A Case for Applied Liberal Arts: Adapting to Disruption — from evollution.com by Michelle Rhee-Weise | Senior Research Fellow, Clayton Christensen Institute for Disruptive Innovation

Excerpt:

This is neither another defense of the liberal arts nor another piece that pits the liberal arts against vocational training. We’ve all grown weary of commentators who ennoble without question the ideal of the liberal arts while denigrating vocation as factory work or corporate training.

In lieu of these tired tropes, I would suggest the notion of applied liberal arts. It’s time we shed vocation of its connotations of career education, corporate training and utility. Vocation does not preclude the liberal arts but can fuse a liberal education with the application of knowledge, effective citizenship, well roundedness and even artistry.

The instinct for some institutions might be to give into the “threat rigidity,” or to cease being flexible in the face of such major, systemic shifts. If, however, traditional institutions double down on a static curriculum, then how will they compete with these lower-cost, briefer and targeted programs that lead directly to high-skills opportunities at desirable companies? The oncoming disruption must be viewed as an opportunity to tie education to economic relevance — to offer more than a trajectory, but a well-defined pathway, to employment.

 

The $10,000 Degree: Fundamentally Changing the Way Universities Do Business — from evollution.com by Jean Floten | Chancellor, Western Governors University Washington

Excerpt (emphasis DSC):

The reset button has been pushed in this country. We have the choice to either participate in the reshaping of higher education to help more prospective students reach for their aspirations or live in denial.

Most Americans have changed how they do business and manage their personal finances. We must, too. The recession of the last decade spawned more leery consumers and led far too many to question the value of an investment in education.

That’s the importance of the $10,000-degree challenge. It recognizes the need for fundamental change in higher education. Furthermore, it provides a tangible finish line to which the academy may strive.

It’s time we, the leaders of colleges and universities, raise educational attainment levels — not costs.

 

MOOCs’ disruption is only beginning — from studentforce.wordpress.com; reposted from The Boston Globe written by Clayton M. Christensen and Michelle R. Weise

Excerpt:

JOURNALISTS, as 2013 ended, were busy declaring the death of MOOCs, more formally known as massive open online courses. Silicon Valley startup Udacity, one of the first to offer the free Web-based college classes, had just announced its pivot to vocational training — a sure sign to some that this much-hyped revolution in higher education had failed. The collective sigh of relief from more traditional colleges and universities was audible.

The news, however, must have also had the companies that had enthusiastically jumped on the MOOC train feeling a bit like Mark Twain. When newspapers confused Twain for his ailing cousin, the writer famously quipped, “The report of my death was an exaggeration.” Undoubtedly pronouncements over MOOCs’ demise are likewise premature. And their potential to disrupt — on price, technology, even pedagogy — in a long-stagnant industry is only just beginning to be seen.

Tuition costs have been ballooning faster than general inflation and even faster than health care. And what do we get in return? Nearly half of all bachelor’s-degree holders do not find employment or are underemployed upon graduation. At the same time, employers have not been satisfied with degree candidates. Two recent Gallup polls showed that although 96 percent of chief academic officers believe they’re doing a good job of preparing students for employment, only 11 percent of business leaders agree that graduates have the requisite skills for success in the workforce. And this is all occurring while higher education leaders were convinced that they were innovating all along.

It was just the wrong kind of innovation.

 

Education-as-a-Service: 5 ways higher ed must adapt to a changing market — from venturebeat.com by Ryan Craig, University Ventures

 Excerpt:

Within a few years, some students will come to higher education with an understanding of their current competencies, the competencies required for their dream job, and the resulting gap. Colleges will need to respond to these students with more than just a course catalog.

For example, for an 18-year-old who wants to start a career in video game design, colleges will offer courses that produce the requisite skills for an entry-level position – in addition to some general education – and will award a meaningful credential at completion of those courses (a process that will be completed likely in less than four years).

Or a laid-off marketing manager, whose time-to-job is six months rather than four years, may come to a university for reskilling in social media marketing, taking four targeted courses and earning a credential that employers can understand.

