Techno-News Blog

May 31, 2018

Partnerships between K-12, higher ed pay dividends in variety of ways

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by James Paterson, Education Dive
Educators in K-12 and higher education are finding that partnerships can benefit both sectors, according to a report from EdTech: Focus on K-12 that highlights cases where the two have creatively collaborated. Megan Toliin, director of technology and innovation for the Education Department at Indiana University–Purdue in Indianapolis said in an interview that area K-12 educators received assistance with technology for their blended classrooms in one such effort, and both college students studying technology and education got experience in schools that benefited both parties. The article describes a variety of ways such partnerships can be developed, including colleges helping K-12 schools with gathering and analyzing data, which is critical for budgeting and reporting. And universities can also use the data for research purposes.

https://www.educationdive.com/news/partnerships-between-k-12-higher-ed-pay-dividends-in-variety-of-ways/523904/

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Georgia Tech Envisions ‘Deliberate Innovation, Lifetime Education’ in New Report

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by Susie Ivy, Georgia Tech

The Georgia Institute of Technology announces the official release of Deliberate Innovation, Lifetime Education, a report based on input and recommendations from the Commission on Creating the Next in Education, an Institute-wide commission of more than 50 faculty, staff, and students. Using the year 2040 as a long-term vantage point, the Commission was asked to explore and evaluate innovative approaches to higher education, and address issues facing current and future students. The group was also tasked with making recommendations on alternative educational models that reduce costs, improve the effectiveness of current methodologies, and increase opportunities and accessibility to serve the needs of the next generation and beyond.

http://www.news.gatech.edu/2018/04/24/georgia-tech-envisions-deliberate-innovation-lifetime-education-new-report

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Augmented reality could rule the classrooms of the future

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by JAKE RICHARDSON, the Big Think

An analysis of research study papers pertaining to the use of AR for learning found that: ….”most of the studies reported that AR in educational settings lead to better learning performance and promoting learning motivation, which was because AR supplies the authenticity graphical content and interaction. Also, deeper student engagement improved perceived enjoyment and positive attitudes of AR are reported as the effectiveness of using AR.” Another study reached a similar conclusion: “Outcomes were consistent across all of the studies reviewed in that participants showed both an increase in conceptual knowledge and increases in topic interest and engagement.”

http://bigthink.com/jake-richardson/augmented-reality-could-rule-the-classrooms-of-the-future

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May 30, 2018

Making The Learning Experience Student-Centered To Combat The Skills Gap From College To Career

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by Troy Markowitz, Forbes

When students are cognizant of the relevance between their education and their desired career, 63% are more likely to agree that their education was worth the cost and 50% are more likely to agree that they received a high-quality education. Today, however, college graduates are unable to make potential employers aware of the skills they’ve developed through their coursework and co-curricular activities, leading to dissatisfaction with the quality and value of their postsecondary education.

This skills gap, or what I’ve more precisely denoted as the “awareness gap,” is dangerous for the longevity of institutions and also the foundation of our educational system.

https://www.forbes.com/sites/troymarkowitz/2018/05/10/making-the-learning-experience-student-centered-to-combat-the-skills-gap-from-college-to-career/#6b3e9fb25c56

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An 80 credit-hour bachelor’s degree?

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By Autumn A. Arnett, Education Dive
Lucas Kavlie, vice president for compliance and accreditation at Western Governor’s University, makes an argument that if the nation wants to decrease student debt burdens and increase student completion rates, the best way to achieve both is to “move the finish line closer” and create degree programs that require fewer credit hours.  “Institutions are judged on whether or not the students in their program are graduating in four or six years,” Kavlie said in a recent phone conversation with Education Dive. “If people were smart, they’d say we can raise our four-year grad rates by lowering the number of credit hours that people need to do” to get to the degree. He pointed out that under the Affordable Healthcare Act, a full-time employee is one who works 30 or more hours per week and, assuming two hours of out-of-class work for every hour of in-class instruction, students technically hit this mark with 10 credit hours per semester.

https://www.educationdive.com/news/an-80-credit-hour-bachelors-degree/523566/

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Student ROI more dependent on degree than status of institution – Shalina Chatlani, Education Dive

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When it comes to student return on investment, differences in marketplace value among fields of study means that students are often able to earn higher salaries with significantly less education, because what they make no longer depends on “how many degrees” are earned or “where you go to college,” said Anthony Carnevale, director of Georgetown University’s Center on Education and the Workforce, during a recent episode of “In Focus” from Georgetown’s School of Continuing Studies.  Carnevale said there’s a $3.3 million career-earnings difference between the highest-paying bachelor’s degree and the lowest-paying bachelor’s degree, and because of this gap, 40% of people with bachelor’s degrees make more than those with graduate degrees, on average.

https://www.educationdive.com/news/student-roi-more-dependent-on-degree-than-status-of-institution/523421/

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May 29, 2018

How artificial intelligence will change the future of work

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by Fred Dews, Darrell M. West, and Bill Finan; Brookings

Darrell West, director of the Center for Technology Innovation, discusses his recent book “The Future of Work: Robotics, AI, and Automation.” West explains that as robots, artificial intelligence, and automation make it possible to be more productive while working fewer hours, society must change its definition of work.

