Full-time third-level education for all is a luxury we can’t afford

December 14th, 2014

by Brian Mulligan, Irish Times

Could it be that sending our children to college is an extravagance? Something that would be nice to have, but we can’t really afford and do not really need? We are also told that it is in the interests of the economy that as many people as possible get a higher education; that, as a nation, we cannot afford not to send our children to college. Our distance learners seem to be able to cover material in less time than the full-time students and achieve better scores in examinations. How can this be so? Is it the teaching medium? Is it that they can replay difficult parts of lectures over and over again or post questions to their lecturers and classmates at any hour of the day or night? Perhaps, but I think it might be something else. Our distance learners seem to be very highly motivated.

http://www.irishtimes.com/news/education/full-time-third-level-education-for-all-is-a-luxury-we-can-t-afford-1.2025807

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Local experts discuss impacts of technology on teaching and learning

December 13th, 2014

by Brian Wheeler, Charlottesville Tomorrow

In 2012, Michael Lenox was among the first UVa professors to start teaching what are known as a Massive Open Online Course on the Coursera platform. “We can think about online education as both simultaneously a substitute and a complement to existing educational structures and efforts,” Lenox said. Lenox, who teaches at UVa’s Darden Graduate School of Business Administration, said consumers will be scrutinizing the value of a residential four-year university experience. “I would argue that residential-based education at a university setting is superior and will continue to be superior for a lot of reasons we can imagine to online education,” said Lenox, “but there’s also a potential for a very large price differential.” “At some price differential, people will substitute to online education and online degrees over residential-based degrees,” Lenox said.

http://www.cvilletomorrow.org/news/article/19654-impacts-of-technology-on-teaching-and-learning/

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MOOC student data privacy debatable

December 13th, 2014

By Keith Button, Education Dive

Massive open online course providers have differing opinions about whether people who take their courses are legally entitled to privacy protections under the Family Educational Rights and Privacy Act, or FERPA, the Chronicle of Higher Education reports. The data in MOOCs is seldom protected by FERPA because MOOCs are rarely paid for with federally funded student aid, according to the chief privacy officer for the U.S. Department of Education, Kathleen Styles. Coursera and edX, the most well-known MOOC providers, disagree on whether FERPA applies to their students.

http://www.educationdive.com/news/mooc-student-data-privacy-debatable/340496/

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Stanford forms new Office of the Vice Provost for Teaching and Learning

December 13th, 2014

By KATHLEEN J. SULLIVAN, Stanford

By combining resources of the Center for Teaching and Learning, parts of Academic Computing Services, the CourseWork engineering team and the Office of the Vice Provost for Online Learning, the new organization will provide better coordination between groups that support teaching, learning and reaching learners online.

http://news.stanford.edu/news/2014/december/faculty-senate-online-120514.html

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Five Psychology Principles That eLearning Professionals Should Know

December 12th, 2014

by Christopher Pappas, eLearning Industry

In this article, I’ll highlight 5 psychology principles that you should use before you develop your next eLearning courses. Knowing how learners acquire information and why they need such information, is the key to becoming a successful eLearning professional. Using psychology principles in eLearning courses, offers eLearning professionals the chance to take full advantage of learning behaviors when creating their next eLearning deliverable.

http://elearningindustry.com/5-psychology-principles-elearning-professionals-know

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Nanodegree Scholarship Program Expanded to an Additional 1,000 Students

December 12th, 2014

by Sustainable Brands

Nanodegrees, a new category of online degrees launched by AT&T and Udacity this fall, provide affordable and accessible training for jobs in the tech industry. As a company that relies on a highly skilled tech workforce, we believe that new educational pathways such as nanodegrees will help more people gain industry-relevant skills to fuel the 21st century workforce. This is also why, together with Udacity, we created the nanodegree scholarship program. Through AT&T Aspire, we are committed to helping students — regardless of age, gender, income or zip code — make their biggest dreams a reality.  Sustainable Brands is joining Udacity to announce an expansion of our nanodegree scholarship program from 200 students to an additional 1,000 students.

