Online Learning Update

by Peter High, Forbes

Juho Kim is a Ph.D. candidate in the User Interface Design Group at MIT CSAIL. He designs interactive technologies for online education, with a focus on leveraging collective learner activities to enhance the video learning experience. His research introduces learnersourcing, a set of methods and tools that collect, process, and visualize large-scale learner activities. He is interested in applying established learning theories beyond small, in-person classrooms. As a result of these findings, he has been working with a team at MIT to develop a better learning platform. The result is LectureScape, which has the ambition of becoming the “YouTube for MOOCs.” I caught up with Kim to ask him about the vision for LectureScape, the needs it hopes to address, and how he anticipates it will grow.

http://www.forbes.com/sites/peterhigh/2014/08/11/mit-team-turns-6-9-million-clicks-into-insights-to-improve-online-education/

by Vincent Mastro, Edutopia

Synergy is the primary force behind multidisciplinary or interdisciplinary learning. The benefits of the multidisciplinary teaching method are both significant and well documented. It is my belief that the power of multidisciplinary teaching is much more than just synergy. It is also about understanding how each discipline contributes to the whole. In other words, students will learn the capabilities, characteristics, and limitations of the individual disciplines when they understand how that discipline contributes to their newly learned knowledge of the subject. They will also begin to think holistically, and they will be able to deduce why it is important to learn a subject they would otherwise dislike.

http://www.edutopia.org/blog/a-cornucopia-of-multidisciplinary-teaching-vincent-mastro

By Steve Kolowich, Inside Higher Ed

Colleges that are largely online, like the University of Phoenix and Southern New Hampshire University’s College of Online and Continuing Education, sit atop vast deposits of data describing students’ interactions with instructors, peers, readings, and quizzes. Those data can be mined for insights about teaching techniques that are not working and concepts that students are failing to grasp. They also can be used to design software that adapts on the fly to the needs of individual students, an approach that many advocates see as online education’s trump card against traditional instruction.

http://m.chronicle.com/article/Can-Universities-Use-Data-to/148307/

by La Trobe University, Australia

La Trobe University pre-service teachers are taking to Twitter to learn skills that will make them better teachers once they enter the classroom. Dr Narelle Lemon, Senior Lecturer in Teacher Education has researched ways for her Graduate Diploma of Education (Primary) students to explore and extend their knowledge of arts education through their use of social media. Over a three year period 550 La Trobe pre-service teachers logged into Twitter and created online galleries to share artwork and reflect on their learning. ‘As the group created the online galleries each individual was encouraged, through the maximum 140 character construction of a tweet, to carefully think about the content they could share associated to their learning experiences.’ This is a highly desirable skill in the environments they will work in when they enter the workforce.

http://www.latrobe.edu.au/news/articles/2014/release/twitter-enhances-teacher-education2

Posted by Karla Gutierrez, Shift eLearning

The most challenging aspect of imparting effective online training is targeting the many learners taking the same program. Understanding the different types of learners, summed up in following categories, is beneficial to any designer looking to create personalized eLearning courses.

http://info.shiftelearning.com/blog/bid/352582/10-Types-of-Learners-You-Can-Run-Into-When-Imparting-Online-Training

by Devon Haynie, US News

Although portfolio requirements depend on the course students are trying to get credit for, students will typically need to compile evidence of their learning – anything from resumes to letters from supervisors – and then write a narrative discussing how their knowledge relates to the class, Tate says. A human resources professional, for example, might talk about how her ​ leadership courses related to those at a university or submit a copy of a handbook she​ designed. Faculty trained and chosen by CAEL then assess the portfolio. If they approve it, LearningCounts submits a credit recommendation transfer from to the program where the student hopes to get credit. The cost for submitting each additional portfolio –​ after the first one that is developed during the course – ​is $125. While that, on top of the course fee, may seem like a significant sum, it can actually allow students to save on education costs. ​

http://www.usnews.com/education/online-education/articles/2014/08/08/portfolio-assessments-can-help-online-students-earn-credit

by Katherine Nazemi, the Tech

While researchers were running experiments in MIT labs this summer, the Institute was conducting an educational experiment of its own, piloting for-credit summer classes through the “summer@future” initiative. Summer@future gives students increased flexibility in completing degree requirements and broadening interests, and by experimenting with digital learning tools. “It’s a chance to experiment with different ways of teaching, particularly more project-based, hands-on, more intensive ways of teaching,” Willcox said. “It’s also an opportunity to look at ways to infuse online learning and blended learning models into classes.” Proposals were solicited from professors early in 2014. Out of seven proposals received, five were accepted and offered as summer courses. Director of Digital Learning Sanjay E. Sarma and Claudia Urrea PhD ‘07 managed the program once the call for proposals had been sent.

