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KeyLemon, SwissTeach Partner To Demo Facial Recognition for LMS

Campus Technology - 7 Abril, 2014 - 21:32
KeyLemon, a company that makes biometric identification tools, and SwissTeach have partnered to demo facial recognition on the latter's online learning management system (LMS), Global Teach.

Tweet it, Blog It, Repeat It, 60,000 Times: Truthiness Achieved

OLDaily - 7 Abril, 2014 - 20:18

Alan Levine, CogDogBlog, April 7, 2014

If you are one of the many people who were exposed to this week's factoid - the assertion that "we process visual information 60,000 faster than text" - then you will want to read Alan Levine's investigations into the truthiness of this assertion. So far as he can tell (and he explored numerous rabbit warrens in his search) there is no actual basis for the claim (beyond public relations hype). Levine comments, "The ironic thing is that it is actually a rather ludicrous claim in the first place. What do we mean by 'information being processed' be it visual or text? ... It’ s almost like claiming that rock music can be processed more quickly than than primary colors. The comparison is just… pointless." (The nearest analogue I can think of are the  Shepard & Metzler experiments around rotating mental images, but even here the number 60,000 would be a total fabrication).

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3 Benefits of MOOCs in the Workplace

OLDaily - 7 Abril, 2014 - 20:11

Sahana Chattopadhyay, ID, Other Reflections, April 7, 2014

OK, let's leave aside the fact that 'Corporate MOOC' is essentially an oxymoron. Here are the reasons advanced in support of them:

  1. Corporate MOOCs will be a pathway to social and informal learning into the workplace. 
  2. Corporate MOOCs are likely to produce a breed of community managers who will be a cross between enterprise community managers and learning experience designers.
  3. Corporate MOOCs – if done right – have the potential to bridge man of the currently existing organizational silos.

What would really be interesting? Actual corporate MOOCs - that is, a course run by the corporation that is genuinely Open. I'm not sure they're ready for this yet - corporations are still very comncerned about managing the message, even internally. But imagine the sort of real conversation could happen around product and services areas could happen with an actual corporate MOOC.

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What Education Reformers Can Learn from Kosher Certification

OLDaily - 7 Abril, 2014 - 20:01

Jason Bedrick, Education Next, April 7, 2014

There are plenty of examples to choose from, and you don't need the political overlay (aka, "Can we have standards without the government imposing them?"), but the use of Kosher Certification to serve as an example for what is (propbably) coming for certification in education is a good one. To be clear: we're not talking about replacing government certification with religious certification. No, rather, the idea here is that a 3rd party can certify that a product meets some or another standard. Questions to ask: could we have education certification without "the  Union of Orthodox Rabbis [which created] the first private kosher certifying agency in America" to kick things off? Second, what are results like in other non-governmental certification agencies (eg., whether food is 'green', 'Halal', 'natural', 'organic', 'fat free' etc.?). Third, why not have government establish base-level certification of certification agencies? Fourth, what is the resource when a certification agency misrepresents the quality of an educational offering?

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U Hartford PR Students To Market Friendthem on Campus for Credit

Campus Technology - 7 Abril, 2014 - 19:45
Two teams of public relations students at the University of Hartford are vying in their class to promote the use of a higher education social networking service at their own university.

Jeff Young on Pop-Up Learning: The Future of MOOCs and Online Education

OLDaily - 7 Abril, 2014 - 19:34

Jeffrey R. Young, Berkman Center, April 7, 2014

You'd think Harvard's Berkman Center could spring for text transcripts of audio material, but I guess noty. Anyhow, the Chronicl;e's Jeffrey R. Young "takes a closer look at who is taking MOOCs and why, and examines how free courses fit into broader Internet trends." So what's the take? "After months of hype and hope about MOOCs, or Massive Open Online Courses, one thing is clear: they aren’ t very good at teaching those most in need of education. Instead, they’ re serving the education 'haves': About 80 percent of people taking MOOCs already have a college degree." Of course, this was the observation - and argument - about the internet in general in the 1990s.

