class analytics to save teachers time, and help students learn." Blackboard writes, "Fishtree at its core is a productivity platform that enables teachers, instructional designers, and administrators to author and share digital courseware, and curate the best resources from a range of content— licensed, OER, user-generated— that is then measured by its effectiveness on student outcomes." As always, these claims must be evaluated. But this shows that adaptive learning using analytics is an increasingly crowded market.

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Categorías: General

The 2016 Dean's List: EdTech’s 50 Must-Read Higher Ed IT Blogs

OLDaily - 17 Mayo, 2016 - 04:07


Meg Conlan, Ed Tech Magazine, May 16, 2016

All lists are suspect, of course, but I'll echo Martin Weller's comment: "no @audreywatters, the acid test for respectability." Some new ones to me: Code Acts in Education, by Ben Williamson; sketch artist Professor Josh; tech-tools blog Higher Ed Webtech, by  Mike Richwalsky; wearables-focused Digital Bodies, by  Maya Georgieva; Emerging EdTech, by Kelly Walsh; Cat Food, which features tools and podcasts; and  Gross Point-Blank, by Liz Gross. I've added these to my list of sources. Note: The Ed Tech 50 is heavily weighted to North America. If you know of blogs from around the world that I should be reading, please send me a note at  stephen@downes.ca  My full list of blogs I read via RSS (in OPML) is here.

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Categorías: General

4 reasons to use Creative Commons

Learning with 'e's - 17 Mayo, 2016 - 00:11
In the social media age, sharing and repurposing are common place. Many professionals depend on the ability to amplify and distribute content freely through their networks. This raises a number of tensions around creativity, intellectual property and copyright. Creative Commons (CC) is a copyright management system that goes a long way to addressing these issues.

Teachers in all education sectors trade in knowledge and content. Creative Commons licences can enable teachers everywhere to access content and share their ideas freely. The CC license at the foot of this post allows you to repurpose any of the content of this page for your own use, and share under the same licence (SA). It also requires that you attribute the content to me (BY), and prohibits you from making any financial gain from it (NC). The same applies to the image on this page, which is also published under an identical licence.

Here are four reasons why teachers should consider adopting CC in their day-to-day professional practice:

1) Education is a human right. Everyone needs to learn, and knowledge should always be freely available. In an age where there is widespread poverty, famine and social upheaval, information, and specifically knowledge, are desperately needed by millions of people across the globe. This is why I'm opposed to closed journals. Putting content behind pay-walls is the antithesis of publishing. The hoarding of this knowledge militates against the sharing of knowledge, and deprives people who desperately need it.

2) Sharing your content freely under a CC licence enables others to learn from you for free, and also enables you to repurpose your content in forms that benefit them and their communities. Subsequent onward sharing by others perpetuates the same licence, so that your content always stays free to others and remains attributed to you. If everyone shared their content under a CC licence, the world would surely be much more knowledgeable.

3) There is immense payback for those who share their content under a CC licence. Your content can be amplified - shared and re-shared - and thus disseminated more widely by networks. Because it is attributable to you, those who use it can discover other similar content you may have made available, and you get the credit. Giving good content away for free may also attract people to follow you and/or subscribe to your social media channels.

4) If you publish under a repurpose/reuse version of the CC licence, others can use portions of your content, or modify your content for additional audiences. Several of my blog posts and slide shows have been translated from English into other languages. When my slideshows were translated into Spanish, my views and follows rose exponentially, when people living in South American countries where Spanish is widely spoken suddenly discovered my content.

Photo by Yamashita Yohei on Wikimedia Commons


4 reasons to use Creative Commons 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

Tuition Discount Rates at Private Colleges Increase, Providing More Aid for Students

Campus Technology - 17 Mayo, 2016 - 00:00
Students at private colleges paid less than sticker price this year, while institutions faced acute consequences, reported NACUBO.

Gale Launches New Tool To Connect Libraries, Classrooms

Campus Technology - 16 Mayo, 2016 - 23:30
Gale has launched Gale Researcher, a platform designed to enhance collaboration between librarians and classroom faculty.

CLAMP Has Released Moodle LAE Versions 2.7.14, 2.8.12, 2.9.6, 3.0.4

Moodle News - 16 Mayo, 2016 - 23:12
In a recent blog post, CLAMP announced the release of Moodle Liberal Arts Edition (LAE) 2.7.14, 2.8.12, 2.9.6 and 3.0.4. Importantly, there are no new features in these releases. These releases only...

How Blockchain Will Disrupt the Higher Education Transcript

Campus Technology - 16 Mayo, 2016 - 19:44
Blockchain technology could offer a more learner-centered alternative to traditional credentialing. 

Researchers: Forget Internet Abstinence; Teens Need To Face some Amount of Online Risk

Campus Technology - 16 Mayo, 2016 - 19:08
If adults want to help teenagers learn how to handle the big risks of Internet usage, the best thing we can do is let them get used to handling smaller risky online situations. That's the conclusion from a Pennsylvania State University research project that examined adolescent online safety.

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