http://www.sustainablebrands.com/press/nanodegree_scholarship_program_expanded_additional_1000_students

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The University of Texas at Austin Introduces Online Business Courses for Professionals Worldwide

December 12th, 2014

by McCombs School, UT

McCombs School of Business at The University of Texas at Austin, one of the top ten undergraduate business programs in the nation according to U.S. News and World Report, today opened virtual doors to the Texas Business Foundations Program (BFP) Online providing working professionals everywhere with greater access to a world-class business education. This online educational experience delivers comprehensive business essentials, an accelerated pace of courses, and an immersive and interactive curriculum. The program fills the business fundamentals gap between having a non-business degree and advanced programs like an MBA. Starting today professionals may enroll in three-credit courses for $600 each or pre-purchase all six courses for a 10 percent discount. Students will earn the Texas BFP Online Certificate from the McCombs School of Business upon completion of all six courses.

http://www.broadwayworld.com/bwwgeeks/article/The-University-of-Texas-at-Austin-Introduces-Online-Business-Courses-for-Professionals-Worldwide-20141203

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What’s Next for E-Textbooks?

December 11th, 2014

By Dian Schaffhauser, Campus Technology

The digital textbook of tomorrow probably doesn’t look like a book at all. Imagine, instead, an online service that remixes itself on the fly for consumption via any device, with concepts tailored to a specific student’s knowledge gaps and learning style — and examples and problems updated to immerse the learner in timely, compelling content. Nobody is delivering that particular experience yet. In fact, most digital textbooks look just like their printed brethren with extra features tacked on, such as the ability to highlight text, insert sticky notes, look up the meaning of a word and bookmark pages. “Glorified PDFs,” as Boundless CEO Ariel Diaz called them.

http://campustechnology.com/articles/2014/12/03/whats-next-for-e-textbooks.aspx

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MOOC Evolution and One Poetry MOOC’s Hybrid Approach

December 11th, 2014

by David Poplar, EDUCAUSE Review

Based on the theory of connectivism, MOOCs originally sought to leverage the Internet as a collaborative communications platform to facilitate connections among learners and dissolve traditional ideas of “knowledge giver” and “knowledge receiver.” Today’s MOOCs have drifted far from this vision and typically treat the communications platform as simply a new tool for delivering the same old content rather than as inseparable from pedagogy itself. The University of Pennsylvania’s ModPo MOOC takes a hybrid approach, adopting contemporary MOOC structures — such as a detailed course syllabus and discussion forums — while also taking advantage of the platform’s ability to create a massive global community of interacting learners and incorporating this dynamic into the pedagogical approach.

http://www.educause.edu/ero/article/mooc-evolution-and-one-poetry-mooc%E2%80%99s-hybrid-approach

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Are MOOC-Takers ‘Students’? Not When It Comes to the Feds Protecting Their Data

December 11th, 2014

By Steve Kolowich, Chronicle of Higher Ed

The U.S. Education Department wants to encourage colleges and the tech companies they work with to protect student data from misuse. But the agency’s power to protect the privacy of people taking free, online courses is essentially nonexistent. “Data in the higher-education context for MOOCs is seldom Ferpa-protected,” Kathleen Styles, the Education Department’s chief privacy officer, said on Tuesday at a symposium on student privacy. In other words, people who take free online courses known as MOOCs, or massive open online courses, are not covered under the Family Educational Rights and Privacy Act, known as Ferpa, which stipulates how colleges must protect the “education records” of their students.

http://chronicle.com/article/Are-MOOC-Takers-Students-/150325/

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MOOC learning’s fast evolution makes it a work in progress

