Common Active Learning Mistakes

May 25th, 2016

by Richard M. Felder and Rebecca Brent, Tomorrow’s Professor

Active learning is an easy and remarkably robust teaching method that functions well in every conceivable academic setting – a claim supported by a mountain of literature. Instructors who start using it often limit its effectiveness by making certain mistakes, however, and many drop the method when the results disappoint them or they experience vigorous student resistance. Table 6.5-1 lists six mistakes to avoid when you use active learning and strategies to avoid making them, and the paragraphs that follow elaborate on the strategies.

https://tomprof.stanford.edu/posting/1491

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Facebook Schools MOOCs on Engagement

May 25th, 2016

By Jason Schmitt, EdSurge

If MOOCs want to build student engagement, they may want to take a lesson from Facebook. That’s the takeaway from a recent study by researchers at Pennsylvania State University and Pacific Northwest National Laboratory, who found students favor using Facebook groups over MOOC forums in part because they have more positive interactions on the social media site and feel a stronger sense of community there. Trust plays a role; on Facebook the students tended to use their “real” names and could see one another’s profiles. Researchers at Pennsylvania State University and Pacific Northwest National Laboratory analyzed data on student use of forums for three MOOCs from Coursera and course-related Facebook groups, and interviewed instructors and a dozen students. The research was presented at the ACM conference on Learning at Scale.

https://www.edsurge.com/news/2016-05-19-facebook-schools-moocs-on-engagement

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What’s Your Type? Making Online Education Work #infographic

May 25th, 2016

by Affordable Colleges

A useful collection of data by type of online student is provided in this infographic. This may be a good orientation to those who are unfamiliar with the growing importance of online learning.

http://www.affordable-online-colleges.net/online-education/

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New Workers, New Skills

May 24th, 2016

by Marina Gorbis, EDUCAUSE Review

As the world of work undergoes transformation, new worker categories are emerging—people who, by choice or by necessity, are thinking about making a living in new ways and who are putting work into a very different context. At the Institute for the Future (IFTF), our team of ethnographers has been exploring these new worker categories while conducting in-depth interviews and observations in various locations around the United States. These workers span different levels of skills and different levels of engagement with work, from those who simply rent their assets (e.g., homes, cars) to generate income streams to those who work in new ways full-time. Such workers include micro-workers, dream builders, amplified entrepreneurs, and makers and hackers.

http://er.educause.edu/articles/2016/5/new-workers-new-skills

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Penn State Responds to Surge of Interest in Skills-Based Online Teaching Certificate

May 24th, 2016

by EdSurge

Last fall Pennsylvania State University’s World Campus launched a small, free skills-focused certificate program meant to help 30 graduate students develop online teaching abilities—but 350 actually showed up, and now the university plans to shake up its professional development to reflect the swell of interest. Laurence Boggess, director of faculty development for the World Campus, told Inside Higher Ed he believes this reflects a larger shift: “These graduate students who are about to go off and be the professors of the future, they get it. They understand that they’re going to be teaching online at some point, and they understand that online education—for better or worse—is not going anywhere.”

https://www.edsurge.com/news/2016-05-03-penn-state-responds-to-surge-of-interest-in-skills-based-online-teaching-certificate

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With recent deals, Capella moves into job-skills training, particularly software coding

May 24th, 2016

by Evan Ramstad, STAR TRIBUNE

Last month, Capella spent $18 million to buy Hackbright, one of three deals this year that have pushed the Minneapolis-based for-profit education firm into a new business. Capella in the early 1990s was one of the first companies to offer accredited college degrees via online courses and has grown into one of the biggest, with about 38,000 active students and $430 million in annual revenue. Now, it is teaching job-ready skills that will get people into today’s most in-demand professions. “Employers can’t find the right skilled workers and academia isn’t keeping up,” said Kevin Gilligan, Capella’s chief executive. “We recognize a big opportunity to be an institution that can upskill and reskill 21st century workers.” In addition to Hackbright, Capella bought DevMountain, a Provo, Utah, firm that teaches even more specific tech skills, such as creating apps, in classrooms in the Salt Lake and Dallas metro areas.

