March 31, 2017
By Laura Shin, ZDNet
The technology behind bitcoin is one of the internet’s most promising new developments. The applications for blockchain technology seem endless. While the first obvious ones are financial — international payments, remittances, complex financial products — it can also solve problems and create new opportunities in healthcare, defense, supply chain management, luxury goods, government, and other industries. In more advanced stages, the technology could give rise to what Gartner calls “the programmable economy,” powered by entirely new business models that eliminate all kinds of middlemen, machine networks in which devices engage in economic activity, and “smart assets.”
http://www.zdnet.com/article/executives-guide-to-blockchain/
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by Stephen Noonoo, Education Dive
Blockchain technology — a means of providing independent verification between two parties — is being looked at by schools and registrar’s offices as a way to provide student transcripts instantly and for free. MIT’s Media Lab is already using the method to make some certificates available to alumni, and it has created an open standards toolkit to help others get started. The goal is to put students in control of their own records, allowing them greater say in when and how their records can be shared (publicly, with potential employers, etc). Proponents hope that more ed tech companies will build blockchain technology into their products in the near future.
http://www.educationdive.com/news/could-blockchain-tech-make-the-registrars-office-obsolete/438833/
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by Holly Zanville, Lumina Foundation
What if we had a “GPS” for credentialing—an easy-to-use system that would help us navigate the maze of degrees, certificates, certifications, and other credentials in today’s workplace? Such a system would benefit everyone—including learners, employers, policymakers, career counselors, licensing and certification organizations and accrediting agencies—by providing accurate, current, and transparent information about the array of credentials awarded by multiple providers.
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March 30, 2017
By Carl Straumsheim, Inside Higher Ed
Online education platform Coursera has set a goal of offering 15 to 20 degree programs by the end of 2019. The company took another step toward that goal Wednesday, announcing new degree offerings from the University of Illinois at Urbana-Champaign and France’s HEC Paris. “This is our coming-out party for online degrees on Coursera,” Nikhil Sinha, Coursera’s chief business officer, said in an interview. HEC Paris plans to launch a master’s degree in innovation and entrepreneurship. UIUC, which already offers two degrees on Coursera, will launch a third: a master’s degree in accounting. The university also offers an M.B.A., known as the iMBA program, and a master of computer science in data science. The programs will launch this fall.
https://www.insidehighered.com/quicktakes/2017/03/29/coursera-plans-expansion-online-degrees
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by Raymond Doe, OJCLA
Important variables that have been considered in assessing the online readiness of students for distance education include attrition and information and communications technology (ICT) engagement. Previous studies have indicated that high attrition rates for online programs can be prevented by assessing student online readiness. The present study examined undergraduate students’ online readiness using an instrument that was developed by the researchers that included constructs such as information communications technology engagement, motivation, self-efficacy, and learner characteristics. The addition of these subscales further strengthen the reliability and validity of online learning readiness surveys in capturing all the domains of student online readiness.
http://www.westga.edu/~distance/ojdla/spring201/doe_castillo_musyoka201.html
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by Matthew Lynch, tech Edvocate
It turns out, one of the best ways to get kids pumped about STEM is through the use of robots. Robots are naturally fun and exciting for kids. When they think of robotics, they might think of their favorite cartoons or superheroes. Learning how they can actually build and use robots is a great way to incorporate STEM into the curriculum without losing students’ interest. The use of robotics is on the rise in today’s world, and allowing students to play with robots and learn how they work can have huge benefits for them. Not only does it give them a head start in subjects like computer programming, math, and science, it can also spark an interest in careers students may have never considered before.
http://www.thetechedvocate.org/kids-learn-better-when-playing-with-robots/
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March 29, 2017
by Diane Hamilton, OJDLA
For this study, the definition of EI was based on the components as defined by Reuven Bar-On’s model. Thirty-eight faculty members were recruited through Linkedin to provide their value of the EI in online classes. A survey instrument was developed for this purpose. The results indicated that the majority believed flexibility was most important for stress management, problem-solving most important for decision-making, relationship building for interpersonal skills, emotional expression, assertiveness and independence were equally ranked for self-expression, emotional self-awareness was most important for self-perception. If online instructors are the ones who develop and deliver curriculum, it is important for them to understand the components of EI to ensure that students receive an education that includes skills that could improve their chances of success in the workplace.
https://www.westga.edu/~distance/ojdla/spring201/hamilton201.html
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by Dawn Mollenkopf, et al; OJDLA
The study examined the extent to which: (a) content knowledge from an earlier required applied instructional technology course would be retained at the student teaching level, and (b) a significant difference would be found in the learning performance outcomes of student teachers based on program pathway. Student teaching data analyzed over a three-year period indicate that student teachers met expectations in their technology use and in their overall lesson planning and teaching, and that there was no significant difference in student performance in the online program pathway when compared to student performance in the face-to-face program pathway.
