Archive for the ‘Online Learning News’ Category

These 10 trends are shaping the future of education

Thursday, September 3rd, 2015
by Roger Riddell, Education Dive
It’s an exciting time to be in education. The longstanding operating models for both higher ed and K-12 are both in a state of flux, and while demands for innovation probably won’t create an all-new landscape, the resulting product of ongoing changes is likely to be unrecognizable compared to that of the last several decades. And while some challenges and changes are exclusive to one sector, a few see some overlap between K-12 and postsecondary learning.  From alternative credentialing and changing demographics to testing concerns and the rise of STEM, here are 10 trends currently shaping the future of education.
http://www.educationdive.com/news/these-10-trends-are-shaping-the-future-of-education/404406/
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UMUC to eliminate textbooks

Thursday, September 3rd, 2015

by Associated Press

The University of Maryland University College plans to eliminate textbooks this fall to save students money by using resources online. Kara Van Dam, a vice provost, said Thursday students will be able use a variety of materials like readings and videos online at no cost. Van Dam says the change will save students thousands of dollars over their academic program. She says other universities are taking similar steps, but UMUC is a front runner in making a transition of this magnitude.

http://www.wusa9.com/story/news/local/maryland/2015/08/27/maryland-university-eliminate-textbooks/32484205/

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OpenStax texts predicted to save students $25 million

Thursday, September 3rd, 2015

by eCampus News

Rice University-based nonprofit OpenStax College has unveiled three new textbooks and said its growing catalog of free textbooks will save students an estimated $25 million in the 2015-16 academic year. OpenStax College uses philanthropic gifts from major foundations to produce open educational resources — full-color, peer-reviewed online textbooks that have the same look and feel as books that cost $100 or more. All OpenStax College textbooks are available free online and at low cost in print. The publisher, which launched with two titles in 2012, today offers 15 titles that have been used by more than 540,000 students and adopted by instructors in more than 2,000 courses worldwide. Its three newest titles — Algebra and Trigonometry, College Algebra and Chemistry — reflect OpenStax College’s commitment to publish titles for the most-attended college courses.

http://www.ecampusnews.com/top-news/open-texts-students-672/

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The Move from Course Management to Course Networking

Wednesday, September 2nd, 2015

By Mary Grush, Campus Technology

Over the past 18-plus years, LMS pioneer-developer Ali Jafari has applied his extensive research in learning technologies to the creation of learning management systems. Working at IU, he founded Oncourse — the first open source LMS and the basis and springboard for Sakai — and ANGEL Learning, which became a major competitor in the LMS marketplace and was ultimately acquired by Blackboard. His designs have taken their place among the world’s leading learning management systems. But in 2011, with his creation of CourseNetworking (theCN.com), Jafari’s work began to take a distinct turn, focusing more on social, global, and collaboration technologies. It’s what he has identified as the move from course management to course networking.

http://campustechnology.com/articles/2015/08/18/the-move-from-course-management-to-course-networking.aspx

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Penn State World Campus launches program on California marine base

Wednesday, September 2nd, 2015

By Tara García Mathewson, Education Dive

Penn State’s World Campus will add a residential element with a new undergraduate labor and employment relations program at the San Diego Marine Corps Recruit Depot, which will offer its first class this semester. The Daily Collegian reports that the location will eventually offer graduate classes in homeland security, human resources and employment relations, and supply chain management. An admissions counselor and outreach coordinator have been hired to work in the area, recruiting military personnel as well as those in the region without any connection to the military.

http://www.educationdive.com/news/penn-state-world-campus-launches-program-on-california-marine-base/404699/

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Engineers Seek Flexible Benefits from Virtual Classroom

Wednesday, September 2nd, 2015

by Jenny Matthew, Marine Technology News

Looking at the global application of Online Distance Learning (ODL), according to a 2014 report from the International Council for Open and Distance Education, in 2007 there were 150 million students worldwide engaged in distance learning, with a predicted 400 million students by 2030. Truly highlighting the worth and potential of online learning. These predictions are certainly supported by Jee Ltd, a leading engineering and training firm, which recognizes that traditional tutor-led classroom methods of training can be costly, often difficult to deliver consistently to large, global teams and not always suited to demanding engineering schedules. As a result Jee has invested in developing cost-effective, flexible and accessible technical subsea modules for online delivery.