 

5 reasons the college student loan debt crisis could top subprime mortgages — from educationdive.com by Keith Button

Excerpt:

As the U.S. higher ed student loan debt continues its ascent, more warnings are sounding about the consequences.

Student debt currently amounts to $1.08 trillion owed by nearly 37 million borrowers. Richard Cordray, president of the Consumer Financial Protection Bureau, has warned that the student loan problem is comparable to the home mortgage market prior to the Great Recession that began in 2008.

Could the economic impact of the student debt crisis one day match (or even exceed) the credit crunch created by subprime mortgages? Here are five reasons for concern…

 

Taking the Liberal Arts Online in the Summer — from chronicle.com by William Pannapacker
New ways of delivering courses can be compatible with small-college values

Excerpt:

A major reason we created the program was to assist students in completing their degrees within four years. Several of our preprofessional programs have demanding sequences that do not mesh easily with the schedules of courses in our core curriculum. In addition, a growing proportion of our students want to spend a semester off-campus, which places even greater constraints on their academic schedules.

Adopted cautiously, in a critical, evolutionary, decentralized way, a variety of online approaches to learning—beyond what we already have—can allow faculty members to improve their teaching by placing lecture content online and using classes for high-impact experiences, allowing professors and students to become more interactive with each other. And—by making it less necessary for students to transfer credit for entire courses from outside parties—online courses developed within an institutional context can preserve rather than undermine our unique missions as liberal-arts colleges.

 

Also see:

.

The State of Digital Education Infographic

Created by Knewton and Column Five Media

 

From DSC:
The idea of a learning hub — where some of the learning content is accessed electronically and where some of the learning takes place in a face-to-face manner — seems to be picking up steam. Conceptually, it makes a huge amount of sense, especially if it’s done well. It combines the best of online learning and face-to-face learning. Though not new, blended or hybrid learning, has often been said to be the Holy Grail of learning. So some of the learning could be accessed remotely — via a live videoconference or via a previously recorded lecture — and some of the learning could take place around a table.

 

Let's take the best of both worlds -- online learning and face-to-face learning

 

With that in mind, it was interested to see the following postings:

  • N.Y. Public Library Plans Face-to-Face ‘Classes’ for MOOC Students — from chronicle.com by Steve Kolowich
    Excerpt:
    In a pilot program with Coursera, the New York Public Library plans to organize meet-ups at which people taking massive open online courses can gather and discuss the courses with help from “trained facilitators.”The partnership is part the MOOC company’s effort to build an infrastructure for in-person learning around its free online courses. Research has suggested that MOOC students who receive offline help earn higher scores on their assessments.
    .
  • New Learning Hubs Locations Hosted by The New York Public Library and Seven Other International Partners– — coursera.com
    Excerpt:
    [On April 30th] we are happy to announce eight new Learning Hubs partners including The New York Public Library, the largest library system in the US and our first domestic Learning Hubs network. Fitting we think that one of our first US Learning Hubs partners is located in New York, Coursera’s most popular city in the world by enrollment with more than 50,000 users located in New York City and 160,000 in the greater state of New York!

    We launched the Learning Hubs program last year to give communities around the world the ability to access online courses for free, and also to engage with others in a blended learning setting. We’ve since partnered with a total of 17 trusted institutions around the world including the US Department of State to establish physical spaces where students can access the necessary technology and a global community of learners.

 

 

From DSC:
Combine that vision with the vision that I’ve put forth on this blog before — and which the recent blog posting discusses below – and you have one pumped up learning environment!

 

What will the active learning classroom look like in the not-so-distant future? — from lakelandlearningtechnologies.wordpress.com

The next generation interactive classroom…

1) will support students bringing their smartphones and tablets (BYOD) into the classroom. Students can expect to interact with their peers and the content / media on-the-fly, at the same time, discovering new ways to use classroom and web-based technologies to support their own learning.

2) will be increasingly wireless. Apple TV is already being used in classrooms where students and their teachers share their assignments and class projects on high definition TV screens. Emerging wireless technologies such as 802.11 ac, mean faster connection speeds and improved quality of shared media.