http://tech.mit.edu/V134/N30/summer.html

by Tanya Roscorla, Center for Digital Ed

Personalized education is just one of the strategies that seven urban universities are planning to use as they map out how to improve student success as part of a Transformational Planning Grant project. Florida International University, California’s Fresno State, Georgia State University, Oregon’s Portland State University, Pennsylvania’s Temple University, The University of Akron in Ohio, and the University of Illinois at Chicago each received a $225,000 grant in a year-long project designed to transform higher education delivery. For this grant project, Portland State University is honing in on cost-saving flexible degrees for adult learners and clear pathways to success for community college students. The clear pathways will help students understand what classes they need to graduate and prevent excess course taking that doesn’t count toward their degree, Andrews said. Credentialing prior learning, and providing fully online and flipped classes will also save students time and money.

http://www.centerdigitaled.com/news/Urban-Universities-Embark-on-a-Quest-to-Transform-Higher-Education.html

By Carl Straumsheim, Inside Higher Ed

Massive open online courses will return to the University of Wisconsin at Madison next year — or something that looks like them will, anyway. Having reviewed the results from its first round of MOOCs, the institution will offer new courses that are shorter, cover fewer topics and target Wisconsinites. It’s a concept known as modularity. Instead of reassembling a face-to-face course, lecture by lecture, institutions are urging faculty members creating online courses (and not just MOOCs) to split coursework into modules. For example, a 15-week course on Shakespeare could be transformed into modules on his poetry, comedies, tragedies and historical plays.

http://www.insidehighered.com/news/2014/08/07/its-second-round-moocs-u-wisconsin-madison-embraces-modularity

by Alyssa D’Alconzo, Frankly Penn

500 lucky UPenn alumni will join Stephanie McCurry from Penn’s history department for a four-week online version of her “History of the Slave South” course. Beginning October 6, view fascinating lectures, engage, and learn with Dr. McCurry and other intellectually curious alumni through interactive discussion forums and a screen side chat. McCurry is a specialist in 19th-century American history. Her class, taught annually in College Hall 200, is consistently popular with undergraduates and this online version is sure to fill quickly.

http://franklypenn.com/2014/08/04/first-ever-alumni-coursera-course/

By Jennifer Brown, Gainesville Times

When Gainesville college student Rachel Henderson learned a test for her online class was administered 20 miles away in Dahlonega, she opted instead to use a fee-based mobile proctoring service called ProctorU. The result, she said, was “pretty easy and kind of strange.” The service allows students to take their tests from any computer that has a webcam and meets minimum system requirements. It also allows a proctor to view students over the webcam and access student computers remotely. Students pay a fee of $15 or more using their credit cards, and then take the test online while a proctor watches them work and monitors activity on their computers using remote access screen-sharing software. “It was really convenient not to have to drive to Dahlonega from Gainesville,” said Henderson, a senior at the University of North Georgia’s Gainesville campus, “but it felt really strange to have them watching you the whole time.” Still, Henderson said she’d use the service again in the same situation because of its ease and convenience.

http://www.gainesvilletimes.com/m/section/6/article/102854/

By Janet Michello, Evolllution

There are a number of misconceptions facing online and hybrid education programming, but if done right, the classes can be rewarding and meaningful both for educators and students. As many educators recognize, hybrid and online courses are increasing in higher learning institutions. Yet in spite of this, lack of encouragement among some professors and administrators for this type of instruction means the supply is not necessarily keeping up with the demand. Some colleges are reluctant to increase the number of online and hybrid courses because of misconceptions about their utility. Why such restrictions and, in many cases, lack of support for this type of instruction? In discussing this with some college faculty, there seem to be three dominant misconceptions about online or hybrid instruction.

http://www.evolllution.com/research/myths-hybrid-online-college-courses/

By Meris Stansbury, eCampus News

Competency-based experiments, once buried, get new life and could be huge opportunity for colleges and universities. From badges to skills pathways, more higher ed institutions are not only feeling the pressure to accept, but realizing the benefits of implementing, alternative credentials for a broad range of students. And in an initiative once slowly decaying, the Department of Education (DOE) is now offering volunteer institutions a chance to sign up for the Experimental Sites Initiative for some regulatory perks. And in what could be a great boon for colleges and universities, those that participate can have waived regulatory and/or statutory financial aid requirements. The perk for Congress is taking what works and implementing those practices on a large scale for future policies.

http://www.ecampusnews.com/top-news/colleges-experiment-competency-092/

By Devon Haynie, US News

Here’s a look at some highlights of a recent U.S. News Education Twitter chat in which online education experts shared tips for how online students could develop good habits for success. The chat included Ray Schroeder (@rayschroeder), associate vice chancellor for online learning at the University of Illinois—Springfield; academic staff from Pennsylvania State University—World Campus (@PSUWorldCampus) and the Kelley School of Business at Indiana University—Bloomington (@KelleySchool); and Devon Haynie (@DevonHaynie), online education reporter for U.S. News.