https://www.westga.edu/~distance/ojdla/spring201/mollenkopf_vu_crow_black201.html
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by eCampus
Digital credential provider Credly and Portfolium, an ePortfolio platform that makes a student’s academic and co-curricular experience searchable by employers, announced a new partnership that enables learners to demonstrate evidence of their learning and competencies to potential employers. The new integration allows Portfolium users to access and display digital badges earned through Credly in their ePortfolio, and enables employers to search and find candidates based on badges that match specific job opportunities and targeted skillsets.
http://www.ecampusnews.com/top-news/partnership-badges-eportfolios/
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March 28, 2017
BY MELISSA LOPEZ, ecampus news
As the saying goes, you learn more from your mistakes than your successes. However, if you’re a digital marketer, your mistakes might be seen by hundreds of thousands (even millions!) of individuals, and can ultimately be detrimental to a campaign’s performance and overall budget. Hopefully my industry insight will provide college and university marketers with the actionable items necessary to proactively avoid some of the biggest and most common mistakes in digital marketing within the higher education vertical. Linked below are the biggest mistakes I’ve seen higher education digital marketers make:
http://www.ecampusnews.com/featured/featured-on-ecampus-news/digital-marketing-millennials/
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by Jarrett Carter, Education Dive
Credentialing and competency-based education models remain a relatively-small part of the matriculation process at most colleges and universities, but a new study suggests new ways institutions can more efficiently gauge prior learning and capacity in high-level subject matters. MOOCs and coding bootcamps can offer specific levels of learning and training, and when reviewed against common institutional standards or outsourced to third-party assessment companies, they can be a vital part of an academic transcript for an employer or graduate school. Pitfalls for assessment can include uneven record-keeping by various departments, or inconsistent values placed on differing alternative credit-bearing modules.
http://www.educationdive.com/news/credentialing-remains-a-slow-growing-process-for-higher-ed/438115/
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By Matt Windsor, UAB
It’s kind of like a call-in show — for equations. Digital marker in hand,instructor Mitzy Erdmann sketches out the answers to practice problems on the Lightboard in the Digital Media Studio in UAB’s Hulsey Center. Her students, watching the broadcast live with GoToMeeting software, “can stop me and ask questions about the problem — or anything — through an earpiece I wear,” she says. Erdmann, facing the camera, writes out chemical equations and scientific names on the Lightboard, which reverses the images so they appear legible to her online audience. “It’s a way for the students to directly interact with me in real time, even though we’re never in the same room,” she says. “It creates more of a sense of belonging to a group, and it’s fairly well documented that students perform better when online courses can create this sense of belonging.”
http://www.uab.edu/mix/stories/innovations-in-online-education
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March 27, 2017
by David Wilson, Canberra Times
Online education pioneer Dr Martin Dougiamas is best known for a noble act: his rejection of a $20-million offer for his open-source education platform which he wanted to keep freely available. Dougiamas, 47, who runs the learning management system Moodle, which is used by the UN and Google, downplays his sacrifice. “It just happens to be a little thing that seems to capture people’s attention,” he says. On whether he regrets shunning the money, he says: “No, absolutely not.” Had he taken the cash, Moodle would have been destroyed – taken out of the equation, he says. “So, Moodle – it’s my life’s work. It’s what I’m passionate about,” he says, describing education as “super-important”.
http://www.canberratimes.com.au/business/workplace-relations/headddd-20170310-guv79x.html
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by Alyssa Rogan, Houghton Star
Residential students of Houghton can now take up to two online classes per semester (not including summer courses), according to Marlene Collins-Blair, Associate Dean of Distance Education. She explained that “up to 49% of a main campus degree can be earned online—a maximum of around 60 credits,” due to New York State regulations. She continued, “Online education is one of the largest and fastest growing segments of higher education. Last year, there were approximately 3.5 million students in the United States working toward their degree online. The projection is that this number will increase to 5 million by 2020.” The draw to online courses lies in the fact that they are “flexible, convenient, and often cheaper than face-to-face courses,” she said. Online courses also expedite the graduation process, with summer courses.
http://www.houghtonstar.com/2017/03/17/online-courses/
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By John LaMar, US News
With online education, those who once left college can return to school while also working. Since starting at Oregon State University Ecampus, I have been much more successful this time around at completing a degree. Here are three lessons I learned after returning to school through online education.