 

How artificial intelligence will change the future of work

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The Future of Learning and How It Could Change Your Classroom

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by Dan, Beth, and Beckie, Chronicle of Higher Ed

If you want more students to succeed, particularly at a time when more disadvantaged students are coming into higher education, then you need to be more deliberate in figuring out what works and trying to bring it to scale. One person described it to me by saying that the artisanal approach to teaching isn’t going to work anymore. I don’t think that means we’re going to have a bunch of robots teaching students, though. Professors should expect measurement and data and analytics to only increase (at least for those who don’t teach at small colleges). It also means they need to advocate collectively for more support to help them do their jobs better. There’s a big disconnect between what academic leaders say they want to do to support student success and what is actually offered to encourage better teaching. In my report, I really hit that point hard — don’t assume your faculty is technophobic or resistant to change. Their concerns are real, and you should pay attention to what they need.

https://www.chronicle.com/article/The-Future-of-LearningHow/243437

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Will Google Duplex Evolve Into a Virtual Teaching Assistant?

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by Joshua Kim, Inside Higher Ed

Once we get over Google’s boneheaded failure to clearly indicate that the calls were originating from a computer, can we take a step back and try to think about the implications of this technology? What Google is demonstrating with Duplex is the ability of AI (artificial intelligence) to have conversations.  Right now, these conversations are limited.  Duplex will be able to call and make a dinner reservation or a styling appointment, but it is not clear what else the technology will be able to do. The current generation of personal digital voice assistants – Apple’s Siri and Amazon’s Alexa and Google’s Assistant and Microsoft’s Cortana – are just not all that useful.  They seem like a technology in search of a problem to solve.

https://www.insidehighered.com/blogs/technology-and-learning/will-google-duplex-evolve-virtual-teaching-assistant

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May 28, 2018

Don’t know the graduate next to you? You’re not alone. One-third of students take at least one class online.

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By Jeffrey J. Selingo, Washington Post
Two decades ago, when I was a student in a part-time master’s degree program at Johns Hopkins University, I would hurry from my office twice a week to make class, hoping like many of my classmates for a few minutes to grab coffee and a bite to eat before settling in for the 2 1/2-hour seminars.  Next week, when I address the graduating class of the same school, most of them will probably be meeting face to face for the first time at commencement: Seventy percent of this year’s graduates earned their master’s degrees online.

https://www.washingtonpost.com/news/grade-point/wp/2018/05/17/dont-know-the-graduate-next-to-you-youre-not-alone-one-third-of-students-take-at-least-one-class-online/?noredirect=on

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What is machine learning? Everything you need to know

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by Nick Heath, ZDNet

At a very high level, machine learning is the process of teaching a computer system how to make accurate predictions when fed data. Those predictions could be answering whether a piece of fruit in a photo is a banana or an apple, spotting people crossing the road in front of a self-driving car, whether the use of the word book in a sentence relates to a paperback or a hotel reservation, whether an email is spam, or recognizing speech accurately enough to generate captions for a YouTube video. The key difference from traditional computer software is that a human developer hasn’t written code that instructs the system how to tell the difference between the banana and the apple.

https://www.zdnet.com/article/what-is-machine-learning-everything-you-need-to-know/

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Educause Releases 2018 Horizon Report Preview – Rhea Kelly, Campus Technology

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After acquiring the rights to the New Media Consortium’s Horizon project earlier this year, Educause has now published a preview of the 2018 Higher Education Edition of the Horizon Report — research that was in progress at the time of NMC’s sudden dissolution. The report covers the key technology trends, challenges and developments expected to impact higher ed in the short-, mid- and long-term future.

https://campustechnology.com/articles/2018/04/27/educause-releases-2018-horizon-report-preview.aspx

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May 27, 2018

How Can We Improve Accessibility Through Instructional Design?

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By Michael Sano, EdSurge

Regardless of how they represented their concepts, #DLNchat-ters agreed: accessibility starts at the beginning of the design process. Phyllis Brodsky put it this way, “The commitment to accessibility should be authentic, not rote, and up front, not an afterthought… Applying sound pedagogy that drives design and truly integrates UDL is foundational.”  Part of this process is considering the platform in which the course will be designed. As Albat pointed out, “Just the LMS can be a challenge in itself. Screen readers have an awful time with the separate sections.”

https://www.edsurge.com/news/2018-05-09-how-can-we-improve-accessibility-through-instructional-design-dlnchat

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Where Are All the Faculty in the Open Education Movement?

