In addition to displaying RSS feeds, we offer this OPML file which lists all RSS feeds collected here.
In addition to displaying RSS feeds, we offer this OPML file which lists all RSS feeds collected here.
Registered Users & Guests Online
There are currently 0 users and 2 guests online.
Meet Oppia, Google’s New Open Source Project That Allows Anyone To Create An Interactive Learning Experience
The whole story is in the title (which is a nice contrast from those Ipworthy headlines). More, you have to like Google's approach here: "No trial periods, no freemium plans, no advertisements. Writing, editing, or learning from explorations on oppia.org is 100% free of charge! Additionally, all lessons on oppia.org are licensed CC-BY-SA, which means that you are allowed to copy, modify, and reuse lesson content. Want to host an Oppia instance yourself, or make modifications to it? The code behind oppia.org is licensed under the Apache License 2.0. You are encouraged to download, modify, and reuse Oppia's software to your heart's content!" OK, the lessons created by Oppia are really basic (I tried a bunch of them). But it's an interesting start.[Link] [Comment]
Tony Bates reviews an article from the latest issue of IRRODL (International Review of Research in Open and Distance Learning) dealing with the impact of distance education on Firts Nations / Aboriginal communities in Canada. Bates notes, "This paper, written jointly by two First Nations people and two academics from the University of New Brunswick, is focused on distance education in a M’ kmaw community in Atlantic Canada (New Brunswick). It is unusual as it seeks the views of 20 aboriginal students from the Elsipogtog First Nation in New Brunswick who have taken distance education courses."[Link] [Comment]
Good question: "Where does targeted advertising end and personalized learning begin?" I suspect the answer would have a lot to do with the locus of control. The Software & information Industry Association takes a different approach, "That data should be used only for educational purposes, that its use should be fully disclosed and transparent and full consent obtained from families, that all reasonable security procedures should be followed and schools be notified in case of actual data breaches." Scott McLeod comments, responding to Katherine Varker, Associate General Counsel for McGraw-Hill Education, that "The fact that you don’ t know – or don’ t care – means that I don’ t want your company anywhere near my kids."[Link] [Comment]
I like reading stories about the failure of things because they show that I'm not the only person who fails. This item is about the failure of e-portfolios. David nJones relates the story of how "a personal story about how the one eportfolio I was required as a student to make on an institutional eportfolio system has now disappeared for good (to me) with no communication from the institution." All the more reason not to depend on institutional support for things.[Link] [Comment]
Just another leading indicator of an increasing concern about individual online privacy. "In the wake of a 2013 ruckus that cost a top Harvard University dean her job, a committee appointed by Harvard’ s president has recommended that the university adopt institutionwide standards for gaining access to email and other accounts used by students, faculty members, and employees."[Link] [Comment]
It's the end of double-digit growth in smart phone usage in developed economies. This will lead to increasing price pressure, which makes Apple seem like the outlier. When this last happened, Apple recovered by introducing iPhones and iPads to replace their sagging computer market. What this time? Meanwhile, mobile networks will also be hurt by slowing growth, which will both force them to watch costs and at the same time motivate them to start offering premium content.[Link] [Comment]
What is the best way for a teacher to learn how to code? If you're new at it, I think I would recommend CodeAcademy, because it allows you to write code and see the results right away. Otherwise, get a book on Python or some simular scipting language (yes, it can be an eBook or a set of web pages; that's how I learned Ruby) and go through it doing all the examples (do all the examples). If that doesn't work, take a class.[Link] [Comment]
You can probably deduce that there is a part 1 and part 2 as well. But this is the one that caught my eye. "
People love these roll-ups and visualisation of all the people in all the courses offered by EdX (and HarvardX).[Link] [Comment]
Everything is better with RSS syndication - even assignment banks. "The work yesterday was to redesign the options for setting up syndication to bring examples for an assignment into the site. My thinking was originally to closely tied to the way we have set it up on ds106. And that way was tied to the original approach for building it."[Link] [Comment]
Take the concept of MOOCs (with star professors) and charter schools (with private funding and mandate) and combine them and you get this inevitable result: pop-star charters. "Armando Christian Pé rez, a.k.a. the pop mogul Pitbull, is in a sixth-floor classroom of Sports Leadership and Management. It’ s a new charter school he is supporting just outside the rough Little Havana neighborhood where he was raised." Sigh. Now if we could only associate each "rough Little Havana neighborrhood" with a pop star, we're all set.[Link] [Comment]
