The high cost of low graduation rates — from air.org by Mark Schneider and Lu (Michelle) Yin
How much does dropping out of college really cost?
On 08/22/2011,
in budgets, business, economics, higher education, legislatures / government / legal, research, society, United States,
by Daniel Christian
On 08/17/2011,
in Augmented Reality (AR), digital learning, education technology, educational games / serious games, Google, higher education, mobile learning, mobile technologies, research,
by Daniel Christian
MIT launches Center for Mobile Learning with support from Google — from readwriteweb.com by Jon Mitchell
Excerpt:
The Massachusetts Institute of Technology has announced the creation of a new Center for Mobile Learning. The center will be housed at the MIT Media Lab. Google supported the creation of the center with a grant from Google University Relations. The center’s first project will be the adoption and further development of App Inventor for Android, a do-it-yourself tool for building apps for Google’s Android mobile OS with no programming skills required.
From the announcement
The Center, housed at the Media Lab, will focus on the design and study of new mobile technologies and applications, enabling people to learn anywhere anytime with anyone. Research projects will explore location-aware learning applications, mobile sensing and data collection, augmented reality gaming, and other educational uses of mobile technologies.
On 07/25/2011,
in biology, chemistry, computer science, creativity, data related items, digital learning, e-publishing related items (EPUB and more), education technology, emerging technologies, engineering, faculty, geography / geology, graphics, higher education, innovation, interactivity, mathematics, physics, research, science, tools, user experience (UX), vendors, visualizing information,
by Daniel Christian
On 07/19/2011,
in digital learning, library / librarians, research, tools, writing,
by Daniel Christian
On 07/01/2011,
in 21st century, 24x7x365 access, A/V -- audio/visual, convergence, innovation, mirroring and/or multiple devices, online media, research, technologies for your home, television,
by Daniel Christian
From DSC:
Again, keep in mind that though this trend mainly relates to entertainment-oriented applications (as of mid-2011), educationally-related applications will be able to leverage these sorts of trends, technologies, and platforms.
PressForward: A new project aims to rethink scholarly communication for the age of new media journalism — from niemanlab.org by Tim Carmody
Excerpt:
How journalists communicate has been radically changed by the Internet. Is it time for the academic world to catch up?
Today, the Roy Rosenzweig Center for History and New Media at George Mason University launches PressForward, a new discovery portal and publishing platform for scholarship and intellectual discussion on the web.
The big idea of PressForward is to create a digital-first alternative to the cumbersome mechanisms of traditional gatekeepers — academic journals — while keeping main benefits of print publication and peer review: their ability to concentrate a community’s attention around the best emergent writing and research. The project is bankrolled through a grant from the Alfred P. Sloan Foundation’s Digital Information Technology program.
Addendum on 6/28/11:
- Blogs Elbow Up to Journal Status in New Academic-Publishing Venture — from The Chronicle by Marc Parry
On 06/03/2011,
in 3D, A/V -- audio/visual, architecture, art, Canada, computer science, creativity, digital audio, digital learning, digital storytelling, digital video, distance education, graphics, immersion, interactivity, programming, research, United States, visualizing information, web-based collaboration,
by Daniel Christian
On 04/07/2011,
in adult learning, education technology, emerging technologies, future of higher education, higher education, instructional design, learning theories, pedagogy, research, teaching & learning,
by Daniel Christian
Faculty “buy-in”– to what? — from CampusTechnology.com by Trent Batson
Excerpts:
We can continue incrementally to find our generalized theory as a national and international enterprise if we are willing to wait decades and waste enormous energy and time on failed experiments. Or, we can make efforts to bring together the learning theorists and researchers with those who understand the capabilities of the technology.
At conferences of learning theorists and researchers, we hear about useful new ideas, research results, hopeful new ways of framing what we have gleaned from a century of careful thought and work about how humans learn. But, we don’t find that these learning theorists understand the dynamics of the new technologies sufficiently to recommend a path toward implementation of the theories.
At conferences of technologists, we hear of successful work in innumerable contexts across the country. But the technologists are not aware of learning theory in most cases, or they do know about learning theory but are not active in a learning theory research field. The innumerable technology implementation contexts, then, remain just anecdotal as they are not tied to a developing new theoretical construct.
…
The challenge is to build a cultural theory that guides academia to re-imagine itself in every tiny bit of being. Who is taking up this challenge? Where is our theory? Where are our theorists?
I hope our community will move away from the simplistic notion that somehow information technology can be “bolted on and not built in” to quote a colleague from last November’s ePortfolios Australia Conference in Melbourne.
