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“Be the Change You Wish to See in the World”
Call it disruption. Call it progress. Call it innovation.
No matter how it’s labeled, real sustainable change begins from within—inside the hallowed halls of academia, and inside the hearts and minds of individuals driving those institutions forward,
NGLC is proud to again offer two annual programs that are breaking down barriers to college completion and student success. The Breakthrough Models Academy and the Breakthrough Models Incubator—for individuals and for institutional teams, respectively—will usher in new cohorts for a yearlong series of virtual and onsite programming, workshops, webinars and more. Alumni become part of a vital global network that is rethinking and redesigning higher education programs and student services.
Celina Stewart is an undergraduate student in International Relations at Brown University.
"We should hack an application," a fellow teaching assistant brainstormed to our Cybersecurity and International Relations Teaching Staff at Brown University. His suggestion to hack a widely used photo- and video-sharing app, popular especially among college students, might seem malicious or even illegal. However, after vetting the idea and checking its legality (we created our own account to hack by cracking our own password rather than targeting the application itself), we scheduled a lab aptly called "Scaring you into securing your information."
by Ultimate Typing
Skeptics say technology has no place in the classroom. The distractions are too many to count, and students almost always end up chatting on social media rather than paying attention to the lecturer. But aren’t college students mature enough to decide for themselves whether they will follow a lecture to its conclusion instead of playing on their tablet? If done correctly, using a laptop or tablet in the classroom will actually help a student with their learning performance. With good typing skills, students can take advantage of technology to boost their educational opportunities and make the most out of every lecture, seminar, and class they attend.Share on Facebook
by Traci Gardner, Ideas for Teaching Writing
Last month, I considered the strategy of including quizzes in a writing course. Essentially, while I hated pop quizzes as a student, I thought I might be shortchanging students who do well as test takers. I decided to try quizzes in the online technical writing course during Virginia Tech’s Winter Session. Now that the course is over, I have to admit that the quizzes seemed useful and effective. Logistically, the system was simple to set up. The companion website for the textbook included quizzes that were ready to import to Scholar (our campus installation of Sakai). I had to edit the quizzes in order to randomize answers where possible and remove the requirements for written rationales for some questions. Otherwise, they were ready to go. I just used what was available.Share on Facebook
By Laura Devaney, eSchool News
Access to high-speed internet is among middle and high school students’ top technology preferences, according to a CompTIA national survey of students and educators. Fifty-six percent of surveyed students said they’d like access to high-speed internet, 57 percent said they would like laptops, and 53 percent said tablets are a must-have. When broken down by gender, male students demonstrated a greater preference for high-speed internet and game-based learning simulations, while female students expressed a preference for tablets and mobile e-learning apps. Fifty-two percent of students want to learn more about gaming in school, 49 percent want to learn more about computer troubleshooting, and 45 percent want to learn more programming/coding.Share on Facebook
On January 21, the new Congress quickly stepped into the net neutrality debate. The Senate Commerce, Science, and Transportation Committee’s Subcommittee on Communications, Technology, Innovation, and the Internet and the House Energy and Commerce Committee’s Subcommittee on Communications and Technology held separate hearings, both of which focused on the Federal Communications Commission’s (FCC) upcoming Open Internet Rules and new legislation recently introduced by Senator John Thune (R-SD) and Representative Fred Upton (R-MI).
On December 18, the Department of Commerce’s Internet Policy Task Force, composed of the National Telecommunications and Information Administration (NTIA) and the US Patent and Trademark Office (USPTO), held its sixth stakeholder meeting to identify improvements to the Digital Millennium Copyright Act’s notice-and-takedown process that affected parties could adopt on a voluntary basis. The meeting was held in Alexandria, Virginia.
Want to see some of the most successful blended, competency-based, and personalized learning programs in the country?
We examined 11 strategies and innovations from the work of NGLC grant recipients that helped to increase student success at their breakthrough schools and degree programs.
We want to share these 11 “tools” with you!
Each brief is an easy-to-consume 2-pager that describes the work of a NGLC grant recipient along with screenshots, links, and videos. These tools will help you to adopt a successful next gen learning model at your institution.
You can browse each case study below or read the whole collection here.
Later this week I’ll be delivering a three-hour online workshop on how to use the Higher Education TechQual+ Project survey and Web site tools. The survey and tools are available free of charge for assessing the quality of IT services on college or university campuses. The first question we’ll cover is “Why TechQual+?” Or, why should IT leaders use a standardized survey for gauging IT service quality?
