University of Adelaide is phasing out lectures

July 7th, 2015

by Tim Dodd, AFR

Lectures are obsolete, says University of Adelaide vice-chancellor Warren Bebbington. “My view is they’re gone; they’re never coming back,” he said as he described his university’s experience in replacing lectures with online learning. If students can get the material online, they are not going to come to lectures, he said. Last year Adelaide began a major shift in its teaching program, beginning to phase out traditional lectures and replacing them with online learning integrated with small-group work.

http://www.afr.com/technology/apps/education/university-of-adelaide-is-phasing-out-lectures-20150629-ghxgoz

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21st century learning: How online videos enhance education at home and in the classroom

July 7th, 2015

By Mandy Morgan, Deseret News

Jaxson Goeckeritz was just 10 years old when he decided to be a computer programmer. Neither of his parents had much knowledge on the topic, so they enrolled him in a computer programming class at a nearby university, but it was too boring. Turns out, he had already learned all of the course material from YouTube. Jaxson’s parents had also let their son watch videos from The New Boston, teaching him different aspects and techniques in computer programming with everything from Java to iOS development. The Goeckeritz’s are representative of millions of people who don’t just turn to the Internet as a resource for answers to questions, but prefer video streaming sources like YouTube, Vimeo and others to see with their own eyes people sharing their knowledge and skills through demonstrations or just talking.

http://www.deseretnews.com/article/865631523/21st-century-learning-How-online-videos-enhance-education-at-home-and-in-the-classroom.html?pg=all

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Enhanced e-learning for cyber Airmen

July 7th, 2015

By Tech. Sgt. Luke Thornton, Air Force Space Command

Air Force cyber Airman training takes a giant leap forward with the latest enhancement to AF e-Learning. The upgrade allows Air Force supervisors and trainers to facilitate better skill-level upgrade and on-the-job training with customizable learning programs that can be updated on the fly to remain current as technology changes. Computer-based training courses typically cover few training tasks and take hours to complete. Now, supervisors, training managers and the Air Force cyber training team at Keesler Air Force Base, Mississippi, can drill down using modules, chapters and videos to focus cyber Airmen on particular tasks. This will shorten the amount of time Airmen spend on task training while allowing them to learn in a way that works best for their learning style.

http://www.af.mil/News/ArticleDisplay/tabid/223/Article/602024/enhanced-e-learning-for-cyber-airmen.aspx

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The Need to Foster Creativity and Digital Inclusion among Women Users in Developing Context – Addressing Second Order Digital Divide in Online Skills

July 6th, 2015

by Chunfang Zhou, Aparna Purushothaman, iJet

This paper provides a literature review aiming to discuss the need for fostering creativity and digital inclusion among women students in developing contexts by addressing the second order digital divide in online skills. As the literature review indicates, we are in the change towards creative society and creativity is the core competency of students to be mastered in the digital age. The digital technologies also provide conditions of developing creativity, for example, YouTube can be regarded as a creative platform. This paper also discusses the links between creativity, learning and knowledge, digital divide in developing contexts especially the second order digital divide as the main barrier to women students’ learning. This further implies how to teach creativity more effectively in the future.

http://online-journals.org/index.php/i-jet/article/view/4248

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Gaining Hands-on Experience via Collaborative Learning: Interactive Computer Science Courses

July 6th, 2015

by Anna Danielewicz-Betz, Tatsuki Kawaguchi; iJet

In this paper we report on the practical outcomes of Software Studio (SS) undergraduate course, but also on a graduate Software Engineering for Internet Applications (SEIA) course, both of which are taught collaboratively by IT and non-IT faculty members. In the latter, students are assigned to projects proposed by actual customers and work together in teams to deliver quality results under time and resource constraints. Students have to understand the key ideas of web application development in order to be able not only to apply technical knowledge, but also to successfully interact with all the stakeholders involved. In the process, we look for the added value of collaborative teaching, aiming at equipping the participants with both technical and non-technical skills required for their prospective jobs.

http://online-journals.org/index.php/i-jet/article/view/4510

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Augmented Reality Internet Labs versus its Traditional and Virtual Equivalence

July 6th, 2015

by Salaheddin Odeh, et al; iJet

Engineering is an applied science; it makes science come alive through experiments and labs. Students can only gain practical knowledge that goes beyond mere scientific theory in the educational labs. This can be done using three different types of educational labs: Augmented reality labs, Virtual labs and Traditional labs. It is crucial to pre-specify the learning objectives associated with each experiment in order to be able to meet them no matter what the method of delivery is. This paper focuses on an empirical study that compares the three types of labs after specifying the associated learning objectives.

http://online-journals.org/index.php/i-jet/article/view/4354

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Penn State researchers awarded funding for online learning innovations

July 5th, 2015

by COIL, Penn State University

Penn State’s Center for Online Innovation in Learning (COIL) has announced it will fund seven new projects through its Research Initiation Grant program. The goal of the grant program is to provide seed money for Penn State researchers to gather preliminary evidence in the hope of pursuing external funding for larger studies that enhance teaching and learning through online innovation.