3) will mean classrooms are more configurable around the people using them rather than the fixtures and technology in the room. The use of multiple surfaces fosters collaboration, creativity and design, permitting students and instructors the ability to display, capture and share these interactions.

New learning spaces are emerging as a blend of the formal and informal – with flexibility driving design.

 

When is Big Learning Data too Big? — from Learning TRENDS by Elliott Masie 

Excerpt from Update #822:

1) An interesting question arose in our conversations about Big Learning Data:

When is Big Learning Data too Big?
The question is framed around the ability of an individual or an organization to process really large amounts of data. Can a learning designer or even a learner, “handle” really large amounts of data? When is someone (or even an organization) handicapped by the size, scope and variety of data that is available to reflect learning patterns and outcomes? When do we want a tight summary vs. when we want to see a scattergram of many data points?

As we grow the size, volume and variety of Big Learning Data elements – we will also need to respect the ability (or challenge) of people to process the data. A parent may hear that their kid is a B- in mathematics – and want a lot more data. But, the same parent does not want 1,000 data elements covering 500 sub-competencies. The goal is to find a way to reflect Big Learning Data to an individual in a fashion that enables them to make better sense of the process – and have a “Continuum” that they can move to get more or less data as a situational choice.

 

Also related, an excerpt from Three Archetypes of the Future Post-Secondary Instructor — from evoLLLution.com by Chris Proulx

The Course Hacker
The last and perhaps most speculative role of the future online instructor will be the person who digs deep into the data that will be available from next generation learning systems to target specific learning interventions to specific students — at scale. The idea of the Course Hacker is based on the emerging role of the Growth Hacker at high-growth web businesses. Mining data from web traffic, social media, email campaigns, etc., the Growth Hacker is constantly iterating a web product or marketing campaign to seek rapid growth in users or revenue. Adapted to online education, the Course Hacker would be a faculty member with strong technical and statistical skills who would study data about which course assets were being used and by whom, which students worked more quickly or slowly, which questions caused the most problems on a quiz, who were the most socially active students in the course, who were the lurkers but getting high marks, etc.  Armed with those deep insights, they would be continually adapting course content, providing support and remedial help to targeted students, creating incentives to motivate people past critical blocks in the course, etc.

 

 

Added later on:

What do the ethical models look like? How are these models deployed rapidly — at the speed of technology? How are these models refined with time? We distilled the group discussions into a series of topics, including student awareness (or lack of awareness) of analytics, future algorithmic science, and the future of learning analytics as defined by business practices, student and faculty access to the data, and a redefinition of failure.

The arguments put forward here often take the form of rhetorical questions; the methodological purpose in presenting the argument in this way is to frame how ethical questioning might guide future developments.

 

 

 

Time to retire from online learning? – by Tony Bates

Excerpts:

Teaching in higher education is about to go through as major a revolution as one can imagine. This is not going to be easy; indeed it could get brutal.

…this is not a profession where you can be half in and half out. Dabbling in online learning is very dangerous (politicians please note).

Lastly, I am concerned that the computer scientists seem to be taking over online education. Ivy League MOOCs are being driven mainly by computer scientists, not educators. Politicians are looking to computer science to automate learning in order to save money. Computer scientists have much to offer, but they need more humility and a greater willingness to work with other professionals, such as psychologists and teachers, who understand better how learning operates. This is a battle that has always existed in educational technology, but it’s one I fear the educators are losing. The result could be disastrous, but that’s a theme for a whole set of blog posts.

 

From DSC:
I am very grateful for Tony’s work!  He has helped many, many people develop their own learning ecosystems in a variety of ways throughout these last 45 years.  As I, too, am passionate about online learning, I have really appreciated Tony’s insights and writings about topics that related to online and distance learning.  I was glad to hear that Tony will continue to write in the future.

 

TheNewDigital-PlayBook-April2014

Excerpts:

On April 8, 2014, Project Tomorrow released the report “The New Digital Learning Playbook: Understanding the Spectrum of Students’ Activities and Aspirations” at a Congressional Briefing held in Washington, DC and for the first time, online in a special live stream of the event. Julie Evans, Project Tomorrow CEO, discussed selected student national findings from the Speak Up 2013 report and moderated a panel discussion with students who shared their insights and experiences with digital learning.