By Tom Daccord, eSchool News
Too often, we see teachers putting the proverbial cart before the horse. They find an app or tool they like, so they introduce it in their classroom. The students might find it cool and engaging—but if the teacher hasn’t defined why they’re using that tool, its integration has no clear, educational purpose. If, instead, you begin with a learning goal in mind and choose apps and devise activities in support of it, then you’re on a path to meaningful technology integration. To help educators develop a vision for using technology in their classrooms, here are a few examples of what great teachers do with these tools.Share on Facebook
BY SOPHIE QUINTON, National Journal
A University of Iowa program called the Iowa Online AP Academy has been giving students access to free, online Advanced Placement courses since 2001. The online learning partnership offsets some of the disadvantages that can come with being a high-achieving student in a small, isolated school district, providing the chance to take challenging academic courses that many schools can’t offer. Over the past five years, an average of 430 students across Iowa have enrolled in courses through IOAPA each year. IOAPA was created with rural districts in mind, but any accredited school in Iowa can participate. Online courses can be prohibitively expensive, and it can be hard for even motivated teenagers to stay on top of their work without a teacher and classmates present. So IOAPA was designed to address both challenges.Share on Facebook
By Tanya Roscorla, Center for Digital Education
These six technologies are what education technology policy watchers are keeping an eye on. As technology continues to change, policy issues slowly come into play to govern them. This year, education technology policy watchers see at least six major policy issues that university administrators should keep an eye on in 2015.Share on Facebook
by Globe Newswire
According to Pacific High School the most significant way to transfer education is MOOCs (Massive Open Online Courses). It is considered as the best practice for online students to succeed. With the right infrastructure and the right software system MOOCs can deliver education. These courses allow better understanding of information, basically permitting students to learn from anywhere at any time. In the year 2015 educational institutions can take advantage of these courses and make it more accessible with cloud-based innovation, adaptive education, information capture, analytics to support educational institutions in coordinating MOOCs and different sorts of instructive technologies into the learning environment.Share on Facebook
By MATTHEW SANTONI, Associated Press
As homeroom ended Thursday morning, students in Shaler Area High School’s Academy program sat down for math lessons at their laptop computers, watching video lectures or taking quizzes for one of four or five math courses. Teacher Nicole Kutzner watched on her laptop as sophomore Logan Pegher took a geometry quiz, seeing which questions took more time and stepping over to help. “If I need help, she helps us,” said ninth-grader Charlotte Zimmerman of Shaler, who was watching a video lecture at the desk next to Logan. “It helps a lot. Last year, I failed, and this year I’m getting mostly ‘B’s and ‘A’s.” The Academy, which blends one-on-one instruction with online lessons tailored to each student, is helping the district with students who otherwise would be at risk of dropping out of a regular class.Share on Facebook
By Andrew Marshall, Vidette Online
A new phone application called Class 120 focuses on the problem of class attendance by letting parents or administrators know when students are skipping class. This application is developed by a new startup company Core Principle. “Our purpose is to promote and support student success in college,” CEO and Founder of Core Principle Jeff Whorley said. Studies show class attendance is the number one contributor to good grades in college courses, but is also a problem nationwide. According to National Student Clearinghouse, the total cost of unattended classes by college students nationwide is $31 billion in tuition alone. The application uses the student’s smartphone to monitor if they are in the class at the given time with geolocation technology.Share on Facebook
By Dian Schaffhauser, THE Journal
We asked a young innovator, a futurist and the CEO of the One-to-One Institute to imagine what students will be using for learning one day. Here are their predictions, from the fantastical to the practical.Share on Facebook
by THE Journal
With many states requiring students to complete one or more online courses to be eligible for high school graduation, virtual schooling has taken off in K-12 education. According to iNACOL’s Fast Facts About Online Learning, in 2013, 29 states and Washington, DC, offered their students full-time online school options. However, almost 75 percent of the 1,816,400 enrollments were at the high school level and focused on course recovery. There were far fewer student enrollments in grades 6-8, and even fewer still in grades K-5. There are several reasons for such low enrollment at the lower grade levels: 1) Not as many full-time virtual programs exist for these age groups; 2) parents or learning guides must commit to facilitating daily student learning; and 3) standards-aligned, interactive, engaging curriculum is difficult — if not impossible — to find.Share on Facebook
By James Niedzinski, Eagle Tribune
An increasing number of Granite State high school students are looking to save some money and get ahead at the same time. Through dual enrollment classes, high school students can take college level courses, receiving college and high school credit. The statewide Running Start program launched in 1999 through the Community College System of New Hampshire, seven community colleges in the state and their education centers. Through Running Start, high school students pay about $150 a course to earn college credit before graduating high school. In addition, Southern New Hampshire University has its own dual enrollment program, “SNHU in the High School.” Courses cost high school students $100 each.Share on Facebook
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