http://www.marinetechnologynews.com/news/engineers-flexible-benefits-virtual-519929

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Adapting courses for the digital era: the professors’ perspective

Tuesday, September 1st, 2015

By CAROLINE SIMON, the Daily Pennsylvanian

For the thousands of students from 195 countries who enroll in one of Penn’s online courses, the benefit of free, accessible education is obvious. But the professors who spend hours planning lessons, recording lectures and moderating online forums benefit from the surge in online learning as well. Fifty-seven faculty members at Penn currently offer courses through the massive open online course provider Coursera, a number that may rise as the University begins its recently announced partnership with edX, another MOOC provider. As of this year, online courses are offered by all of Penn’s 12 schools.

http://www.thedp.com/article/2015/08/moocs-from-professors-perspectives

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Can MOOCs Become Part of Best Practices in Online Learning?

Tuesday, September 1st, 2015

By Yoram Neumann, University Business

Massive Open Online Courses (MOOCs) have captured the headlines in higher education in the past year. These new platforms were developed to enable both open access and large scale participation in online courses. Many top tier universities are joining the MOOCs bandwagon, afraid of missing an important piece of the Web-based phenomenon. It is our goal as educators to assess whether or not they can become a best practice in online learning. There is still a long way to go for the current MOOCs to adopt the best practices and provide a quality of online learning experience resulting in maximized retention and lifelong sustainable learning in a coherent degree program. However, MOOCs can play an effective role of supplementary learning or continuing education without entering into degree granting arena. If this path is selected, MOOCs will have a valuable role to play but it will not become part of the core activities of institutions of higher learning.

http://www.universitybusiness.com/article/can-moocs-become-part-best-practices-online-learning

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E-Advisement: Technology-Supported Advising Services

Tuesday, September 1st, 2015

by Jimmy Solis, EDUCAUSE Review

Applying technology to the process of general academic advisement yields the more flexible, mobile approach called e-advisement, as explained in this case study. E-advisement integrates videoconferencing hardware (a webcam) and contemporary software with IM and uses online instructional tools in an advising capacity to improve student success. Further research should examine more student narratives in order to gain a better understanding of the student perspective and where they see themselves at the intersection of technology, academic advisement, and accessibility.

http://er.educause.edu/articles/2015/8/e-advisement-technology-supported-advising-services

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Admissions officers seeing more MOOC credentials on applications

Monday, August 31st, 2015

By Tara García Mathewson, Education Dive

Prospective students are touting massive open online course enrollment and completion on college applications, often in hopes of differentiating themselves from their competitors. The New York Times reports that college admissions officers are viewing these classes on applications as similar to extracurriculars that they don’t necessarily need to verify, because they are interesting but not a game changer for a student’s application. Some admissions officers say there’s little confidence in each MOOC’s content or quality based on a course title, leaving their impact on an applicant’s chances minimal for now.

http://www.educationdive.com/news/admissions-officers-seeing-more-mooc-credentials-on-applications/404621/

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USF course to pilot open-access e-textbook

Monday, August 31st, 2015

By Russell Nay, the Oracle

The day when students are no longer required to pay hundreds of dollars each semester for textbooks and course materials may finally be on the horizon. During his recent fall address to faculty, USF Provost Ralph Wilcox announced that the students enrolled in professor Jennifer Schneider’s Literature in Childhood Education course will use an open-access e-textbook to read digital literature collections, move through interactive lessons and visit children’s literature museums. “If we can find a way to reduce the cost of textbooks for students and engage them more fully in the learning process, students of this generation, I think, are going to be all the more successful,” Wilcox said in an interview. Schneider, an associate professor in the College of Education, said her online class’s e-textbook originally began as a proposal to the Textbook Affordability Project (TAP).

http://www.usforacle.com/news/view.php/1010271/USF-course-to-pilot-first-open-access-e-

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Online education for seniors done right