 

SpeakUp2013Slides

 

What educationally-related affordances might we enjoy from these TV-related developments?

MakingTVMorePersonal-V-NetTV-April2014

 

EducationServiceOfTheFutureApril2014

 

CONTENTS

  • Content discovery and synchronization
    With access to rich data about their subscribers and what they do, operators can improve recommendation, encourage social TV and exploit second screen synchronization.
  • Recordings get more personal
    One of the next big steps in multiscreen TV is giving people access to their personal recordings on every screen. This is the moment for nPVR to finally make its entrance.
  • Evolving the User Experience
    As service providers go beyond household level and address individuals, the role of log-ins or context will become important. There is a place for social TV and big data.
  • The role of audio in personalization
    Audio has a huge impact on how much we enjoy video services. Now it can help to personalize them. ‘Allegiance’ based audio choices are one possibility.
  • Making advertising more targeted
    Addressable advertising is in its infancy but has a bright future, helping to fund the growth of on-demand and multiscreen viewing.

 

Some excerpts from this report:

Good content should be matched by good content discovery , including recommendations. The current state-of -the-art is defined by Netflix.

Today’s TV experience is worlds apart from the one we were talking about even five years ago. We’ve witnessed exponential growth in services such as HD and have moved from a model in which one screen is watched by many, to many screens (and devices) being available to the individual viewer, what is today called TV Everywhere.  Having multiscreen access to content is driving the demand for a more personalised experience, in which the viewer can expect to see what they want, where, and when. While video on-demand (VOD) has been a great method for delivering compelling content to viewers, it is not always a truly seamless TV-like experience, and traditionally has been limited to the living room. The growing demand for the personalised experience is driving seismic change within the TV industry, and we’ve seen great strides made already, with time-shifted TV and nPVR as just two examples of how we in the industry can deliver content in the ways viewers want to watch. The next step is to move towards more advanced content discovery, effectively creating a personalised channel or playlist for the individual user.

As the tools become available to deliver personalized experiences to consumers, content owners can better create experiences that leverage their content. For example, for sports with multiple points of action, like motor racing, multiple camera angles and audio feeds will allow fans to follow the action that is relevant to their favourite racing team. And for movies, access to additional elements such as director’s commentaries, which have been available on Blu-ray discs for some time, can be made available over broadcast networks.

 

 

From DSC:
Some words and phrases that come to my mind:

  • Personalization.
  • Data driven.
  • Content discovery and recommendation engines (which could easily relate to educational playlists)
  • Training on demand
  • Learning agents
  • Web-based learner profiles
  • Learning hubs
  • What MOOCs morph into
  • More choice. More control.
  • Virtual tutoring
  • Interactivity and participation
  • Learning preferences
  • Lifelong learning
  • Reinventing oneself
  • Streams of content
  • Learning from The Living [Class] Room

 

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

 

 

 

streams-of-content-blue-overlay

 

W3C: Web Design & Applications

W3C-WebDesignMarch2014

 

Lynda.com

LyndaDotComWebDesign-March2014

 

Web Design Groups on LinkedIn.com

LinkedInWebDesignGroups-March2014

 

Relevant hashtags on Twitter:

 

Top Designer Google+ Communities You Should Follow — from hongkiat.com by Charnita Fance. Filed in Web Design.

Excerpt:

If you are active on Google+ there are a lot of communities for web designers or UI designers to join. Google+ Communities are like online groups or forums where people can come together to talk about a common hobby, interest or career (such as Design). Only members of a given community can see your posts in their stream. As a designer, this is great because you can share your work and get feedback from thousands of other designers, for free.

In the design communities below, you’ll find lots of great information, freebies, tips and tricks, and personal design work from members. Plus, you can ask for help or offer help to others. Let’s find the perfect Google+ design community for you.