http://news.psu.edu/story/361406/2015/06/25/research/penn-state-researchers-awarded-funding-online-learning-innovations

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MU to offer military discount for online classes

July 5th, 2015

By ROGER MCKINNEY, Columbia Tribune

The University of Missouri has established a 10 percent tuition discount for online courses available to current military members, veterans and their spouses and children. The discount applies to base tuition for a maximum of 150 hours of undergraduate credits and 75 hours of graduate credits through Mizzou Online. Recipients must be seeking a degree. Those who qualify for the award must maintain a minimum 2.0 GPA to remain eligible. The discount was created because many veterans have exhausted their military educational benefits or don’t qualify for full coverage, MU officials said. MU Chancellor R. Bowen Loftin said during a Wednesday news conference that the tuition discount will improve access to higher education.

http://www.columbiatribune.com/news/education/mu-to-offer-military-discount-for-online-classes/article_b455cd73-16ea-544d-b9e6-db4218a4f3e8.html

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5 Essential Steps to Building Community for Your Online Course

July 5th, 2015

by Kunal Chawla, EdSurge

Learning online can be a very lonely process. You sit with your computer, working for the most part in a quarantined digital island, unaware of your peers and their struggles in the course. In this post I want to highlight some ways of connecting online students and creating a vibrant learning community. Here are some ideas I have tried while making courses on Python Programming and iPhone App Development with Udacity.

https://www.edsurge.com/n/2015-06-24-5-essential-steps-to-building-community-for-your-online-course

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Students’ Mobile Learning Practices in Higher Education: A Multi-Year Study

July 4th, 2015

by Baiyun Chen, et al; EDUCAUSE Review

Two university-wide surveys about students’ mobile technology ownership and learning practices show that mobile device ownership is high and continues to increase among students. Students and instructors need technical, logistical, and pedagogical support for integrating mobile devices and apps in formal and informal learning environments. Continuous support and targeted training resources at the University of Central Florida have produced positive changes in students’ mobile learning practices.

http://www.educause.edu/ero/article/students-mobile-learning-practices-higher-education-multi-year-study

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Bringing the Social Back to MOOCs

July 4th, 2015

by Todd Bryant, EDUCAUSE Review

Various existing learning environments could scale to MOOC size and benefit learners by adding the social elements now missing, from citizen science to simulations, games, virtual reality, and augmented reality. In a recent report from HarvardX and MITx, participant growth was found to be linear, meaning that while the exponential growth appears to have ended, the user base is growing despite the backlash. Major platforms continue to find support for further course development and expanded partnerships: EdX recently announced a partnership with the Smithsonian and Microsoft to offer additional courses, and Coursera has partnered with Google and Instagram. For MOOCs to be considered valued spaces for learning, they need to adopt aspects of the earlier connectivist MOOCs (cMOOCs) and reintroduce social elements.

http://www.educause.edu/ero/article/bringing-social-back-moocs

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Six Trajectories for Digital Technology in Higher Education

July 4th, 2015

by Malcolm Brown, EDUCAUSE Review

When we consider the future roles of digital technology in higher education, it is often helpful to think in terms of trajectories rather than predictions. Predictions are remarkably fragile things. Any unforeseen factor will render the prediction false or off-target, and as those variables increase, so too does the likelihood that the prediction will fail. Predictions also tend to be projections of the current and the known, ornamented with something that provides a futuristic hue. In the case of digital technology, given the acceleration of change—enabled by the very things whose course we are trying to predict—the conundrum of predictions may be at its most acute. It is thus more practical to work with trajectories. With a trajectory, we know where something is headed, but we cannot say—or we refrain from guessing—where it will end.

http://www.educause.edu/ero/article/six-trajectories-digital-technology-higher-education

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4 Features to Look for in a 21st Century LMS

July 3rd, 2015

By Dian Schaffhauser, THE Journal

It’s a sure bet that every program calling itself an LMS these days offers the course-management basics: providing a way for students to submit assignments and for teachers to run online discussions and deliver announcements. But those were the same features LMS users wanted a decade ago, and they pale in comparison to what users are looking for now: An intuitive interface that mimics consumer social networks; Collaboration that goes far beyond standard teacher-student communication; Assessments with analytics responsive enough to drive instruction for that day, week or month; and The capacity to provide a structure for organizing digital learning resources and sharing them locally and broadly.

http://thejournal.com/articles/2015/06/10/4-features-to-look-for-in-a-21st-century-lms.aspx

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Three ways to help online students succeed

July 3rd, 2015

By Laura Devaney, eCampus News

A recent survey of 28,000 students yielded three specific factors that could influence online academic performance, with many stakeholders saying online student success really depends on effective learning design. Based on the survey results and statistically valid samples, Eduventures issued three recommendatdions to help institutions focus on online student success.

