Online Learning Update

March 26, 2019

Do Alumni of Online Programs Give More Than Alumni of On-campus Programs?

Filed under: Online Learning News — Ray Schroeder @ 12:10 am

Faye Lesht, David Schejbal , Roxanne Shiels  & Mark Mailloux, OJDLA

This multi-institutional study examined the giving patterns of alumni of online degree programs as compared to alumni of campus-based degree programs.  Results suggest that alumni of online degree programs tended to donate early after graduation. In the case of one institution, alumni of online programs donated up to 12 percent more than alumni of on-campus programs within the first three years of most recent degree earned at the institution. In contrast, alumni of on-campus degree programs tended to donate over a longer period time than did alumni of online programs.

https://www.westga.edu/~distance/ojdla/winter214/lesht_schejbal_shiels_mailloux_214.html

Share on Facebook

Who will lead in the age of artificial intelligence?

Filed under: Online Learning News — Ray Schroeder @ 12:05 am

Daniel Araya, Brookings

At the research level, the United States remains highly invested in AI and other disruptive technologies. The National Science Foundation currently invests over $100 million each year in AI research. DARPA recently announced a $2 billion investment in an initiative called AI Next whose goal is advancing contextual and adaptive reasoning. Meanwhile, the U.S. military has created a new Joint Artificial Intelligence Center (JAIC) to oversee service and defense agency efforts. More recently, the Trump administration has introduced a new executive order for developing a national strategy around AI but has offered little in terms of effective coordination. By contrast, China’s government has made AI a top priority. Where the U.S. has established a strong lead in AI discovery, it is increasingly likely that China may dominate the industrial application of AI.

https://www.brookings.edu/blog/techtank/2019/02/26/who-will-lead-in-the-age-of-artificial-intelligence/

Share on Facebook

Upgrade your skills constantly to keep your job secure

Filed under: Online Learning News — Ray Schroeder @ 12:02 am

Devashish Chakravarty, India Times
For structured, non-formal learning in your own time, go for online education. You can find relevant free or paid courses through MOOC/MOOV (Massive Open Online Courses/Varsity), such as Udemy, Coursera, Codecademy, Udacity, among others. For topical learning, you can opt for webinars, podcasts and live online events. Finally, polish your knowledge through social media by tracking industry thought leaders and latest advances in your domain.

https://economictimes.indiatimes.com/wealth/earn/upgrade-your-skills-constantly-to-keep-your-job-secure/articleshow/68331427.cms

Share on Facebook

March 25, 2019

Why AI needs more women

Filed under: Online Learning News — Ray Schroeder @ 12:05 am

Kim Nilsson, Forbes

How can we make data more human, if as a human race we cannot even agree on what it is to be human? How do we ensure algorithms work fairly when we cannot agree on what fairness looks like? Role models are vitally important in showing girls and women that they too can work in data science and that this career choice is an option for them. I, like many others, struggle to answer this but what I do know is that giving up is not an option and that we need to make a concerted effort as an industry to make our technology work as well as it can for as many people as possible. There is an urgent need to ensure that AI systems do not discriminate inappropriately against any individual or group. If only certain groups of people build the technology then it is highly likely that discrimination will happen, even if the discrimination is not intentional.

https://www.forbes.com/sites/kimnilsson/2019/03/08/why-ai-needs-more-women/#4f7ae2a7f907

Share on Facebook

Online education tools: What’s going on in your classrooms?

Filed under: Online Learning News — Ray Schroeder @ 12:04 am

EdExec Magazine

Edtech applications are increasingly being used in classrooms to enhance teaching and learning – however, do schools know what’s being used? What are the benefits, and are they GDPR-compliant? With technology becoming ever more prevalent in the classroom, it’s no surprise that this has evolved into the use of educational applications; teachers all over the country are utilising the benefits of apps within their classrooms. Why? Because apps are a language their pupils understand. The generation of children currently at school generally have easy access to mobile phones, tablets and laptops; as such, apps are often a great way to keep them engaged in the classroom and can provide a range of learning benefits. We spoke to the Association of Network Managers in Education (ANME) for comments from members on what they think about classroom apps and their impact.

https://edexec.co.uk/from-the-magazine-online-education-tools-whats-going-on-in-your-classrooms/