You probably didn't know Facebook had an email service. Don't worry - nobody else did either. That's hwy it's shutting down. "Facebook is retiring its email address system, the company announced on Monday. From now on, any emails sent to a users @facebook.com email address — which all Facebook users could claim upon signing up for the social network — will now be automatically forwarded to the default personal email address used to sign up for the site."[Link] [Comment]
I wonder what the people at newbrunswickjobshop.com ("long name, greate results") will say. "The Conservative government is considering a new money-making plan that would allow it to sell private-sector advertising on the government’ s Job Bank website. The Globe and Mail has learned that federal officials are examining ways to raise millions from the website, which currently posts more than a million jobs per year." Job advertising is pretty competitive (just ask Monster.com), likes directly to the learning and competence market, and commercializing the national job bank would add a major new variable to the mix.[Link] [Comment]
I think this is obvious but it needs saying anyways: "Building an online space to highlight your academic work will help you come job search time." It's an article with only one example, really, but it makes the case, and that's a start.[Link] [Comment]
A CBC survey says that "thousands" of students in Canada were caught cheating (though admittedly that means maybe one percent of theem). Of course, many more people may actually be cheating than get caught. Other studies have found around half of all students admt cheating (a figure that is interestingly consistent with the poll at the bottom of the article). I think that if the system is designed such that cheating helps you get ahead, people will cheat. Without going into the details (which I know are really the sticking point) I would want to design a system where students harm only themselves by cheating, whether or not they are caught.[Link] [Comment]
I would hesitate to call the three commentators in this article 'experts' but I do think their reflections on their initial exposures to MOOCs are interesting. Here's Rosental Alves of the Knight Centre, who has been running MOOCs on Journalism for a year or so: "Our MOOCs are a human experience. This is not a book. It's not a self-directed course. It has a beginning, middle and an end, and it is led by an instructor. These aren't college classes. It's a workshop and a community. We don't expect that everyone who comes will do it. We don't mind if you come, watch a video and go."[Link] [Comment]
We're running a MOOC en franç ais starting next Monday on Open Educational Resources (OERs). There's a page available where you can sign up. It's not a long MOOC - 10 weeks - and it will feature a variety of interesting participants. The MOOC was created by the L’ Organisation internationale de la Francophonie (OIF) and was developed by the Université de Moncton. I will be facilitating and a good numner of NRC people are also contibuting (see the introductory video for more).[Link] [Comment]
Cathy Davidson was more than a little surprised and bemused when she was arbitrarily named one of the leading figures in MOOCs by the Chronicle of Higher Education. "I've been ambivalently interested in MOOCs," she wrote at the time, "with more than a healthy degree of scepticism that the current form will persist in the future." Still, she has since then embraced her newly minted expert status with gusto, having worked since then to learn something about the subject in which she was now a designated expert. So we have here today an article listing ten things she learned from actually making a MOOC. It takes her nine points to get to the main point of MOOCs, but at least she getss there: "The best use of MOOCs may not be to deliver uniform content massively but to create communities and networks of passionate learners galvanized around a particular topic of shared interest." See also the HASTAC Future Ed Discussion group link.[Link] [Comment]
From the press release (edited to remove adjectives) : "IMS Global Learning Consortium has announced the release of the public specification of Learning Tools Interoperability v2 (LTI™ 2), which enables automated 1-click integration of a wide variety of educational apps and digital content with the educational enterprise." The press release is for some reason a PDF. More: "The LTI v2 standard can be downloaded from the IMS Global public website at http://www.imsglobal.org/lti/. IMS Global maintains a developer website for those wishing to implement LTI and has a catalog of tools and platforms that have achieved LTI conformance certification is maintained at http://developers.imsglobal.org/catalog.html."[Link] [Comment]
The Hasso Plattner Institute has launched a Chinese-language MOOC portal. The recently launched www.openHPI.cn an educational platform offering MOOCs in Chinese language. Current courses are found here: https://openhpi.cn/courses[Link] [Comment]
Bookmark iBerry !