Archive for the ‘Educational Technology’ Category

‘Stackable’ Credential Options Rise in Online Education

Wednesday, April 20th, 2016

by Jordan Friedman, US News

In some programs, learners can earn several smaller credentials for an immediate career boost and build their way up to a degree. “Employers are showing trends of paying more attention to those levels of education and completion,” says Deborah Seymour, chief academic innovation officer at the American Council on Education​, an organization representing more than 1,700 college and university presidents, in reference to microcredentials. Seymour says the trend of stackable credentials is still in its early stages, especially in online education, but believes it will continue to catch on and remain an option for online learners in the future. The University of Illinois—Urbana-Champaign, in collaboration with the MOOC provider Coursera, recently launched a stackable online MOOC-based Master of Computer Science in Data Science program. Students can, for instance, first earn a MOOC specialization ​certificate in data mining or cloud computing, and then choose whether to go on to finish the full master’s degree. Overall, the degree costs​ less than $20,000.

http://www.usnews.com/education/online-education/articles/2016-04-12/stackable-credential-options-rise-in-online-education

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Students sue GWU for “fraudulent” online masters program

Wednesday, April 20th, 2016

By Jackson Richman, Red Alert Politics

Students at George Washington University filed a class action lawsuit last week over allegations of fraud involving one of its online master’s degree programs. U.S. Marshall Service consultant Brice Bradford told NBC4 that he enrolled in GW’s online masters program in “Security and Safety Leadership” because he didn’t have the time or means to take off from work and attend graduate school full time. He and other students have now accused the university of “fraudulent misrepresentation” after questioning whether or not the courses were taught by instructors. Rather than professional instruction, online courses were taught using PowerPoint slides taken from in-class courses. Suspicion among students rose after they attempted to contact professors and received no response. Bradford and other students complained and even sent a letter to the university president Steven Knapp.

http://redalertpolitics.com/2016/04/12/students-sue-gwu-fraudulent-online-masters-program/

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You Can Now Learn All About IoT from MIT Experts

Wednesday, April 20th, 2016

by Olivia Vanni, BostInno

Of all the futuristic technologies being developed, advancements in the Internet of Things space might have the coolest impact on our day-to-day existences. IoT devices, like Nest and Fitbit, are automating and transforming nearly every aspect of our lives to look like something out of The Jetsons. And now, for the first time, you have the chance to learn how to get in on this technological trend from pioneering researchers in the space from MIT. MIT has added an online course on IoT called Internet of Things: Roadmap to the Connected World to its Professional Education offerings. The 6-week, $495 course will cover all of the major concepts in IoT – including Radio Frequency Identification (RFID), sensors and the cloud – and will be taught by experts in the field, ultimately letting students leave with the know-how to develop their own IoT technologies.

http://bostinno.streetwise.co/2016/04/11/iot-courses-online-mit-professional-education-program/

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Student interest, skills demands prompt game course additions at North Hills High

Tuesday, April 19th, 2016

by Laurie Rees, Tribune Live

At North Hills High School, students are earning credits for playing video games. But first, they must create, design and program those games. It’s all part of the school’s new entertainment technology curriculum, which aims to equip students with skills and creativity for the global digital workplace. Gaming research firm Newzoo estimated that Americans spent $21.96 billion on video games in 2015. And the industry continues to surge, according to Drew Davidson, director of the Entertainment Technology Center at Carnegie Mellon University. “The (video game) industry is spreading even more with mobile and digital distribution,” he said. “But getting into the field (of video game design) has gotten so much more competitive.”

http://triblive.com/news/neighborhoods/northhills/10250627-74/game-video-students

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Market of online education predicted to surge in 2016

Tuesday, April 19th, 2016

by Wang Fan, Ecns

China’s online education sector continues to grow rapidly. The industry recently came into the spotlight again because of a post on social media, where one teacher boasted about earning nearly 20,000 yuan per hour, to deliver a physics course online. The sky high salary shows the popularity and demand of the market. And the reaction of other users to the post also gives us an insight what society believes a teacher should earn. But what’s behind the explosion in internet tuition? And what’s the difference behind online teaching and the traditional way classroom method? A computer, a headset and a microphone is all Chen Song needs to switch his role online. When he is offline. he works as a theatre actor based in Shanghai. He performs with other great artists from different countries around the globe. This is how it feels to take part in his class.