1. Align online courses with objective design standards to improve performance

2. Launch a pre- and post-design quality assurance process to ensure objectives and expectations inform every aspect of the student experience

3. Optimize the use of a learning management system to enhance the student experience

http://www.ecampusnews.com/top-news/online-student-success-382/

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8 open source platforms for IT consideration

July 3rd, 2015

By Meris Stansbury, eCampus News

Usually, the higher-ed industry has a reputation as being one of the slowest adopters of new technology. But when it comes to open source software (OSS), campus IT departments are ahead of other industry and consumer tech adoption curves, says Scott Wilson, service manager of OSS Watch at the University of Oxford. “On the face of it, higher education has been relatively quick to realize the benefits, notes Wilson. “Over 50 percent of higher education institutions use open source, both on the server and on the desktop. And one of the great open source success stories in higher education is the Moodle Virtual Learning Environment (VLE).”

http://www.ecampusnews.com/top-news/open-source-campus-767/

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The 3 key ingredients for mobile learning success

July 2nd, 2015

By Keith Krueger, eSchool News

Don’t forget these keys of mobile implementations ingredients-success. Why are some mobile learning implementations successful while others struggle? It seems struggling districts are missing at least one of a handful of ingredients that successful districts have in common. When it comes to mobile learning success, leaving out just one key ingredient can ruin an otherwise perfect recipe. What are these ingredients? They can be categorized as: leadership, strategy, and expectations management.

http://www.eschoolnews.com/2015/06/23/3-ingredients-mobile-044/

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Instructure launches Canvas Data

July 2nd, 2015

by eSchool News

Instructure, a software-as-a-service (SaaS) company and creator of the Canvas learning management system (LMS), has released Canvas Data, a hosted data solution providing fully optimized data to K-12 and higher education institutions capturing online teaching and learning activity. As a tool for education improvement, the basic version of the service will be made available to Canvas clients at no additional cost, with premium versions available for purchase.

http://www.eschoolnews.com/2015/06/24/instructure-canvas-data-674/

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Senators look to close broadband gap for schools with Digital Learning Equity Act

July 2nd, 2015

By Sean Buckley, Fierce Telecom

United States Senators Angus King (I-Maine) and Shelley Moore Capito (R-W.V.) have introduced the Digital Learning Equity Act of 2015 as a way to improve broadband access and close what they call an education gap for all students. A key focus of the act is the recognition that access to a broadband Internet connection is an important enabler for students to get access to new personalized learning options made available through online and blended learning. The Digital Learning Equity Act of 2015 aims to narrow this growing divide by supporting new methods to ensure students stay connected and extend access to digital learning opportunities when they leave the classroom.

http://www.fiercetelecom.com/story/senators-look-close-broadband-gap-schools-digital-learning-equity-act/2015-06-22

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Boot camp classes may offer a peek at the future of higher ed

July 1st, 2015

by Bob Sullivan, CNBC

Udacity has abandoned the idea of giving classes away to huge numbers of people in favor of “nanodegrees”—boot-camp style, short-term programs with a laser-like focus on preparing students for a career. Nanodegree subjects include Web developer, Android developer, iOS developer … you get the picture. What you don’t get is a huge student loan debt. Udacity classes start at $1,200 for a six-month program. “Our form factor, delivery over the Web and mobile, makes it very affordable. And we’ve decided to do that away from the traditional university system,” Makhijani said. The school has also added an Uber-like version of peer reviews, digital age teaching assistants, which lets students grab virtual roving experts and get one-on-one feedback that was sorely missing from initial MOOCs.

http://www.cnbc.com/id/102771114

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What Can the Business World Teach Us About Strategic Planning?

July 1st, 2015

by Jonathan S. Spackman, Jennifer Thorup, Brigham Young University

The need for a reliable strategic planning framework for distance educators and their institutions has never been greater than it is now. Increased government regulations, accreditation standards, and competition are converging with decreased funding from federal, state, and private sources, and administrators require better strategic planning. A strategic planning model known as the Balanced Scorecard has met with widespread adoption and sweeping success among the business community, but, surprisingly, has not been widely adopted among institutions of higher and distance education. In this article the authors share what they have learned about this strategic planning model through a review of the available literature and their own early efforts to introduce it to their institution, the Division of Continuing Education at Brigham Young University in Provo, Utah.

http://www.westga.edu/~distance/ojdla/summer182/spackman_thorup_howell182.html

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A Comparison Study of a New Species of Online Course Delivery

July 1st, 2015

by Sheryne Southard, Joshua Meddaugh, Antoinette France-Harris; OJDLA

Numerous formats exist for online course delivery: pure online, blended or hybrid, flipped and web-enhanced. The literature is replete with comparison studies on the efficacy of online, hybrid and traditional format courses. However, the self-paced online course, a relatively new and rare variation, has received very little coverage in the body of research on this topic. This study examines the components of a self-paced online course specifically designed to incorporate web-based pedagogy to create an engaging and dynamic learning environment. It compares student performance in a self-paced online course, a conventional online course and a traditional in-class course and reveals the potential for students to thrive in a wide variety of online course formats. This study provides useful information to administrators exploring online programming options and online instructors seeking to improve student performance.

http://www.westga.edu/~distance/ojdla/summer182/southard_meddaugh_harris182.html

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