Share on Facebook

Five Things Most People Get Wrong About AI

Filed under: Online Learning News — Ray Schroeder @ 12:03 am

Jeremy Fain, Forbes

For better or worse, the term “artificial intelligence,” or AI, has become central to understanding the landscape of today’s technology and innovation. Despite that, its true definition and implications for the future remain misunderstood by many. Right now, we’re in an interesting moment in the evolution of AI. We’ve expanded the field to include new areas of inquiry, and the industry is teeming with intelligent and innovation-minded players. Whatever the next big breakthrough might be, it’s important to recognize how far we’ve come and how far we have yet to go.

https://www.forbes.com/sites/forbesagencycouncil/2019/03/08/five-things-most-people-get-wrong-about-ai/#9fa57ff2ad87

Share on Facebook

March 24, 2019

MOOCs and the Master’s Degree

Filed under: Online Learning News — Ray Schroeder @ 12:06 am

By Dian Schaffhauser, Campus Technology
It has been just about 12 months since the University System of Maryland (USM) announced a partnership with edX to deliver four MicroMasters programs: non-credit master’s level courses intended to accelerate the process of earning an advanced degree. The idea was to support an “inverted admissions process.” Students could try out the master’s-level coursework before making the commitment to a full-on master’s degree program. Even in those earliest days, the system made no promises about the possible results they were expecting. A headline for a news release at the time used the word, “may,” as in, “may accelerate [the] path to advanced degrees and save students thousands of dollars.” As with much about MOOCs, nobody knew whether the “mini-master” concept would gain traction among students, let alone become a “gateway” to advanced degrees.

https://campustechnology.com/articles/2019/02/27/moocs-and-the-masters-degree.aspx

Share on Facebook

Report: The Credentials People Get Are Not Always the Ones Companies Want

Filed under: Online Learning News — Ray Schroeder @ 12:02 am

By Wade Tyler Millward, EdSurge

Almost 30 percent of industry-recognized credentials American students recently earned relate to careers in architecture and construction. Yet just 8 percent of them are in demand by employers. And only .1 percent of students earned a particular credential that could lead to a nearly $82,000 information technology job. These are just some of the findings teased Monday at a SXSW EDU panel on industry-recognized credentials developed or adopted by businesses to verify students have the technical skills needed for certain jobs.

https://www.edsurge.com/news/2019-03-08-report-the-credentials-people-get-are-not-always-the-ones-companies-want

Share on Facebook

March 23, 2019

Future of Ed Tech Is Bright, According to Faculty Survey

Filed under: Online Learning News — Ray Schroeder @ 12:10 am

By Rhea Kelly, Campus Technology
Ninety-seven percent of faculty members who took our 2018 Teaching with Technology Survey reported a positive outlook on the future of technology in education. The survey asked higher education faculty at colleges and universities across the country about tech’s role in education, what technologies will become important in the future, what will fizzle out and more. While faculty see a bright future for ed tech in general, they also acknowledged that certain technologies might be nearing their expiration date. When asked to predict which technologies would be dead and gone in the next decade, the No. 1 response was desktop computers, followed by non-interactive projects and displays, document cameras/overhead projectors, printed textbooks and clickers.

https://campustechnology.com/articles/2019/03/06/future-of-ed-tech-is-bright-according-to-faculty-survey.aspx

Share on Facebook

UC Santa Cruz launches online ‘Feminism and Social Justice’ course with Bettina Aptheker

Filed under: Online Learning News — Ray Schroeder @ 12:05 am

By Scott Rappaport
UC Santa Cruz has launched a new online course open to the public through the Coursera platform. Titled “Feminism and Social Justice” it is an adaptation of a popular course taught on campus for nearly a decade by Distinguished Professor of Feminist Studies Bettina Aptheker. The condensed, four-lecture course critically examines three significant post World War II movements for social justice in the United States from feminist perspectives–considering how participants in these movements thought about race, gender, and class; how they organized; and what progressive changes may have resulted from their efforts.

https://news.ucsc.edu/2019/03/aptheker-online-course.html

Share on Facebook

What is regular and substantive interaction? The term that has defined online learning still lacks clear definition

Filed under: Online Learning News — Ray Schroeder @ 12:02 am

By Henry Kronk, eLearning Inside

There’s an issue with online higher education that has yet to be resolved. For learners to apply for federal student loans, and for institutions to receive these Title IV funds, online or distance programs must demonstrate “regular and substantive interaction” (RSI) between students and instructors. There’s just one issue in following this guideline. No policymaker has ever clearly defined RSI. Three groups—The University Professional and Continuing Education Association, the Online Learning Consortium, and the WICHE Cooperative for Educational Technologies—have teamed up to offer a series of policy recommendations, including guidelines for RSI.