 

Fresh Resources for Designers and Developers — March 2014 — from hongkiat.com

 

Infographic: HTML5 vs. native mobile app development [updated] — from kony.com by Dipesh Mukerji — also see his posting: Developing apps with HTML5: benefits and challenges

 

Responsive e-learning in a Multi-Device World — from elearning-reviews.traineasy.com

Excerpt:

“Day by day, the number of devices, platforms, and browsers that need to work with your site grows. Responsive web design represents a fundamental shift in how we’ll build websites for the decade to come,” says Jeffrey Veen, CEO & Cofounder of Typekit.

 

New ebook all about web design for Google Glass — from glassalmanac.com by Christian Bullock

Excerpt:

Well that was fast.

As someone who didn’t really know too many people were currently all about ensuring a site’s web design was fit for Google Glass browsing, there’s now an eBook by author Joe Casabona (known for his blog People Reacting to Glass) that’s a guide to web design for Glass.

Pretty cool idea and something I could see as being crucial when Glass launches publicly. I’m sure Glass adoption won’t be as high as tablet or smartphone adoption rates, but as we’re seeing now, it’s necessary for web designers to think of other ways people are interacting with websites aside from normal desktop or laptop computers.

 

Webmonkey.com

 

WebDesignerDepot.com

 

WebDesign.Tutsplus.com

 

 Addendums on 4/1/14:

 

Engaging ideas for designing learning videos — from Karl Kapp

Excerpt:

Here are some video techniques for creating a learning piece that caught my eye in terms of creativity and delivering a learning message. You may want to consider using some of these techniques for your own instructional design and delivery. It is always a good idea to mix up techniques to keep presentation styles fresh and engaging.

CreativeVideos-March2014

 

 

30 of the best apps for group project-based learning — from teachthought.com

Excerpt:

Project-based learning is a matter of identifying needs and opportunities (using an app like flipboard), gathering potential resources (using an app like pinterest), collecting notes and artifacts (with an app like Evernote), concept-mapping potential scale or angles for the project (using an app like simplemind), assigning roles (with an appp like Trello), scheduling deadlines (with apps like Google Calendar), and sharing it all (with apps like OneDrive or Google Drive).

With that in mind, below are 30 of the best apps for getting this kind of work done in the classroom, with an emphasis on group project-based learning apps for both Android and iPad (and even a few for plain old browsers).

 

11 ways to create learning experiences that work — from dashe.com by Ben Nesvig

Excerpt:

The list of recommendations for creating better learning experiences is by no means a complete list (if I’m missing any, please share them in the comments). Every recommendation might not be right for your specific situation, but as a general rule, they will help you create better learning experiences.

 

Incorporating Social — from clomedia.com by Katie Kuehner-Hebert
Once companies decide how social learning should take place, it’s important to fully integrate it into an organization’s overall learning strategy.

Excerpt:

Collaboration on social platforms can be enhanced if employees also have the chance to interact in person. Puttaswamy said one of Saba’s global clients gathered hundreds of its employees in one location for an “idea jam.” “Then they followed up with informal interaction. The results were really amazing,” he said. “They shared a number of ideas that were implemented, and the informal content was used to enhance their formal content.”

 

John Seely Brown on motivating learners (Big Thinkers Series) — from edutopia.org; the video in this pieces was published on Mar 6, 2013
Innovative thinker John Seely Brown, known for his ideas for merging digital culture and education, shares lessons educators can learn from surfers, gamers, and artists on how passion and competitive hunger can drive intrinsic motivation.

 

Introducing Coursera Learning Hubs: Global Participation, Local Access and Support! (back from 10/31/13)

Excerpt (emphasis DSC):

At Coursera, we envision a future where everyone has access to a world-class education. We strive to create and deliver experiences that break down daily barriers that stand in the way of successful learning. Today, in support of our goals, we’re delighted to announce a new initiative- Coursera Learning Hubs – that will offer people around the world physical spaces where they can access the Internet to take a Coursera course, while learning alongside peers in an interactive, facilitated setting. All for free.

