Online Learning Update

By ValuePenguin, Nasdaq

Massive open online courses (MOOCs) — or online instruction for lifelong learners and those without access to higher education domestically or abroad — are still relatively new to the continuing education landscape. And they’re not going away anytime soon. Often free and always relatively cheap (when compared with the cost of typical higher education classes), MOOCs can be a valuable tool for pretty much anyone with Internet access to further their education, specialize within their career (whether you’re a dietitian, say, or a data analyst) or simply pick up a new language or instrument. For the most curious among us, it’s also an inexpensive way to step onto the campus of an Ivy League school, if only for an hour-long webinar.

http://www.nasdaq.com/article/the-best-free-or-cheap-classes-to-continue-your-education-online-cm651305

by Ralph LaFontaine, Learning and Development Professional

Many people still tend to see e-learning as a poor alternative to face-to-face learning. This is often based on poor experiences with uninspiring e-learning courses that simply plonk a slide presentation or PDF onto a web page, with little thought for engagement or interaction. The question still pervades whether, despite the emergence of new digital learning technology, e-learning can ever be ‘as good’ as the supposed exemplar of classroom learning. The answer is quite simple: e-learning gives us the opportunity to extend learning beyond borders with more benefits than traditional learning could ever offer.

http://www.ldphub.com/general-news/why-elearning-is-better-than-facetoface-learning-219492.aspx

by ATD

In this Q&A podcast, I speak with Ethan Edwards, who facilitates ATD’s E-Learning Instructional Design Certificate and Advanced E-Learning Instructional Design Certificate. Ethan has been designing online instruction for almost 25 years, beginning with work at the PLATO laboratory at the University of Illinois, continuing through positions at Authorware, Macromedia, Microsoft, and as a consultant with a host of top companies in the United States and abroad. The problem with most e-learning courseware, according to Ethan, is that designers get caught up in the media. Meanwhile, on the end of the spectrum, subject matter experts are applying pressure on designers to “just present content”—a lot of content. Consequently, too much e-learning—and training, for that matter—is presented like a trivia contest. What’s more, Ethan reminds, that “reading or listening to content without purpose is one of the most dull things in the universe.”

https://www.td.org/Publications/Blogs/Learning-Technologies-Blog/2016/07/How-to-Make-Elearning-so-People-Really-Learn-QA-with-Ethan-Edwards

By Jarrett Carter, Education Dive

A recent study indicates lecture hall-style classes increase the probability of failure by 55%. Lecturing may present a disadvantage to students from low-income high schools or communities, because they may have work schedules beyond the classroom and may learn best with more individualized attention. Lectures are most prevalent in secondary systems serving affluent learners. Some professors are incorporating multimedia into traditional lecture formats to try to reach 21st century students.

http://www.educationdive.com/news/how-to-fix-the-college-lecture/422786/

By Jarrett Carter, Education Dive

A survey conducted by Inside Higher Ed found a majority of college business officials agree higher education is in financial crisis, with a bleak outlook for the next 10 years. More than 80% of business officers believe institutions must be more innovative and cost-conscious about academic offerings. More than half of survey respondents indicated faculty do not play a significant role in major budgeting decisions.

http://www.educationdive.com/news/survey-college-business-officers-say-higher-ed-in-crisis/422779/

BY MERIS STANSBURY, eCampus News

Considered major players in the education disruption business, companies like Udacity and EdCast are working with colleges, universities, and entrepreneurial leaders to develop shorter degree pathways (nanodegrees) and shorter online learning experiences. Udacity has partnered with tech giants such as AT&T, Google, Facebook and Amazon to reinvent job training via nanodegrees. Udacity has enrolled more than 11,000 students in its nanodegree programs and graduated 3,000 of those. EdCast’s EdCasting invites educators and entrepreneurs to create mini-MOOCs on its social sharing platform, otherwise known as “Twitter for education.”EdCast also launched its microlearning series, the “10 Minute Insights” series, mobile-enabled live-streamed/live-cast and then archived mini-discussions hosted by Silicon Valley innovators representing a broad range of expertise is various subjects.