Monday, August 31st, 2015

by Jean Chatzky, Bankrate.com

Research shows that learning something new is one of the best ways to keep your mind healthy. No wonder people over 50 seem to naturally gravitate to the vast world of online learning for everything from pursuing a passion to retooling for a new career. One in 10 students who take online courses at Kaplan University, for instance, is over 50, says Sophie Vlessing, senior vice president at Kaplan Higher and Professional Education. Kevin Hawkins, 56, of Washington, D.C., recently graduated from Kaplan University with a bachelor’s degree in health and wellness after a 36-year career in broadcasting. Now Hawkins runs his own online health and wellness coaching business. “I knew I needed more education to shift careers, and I liked the flexibility of taking online courses,” Hawkins says.

http://www.bankrate.com/financing/senior-living/jean-chatzky-online-education-done-right/

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Gaining the Competitive Advantage without the Price Tag with an Online MBA

Sunday, August 30th, 2015

by Ashley Wren Collins, Huffington Post

In CBS’s “What’s an Online MBA Worth?” Peter Shea, former head of the online education system for the State University of New York, said, “There is a growing body of evidence that suggest that the quality of online learning outcomes…is actually better than that of face-to-face instruction.” Be sure to vet your online MBA choices. You want to make sure that the on-line MBA faculty has a crossover with the residential faculty – if they outsource their faculty it is a sign the program is not as reputable and they don’t place the same value on their online education options. Some people like the branding that comes with a top business school and are willing to risk the debt in order to “wear” the school label and benefit from the networking opportunities. But there is more than one way to reach your goal, and an online MBA from a top accredited school with great faculty at a lower cost is an attractive option.

http://www.huffingtonpost.com/ashley-wren-collins/gaining-the-competitive-a_b_8022872.html

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Study identifies new cheating method in MOOCs

Sunday, August 30th, 2015

by Harvard Gazette

While the proliferation of massive open online courses (MOOCs) has expanded learning opportunities for individuals around the world, the digital classroom is also subject to many of the same issues as the traditional one — such as cheating. In a new working paper, researchers at Harvard University and the Massachusetts Institute of Technology (MIT) have identified a new method of cheating specific to open online courses, and have recommended a number of strategies that are proving effective in preventing it. The working paper, “Detecting and Preventing ‘Multiple-Account’ Cheating in Massive Open Online Courses,” was published today on arXiv.org, an online repository for electronic preprints.

http://news.harvard.edu/gazette/story/2015/08/study-identifies-new-cheating-method-in-moocs/

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Coursera Pivots to Focus on Job Training

Sunday, August 30th, 2015

By AINSLEY O’CONNELL, Fast Company

Back in 2012, we welcomed the dawn of the massive open online course (MOOC) and its promise to democratize learning with open arms. Stories like that of Christos Porios, a 16-year-old living in Alexandroupoli, Greece, who discovered a Stanford computer science class on online platform Coursera and soon mastered machine learning, captured our collective imagination. The learning experience was new, but the brand-name institutions providing the content were familiar, with universities like Harvard, MIT, and Stanford leading the way. Fast-forward to 2015, and the dynamics shaping online learning have changed dramatically. The typical student is not a teenage genius, but a mid-career working professional. And the brand names lending credibility are no longer vaunted educational institutions, but rather private companies on the lookout for new talent.

http://www.fastcompany.com/3050288/fast-feed/coursera-pivots-to-focus-on-job-training

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Campuses transition to the ‘Internet of Things’

Saturday, August 29th, 2015

By Travis Seekins, University Business

Human-to human communications have been the bedrock of our lives. More recently, machine-to-machine streaming has become a dominant and often disruptive dance partner in the communication landscape. And now we are glimpsing a world where human-to-machine links culminate in one seamlessly orchestrated waltz. Imagine smart sensors embedded in the school parking garage, alerting you to a much coveted, and now suddenly available, spot right by your office. Real-time, actionable data will help schools know exactly when to service equipment and achieve savings from the most optimal use of facilities and energy. Smart doors and security cameras will know when to open, shut, lock and monitor movement through a space. The mobile devices flooding campuses today are the first wave of an era of interconnected devices, aptly named the Internet of Things, or IoT. By tapping into the data transmitted by inanimate objects around us, schools can achieve greater revenue and value by moving away from transactional interactions with students, staff, providers and assets.

http://www.universitybusiness.com/article/campuses-transition-%E2%80%98internet-things

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25 ways to strengthen workforce education

Saturday, August 29th, 2015

by eCampus News

California Community Colleges Task Force on Workforce Education recommends ways to increase competitiveness, job creation: Key recommendations of the task force call on the college system to:

• Revise career technical education (CTE) curriculum approval processes to ensure that instructional programs keep pace with industry needs.