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By Jasmine Roberts, EdSurge

Open educational resources (OER) are gaining increasing popularity. And as an active member in what advocates define as the “open education movement,” I frequently hear about the growing dissatisfaction of textbook costs and pedagogical concerns among faculty about outdated course materials. When I attend professional gatherings on open education, however, instructors like myself are often the minority. Yet open educational materials impact faculty and students alike, and many instructors are using these resources today. So why are there so few practitioners actively involved in increasing open education?

https://www.edsurge.com/news/2018-05-16-where-are-all-the-faculty-in-the-open-education-movement

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Using Google to Maximize Student Organization and Productivity

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by Matthew Lynch, Tech Edvocate

In recent years, Google has positioned itself as a powerful presence in the educational sector. Since an increasing number of students are using Chromebooks and other Google products, it makes sense to select organization and productivity tools from Google to ensure compatibility. Here are four ideas for using Google to maximize student organization and productivity:

http://www.thetechedvocate.org/using-google-to-maximize-student-organization-and-productivity/

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May 26, 2018

20 skills that are quickly gaining traction in the freelance job market — and the online courses to learn them

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Mara Leighton, Business Insider

Freelancing is a competitive field, and without face-to-face interactions, it can be disproportionately difficult to discern what employers want from you. Upwork, the world’s largest freelancing site, compiled a list of the 20 fastest-growing skills in the freelance job market in 2018. Below are the 20 top skills accompanied by online courses you can take to develop and demonstrate your ability.

http://www.businessinsider.com/best-freelance-skills-to-get-jobs-upwork-2018

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Indications that EdTech May Not Be a Strategic Investment

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By Cait Etherington, eLearning Inside

The edtech market has seen rapid growth over the past decade, but is edtech actually a good investment? On the one hand, the rapid growth in some areas of the edtech market suggests that it is a strong investment option. The coding academy market, for example, has seen over 900% growth since it first appeared around 2011. Many MOOC and LMS companies such as Coursera, Udacity, and Instructure also continue to perform well. On the other hand, there are signs that edtech may not offer returns high enough to ultimately attract and hold the interest of big investors. On this account, two recent events are especially alarming.

Indications that EdTech May Not Be a Strategic Investment

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The Good Life and Open Online Learning: MOOCs after the hype.

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By Joshua Kim, Inside Higher Ed

MOOCs are one more platform that faculty can use for public engagement. An advantage of MOOCs is that this public engagement can be interactive, two-way, and participatory. Good open online courses have high levels of engagement. Much of the connections formed in a MOOC are between and across learners. Still, these are real learning communities. There are many other complementary advantages to open online education. Well run MOOC programs will help advance the core residential, blended, and online teaching on the campuses in which they originate. MOOCs can be opportunities to develop new materials – such as simulations and assessments – that can be re-purposed for traditional (small-scale) courses.

https://www.insidehighered.com/blogs/technology-and-learning/good-life-and-open-online-learning

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May 25, 2018

A future proof degree? Artificial Intelligence is now a major at this university

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By Greg Nichols, ZD Net

The new degree is touted as the first of its kind in the nation, and it takes dead aim at a high-salary computer science job market primed for growth. It’s also in line with a trend toward increasing specialization within American undergraduate computer science programs.  Numbered are the days when BS candidates choose among a small handful of computer science tracks and graduate as generalists. “Specialists in artificial intelligence have never been more important, in shorter supply or in greater demand by employers,” according to Andrew Moore, dean of the School of Computer Science.

https://www.zdnet.com/article/a-future-proof-degree-artificial-intelligence-is-now-a-major-at-this-university/

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Google Duplex beat the Turing test: Are we doomed?

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By David Gewirtz, ZD Net

Google’s new Duplex AI sounds human, with stammers, pauses, and all. It could be a useful addition to Google Assistant or the harbinger of something much more dark and worrisome. Two years before his death, Turing was thinking about the relationship between human and computer intelligence. Today, that concept is part of everyday life, as AI permeates everything from GPS to video games to the behavior of apps on our phones. Back then, the idea that a device the size of a house designed to break codes could, someday, imitate human intelligence was about as far thinking as you could get. Turing not only understood and pioneered the idea of AI, but created some metrics by which we could judge whether we’d actually gotten to the point where AI was intelligent.

https://www.zdnet.com/article/google-duplex-beat-the-turing-test-are-we-doomed/

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The Quantum Internet and Quantum Computers: How Will They Change the World?

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by TU Delft, edX

There is no doubt that quantum computers and the quantum internet will have a great impact on our world. But we don’t yet know quite how. As with traditional computers – we will only see the effects in the decades to come. This course will provide you with a basic understanding of quantum computing and the quantum internet. Together, we’ll peek into the fascinating world of quantum phenomena, such as qubits, superposition, and entanglement. We’ll envision the potential impact of quantum computing and the quantum internet.

https://www.edx.org/course/the-quantum-internet-and-quantum-computers-how-will-they-change-the-world

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