http://www.usnews.com/education/online-education/articles/2014/07/31/twitter-chat-how-to-develop-good-online-learning-habits

by Rajeeb Dey, Huffington Post

Darwin said that the survival of the fittest does not rely on the strongest but those that are most able to adapt to change. When it comes to graduate employment the wise words from the godfather of modern day science still ring true. With the rise of online-learning you can learn to code for free; do a Stanford Machine Learning course from your bedroom or be inspired by the world leading authority on Motivation. A successful 21st century graduate must remember that their degree is only the start of their journey and professional development. Learning never stops.

http://www.huffingtonpost.co.uk/rajeeb-dey/graduate-advice_b_5638113.html

by TARA E. BUCK, Education Technology

Anant Agarwal is a professor of electrical engineering and computer science at Massachusetts Institute of Technology, and he taught the first edX course in circuits and electronics, in May 2012. Since that time, the nonprofit, massive open online course (MOOC) provider has attracted more than 50 institutions as partners and 2.5 million students from every country in the world, Agarwal said in his morning keynote. The edX platform itself is free and open and is seeing rapid adoption by many countries looking to host free and open courses in local languages. France, China and Jordan are among those nations now offering open education opportunities through sites built on the edX platform. “Already, in the space of a year, the open-source platforms around the world have more than 1 million students on them,” Agarwal said. “This federated, decentralized approach is really spreading education all over the world.”

http://www.edtechmagazine.com/higher/article/2014/07/campus-tech-2014-reinventing-higher-education

by CHRIS DUNKER, Lincoln Journal Star

Online-only students in the program — both Nebraska residents and nonresidents — increased by 16 percent in 2013-14, to roughly 7,600 students. In all, more than 28,000 of NU’s approximately 50,000 students, including 75 percent of undergraduate students, took at least one class online last year, said Mary Niemiec, associate vice president for distance learning and director of Online Worldwide. Many see the program as way to custom-tailor their higher education experience, Niemiec told the NU Board of Regents last week.

http://journalstar.com/news/local/education/more-students-logging-on-to-courses-online/article_3ee163a8-6328-5dfd-8345-370d03d99db0.html

By Michelle R. Weise and Clayton M. Christensen

The economic urgency around higher education is undeniable: the price of tuition has soared; student loan debt now exceeds $1 trillion and is greater than credit card debt; the dollars available from government sources for colleges are expected to shrink in the years to come; and the costs for traditional institutions to stay competitive continue to rise. At the same time, more education does not necessarily lead to better outcomes. Employers are demanding more academic credentials for every kind of job yet are at the same time increasingly vocal about their dissatisfaction with the variance in quality of degree holders. An examination of online competency-based education unveils the tectonic shifts to come in higher education. Over time, the industry-validated experiences that emerge from the strong partnerships between online competency-based providers and employers will ultimately have the power to override the importance of college rankings and accreditation.

http://www.christenseninstitute.org/publications/hire/

by Jessica Lieber, Fast Company

A much wider array of nations are now become MOOC adopters and providers. On edX, a non-profit founded at MIT and Harvard in May 2012, a total of 1.2 million students from non-Western nations have signed up, and now non-English language courses are offered from universities in 20 countries, including as India, Mexico, France, and Hong Kong. Using edX’s open-source codebase, 12 Chinese institutions launched their own platform, XuetangX, which Agarwal says has already signed up some 300,000 users since last year. When the Queen Rania Foundation in Jordan opened up a similar portal, Edraak, to provide Arabic language content from three Middle Eastern schools, it adapted the edX code base so it could display text from right to left. Currently there are almost a dozen other countries working to launch their own versions of edX, according to Agarwal.

http://www.fastcoexist.com/3033132/moocs-are-no-longer-a-cultural-export-of-the-west

by Education Investor

Demand for online education has grown faster than it has for traditional UK universities over the last three years, a report from Google claims. Google used internal search data to analyse queries made about education based on predefined search terms. Its findings are an indication of growth rather than of absolute search volume. The report says that between 2011 and 2014, growth in global searches for online courses, degrees and distance learning outpaced growth in searches for ‘bricks and mortar’ institutions in the UK. In fact, global searches this year-to-date have climbed by 11% while those for traditional UK universities are down 5%.

http://www.educationinvestor.co.uk/(X(1)A(yuysPfDdzwEkAAAANzRjM2VlOTQtODA0NS00NzViLWE0OGMtZDA1MTI4ZGU1YmUwxymUixi-my1GpACcuebWYI1txVE1)S(eomrywjppxvdie45dwsqki45))/showarticle.aspx?ID=4005

By Paul Beaudoin, Campus Technology

For many learners, taking an online course can be like diving into the pool. They may feel they require a whole new skill set to stay afloat, and it’s important that you help guide and motivate them from that first splash to the finish line. How will you encourage them to continue achieving the goals that they may think are too challenging? Here is a set of techniques and strategies that can be used all semester long to get your learners swimming with ease.

http://campustechnology.com/articles/2014/07/30/motivate-and-engage-online-learners-all-semester-long.aspx