Academic transformation is under way. Don’t put the technology first; put understanding of the technology implications first–the unifying learning theory. Second, start the changes on campus that will provide the road system for academics to use in our new landscape.
From DSC:
Having just completed a course re: learning theories, I greatly appreciated Trent’s article here. In that class, I was constantly looking for the applications of the learning theories. While learning to give up on the idea of a silver bullet, I was still in search of answers to questions like:
- What does all this mean?
- What’s the bottom line for such and such a learning theory?
- How does this learning theory impact someone’s teaching and learning strategies (pedagogy and/or andragogy)?
Graphically speaking, I came up with these thoughts:
(Depending upon how you are viewing them, you may need to right click on these graphics and save them down to your desktop; them up them up in a new window/application)
And my thanks to Capella University for the underlying graphics/information here:
On 03/06/2011,
in corporate / business world, emerging technologies, entrepreneurship, innovation, marketing/social marketing, research,
by Daniel Christian
.
Also see:
Focus Groups No More: GutCheck Makes Market Research Affordable and Cool
DIY Online Platform Simplifies Research Without Need for Big Budgets
DIY Online Platform Simplifies Research Without Need for Big Budgets
DENVER, CO — (MARKET WIRE) — 03/01/2011 — GutCheck today launched its do-it-yourself online qualitative market research platform, which lets companies or individuals test their ideas, services and campaigns in real time, with their real markets, at a fraction of the cost of traditional focus groups.
While online surveying is nothing new for quantitative research thanks to companies like SurveyMonkey, GutCheck is the first to enable real-time experience-based (qualitative) feedback online, saving thousands of dollars and hours of hassle — and making high-quality feedback available to anyone, from sophisticated agencies working on messaging to small startups wanting to test their market strategy.
Winner DEMO 2011
On 02/07/2011,
in 21st century, 24x7x365 access, assessment, education technology, elearning, emerging technologies, learning agents, online learning, online tutoring, open courseware and systems, personalized/customized learning, research, simulations,
by Daniel Christian
IEEE Transactions on Learning Technologies TLT is a scholarly archival journal published quarterly using a delayed open access publication model.
The Web revolution, the popularity of on-line learning, and the broad availability of computers in schools, colleges, universities, workplaces and in other social settings has caused a qualitative change in the field of learning technologies. Both the variety and the complexity of e-learning tools have increased dramatically over the last 10 years. A number of new conferences emerged to provide a forum for researchers and practitioners in the field of learning technologies to discuss their work. Yet, there are very few journals, which embrace the field as a whole and provide a space to publish archival quality papers. The goal of IEEE Transactions on Learning Technologies (TLT) is to bridge this gap.TLT covers all advances in learning technologies, including but not limited to the following topics:
- Innovative online learning systems
- Intelligent tutors
- Educational software applications and games
- Simulation systems for education and training
- Collaborative learning tools
- Devices and interfaces for learning
- Interactive techniques for learning
- Personalized and adaptive learning systems
- Tools for formative and summative assessment
- Ontologies for learning systems
- Standards and web services that support learning
- Authoring tools for learning materials
- Computer support for peer tutoring
- Learning via discovery, field, and lab work
- Learning with mobile devices
- Social learning techniques
- Social networks and infrastructures for learning and knowledge sharing
- Creation and management of learning objects
IEEE Transactions on Learning Technologies
The IEEE Transactions on Learning Technologies will publish archival research papers and critical survey papers. Topics within the scope include technology advances in online learning systems; intelligent tutors; educational software applications and games; simulation systems for education and training; collaborative learning tools, devices and interfaces for learning; interactive techniques for learning; tools for formative and summative assessment; ontologies for learning systems; standards and web services that support learning; authoring tools for learning materials; computer support for peer tutoring and learning via discovery or project work or field or lab work; and creation and management of learning objects. A paper must either describe original research or offer a critical review of the state of the art in a particular area. Papers concerned with evaluation of technology are only appropriate if the technology itself is novel or if significant technical insights are provided. In order to best serve the community, the TLT will be published online, using a delayed open-access policy under which paying subscribers and per-article purchasers have access to newly published content, and then 12 months after the publication of each issue, all readers will have access to the content, free of charge.
On 01/27/2011,
in convergence, digital textbooks, e-books, e-readers, education technology, research, teaching & learning,
by Daniel Christian
U. of Notre Dame reports on experiment to replace textbooks with iPads — from The Chronicle
Also see:
On 01/15/2011,
in digital learning, disruption, game-changing environment, generational differences, K-12 related, learning, mobile learning, mobile technologies, multimedia, new media literacies, research, teaching & learning,
by Daniel Christian
