Volume, Issue - Date:
Volume 18, Issue 2 - July 2014Author(s):
Heng Luo, John A. Dutton E-Education Institute, Pennsylvania State University Anthony C. Robinson, Pennsylvania State University
Jae-Young Park, Pennsylvania State University
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Create, Innovate & Evaluate in Higher Education
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All about Educational Innovation, new tools & trends, MOOCs in Higher Education
Curated by
Alfredo Corell
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Alfredo Corell's insight:
Conclusión de los autores:
Eneko Martínez Goikolea's curator insight,
March 10, 2017 4:29 PM
#Rúbricas para la orientación y evaluación del aprendizaje en entornos virtuales | via @jjdeharo http://sco.lt/...
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Alfredo Corell's insight:
Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors
Scott E. Carrell (University of California, Davis and National Bureau of Economic Research)
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"10 Hottest Ed-Tech Stories of 2012" Jeff Young, Chronicle: #MOOC, eTexts, publishers, disruption http://t.co/wEE8XNNz #FIAumd #HigherEd
Alfredo Corell's insight:
Articles about how free online courses, or MOOCs, could disrupt higher education dominated the headlines last year here at the Wired Campus blog, and they were the most popular with readers as well. Several articles about e-textbooks also topped our list of most-read articles of 2012, highlighting what has been a time of change, and anxiety, for colleges and universities.
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If you haven’t heard of MOOCs, you no doubt will, because these Massive Open Online course are becoming all the rage, tagged as the biggest thing in public education since, well, the dawn of public education. (It wasn’t long ago that the Khan Academy was). My colleague Nick Anderson reported about the emergence of the MOOCs movement as a disruptive force in higher education. But there are reasons to think MOOCs are being hyped, and below, former schools superintendent Larry Cuban explains why. Cuban is a former high school social studies teacher (14 years, including seven at Cardozo and Roosevelt high schools in the District), district superintendent (seven years in Arlington, VA) and professor emeritus of education at Stanford University, where he has taught for more than 20 years. His latest book is “As Good As It Gets: What School Reform Brought to Austin.” This appeared on his blog.
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The Dialogic Potential of ePortfolios: Formative Feedback and Communities of Learning Within a Personal Learning Environment
Paper by Ester Ehiyazaryan-White
Abstract:
This paper reports on the findings of a study into the use of ePortfolios as personal learning
environments (PLE) by a group of students pursuing Master’s degrees in Education. The qualitative study explores the potential of the ePortfolio to support learners in engaging in formative peer andtutor feedback as well as in developing a learning community. Within this study, the ePortfolio is presented as an alternative to the discussion forums based in the institutional virtual learning environment (VLE), as it combines the individual, reflective benefits of the PLE with the communal, social benefits offered via the discussion forums. Data were collected of the interactional content that students created through the ePortfolio (blog posts and responses to others’ posts) as well as through a focus group interview with the participating students that explored the learners’ perceptions of the ePortfolio as a support mechanism for their study on a specific module. The findings of the study indicate that while in many ways learners’ online interactions through the ePortfolio were similar to those described in VLE discussion forums, there were several key advantages to positioning this dialogue within a PLE, including encouraging deep rather than surface approaches to learning and providing the opportunity to construct a personal and re-traceable narrative of the individual’s learning journey.
http://www.theijep.com/pdf/IJEP64.pdf
Via Paulo Simões
María Dolores Díaz Noguera's curator insight,
October 20, 2013 5:09 AM
Estoy de acuerdo...con mis estudiantes ha funcionado muy bien.
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5 Must-Read Articles for Latest Educational Technology Trends
By Jessie Chuang
Here are our picks to represent the latest educational technology trends. They will give you an updated picture of it. Now it’s the moment to think different and think big for education.
Via Tim Mickan
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US academics are using the web to offer world-class tuition – free – to anyone who can log on, anywhere in the world.
Publishing, music, shopping, journalism – all revolutionised by the internet. Next in line? Education. Now US academics are offering world-class tuition – free – to anyone who can log on, anywhere in the world, is this the end of campus life?
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To read about higher education today, one might get the impression that the whole ivy-covered edifice is on shaky ground, ready to collapse. Universities are certainly facing big challenges, but much of what’s being said seems to me wildly pessimistic. The metaphors used to describe this parlous state I find particularly amusing.