December 10th, 2014

by Bernard Lane, the Australian

Professor Armando Fox, the computer scientist who helped launch the first MOOC for the University of California at Berkeley, reaches back to the staid early history of movies to explain where online education is today. “When the first motion picture camera was invented, they pointed it at a stage with live actors,” he says. “It took people a while to realise that it was actually a medium that allowed you to do things quite differently. “That’s a little bit like where we are with MOOCs now. We’re taking elements that are familiar from residential education — such as lectures, homework assignments, and syllabi that stretch out several weeks — and we’re sort of trying to reproduce those elements online.” The radical possibility of MOOCs is hard to imagine.

http://www.theaustralian.com.au/higher-education/mooc-learnings-fast-evolution-makes-it-a-work-in-progress/story-e6frgcjx-1227142463746?nk=03d0b7a2bea6ff8eefc95b96fdea0f5d

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A world-class business education for free? Here’s how.

December 10th, 2014

by SAM WOOD, PHILLY.COM

Laurie Pickard wanted an education from a world-class business school. She didn’t want to pay the $168,000 for a degree from Wharton. So she found a way to get the education — though minus the sheepskin — for next to nothing. Pickard is the creator of the No Pay MBA, and she is perhaps the first person to ever pursue a complete business education through massive open online courses (MOOCs) on the Internet. During the past year, she’s taken free courses from Harvard, Yale, MIT, the Darden School — and Wharton.

http://www.philly.com/philly/business/A_world-class_business_education_for_free_No_Pay_MBA.html

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The Adaptive Advantage: How E-Learning Will Change Higher Ed

December 10th, 2014

by CCAP, Forbes

Higher education has seen a proliferation of new models in response to growing market demands. For-profit universities, massive open online courses, and competency-based pedagogies have all vied for a piece of the pie. Adaptive learning – a personalized, technology- and data-driven approach which responds and adapts to both teachers and learners – could provide the answer, and Smart Sparrow, an Australia-based adaptive “eLearning” platform, is leading the way. Within Smart Sparrow’s eLearning Platform, analytic dashboards are provided to help instructors evaluate student performance and progress. Knowledge Analytics™, as it is called, gives instructors the opportunity to identify difficult concepts through specific data points.

http://www.forbes.com/sites/ccap/2014/12/01/the-adaptive-advantage-how-e-learning-will-change-higher-ed/

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Technology vital for accessible education says expert

December 9th, 2014
by Open Polytechnic
Technology holds the key to lowering the cost of quality higher education in both developed and developing countries, says international open and distance learning expert, Sir John Daniel. Visiting New Zealand at the invitation of Open Polytechnic and speaking at a hosted event in Wellington last night, the former Vice-Chancellor of the UK Open University described the “Iron Triangle” of cost, quality and access which he said had created in people’s minds an “insidious” link between quality and exclusivity in education. “Pack more students into the classroom to raise access and you will be accused of damaging quality. Try to raise the quality with more or better teachers and learning resources and the cost will go up. Cut costs directly and you may threaten both access and quality,” he said. “To stretch the triangle and achieve, simultaneously, wider access, higher quality and lower cost, you need technology.”

http://www.scoop.co.nz/stories/ED1412/S00021/technology-vital-for-accessible-education-says-expert.htm

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Shift to online learning beneficial

December 9th, 2014

by Laura Gonzalez, the Toreador

According to an article in The New York Times, “The analysis for the Department of Education found that, on average, students doing some or all of the course online would rank in the 59th percentile in tested performance, compared with the average classroom student scoring in the 50th percentile. That is a modest but statistically meaningful difference.” Students are not the only audience affected by online learning. Teachers are also beneficiaries from all that online classroom settings present. However, it is school districts that gain the most from these special learning environments in cases when Mother Nature is disruptive during ongoing school sessions.

http://www.dailytoreador.com/opinion/opinion-gonzalez-shift-to-online-learning-beneficial/article_e2a2632e-79d4-11e4-8163-278661837ace.html

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‘Nanodegree’ And Boot Camp Programs Attracting Investment

December 9th, 2014

By Marlene Givant Star, Forbes

Even as the for-profit education sector has been swooning for years under the weight of heightened government regulation, highly focused task-oriented ‘nanodegree programs’ are attracting attention from investors. These programs aren’t really degrees but rather certificates aimed at specific job skills.

http://www.forbes.com/sites/mergermarket/2014/12/01/nanodegree-and-boot-camp-programs-attracting-investment/

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Does Higher Ed Need a Chief Digital Officer?