https://news.elearninginside.com/what-is-regular-and-substantive-interaction-the-term-that-has-defined-online-learning-still-lacks-clear-definition/

Share on Facebook

March 22, 2019

A Visit from the Risk Management Office: Identifying the most important risks facing online learning programs

Filed under: Online Learning News — Ray Schroeder @ 12:13 am

Ray Schroeder, Inside Higher Ed

In our field, we have a wide array of risks — technological infrastructure within and outside the university, including bandwidth, physical interruptions due to hurricane, tornado, earthquake or related natural disasters; policy and regulatory at the state and federal levels; accessibility shortcomings; global malware challenges; online, in-class verbal sexist, gender-preference, racist and analogous abuse; academic integrity issues; competitive risks in meeting game-changing new models of degree and certificate offerings; and maintaining our reputation as leaders in the field. These are the things we think about when we wake up in the middle of the night. These are the what-if challenges that are always in the back of our minds.

https://www.insidehighered.com/digital-learning/blogs/online-trending-now/identifying-and-mitigating-most-important-risks-online

Share on Facebook

Redefining Norms Critical to Sustained Relevance in the Changing Postsecondary Environment

Filed under: Online Learning News — Ray Schroeder @ 12:10 am

Hunt Lambert, The EvoLLLution
Sticking to the status quo will end in disaster for most postsecondary institutions. To stay relevant, institutions have to rethink all aspects of the higher Fast-changing labor demands, evolving learner expectations and transformed market realities are forcing college and university leaders to rethink the traditional postsecondary model and find ways to serve the growing numbers of lifelong learners. This idea has been broadly articulated as the 60-Year Curriculum (60YC), and executing on this vision demands a fundamental change in how higher education institutions must operate to serve students. In this interview, Hunt Lambert expands on the 60YC vision and shares his insights into how the organizational models of postsecondary institutions need to evolve to adapt to this approach.

https://evolllution.com/revenue-streams/market_opportunities/redefining-norms-critical-to-sustained-relevance-in-the-changing-postsecondary-environment/

Share on Facebook

I taught online courses and formed stronger relationships with my students

Filed under: Online Learning News — Ray Schroeder @ 12:09 am

BY BILL BERGMAN, eCampus News
Even though I never saw the 50 college students I taught in back-to-back sessions last summer, I feel especially close to them. Our digital relationships were just as powerful as the relationships I have with face-to-face students.  Online conversations helped students take learning to the next level. Students were required to post daily comments on a private group Facebook page, and ask questions via email or text. Once I started responding to their posts, I began to feel a stronger connection to the students than I do in a traditional classroom.

https://www.ecampusnews.com/2019/03/07/taught-online-courses-formed-stronger-relationships-with-students/

Share on Facebook

Faculty Training, Support for Online Teaching Needs Improvement

Filed under: Online Learning News — Ray Schroeder @ 12:03 am

By Dian Schaffhauser, Campus Technology
A survey of chief academic officers at public colleges and universities found that while most online courses are taught by full-time faculty, their preparation for and oversight in doing so is highly inconsistent. The survey was undertaken by the American Association of State Colleges and Universities (AASCU) working in tandem with Learning House, a Wiley division that provides online program management services. Researchers received responses from 95 CAOs, representing a quarter of AASCU’s membership. According to the results, two-thirds of courses are currently being taught by full-time faculty, and almost all of those instructors (98 percent) are “expected” to teach online as part of their regular workload.

https://campustechnology.com/articles/2019/03/07/faculty-training-support-for-online-teaching-needs-improvement.aspx

Share on Facebook

March 21, 2019

What it means to treat students as consumers of higher ed

Filed under: Online Learning News — Ray Schroeder @ 12:10 am

Hallie Busta, Education Dive
Four years, a leafy campus, full-time attendees. What it has long meant to attend college in the U.S. is being turned on its head as institutions find new ways to cater to students’ unique postsecondary education needs. Today about one-quarter of full-time students also work full-time, and a similar share are parents. And for the majority of education consumers — about six in 10 — getting a good job is the main reason they enroll in college, said Ben Wildavsky, senior vice president of national engagement at the Strada Education Network, during a panel on the topic at SXSW EDU in Austin, Texas, this week.

https://www.educationdive.com/news/sxsw-edu-2019-what-it-means-to-treat-students-as-consumers-of-higher-ed/549970/