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Open scholarship

Learning with 'e's - 7 Abril, 2014 - 18:38
There is much talk about openness in education. Most of us by now are familiar with open learning, and many could describe their use of open source software such as Moodle, Mahara, Linux or Open Office. Many can also articulate what open educational resources look like, and have knowledge of Massive Open Online Courses - otherwise known as MOOCs. How many though, are familiar with the concept of open scholarship?

There is a complex interplay between openness, scholarship and digital technology. As some writers such as Robin Goodfellow argue, it is an impossible triangle to reconcile. Others such as the Council for Australian University Librarians are more optimistic, suggesting that open scholarship is achievable, not least in the aim of open collaboration and development to promote openness in all aspects of education. For me, open scholarship is a state of mind - it is a choice each educator needs to make as to how open they wish to be, along an entire spectrum of scholarly activities. Some educators for example, are closed in their sharing of content, but are open to collaboration with other educators. True openness is where content is shared freely, all work is attributed fairly, and where educators also open themselves up for dialogue, collaboration and constructive criticism. True open scholars are those who have aspirations to be global educators, promoting free learning for all, reaching out and connecting with other educators and learners everywhere, with the aim of participating fully in their worldwide community of practice. The link below takes you to a short video I recently made on some of my own views on open scholarship.

"Knowledge is like love. You can give it away as much as you like, but you still get to keep it."

Photo by Richard Croft

Open scholarship 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

Fort Hays Prof Honored for the Innovative Use of Tech in Engineering Ed

Campus Technology - 7 Abril, 2014 - 18:35
High altitude ballooning was the key to this year's college-level winner in an annual competition put on by the National Science Teachers Association (NSTA) and Vernier, a company that sells scientific equipment for teachers.

What is happening with Learning Analytics?

Pontydysgu - Bridge to Learning - 7 Abril, 2014 - 18:11

I seem to be spending a lot of time looking at the potential of various technologies for supporting learning at work. I am not talking here about Virtual Learning Environments. In the construction industry we are looking at how mobile devices can be used to support learning and knowledge sharing between the different contexts of the vocational school, the industrial training centre and the workplace. And through the Employ-ID project we are looking at how to support continuing professional development for workers in public employment organisations across Europe.

None of these is particularly easy. Pedagogically we looking at things like co0counselling and at MOOCs for professional development. And another target on our horizon is Learning Analytics. Like so many things in technology advanced learning, Learning Analytics launched with a big fanfare, then seems to haver sunk under the surface. I was excited by the potential of using data to support learning and wanted to get in there. But there seems to be a problem. Like so often, rather than looking to use the power of Learning Analytics to support learners and learning, institutions have hijacked the application as a learning management tool. Top of the list for UK universities at least is how to reduce drop out rates (since this effects their funding). Rather than look at the effectiveness of teaching and learning, they are more interested in the efficiency of their approach (once more to save money).

So we are back where we have been so many times. We have tools with a great potential to support learners, but institutional managerialism has taken over the agenda. But perhaps I am being overly pessimistic and looking for information in the wrong places. If anyone can point me to examples of how to use Learning Analytics to support real learning please post below.

NB. Another issue concerning me is how to tell users what data we are collecting and how we are using it. Once more, does anyone have any pointers to good practice in this respect


Blogs and wikis in formal higher education: examples of open education

Educación flexible y abierta - 7 Abril, 2014 - 17:31

Raths, D. (2014) An e-portfolio with no limits Campus Technology, March 2

This is an article on a project by the University of Mary Washington, Virginia, that enables all students to create their own academic web presence through the provision of a university-wide blogging platform. The article provides some good examples of student work done through this project, particularly in history. A recent development at UMW has been the creation of a community site that aggregates the activity of the project, including sites created and content published. The article also provides links to similar projects at Emory University and Davidson College.