http://www.ecampusnews.com/business-news/faster-nanodegrees-microlearning/

By David Olson, THE Journal

Hybrid courses can provide new, exciting and effective learning experiences. They also provide flexibility in terms of time and place of study. We have hundreds of students visiting the school library each week who benefit from the resources and the help of our staff. One of the first things we did was develop a hybrid course website and hybrid orientation video. The Hybrid Helper website is designed to be a “one stop shop” for students to assess their readiness for hybrid classes along with information and links to develop their independent study skills. Here is a brief description of each of the Hybrid Helpers sections.

https://thejournal.com/articles/2016/07/13/using-websites-and-videos-to-support-hybrid-programs.aspx

By Rhea Kelly, Campus Technology

Seven public research universities are embarking on a three-year project focused on improving undergraduate education through personalized learning and adaptive courseware. Arizona State University, Colorado State University, Georgia State University, Northern Arizona University, Oregon State University, Portland State University and the University of Mississippi will each receive $515,000 from the Association of Public and Land-grant Universities’ (APLU) Personalized Learning Consortium (PLC) as part of its Adaptive Courseware Grant program. The program is funded by the Bill & Melinda Gates Foundation.

https://campustechnology.com/articles/2016/07/14/7-universities-receive-grants-to-implement-adaptive-learning-at-scale.aspx

By Toni Fuhrman, Campus Technology

A history professor at the University of Texas at Arlington is improving class performance by encouraging the use of mobile devices. “Using this technology, if I ask a question and it falls flat, I can usually figure out why,” Cole said. “If I’m getting a lot of flags [signifying confusion], I know I need to go back and find a different way of explaining my point.” To engage students in additional discussion, she sometimes asks a question and looks at the results without revealing the answer. She will then ask students to talk in groups of two or three to try to convince the others of the answer they gave. “This means they talk to each other about the concept, and use their own words to justify a given answer.” In such a scenario, Cole noted, she’s getting students to help her get her point across. “This style of active learning works best for me,” said Cole. Outside of class, with a study guide beside them, students can click on a slide and listen to just that segment of the lecture for review or clarification.

https://campustechnology.com/articles/2016/07/12/mobile-in-and-out-of-the-classroom.aspx

By Jarrett Carter, Education Dive

Virtual reality is a growing tech platform in a number of industries, including tourism, gaming, cinema and education. Inside Higher Ed says that colleges should quickly consider adding VR for disciplines like engineering, or to student resources like library services. Costs for wearable technology and high-powered computers to run VR programs is still prohibitive for many schools outside elite Ivy League and large public institutions.

http://www.educationdive.com/news/can-colleges-get-ahead-of-the-vr-curve/422603/

By Jordan Friedman, US News

Whether students pursue a free versus a paid online course in social media depends on their goals and class format preferences, experts say. “What we’re finding is there’s a large number of people out there with passion and talent but who were trained in non-digital media, or earned their degrees 10 or 15 years ago,” says Michael Weigold, director of online graduate programs at the University of Florida’s College of Journalism and Communications, which offers an online master’s in social media. That’s where online learning might come into play. There are plenty of options out there for those looking to boost their social media skills.

http://www.usnews.com/education/online-education/articles/2016-07-14/boost-social-media-skills-with-online-courses

BY ELIZABETH DONALD, Belleville News Democrat

The Carbondale campus of Southern Illinois University saw fewer summer students this year, while the Edwardsville campus saw a slight increase — and school officials are saying online classes had an impact on both. On-campus summer enrollment at SIUC dropped 14.2 percent this year, or 571 fewer students than last. This is 1,334 fewer students than who were enrolled in summer 2014. However, when online classes are factored in, the summer enrollment at SIUC is down 5.1 percent — still a drop, but not as significant. In fact, online class enrollment grew by 8.5 percent this year.

http://www.bnd.com/news/local/article89824447.html

By: Amy Hankins, Faculty Focus

More and more students are flocking to the online classroom for the convenience of earning college credits from the comfort of their home. However, many of these students are ill-prepared for the dedication and discipline needed to be successful in the online environment. Oftentimes students have misconceptions concerning the rigor of online courses, and they often underestimate the amount of time and discipline necessary to complete assignments, discussions, quizzes, and projects. Therefore, it is important for the instructor to set the tone of the course to help students succeed. So how do you help your students succeed in the online classroom?

http://www.facultyfocus.com/articles/online-education/five-ways-help-students-succeed-online-classroom/