http://www.startribune.com/with-recent-deals-capella-moves-into-job-skills-training-particularly-software-coding/379452701/

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Using MOOC Data for Your Benefit

May 23rd, 2016

by Lee Maxey, Chief Learning Officer

If chief learning officers could tap into research showing how people are learning most effectively online, it could greatly improve learning content. By talking to universities about their approach to, and results from, online learning, CLOs could change the way their learning and development teams design courses and think about learning. For instance, a plethora of schools publish massive open online courses, or MOOCs. Organizations like edX, launched by Harvard University and MIT, have added dozens of leading schools to present free courses online. Coursera and Udacity have, too. Each of these organizations, and the schools that supply courses, extract heaps of data about what people are clicking on to learn, which in turn demonstrates retention rates. If learning leaders want to understand this data, they can start by contacting the person running the MOOCs for, say, HarvardX or the Harvard Business School. Boston’s Berkelee College of Music supplies MOOCs via something akin to a startup, which is run from within the school itself.

http://www.clomedia.com/2016/05/13/using-mooc-data-for-your-benefit/

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Using Student Analytics for Online Course Improvement

May 23rd, 2016

By: Jennifer Patterson Lorenzetti, Faculty Focus

Many instructors feel that they need to be experts in mathematics in order to understand analytics. But according to John Vivolo, director of online and virtual learning for New York University, every faculty member can learn to use the course analytics available through their LMS to improve student learning. Vivolo’s aim is to help faculty “use analytics to proactively reach out to students.” Vivolo talks about what he calls “pocket data analytics.” These are small, easy-to-use pieces of data that are readily available to instructors through their LMS. Pocket data analytics are a way to leverage the data that is collected, often automatically, by looking at smaller bits of data that show discrete happenings and student behaviors in a class. This allows instructors, deans, and instructional designers to move beyond simple surveys and student grades as metrics into more information that is easily understood and responded to.

http://www.facultyfocus.com/articles/online-education/using-student-analytics-online-course-improvement/

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How a telepresence robot is changing some classrooms

May 23rd, 2016

BY LAURA DEVANEY, eSchool News

Thanks to recent strides in robotics and mobile devices, telepresence technology has opened up numerous possibilities at both the K-12 and higher-ed levels, where remote observation and communication can come in handy. Educators and students are exploring a new way to remotely observe and interact with colleagues and peers with a telepresence robot that enables face-to-face communication. Using Kubi, from Revolve Robotics, users download an app onto a tablet and connect the tablet to Kubi using Bluetooth. The tablet sits on a robotic platform. Other users can then “navigate” to Kubi with a browser. This lets them control the robot remotely over the web, including moving it for face-to-face communication.

http://www.eschoolnews.com/2016/05/12/how-a-telepresence-robot-is-changing-some-classrooms/

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3 blossoming fields of study with massive potential

May 22nd, 2016

BY MERIS STANSBURY, eCampus News

For institutions eager to help their students not only leap into the job market, but enter a future-proof career, these fields of study are wise investments. As students become more concerned with leveraging their postsecondary education for entry into the job market, colleges and universities must look beyond traditional fields of study to ones that directly lead to future-ready careers. Future-ready, or future-proof, careers refer to careers that not only have a significant number of current job openings, but whose openings are expected to increase in the future. These careers also offer competitive salaries, and are available in multiple markets (i.e. business, education, healthcare, etc.). Using data from job-hunting site Glassdoor, CareerBuilder, Economic Modeling Specialists Intl., as well as recent research from the education sector, eCampus News lists three burgeoning fields of study that any campus would do well to incorporate into their curricula.

http://www.ecampusnews.com/technologies/fields-of-study/

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Can Facebook boost MOOC retention?