1. Not everyone is ready for college at 18 years old.
2. A few years of real-life experience goes a long way.
3. Don’t give up.
The takeaway: It may take time, and it may seem insurmountable, but for both your career and yourself, you should give your education another shot through online learning. You might just surprise yourself.
https://www.usnews.com/education/online-learning-lessons/articles/2017-03-17/online-learning-offers-some-a-second-chance-at-college
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March 26, 2017
by Laura Hollis, World Net Daily
What threatens to disrupt the traditional business model of a four-year college education? Online education. I’ve watched for more than two decades as online education has morphed from being an option of last resort to entire programs offered online at respected research institutions. Stanford was among the first to offer a massively open online course and now offers several hundred online courses. Ohio State, Penn State and Arizona State universities offer nationally ranked, completely online bachelor’s degrees. The University of Illinois, among others, has an online MBA program. The business model of higher education needs to change, for the sake of our future graduates as well as our own survival. As history has shown, either you anticipate the disruption or you are made obsolete by it.
http://www.wnd.com/2017/03/is-online-college-about-to-skyrocket/
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By Jeffrey R. Young, EdSurge
Many instructors see discussion boards as drudgery as well. “The threaded discussion felt always like the wrong medium for learning,” says Joyce Valenza, an assistant teaching professor at Rutgers University’s School of Communication and Information, who has been teaching online since 2001. “When you think about the larger world, people are not sending each other threaded responses,” she adds, noting that as a result, classroom text forums feel “inauthentic.” For Valenza and a growing number of instructors, the answer is video. They’re asking students to send in short video responses to questions or share their arguments by submitting short video presentations. To show me what that looks like in a recent online course she taught about how to manage school library programs, Valenza invited me to a Google Hangout so she could share her screen as we talked.
https://www.edsurge.com/news/2017-03-17-for-online-class-discussions-instructors-move-from-text-to-video
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by Trevor Reid, Greeley Tribune
Participants reported agreement with a set of behaviors as to how disruptive they were, and how often they occurred in the last year. Faculty and students report incivility as a generally mild problem at UNC, but that uncivil behaviors were committed by both faculty and students. There was widespread agreement on definitions of egregious behavior — such as name calling, racial slurs, plagiarism/cheating or lack of timely responses from students or faculty. Those surveyed agreed these behaviors were disruptive to learning, and that they were relatively rare. However, there was a disconnect between what faculty and students perceived to be more subtle “uncivil” behavior. Students ranked behavior such as changes to a syllabus or assignment, or not providing helpful feedback on an assignment, as uncivil.
http://www.greeleytribune.com/news/local/unc-in-focus-nursing-professors-research-online-learning/
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March 25, 2017
BY MATTHEW LYNCH, Tech Advocate
Programming is now required in many jobs, and most students have free access to PCs, laptops, tablets, and smartphones. Many of the projected STEM (Science, Technology, Engineering, and Math) jobs involve computers, and there is an increasingly high demand for employees who can write computer programs. This means that students should learn to code while still in school because it is the language of the future. Today, the schools teach students how to utilize ICT (information and communications technology) as a consumer, rather than using it as a programmer. On the other hand, the tech-savvy world tends to develop technological innovations by building and encouraging literacy in keeping with modern living.
http://www.thetechedvocate.org/students-should-learn-to-code-because-it-is-the-language-of-the-future/
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BY MATTHEW LYNCH, Tech Edvocate
We can predict that instead of using pens and pencils to write on paper or keyboards to write on computers and tablets, one day, children will use Google glasses (or its successor) to transfer their thoughts and notes on a computer. Other futuristic thoughts include new tools to protect devices from viruses, Cloud Learning (which would eliminate paper), increased use of e-communities, hologram lessons, and international collaboration.While these are only predictions, some of the technologies mentioned here are either in their research phase or are being used in a beginning phase. What is certain is that education will change greatly in the next century. There will be numerous innovations, and we should put them to use carefully while trying to eliminate and minimize any side effects that occur along the way.
http://www.thetechedvocate.org/what-will-edtech-look-like-in-100-years/
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by EDUCAUSE ELI
Each year since 2011, ELI has surveyed those involved with teaching and learning in higher education to take the pulse of the group about what’s most exciting, pressing, consequential, and relevant. Looking at the ELI Key Issues over time shows which areas hold our attention and time year after year, and it shines a spotlight on issues that rise sharply on the list or fall down the ranking. This issue of the 7 Things You Should Know series consists of short commentaries on the top 7 issues from the survey. These short meditations provide focus, serving as brief, guided tours of that issue’s particular landscape: Accessibility Blended Learning Change Management Competency-based Education (CBE) Digital Literacy Faculty Development Information Literacy Online Learning Teaching and Learning.
https://library.educause.edu/resources/2017/2/7-things-you-should-know-about-the-2017-key-issues-in-teaching-and-learning
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