http://www.ecns.cn/business/2016/04-11/206189.shtml

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Millennials and learning preferences

Tuesday, April 19th, 2016

By: Inquirer Academy

It is often cited that the median age of Filipinos is 23. This means that for the foreseeable future, most of the new hires and young professionals will be in this growing age group. This fact presents new challenges and opportunities, among them ensuring the proper training and development of these so-called “millennials.” But choosing the most effective way to teach them has been more complicated than anticipated. What most educators have assumed would be the most natural fit for millennials, that is, online learning, has not always proven to be a hit with this age group. The more traditional “face to face” interaction is still popular, and even preferred. (I should also explain that this pertains only to the millennials’ preferred mode of learning; the best way to “sell” such courses is still through social media and online sites.)

http://business.inquirer.net/209383/millennials-and-learning-preferences

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Is Online Tutoring the Future of Personalized Learning?

Monday, April 18th, 2016

by Dave Frey, EdSurge

Change is imminent. How schools adapt to incoming change, however, remains to be seen. In the face of an extensive range of education-technology resources, what are the best ways to move forward? Decades-old research has pointed to the clear advantages of one-on-one learning, but only in recent years has technology become capable of providing everyone access to it. This change begs the question: Which edtech resources should educators focus on in order to produce the healthiest future of education, and where does one-on-one tutoring fit into that?

https://www.edsurge.com/news/2016-04-09-is-online-tutoring-the-future-of-personalized-learning

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Georgia Tech brings its Online Masters in Computer Science to India

Monday, April 18th, 2016

by Education Diary

Online Masters of Science in Computer Science (OMSCS), the much acclaimed online Master’s course from GeorgiaTech, has been launched in India. Dr Zvi Galil, Dean College of Computing, GeorgiaTech, on the sidelines of an event here in Delhi, said that discussions were underway for an association with Bennett University, wherein students undertaking online courses from Georgia Tech will receive on ground support from Bennett University. The Online Masters in Computer Science Program (OMS-CS) was started in the year 2013, in partnership with Udacity and AT&T. President Obama, at a recent event, held the programme as an example of the kind of innovation needed by their education system to address the rising costs of higher education.

http://indiaeducationdiary.in/Shownews.asp?newsid=38469

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New online courses are for people wanting to progress their careers

Monday, April 18th, 2016

by Tim Dodd, Financial Review

Massive open online course provider Coursera has packaged new courses aimed at people wanting to move up in their careers. Coursera offers a group of four courses on leading people and teams from the University of Michigan. Starting on April 11, and including a capstone project, it costs $717. The four courses cover: inspiring and motivating people; managing talent; influencing people; and leading teams. It has also packaged together nine short courses, plus a capstone project, covering essential skills for the workplace. These cover project management; time management; finance; communication; business writing; negotiation; management; problem-solving and decision-making; and entrepreneurship. It costs $439 and comes from the University of California Irvine.

http://www.afr.com/technology/apps/education/new-online-courses-are-for-people-wanting-to-progress-their-careers-20160410-go2pz2

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UMassOnline joins the ranks of alternative credentialers

Sunday, April 17th, 2016

By Tara García Mathewson, Education Dive

The University of Massachusetts’ online arm, UMassOnline, has announced a non-credit badge program in project risk management, bringing the university in line with an alternative credentialing trend sweeping the higher ed marketplace. According to eCampus News, the self-paced program is made up of three modules that teach risk management planning, risk identification, qualitative and quantitative risk analysis, risk response planning, and risk control. Students can progress as quickly as possible through the modules or take up to a year from the time of enrollment, and, once they pass the assessments, they receive a digital badge for display on resumes and social media profiles.

http://www.educationdive.com/news/umassonline-joins-the-ranks-of-alternative-credentialers/416742/

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Apps, websites and podcasts to extend your learning beyond the classroom