May 22nd, 2016

BY LAURA DEVANEY, eCampus News

A new study on MOOC course design reveals that students prefer Facebook’s collaboration and interaction features to those of built-in MOOC communication tools. Social media tools might be the key to keeping students engaged in MOOCs and preventing course dropouts, according to new research on MOOC course design that was presented at the annual ACM conference on Learning at Scale on April 26. A study comparing students’ use of their MOOC course’s built-in message boards and forums to the same students’ use of course Facebook groupe revealed that students seemed more engaged in the Facebook groups. Students told researchers they preferred social media interaction to interacting with the MOOC communication tools. Results of the study have implications for future MOOC course design, the researchers said in their paper, parts of which are available by registering for the Learning at Scale flipped conference online.

http://www.ecampusnews.com/featured/featured-on-ecampus-news/mooc-course-design/

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Survey: Instructional Designers ‘Pivotal’ in Tech Adoption

May 22nd, 2016

By Dian Schaffhauser, Campus Technology

Managing projects is the most common task instructional designers undertake during their days, followed by technology and pedagogical training. Their biggest obstacle to success on the job is faculty resistance. The most important expertise they possess as a whole is the ability to learn new technologies, followed by project management and learning science or theory. Their favorite tools to work with are Camtasia and Adobe products; their least-favorite are Blackboard and learning management systems in general. Those are some of the findings that have come out of a new survey undertaken by Intentional Futures, a self-described “strategy and design studio,” undertaken on behalf of the Bill & Melinda Gates Foundation’s “Next Generation Courseware Challenge.”

https://campustechnology.com/articles/2016/05/09/survey-instructional-designers-pivotal-in-tech-adoption.aspx

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MIT Adds Supercomputing Center

May 21st, 2016

By Leila Meyer, Campus Technology

The MIT Lincoln Laboratory established a new supercomputing center in April to provide more than 1,000 MIT researchers with access to high-performance computing (HPC) cluster nodes. The Lincoln Laboratory Supercomputing Center (LLSC) features an interactive, on-demand parallel computing system running thousands of processors that will enable MIT researchers “to process larger sets of sensor data, create higher-fidelity simulations, and develop entirely new algorithms,” according to information on the lab’s site. The center is also “extremely” green, with computers running 93 percent carbon-free, according to information from MIT. Albert Reuther, manager of LLSC, said the center is unlike other supercomputing centers because of its “focus on interactive supercomputing for high-performance data analysis” and relatively low carbon footprint.

https://campustechnology.com/articles/2016/05/13/mit-adds-supercomputing-center.aspx

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Data Security Gap in Computer Science Education

May 21st, 2016

By Vince M. Bertram, Campus Technology

Giving students an early start on computer science education with a focus on security is crucial. And high school is already too late, argues Project Lead the Way’s Vince Bertram. There is a disturbing trend in computer science education today: Not one of the top 10 computer science programs in the U.S. requires so much as a single cybersecurity course as a prerequisite for graduation, and just three of the top 50 computer science programs, as ranked by Business Insider, require majors to complete such a course. Worse still, out of the 121 schools examined in a recent CloudPassage study, just one — the University of Alabama — requires three or more cybersecurity classes to graduate. The IT security company surveyed cybersecurity education at undergraduate computer science programs at top colleges and universities across the U.S.

https://campustechnology.com/articles/2016/05/12/the-shocking-data-security-gap-in-computer-science-education.aspx

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ASU President Michael Crow on innovation, tenure and meeting demands

May 21st, 2016

By Autumn A. Arnett, Education Dive

Arizona State University President Dr. Michael Crow took the reigns of the university 14 years ago, and under his leadership, the institution has implemented a number of programs and innovations, including the Starbucks College Achievement Plan, the University Innovation Alliance, eAdvisor, Learn-Explore-Advance-Design, ASU 101, the Student 360 view and retention dashboard. Arizona State has an 86% freshman retention rate, thanks in no small part to its concentrated efforts around the Global Freshman Academy, which Crow says “draws in students who, because of life balance or a need for greater confidence, have shied away from attempting higher education,” and the institution’s First-Year Success Center — “which pairs highly trained upper-division graduate students with freshmen and sophomores to offer free, personal academic support and advocacy.”

http://www.educationdive.com/news/eduvation-spotlight-asu-president-michael-crow-on-innovation-tenure-and-m/418153/

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Popularity of Online and Community Learning Predicted to Boost the demand for Flipped Classrooms Through 2020, Says Technavio