• Increase the pool of qualified CTE instructors through hiring practices and consider options for meeting minimum qualifications to better integrate experienced industry professionals into instructional programs.

• Expand partnerships with employers to increase student work-based learning opportunities such as apprenticeships and internships that provide real workplace experience.

• Strengthen students’ career planning, work readiness, employability and technology skills as they build their occupation-specific skills.

• Establish a sustained, supplemental funding source to increase community college capacity to create, adapt and maintain quality CTE courses and programs responsive to regional labor market needs.

http://www.ecampusnews.com/top-news/strengthen-workforce-education-035/

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Technology-enabled learning should prepare students for the workplace

Saturday, August 29th, 2015

by Rosebank College

“The best approaches to technology-enabled learning recognise that learning, like all development, involves complex, social beings engaged in complex intellectual, social and psychological processes that happen in a fluid space,” says Dr Najma Agherdien, Instructional Designer at The Independent Institute of Education. “It is also true that what and how people learn influences what they are able to do with what they learn,” she says. Agherdien says online learning at higher education institutions should be deliberately structured to promote the skills needed in the world of work. “Key to success in the workplace is the ability to consider problems and scenarios and select the appropriate knowledge needed to resolve the issue. It is also vital that graduates in the workplace know how to, and are able to, access knowledge they do not already possess. This means they need to know how to find sources and then to evaluate the relevance of those sources for the situation that needs resolving,” she says.

http://pressoffice.mg.co.za/rosebankcollege/PressRelease.php?StoryID=260746

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Drake U Supports Diverse Student Devices With Virtualized Applications

Friday, August 28th, 2015

By Leila Meyer, Campus Technology

When the time came to refresh the computer hardware in Drake University’s labs, the Infrastructure and Security Services (ISS) team turned to virtualization to reduce their hardware needs while providing students with anytime, anywhere access to applications on their own devices. Many of the students at Drake bring Mac laptops to campus, whereas much of university’s software is Windows-based. The university wanted to implement a virtualization system that would let students access applications regardless of the type of device they were using. “We were looking essentially for a seamless environment that would work for both Windows or Mac users, or really on any platform — iPads, mobile phones,” said Chris Mielke, team lead of ISS Infrastructure Services.

http://campustechnology.com/articles/2015/08/17/drake-u-supports-diverse-student-devices-with-virtualized-applications.aspx

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Online Learning Brings Opportunities and Challenges for Students with Disabilities

Friday, August 28th, 2015

By JEFF HILES, WYSO

College students are surrounded by technology inside and outside of the classroom. And increasingly educators are reaching learners through smart phones and laptops. Community Voices producer Jeff Hiles is an instructional designer at Wright State University. He finds that for some students with disabilities, the move to online learning brings new opportunities and new challenges.

http://wyso.org/post/online-learning-brings-opportunities-and-challenges-students-disabilities

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Student loan debt: America’s next big crisis

Friday, August 28th, 2015
by Mitchell D. Weiss, Detroit Free Press
The Federal Reserve Bank of New York released its latest Report on Household Debt and Credit Developments, and the news isn’t good for student-borrowers. As of the second calendar quarter ending June 30, seriously delinquent student loans (which the FRBNY describes as those whose payments are 90 or more days past due), increased to 11.5% of the $1.19 trillion dollars’ worth of education loans, versus 11.1% in the first quarter. Before you dismiss four-tenths of one percent as decimal dust, consider this: Although student loans make up only 10% of all consumer debt, the amount of seriously past due student loan payments total nearly one-third of all seriously past-due debt payments. What’s more, of the total $1.19 trillion in outstanding education-related loans, only about half that amount is actually in repayment at this time (the balance is deferred because the borrowers are still in school). So instead of 11.5% being seriously delinquent, it’s actually twice that amount: 23%.
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