- See more at:

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Students’ Jobs Pay Off Tuition at 7 Work Colleges

OLDaily - 7 Abril, 2014 - 15:30

Lisa Rathke, Diverse, April 7, 2014

I don't see anything unusual in the idea to have students work during studies to pay off their tuition fees - I spent the entire time I was studying also working, variously as a dishwasher and pot washer, 7-Eleven clerk, editor, programs coordinator, and instructor. At 100 hours a semester at $11.10 an hour the students are not exactly getting rich (and one wonders whether a pay increase would result in a corresponding tuition fee increase). One thing I am wary about when work is tied to an educational program - when I worked at what were frankly some awful jobs, I was always able to quit (and did, several times, when time came to move on). I'm not sure students here can get out of bad employment situations. Anyhow, you know what would be better? Proper living wages for the staff at these colleges, and proper education funding for these students.

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Moodlewish: Duplicate Image Checker for Moodle

Moodle News - 7 Abril, 2014 - 15:30
There are some really great plagiarism detection/prevention tools available for Moodle, and the ability to check and verify that a student’s own writing is original is an asset to any online...

José van Dijck, The culture of connectivity: A critical history of social media

OLDaily - 7 Abril, 2014 - 14:38

Suen de Andrade e Silva, First Monday, April 7, 2014

Review of what looks like it would be an interesting book, José van Dijck's The culture of connectivity: A critical history of social media. The book "seeks to disclose the aspects of mediated culture that are hidden from — or ignored by — common users, and which have deep cultural, political, and economic implications. Examples can be found in her discussions about the blurring of boundaries between public and private spheres of personal life, about new media governance and about the complex business models underlying social media corporations."

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Video: Hiding and Showing Activities and Resources in Moodle

Moodle News - 7 Abril, 2014 - 14:31
Here’s a quick (~5 minute) video that highlights how to selectively show and hide resources and activities in your Moodle site. As mentioned in the video, no overwhelming students with volume...

Tema: “Evaluación por Competencias en la Educación Superior: Situación, Experiencias y Propuestas Didácticas”- Abierto plazo de solicitud de artículos para un Monográfico Temático Primavera 2015

Solicitud de artículos para un Monográfico Temático Primavera 2015
(Finaliza plazo envío:
10 de septiembre de 2014)

 Tema: Evaluación por Competencias en la Educación Superior: Situación, Experiencias y Propuestas Didácticas


José Sánchez Santamaría

Universidad de Castilla La Mancha-Campus de Cuenca

Víctor M. López Pastor

Universidad de Valladolid-Campus de Segovia


@tic. revista d’innovació educativa invita al envío de artículos para la realización de un volumen especial sobre evaluación de competencias en educación superior, con énfasis en las experiencias de mejora de la calidad educativa.

Los artículos deben acogerse a una de las áreas temáticas que se explican a continuación:

La evaluación por competencias es uno de los elementos esenciales de los procesos de enseñanza-aprendizaje en la docencia universitaria. Contar con sistemas, procedimientos e instrumentos de evaluación que nos aporten una información de calidad y bajo criterios de rigor (validez, fiabilidad…) es una preocupación compartida por el profesorado universitario y representa una demanda esencial del estudiantado. La actual situación genera un mayor grado de acuerdo en la Comunidad Universitaria sobre el sentido, función y usos de la evaluación de los aprendizajes universitarios, orientándose a conjugar dos enfoques que, por los usos e interpretaciones asentadas en las prácticas de evaluación del profesorado universitario, se ha primado el evaluar para calificar frente al evaluar para comprender-mejorar, incluso nos encontramos situaciones en las que el propio profesorado continúa desconociendo el potencial del segundo enfoque. Poco a poco, y desde miradas centradas en la evaluación formativa, asistimos a la consolidación de una tendencia en la que se entiende que la evaluación no solo debe informar del producto obtenido por el estudiantado, sino que el proceso de aprendizaje se convierte en un eje esencial para informar de los avances  que en su desarrollo competencial tiene el estudiantado. La evidencia disponible nos informa sobre la importancia de que la evaluación por competencias sea una experiencia formativa que permita a los y las estudiantes ir tomando conciencia sobre cómo va evolucionando su aprendizaje, los puntos débiles y los puntos fuertes: un proceso formativo en sí mismo. Una de las cuestiones clave desarrolladas en este escenario ha sido cómo se puede favorecer el desarrollo profesional del estudiante a través de un modelo de evaluación por competencias.