May 20th, 2016

by Business Wire

According to the latest research study released by Technavio, the global flipped classroom market is expected to record a CAGR of over 37% by 2020. This research report titled ‘Global Flip Classroom Market 2016-2020’, provides an in-depth analysis of market growth in terms of revenue and emerging market trends. This market research report also includes up to date analysis and forecasts for various product segments, including software, hardware, and services. “In the flipped learning model, learning content is provided to the students primarily in the form of video and audio lectures before a classroom session begins. Teachers design lectures that act as study materials for students to ensure that they have some knowledge of the subject before the in-class session.

http://www.businesswire.com/news/home/20160512005035/en/Popularity-Online-Community-Learning-Predicted-Boost-demand

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Lower Income Families Less Likely to Use Online Learning Tools

May 20th, 2016

by Laura Diamond, Georgia Tech

Parents looking to help their children succeed academically can access free online educational programs, games and services to help them outside the classroom. A plethora of these tools have popped up in recent years in an attempt to close the achievement gap and digital divide between the rich and poor. Instead, the gap seems to be getting larger because of these tools, according to a new study from the Georgia Institute of Technology.

http://www.news.gatech.edu/2016/05/12/lower-income-families-less-likely-use-online-learning-tools

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How to Learn Anything Online, Including Programming

May 20th, 2016

by Tomas Laurinavicius, Huffington Post

I believe that education is the most powerful force in the world. To be exact, self-education. It doesn’t matter if you are in a university or studying in a library, it’s self-education. If you want to learn something, you’ll find a way, and on the other hand, if you don’t want to learn, even the best university or teacher won’t be able to put knowledge into your head. Learning online allowed me to become my own boss and focus on things that excite me. Instead of following orders and lesson plans designed for general public, I was able to learn things on my own, copy others, ask questions and even start working for money by applying those skills I’ve learned. Could it get even better?

http://www.huffingtonpost.com/tomas-laurinavicius/how-to-learn-anything-online_b_9856754.html

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Granite Geek: The art of college and online learning

May 19th, 2016

by DAVID BROOKS, Concord Monitor

MOOCs were a hot new thing three or four years ago when they looked as if they might upend the traditional college business model. “Structures” is part of EdX, a compilation of MOOCs from a variety of high-profile universities around the world that was created by MIT and Harvard. The advantage of the approach is obvious: it’s a great way to spread education. May says a whopping 15,000 students have taken the class. She plans to use a rerun for research into educational methods, performing so-called A/B tests in which single variables of the approach are tweaked for different groups so the results can be compared.

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Artificial Intelligence Course Creates AI Teaching Assistant

May 19th, 2016

By Jason Maderer, Georgia Tech

College of Computing Professor Ashok Goel teaches Knowledge Based Artificial Intelligence (KBAI) every semester. It’s a core requirement of Georgia Tech’s online master’s of science in computer science program. And every time he offers it, Goel estimates, his 300 or so students post roughly 10,000 messages in the online forums — far too many inquiries for him and his eight teaching assistants (TA) to handle. That’s why Goel added a ninth TA this semester. Her name is Jill Watson, and she’s unlike any other TA in the world. In fact, she’s not even a “she.” Jill is a computer — a virtual TA —implemented on IBM’s Watson platform. The students, who were studying artificial intelligence, were unknowingly interacting with it. Goel didn’t inform them about Jill’s true identity until April 26. The student response was uniformly positive.

http://www.news.gatech.edu/2016/05/09/artificial-intelligence-course-creates-ai-teaching-assistant

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3 Theories Why We Are Intrigued By Mobile Learning

May 19th, 2016

By Joshua Kim, Inside Higher Ed

Why are we so interested in mobile learning? What is it about moving online education from our laptops to our phones and tablets that has gotten us so intrigued? Is it because the world of social media has largely moved to mobile? Over three-quarters of all the time that people in the U.S. spend on social media is done so on a mobile device. 90 percent of people that access Facebook on a daily basis are doing so via mobile, and over 50 percent of Facebook users only access the social network on a mobile device. Over 80 percent of Twitter users are mobile users. More than half of YouTube views come from a mobile device. I have 3 theories about why we are so intrigued by the siren song of mobile learning.

https://www.insidehighered.com/blogs/technology-and-learning/3-theories-why-we-are-intrigued-mobile-learning

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