By Michelle Pacansky-Brock, EdSurge

Developing critical listening and speaking skills is an essential element of a student’s higher-education experience. However, verbally presenting one’s ideas and listening to contributions made by student peers are not typical experiences for online students, as most activities in online classes consist of reading and writing. As online course offerings increase, institutions have an obligation to ensure faculty are empowered to teach with tools that enable students to learn out loud. These tools and the content created with them must be accessible to all learners, including those who are hard of hearing and have vision impairments.

https://www.edsurge.com/news/2016-07-15-learning-out-loud-make-online-courses-meaningful-and-accessible

By Joe Chapman, US News

Games can make online education more fun and allow students to apply what they learn to real-life situations. One of the primary benefits of game-based learning is that it offers custom learning experiences for students, which is important as every student learns differently. Throughout games, students can make mistakes, course correct and revisit concepts, allowing them to better understand course material and specific concepts they may struggle with. Another important benefit is that game-based learning is fun, and students enjoy learning. As opposed to some traditional education tactics that could feel passive or dull, game-based learning engages and motivates students, allowing them to actively learn, acquire skills and build thought processes.

http://www.usnews.com/education/online-learning-lessons/articles/2016-07-15/why-to-consider-game-based-online-learning

http://www.business2community.com/brandviews/aweber/9-fresh-ways-promote-online-course-01597669#GmJQlJb0yT6ee0GW.97

by Chuck Benson, Educause Review

The Internet of Things and IoT systems have the potential to bring significant value to higher education institutions, but without thoughtful implementation, that value will not be realized. The Internet of Things (IoT) and IoT systems have the potential to bring significant value to higher education institutions. Colleges and universities can benefit from IoT systems such as traditional building automation systems (e.g., HVAC), energy management and conservation systems, building and space access systems, environmental control systems for large research environments, academic learning systems, and safety systems for students, faculty, staff, and the public. However, without thoughtful implementation, that value will not be realized.

http://er.educause.edu/articles/2016/6/the-internet-of-things-iot-systems-and-higher-education

By Pedro Hernandez, eWeek

Beginning with data science, the software giant aims to help close the IT skills gap with its new Microsoft Professional Degree program. During its Worldwide Partner Conference in Toronto this week, Microsoft took the wraps off an online “learning-as-a-service” program that will teach professionals the skills required for today’s technology-focused, in-demand jobs. Based on the Azure-hosted Open edX online education platform, the software giant’s new Microsoft Professional Degree (MPD) program will “offer employer-endorsed, university caliber curriculum for professionals at any stage of their careers,” Alison Cunard, general manager of Microsoft Learning Experiences, said in a July 13 announcement. Open edX is an open-source online teaching and courseware development platform.

http://www.eweek.com/it-management/microsoft-tackles-it-skills-gap-with-online-learning-program.html

by Amy Girardi and Rachel Crew, Jobs for the future

Despite rapid growth, competency-based programs currently serve a narrow slice of the college-going population. The majority are designed for students who are already well prepared for college coursework; few are intended for students who lack college-level math and literacy skills. This means that the millions of individuals who attend college every year with a need to improve basic academic skills are rarely able to access competency-based approaches. They are disproportionately from low-income backgrounds and often the first in their family to seek postsecondary education. Assessed when they arrive on campus, most end up in developmental education classes of questionable quality and few ever see success in credit-bearing courses, let alone graduate.

http://www.jff.org/sites/default/files/publications/materials/CBE-paper%20070716%5B1%5D_0.pdf

by MOLLY PARKER, the Southern

On-campus SIU enrollment is down about 14 percent this summer compared to summer 2015. That means there are 571 fewer students taking classes on the SIU campus compared to the previous summer. And there are 1,334 fewer students taking on-campus summer classes this summer compared to summer 2014, a decline of nearly 28 percent. Total enrollment is down compared to summer 2015 about 5.1 percent, according to data SIU provided on Friday in response to a request by the newspaper. Accounting for the difference is that off-campus enrollment has continued to climb, and increased by 8.5 percent this summer compared to summer 2015.

http://thesouthern.com/news/local/siu/summer-slump-siu-on-campus-enrollment-dips-percent-as-more/article_c958932a-ed37-58f6-a8aa-00c920a1feee.html