En este escenario, se presenta el monográfico titulado: “Evaluación por Competencias en la Educación Superior: Situación, Experiencias y Propuestas Didácticas”, que intenta conjugar distintas miradas a partir de aportaciones diversas que nos ayuden a conocer y comprender mejor el papel de la evaluación dentro del enfoque de competencias,  a partir de cuatro ejes temáticos:

1. Estado de la cuestión y retos pendientes de la evaluación por competencias (mirada epistémica). Sobre todo interesan dos cosas: por una parte, cómo ha evolucionado el concepto de evaluación y su relación con las competencias, y por otra, situar el estado actual de la evaluación por competencias centrando la cuestión sobre cuáles son los retos pendientes sobre esta cuestión. Todo ello bajo un prisma centrado en las implicaciones para la docencia e innovación educativa en la educación superior.

2. Evidencias empíricas sobre criterios de calidad en torno a la evaluación por competencias (mirada metodológica). Trabajos de investigación vinculados con las condiciones de diseño y desarrollo de sistemas de evaluación, con especial énfasis en los aspectos metodológicos de la evaluación por competencias. Del mismo modo, son ajustadas al objeto de este monográfico las experiencias en las que se ponga en valor el uso de la “e-evaluación” en la docencia universitaria. Conocer y valorar sus posibilidades y limitaciones en el desarrollo de la evaluación por competencias es de interés para este monográfico.

3. Proyectos de innovación y/o experiencias didácticas sobre evaluación por competencias (mirada desde la experiencia e innovación docente). Trabajos directamente vinculados con la docencia universitaria en los que se aporten resultados sobre la evaluación por competencias en casos concretos, haciendo especial hincapié en el uso de distintos tipos y modalidades de evaluación, cuyo impacto sobre el proceso de enseñanza-aprendizaje universitario se promocione de forma innovadora y relevante. Del mismo modo, experiencias que vinculen evaluación y orientación educativa.

4. La voz del estudiantado sobre la evaluación por competencias (mirada desde el estudiantado). Las percepciones y valoraciones, así como el papel que actualmente asume el estudiantado ante la evaluación por competencias tiene encaje en este monográfico, de modo que se pueda mejorar el papel de la evaluación como medio para la optimizar el proceso de enseñanza-aprendizaje.

|| Instrucciones para el envío de artículos

Envío del artículo a través de la web: Hagan uso de su usuario y contraseña


Por favor, sigan las instrucciones que allí se ofrecen. El manuscrito deberá estar en formato Microsoft Word (.doc)o Open DocumentFormat (.odt)

El artículo puede estar escrito en español, inglés o catalán.

Todos los envíos seguirán un proceso de revisión ciega por pares. Por favor, contacte con el/los coordinador/es del volumen si tiene alguna pregunta.

Normas de edición:

|| Fechas importantes:

Fecha final para el envío de artículos: 10 de septiembre de 2014

Fecha prevista de publicación: enero de 2015

Para más información sobre este monográfico así como sobre las instrucciones de formato les remitimos a la dirección:


The right tool for the job: Five collaborative writing tools for academics.

Educación flexible y abierta - 7 Abril, 2014 - 08:29

Research collaboration now involves significant online communication. But sending files back and forth between collaborators creates redundancy of effort, causes unnecessary delays and, many times,...

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How Digital Learning Devices Are Being Used In Education - Edudemic

Educación flexible y abierta - 7 Abril, 2014 - 08:24

Classrooms going digital bring both the good and the bad. Smaller mounds of paperwork and easy document storage (no more ‘dog ate my homework!’ or equally ridiculous excuses) fall on the good side of things. The necessity of teaching things like digital citizenship, the plethora of distractions online or the expense of digital devices might …

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