December 8th, 2014

By Rhea Kelly, Campus Technology

Digital technology is fundamentally changing the nature of higher education — and its strategic leadership. Arguably, it’s already the strategic role of the CIO to guide a university through technology change. But disruptive change is so big, so all-encompassing, that perhaps a CDO is needed to help bring it into focus — at least until it becomes second nature to everyone on campus. As Sree Sreenivasan, former CDO at Columbia University, noted in this month’s cover story, “A chief digital officer is the equivalent to being a chief telephone officer when the phone was first introduced. People wanted to understand the strategy behind it, how to implement it and how to use it. They wondered if it would disrupt their life. Eventually everyone figured out how to use a phone and it became part of the workflow. There is a chance that will happen with this and you won’t need a chief digital officer anymore. Everybody in the building will be a digital officer.”

http://campustechnology.com/articles/2014/12/02/does-higher-ed-need-a-chief-digital-officer.aspx

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College students: These are the top 6 trends in higher education

December 8th, 2014

by eCampus News

Annual survey reveal what college students increasingly value about their higher-ed experience. 68 percent of students said the availability of online classes would be important to their educational experience, and campus administration is all about collaboration. These are just two interesting findings from a recent annual survey of more than 500 currently enrolled colleges students about what they value most in education, as well as what changes they’re seeing in campus management. The survey, conducted by Vital Source Technologies, Inc., Ingram Content Group’s e-textbook solution, revealed that today’s college students increasingly value online, social and mobile technology as essential educational tools. Fielded by Wakefield Research, an independent research consultancy, the survey of more than 500 currently enrolled college students also found more students are turning down certain colleges because the cost of tuition is too high and they worry about paying off student loans.

http://www.ecampusnews.com/technologies/trends-student-technology-289/

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Arizona State U students pay company to do their homework

December 8th, 2014

By Jessica Suerth, State Press

A small online company based on the East Coast has offered college students a unique medium in order to pass their classes. The New York-based company Paymetodoyourhomework.com will complete homework assignments, tests and even entire classes for prices ranging from $10 a page for an assignment to $800 for a final. The company serves approximately 6,000 customers, one in five of which are from Arizona, owner Jessica Mott said in an email. “We receive about 629 students from the state of Arizona that view our website per month. Around 50 percent of those students actually use our service,” Mott said. “A majority of our clients in Arizona state are ASU students.”

http://www.statepress.com/2014/11/30/asu-students-pay-company-to-do-their-homework/

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Learning online worth the cost?: Expanding borders of traditional education

December 7th, 2014

By Amanda Achtman, Winnipeg Free Press

While coding may be the most obvious skill to learn online, there are many other attempts to experiment with the possibilities and limits of online skills training and education across all fields and disciplines. Online education, far beyond learning how to write code, competes with and may even raise the standards of traditional education. One hopes online learning opportunities will retain the traits that make it a worthwhile supplement rather than a replacement of traditional classroom learning.

http://www.winnipegfreepress.com/opinion/analysis/learning-online-worth-the-cost-284293851.html

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IHE Podcast the Pulse Interviews Blackboard President Jay Bhatt

December 7th, 2014

By Doug Lederman, Inside Higher Ed

This month’s edition of The Pulse podcast features the first part of a two-part interview with Jay Bhatt, the chief executive officer of Blackboard. In the interview with Rodney B. Murray, host of the Pulse, Bhatt discusses Blackboard’s history, the company’s pivot to focus on student success, and the purchase of MyEdu, the innovative app that promises to connect distant students to employers in their regions and much more.

https://www.insidehighered.com/news/2014/12/02/pulse-podcast-features-interview-blackboards-jay-bhatt

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