Sunday, April 17th, 2016

By Chandra Johnson, Deseret News

For millions of Americans with Internet access, technology has become more than a fun way to pass the time or keep in touch with friends and family; it can also open them up to a world of knowledge. But that’s only if they know how to access it. A recent Pew Research Center survey found that while most Americans (73 percent) consider themselves “lifelong learners,” few were aware of the many digital tools available to keep learning long after they finished school. Of the just over half of Americans who have a smartphone and a home broadband connection, 82 percent engaged in some “personal learning” activity in the past year, yet most Americans said they were “not too much” or “not at all” aware of how technology can help with education such as distance learning or massive open online courses from major companies and universities.

http://www.deseretnews.com/article/865651722/A-sampling-of-apps-websites-and-podcasts-to-satisfy-a-yearning-for-lifelong-learning.html

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Tips for designing an online course from a NextGen Leader

Sunday, April 17th, 2016

By Yizhu Wang, EdScoop

Blended learning experts shouldn’t be afraid to push other teachers into an online learning environment. That’s what Michele Eaton, virtual education specialist of Metropolitan School District of Wayne Township, suggested to school technology chiefs and administrators during CoSN’s annual conference in Washington, D.C. last week. Eaton helps to oversee the Achieve Virtual Education Academy at her district in Indiana. She created an online forum for teachers to share their experiences using text or video, and post questions.

http://edscoop.com/tips-for-designing-an-online-course-from-a-nextgen-leader

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Adapting to Online Collaborative Learning

Saturday, April 16th, 2016

by Akanksha Sharma, ATD

Online collaborative learning is one strategy that enables employees to work in groups, which may be geographically dispersed but interconnected, to foster a culture of productive learning and build an active learning community. Benefits include: learning through online communities of practice; active learning and sharing of expertise; breakdown of knowledge silos; meaningful connections with different points in a discussion; participants who are encouraged to reflect and expand their learning horizons, because they have time to consider all responses behavioral competencies such as teamwork, cooperation, communication, and problem solving; easy-to-manage content and organizational knowledge; access to recorded interactions, which makes it easy to monitor and assess various aspects and check understanding of concepts covered.

https://www.td.org/Publications/Blogs/L-and-D-Blog/2016/04/Adapting-to-Online-Collaborative-Learning

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Study: Most K-12 online learning content does not meet needs of students with disabilities

Saturday, April 16th, 2016

by KU Today

Online education is growing rapidly, reaching millions of students every day. However, a Center on Online Learning and Students with Disabilities at the University of Kansas study has found the majority of online educational products are not designed to meet the needs of students with disabilities and struggling learners. Sean J. Smith, professor of special education and a co-principal investigator with the center, has authored “Invited In: Measuring UDL in Online Learning.” The report analyzes how six popular vendors of online learning products meet the principles of Universal Design for Learning, or UDL, the concept that education should be designed to meet the needs of all students. It also provides a tool that K-12 school districts across the country can use to evaluate online education programs they are using or considering for their students.

http://today.ku.edu/2016/03/22/ku-study-finds-majority-nations-k-12-online-learning-content-does-not-meet-needs-students
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North Alabama system letting students customize classes

Saturday, April 16th, 2016

by Associated Press

A north Alabama school system is allowing high school students to customize their education in a way that seemed impossible a decade ago. The district, Hartselle City Schools, will expand those opportunities next year when it adds a law component to its system of academies, school officials said. The academies are subject-specific disciplines that offer elective classes students can take to start their freshman year. The academies give students who may not plan to attend college an opportunity to earn certification in certain vocations. For those seeking higher education, it’s an opportunity to earn college credit while gaining hands-on experience.

http://www.ccenterdispatch.com/news/state/article_8cc0e6b4-100f-5689-acc7-603120ae88ad.html

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How To Satisfy Demand For The Biggest Job Of The 21st Century

Friday, April 15th, 2016

by Lydia Dishman, Fast Company

Data scientist is one of the most in demand jobs of the future. These three companies are trying to fill the skills gap. Harvard Business Review once called it “the sexiest job of the 21st century.” Data scientist is not only the top job this year (the position ranked number one on Glassdoor’s top jobs for 2016) but based on hiring demand and the potential for salary growth it’s poised to be the top job in the future as well. But there may not be enough people to fill it. A McKinsey report predicted that by 2018, “the United States alone could face a shortage of 140,000 to 190,000 people with deep analytical skills, as well as 1.5 million managers and analysts with the know-how to use the analysis of big data to make effective decisions.”