 

From DSC:
This idea of learning hubs — where some of the learning content is beamed in synchronously or asynchronously and where other parts of the learning experience is worked through via a group of people in the same physical location —  continues to pick up steam and seems to combine the best of both worlds:

 

Let's take the best of both worlds -- online learning and face-to-face learning

 

What’s your learning philosophy? — from facultyfocus.com by Maryellen Weimer

Excerpt:

There are questions to ask before a learning experience, such as: How do you decide what you need to learn? And question to ask after: Was it worth learning? How do you know? If you were to learn it again, would you approach learning it in a different way? Why? In the process of learning this, did you discover anything about yourself as a learner? I agree with Haave. These are not questions most students have ever considered.
 

New York Public Library partners with Zola to offer algorithmic book recommendations — from gigaom.com by Laura Hazard Owen
The New York Public Library will offer book recommendations to readers through its website via a new partnership with NYC-based startup Zola Books.

Excerpt:

Visitors to the New York Public Library’s website will have a new way to decide what to read next: The library is partnering with New York-based startup Zola Books to offer algorithm-based recommendations to readers. The technology comes from Bookish, the book discovery site that Zola acquired earlier this year.

 

From DSC:
If the New York Public Library can do this with books, why can’t a smart TV-based service offer this sort of functionality for educationally-related materials?  (Or a second screen-based application?) What if MOOCs integrated this sort of recommendation engine and then accessed/delivered the digitally-based content to you? Some serious personalized/customized micro-learning.

 

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

 

 

 

 

Harvard Business School Launches HBX — from harvardmagazine.com

Excerpt:

Harvard Business School (HBS) [on 3/21/14] announced HBX, its venture into online learning.  It differs in two significant ways from edX, the Harvard-MIT online learning partnership through which HarvardX has offered massive open online courses (MOOCs) from diverse schools for free to a worldwide audience:

  • HBX uses proprietary technology, not the edX platform.
  • HBX is pioneering fee-based courses, which hold the promise of significant new revenue streams.

 

Also see:

Harvard Business enters online education fray — from bostonglobe.com by Callum Borchers

Excerpt:

The foundational classes are financial accounting, business analytics, and economics for managers. All courses will be taught in the case-based learning principles of classroom courses at Harvard Business School and be led by members of the current faculty, though teaching assistants will help with instruction and feedback.

A final exam covering all three courses will conclude the term, but assessments will be based heavily on the level of mastery students display in online discussions. The grading system may resemble that of the business school, which divides students into four tiers of performance instead of assigning letter grades, but has not been finalized, said Bharat Anand, a professor of business administration who will serve as faculty director of HBX.

 

Makerspaces and Online Education — from onlinecolleges.net by Melissa Venable; with thanks to Steve Wheeler and Stephen Harris for the Tweets on this

Excerpt:

Ideas for Online Teaching and Learning
The idea of building a web-based learning community isn’t new, but how can students get these hands-on, collaborative opportunities when they study online? “Making” can result in physical objects as well as digital ones. Here are a few ideas to spark your own maker learning initiative:

  • Create a “makers” assignment.
  • Rethink course and curriculum design.
  • Promote service learning.
  • Encourage career exploration.
  • Connect with the library.
  • Find physical locations.
  • Explore existing resources.
  • Look for professional development opportunities.
  • Join other maker-educators.
 

TVs are becoming the next app battleground — from by Emily Adler

Excerpt:

The app store phenomenon, centered on smartphones and tablets, has been the biggest story in software for the past five years.

Its next logical destination: the living room, via smart TVs and set-top boxes connected to the Internet.

  • The smart TV app revolution is inevitable: People spend four hours in front of their TVs in the U.S., and 63% of all global ad spending goes to TVs. The old guard, represented by cable and entertainment conglomerates, will not be able to fend off improvements like those that apps are bringing to mobile phones.
    .
  • The smart TV revolution will not just be led by new TVs with built-in Internet connections, it will also result from consumer adoption of less expensive game consoles or set-top boxes like Roku and Apple TV, which transform traditional TVs into smart TVs with access to app stores. At least 20% of U.S. consumers already have their TVs connected in one of these ways.