Share on Facebook

Credentials for the Future: Mapping the Potential for Immigrant-Origin Adults in the United States

Filed under: Online Learning News — Ray Schroeder @ 12:04 am

By Jeanne Batalova and Michael Fix, Migration Policy
As the U.S. workforce ages, baby boomers retire, and birth rates decline, the United States is facing an estimated shortfall of 8 million workers between now and 2027. At the same time, the U.S. economy is becoming ever more knowledge-based. Having a marketable postsecondary credential, whether an academic degree or a professional certification or license, has become more of a necessity to secure a job that pays a family-sustaining wage. Amid these economic changes, immigrant-origin adults—that is, immigrants and their U.S.-born children—are projected to be the primary source of future labor-force growth. Yet about 30 million of the 58 million immigrant-origin adults in the country as of 2017 did not have a postsecondary credential, representing 30 percent of all U.S. adults without one. These immigrants and their children are thus an important target group for efforts by governments, educational institutions, civil society, and employers to boost the credential attainment of U.S. workers.

https://www.migrationpolicy.org/research/credentials-immigrant-origin-adults-united-states

Share on Facebook

Google partners with NASA and CERN to create massive online exhibit honoring science

Filed under: Online Learning News — Ray Schroeder @ 12:02 am

By Angela Chen, the Verge
Google’s Arts & Culture division, the team behind the viral art-matching selfie trend from last year, has partnered with museums from around the world to create a collection of videos and images dedicated to honoring science and human discovery. The Once Upon a Try project is available both online and within the Google Arts & Culture app on Android and iOS. Built in collaboration with groups such as NASA, CERN, and the Smithsonian, it features over 200,000 artifacts from around the world.

https://www.theverge.com/2019/3/6/18253133/google-arts-culture-once-upon-a-try-science-discovery-museum-nasa-cern-exhibit

Share on Facebook

March 20, 2019

The Growing Profile of Non-Degree Credentials: Diving Deeper into ‘Education Credentials Come of Age’

Filed under: Online Learning News — Ray Schroeder @ 12:10 am

Sean Gallagher, Evolllution

The world of credentialing is changing fast. Employer needs have evolved in concert with improving hiring support technologies. Higher education institutions are now in a difficult position, responding to changing employer and student demands for credentials that signal job readiness. In Educational Credentials Come of Age, Sean Gallagher shares the results of a comprehensive study on the progress and growth of non-degree credentials when it comes to supporting employability. In this interview, he expands on some of those findings.

https://evolllution.com/programming/credentials/the-growing-profile-of-non-degree-credentials-diving-deeper-into-education-credentials-come-of-age/

Share on Facebook

What’s at stake in a possible accreditation overhaul

Filed under: Online Learning News — Ray Schroeder @ 12:06 am

Ben Unglesbee, Education Dive
Speakers at this year’s meeting of the Council for Higher Education Accreditation (CHEA), in January, often struck an existential note about their role in the higher ed regulatory “triad”: federal and state governments and nonprofit accreditors together tasked with safeguarding educational quality and more than $120 billion in federal student aid spending. “It’s a dangerous time,” said James Gaudino, president of Central Washington University and a CHEA director, at the event. “Imagine what’s going to happen if we don’t change,” he added, invoking the possibility accreditors could be pushed “out of existence” by for-profit organizations or “quasi-government” entities.

https://www.educationdive.com/news/whats-at-stake-in-a-possible-accreditation-overhaul/549946/

Share on Facebook

Sharing Courses Far and Wide

Filed under: Online Learning News — Ray Schroeder @ 12:06 am

by Mark Lieberman, Inside Higher Ed

John Brown University is one of six of that consortium members overseen by the Council of Christian Colleges & Universities, that are also participating in a larger online course-sharing consortium organized by the Council of Independent Colleges. More than 50 colleges are in the process of joining, and 250 others have expressed interest, according to Richard Ekman, president of CIC. Both agreements are made possible by College Consortium, a tech company that offers institutions an online course-sharing platform and services like transferring academic credit and disbursing revenue. As competition for enrollment grows steeper and news of closures, mergers and acquisitions ramps up, institutions that lack public funding or nationwide name recognition are striving for efficiency. The arrangements are designed to help institutions pool resources and serve students a wider range of academic options.

https://www.insidehighered.com/digital-learning/article/2019/03/06/online-course-sharing-grows-more-complex-support-college

Share on Facebook
Older Posts »

Powered by WordPress