http://www.fastcompany.com/3058502/the-future-of-work/how-to-satisfy-demand-for-the-biggest-job-of-the-21st-century

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Communications is next ‘top’ technical skill

Friday, April 15th, 2016

by LISA KATZ, Crain’s Business

According to data from the Workforce Intelligence Network for Southeast Michigan (WIN), 40 percent of job postings identify communications skills — including verbal, written, and interpersonal skills — as a need. It is likely that the true number of job postings emphasizing communications skills is even higher, but the attribute is not specifically stated in the posting. WIN’s Eureka Report on preparing the workforce for innovative and disruptive technologies further underscores this research: It found that employers are less concerned about young peoples’ technical skills and more concerned about their abilities to relate and engage with others in the workplace.

http://www.crainsdetroit.com/article/20160405/BLOG107/160409927/communications-is-next-top-technical-skill

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The State of Education Video 2016

Friday, April 15th, 2016

By Paul Riismandel, Streaming Media

Both inside and outside the classroom, video is as essential to students as email and Wi-Fi. Look for live streaming to increase in higher-ed, especially for popular events. Online video in education is the new normal. To grasp the full impact of that declaration, it’s important to take a step back from thinking only about memories of our own classrooms. Sure, video has come a long way in traditional teaching environments—something I won’t neglect in this review. But video takes a central role in learning in general. By the looks of it, LinkedIn agrees. Last April the company spent $1.5 billion to acquire Lynda.com, an early—and profitable—pioneer in providing skills-based video courses online. Lynda is a go-to destination to gain proficiency in areas such as web design, as well as courses on topics as diverse as accounting fundamentals and “The Neuroscience of Learning.”

http://www.streamingmedia.com/Articles/Editorial/Featured-Articles/The-State-of-Education-Video-2016-110211.aspx

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Clarkson University Educator Merges Teaching, Learning and Technology

Thursday, April 14th, 2016

by Clarkson University

Phylise Banner, director of online teaching and learning at Clarkson University’s Capital Region Campus in Schenectady, has been selected to serve a new two-year term as an Adobe Education Leader (AEL). Phylise Banner“It’s a big honor in the industry to be an Adobe Education Leader,” she says. “While the designation isn’t new to me, it is special each time it’s renewed. Adobe Education Leaders get together for workshops and summits, and share ideas on how to best meet the needs of faculty and students. This is a great network for sharing with other educators.” Through the Education Leaders Program, a network of outstanding educators inspires each other, shares ideas, and collaborates. The program provides the leadership and professional development to help administrators and faculty think in new and creative ways.

http://www.clarkson.edu/news/2016/news-release_2016-04-04-1.html

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Enrollment in MCC dual-credit courses explodes

Thursday, April 14th, 2016

by Madhu Krishnamurthy, Daily Herald

McHenry County College is seeing an explosion in enrollment growth for dual-credit courses — a 61 percent increase in two years, from 916 in 2014 to 1,475 in 2016. The increase largely is due to a computer literacy course launched this year in which 600 high school students are enrolled and being taught by their own teachers. Eighty percent of those students are freshmen and sophomores, officials said. The computer literacy course is free and offered as part of the College in the High School option. Though typically only juniors and seniors are allowed to take dual-credit courses, MCC got a waiver from the Illinois Community College Board to offer its computer literacy course to freshmen and sophomores, as well.

http://www.dailyherald.com/article/20160404/news/160409645/

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24 EdTech Tools And 5 Benefits Of Integrating Technology In The Classroom

Thursday, April 14th, 2016

by Sarah Smith, eLearning Industry

There are many ways of integrating technology in the classroom; ways that do not directly involve the use of computers. Some of the traditional classroom tools have found equivalent technology tools. Schools or teachers that have adopted or replaced traditional classroom tools with equivalent technology tools are seen to be teaching with edTech tools.  See a summary of 24 key edtech tools linked below.

http://elearningindustry.com/integrating-technology-in-the-classroom-24-edtech-tools-5-benefits-educational-technology-integration

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