 

From DSC:

  1. Keep an eye on the convergence of the telephone, the television, and the computer.
    .
  2. Start thinking of ways that you could provide learning/educationally-based experiences with second screen apps. What would that experience look and act like?
    .
  3. If such “channels” come to fruition — and happen to coincide with MOOCs and advances in cognitive computing (such as IBM’s Watson) — the word disruption comes to mind.
    .
  4. The trick, then, will be to offer streams of content that are relevant, and up-to-date.
    .
  5. Such a platform could be used in learning hubs throughout the world, as well as in hybrid/blended classrooms — while also addressing lifelong learners from their living rooms.
    .
  6. Such a platform could take Communities of Practice to an entirely new level.

 

 

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

 

 

streams-of-content-blue-overlay

 

 

 

Addendum/also see:

 

IoE-SmartTVs-Feb2014

 

 

 

The Global Education Database — per the Scoop from Robin Good

Per Robin:

GEDB, the Global Education Database, is a great and extremely useful curated collection of the best apps, web tools, gadgets and moocs now available online for educational purposes. Anyone can register to GEDB and submit any valuable resource or tool by filling out the dedicated form.  Submissions are reviewed for factual accuracy and integrity and approved and published within 24 hours. Readers and contributors can in turn rate the review and share it online. This is a great educational resource, simple to consult and well organized. A treasure trove of qualified resources for anyone wanting to teach and learn with new technologies. Free to use. Try it out now: http://www.gedb.org/

 

GlobalEducationDatabase-Feb2014

 

From DSC:
I haven’t spent a lot of time on this database, but I was intrigued by their model — i.e. using crowdsourcing to identify some solid possibilities and breaking them out for classroom management, Common Core, computer science, flipped classrooms, general learning, language learning and project-based learning. They also have categories for software, hardware, apps, web tools, MOOCs and more.

 

— from steve-wheeler.blogspot.com

Excerpt:

The question we now need to ask is: Will there be a divide between learning that continues to rely on traditional learning spaces, compared to learning that takes place largely outside the walls of the traditional classroom? Moreover, if there is such a divide, will it be delineated by its cost effectiveness, its conceptual differences, or its pedagogical impact?

 

 — from steve-wheeler.blogspot.com

Excerpt:

Many agree that technology has a role to play in this shift in pedagogical emphasis. Students now bring their own devices into the traditional learning environment, creating their own personal networks and learning environments. They are intimately familiar with the functionality of their devices, knowing how to use them to connect to, create and organise content. They are adept at connecting to their friends and peers too, but will they be willing to power share with their professors, take on greater autonomy and assume more responsibility to direct their own learning in the future?

 

 — from steve-wheeler.blogspot.com

Excerpt:

Assessment and learning are inseparable in any good pedagogy. If the first does not fit the second, then we see a failure of that pedagogy. Far too often assessment fails to delve deeply enough, or fails to capture actual learning. If students are relying increasingly on digital technology to connect them with content, peers and tutors, and to facilitate new, distributed forms of learning, then we should endeavour to assess the learning they achieve in a relevant manner.

 

 

How MIT plans to educate a billion people by 2021 – from forbes.com, an interview with Stephen Carson

Excerpt:

MIT OpenCourseWare’s goal for the next decade is to increase our reach to a billion minds. By 2021 we want to be the resource to bridge the global gap between human potential and opportunity, so that motivated people everywhere can improve their lives and change the world.

Additionally, we have identified four focus areas with the potential to help us reach our goal:

  • Sharing OpenCourseWare: making content easy to find and adaptable – for example, through mobile optimization.
  • Serving key audiences: Through the introduction of new courses and customization to meet the needs of people across a wide range of cultures and backgrounds.
  • Creating open learning communities: Increasing connectivity between learners, allowing them to interact with one another to increase understanding of the material.
  • Empowering educators worldwide: Enable educators to bring OpenCourseWare materials into classrooms and to those who don’t have internet access. Provide the educators with the tools that they need to serve students.
 
© 2025 | Daniel Christian