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Social media is a trendy topic at the moment, having received much mass media and consumer attention for its widespread adoption during the last decade. Social media has influenced practice in many communication-oriented fields, such as marketing, customer service, and journalism. In education, the hype surrounding social media has created a lot of speculation about how it might be used in a higher education environment. Perspectives range from believing higher education should capitalize on technologies and perhaps electronic devices that students are already using for personal reasons to struggling to see how to effectively integrate a technology whose naturalistic use has been so heavily informal and user-driven into a setting known for its more formal and structured experiences.
Via ramonovelar
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os invitamos a conocer esta nueva iniciativa que desarrollamos, para todos los educadores de habla hispana del mundo, desde Extensión Universitaria del Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional de la Ciudad de Buenos Aires, Argentina.Pretende ser una guía de viaje para ayudarlos a recorrer el difícil pero fascinante camino de apropiación de las Tecnologías de la Información y la Comunicación.
Esperamos que disfruten de este número inaugural y que nos acompañen en las próximas ediciones.
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"The online version of Learning, Culture and Social Interaction at ScienceDirect.com. The new journal is co-edited by Harry Daniels, University of Bath, UK, Anne Edwards, University of Oxford, UK, Neil Mercer, University of Cambridge, UK and Roger Saljo, University of Gothenburg, Sweden."
Download for free, for now.
Via Shona Whyte
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Online Education: More Than MOOCs Inside Higher Ed "Online Education: More Than MOOCs" is a collection of news articles and opinion essays -- in print-on-demand format -- about the many forms of online learning that continue to develop outside the...
Alfredo Corell's insight:
"More than one-third of all college students are taking at least one online course, according to the Babson Survey
Research Group’s most recent Survey of Online Learning. That’s more than 6.7 million students. And those students are
taking courses that have been tested by years of experience and that have been reviewed as part of regular accreditation
reviews of colleges. Some students are entirely online, while others are traditional students, enrolled at physical campuses,
but taking some of their education online."
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Página web oficial de la Asociación Universitaria de Formación del Profesorado (AUFOP), en la que está alojada la Revista Interuniversitaria de Formación del Profesorado en sus dos versiones, papel y digital, asi como información relativa a los...
Alfredo Corell's insight:
La versión impresa es sobre Pedagogía crítica 30 años despues... para no perderse alguna de las contribuciones.
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Alfredo Corell's insight:
Learning in a digital age
From massive open online courses (MOOCs) that are delivered to tens of thousands around the globe to adaptive digital tools that can improve outcomes by providing tailored learning experiences as well as mapping a student’s individual progress at every juncture, technology is transforming the 21st century student. Through feature articles and commentaries from experts in the field, this special collaboration between the editors of Scientific American and Nature probes the revolution underway in education and what it means for learning and research.
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Forbes labelled the university professor the least stressful job of 2013. Are there wider assumptions about the role of the modern academic that need to be addressed here?
Alfredo Corell's insight:
I think this job is quite stressful. I don't know the conditions of the survey published by Forbes but... just a visit to psychologists and psychiatrists and the simple question of "what is the job of your patients?" and the proportion of academics is one of the highest among users.(University professor, Higher School or Middle School teachers)
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Abstract
Universities play a unique role in society, providing a community of experimentation and innovation. Even so, leaders around the world have had to push for university primacy to retain competitiveness in the global economy. This paper examines efforts taken by universities in the United States to evaluate their contribution to economic development. An emerging role for universities is one of active neighborhood involvement, in which they are engaged in projects with local communities. These projects include providing assistance to local firms and policy advice to state and local government, and getting involved in community outreach. In this role and in an unprecedented manner, universities are engaging on a wide range of topics with local communities, using these communities as labs to test new ideas and find better ways to achieve social and economic goals. This is precisely why it is important to consider the larger role of universities’ in economic and social development.
Source:
The engaged university
Shiri M. Breznitz, Maryann P. Feldman
The Journal of Technology Transfer
2012, Volume 37, Issue 2, pp 139-157
DOI: 10.1007/s10961-010-9183-6
Via Wilfred Mijnhardt
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This winter, when Mary Liu sits down to take the final exam in an online course on epidemiology and biostatistics, she’ll do so from the comfort of her own home. She’ll have 24 hours to complete the test, which accounts for 60% of the final grade in the online course, but no one will be peering over her shoulder to make sure she completes the exam on her own without the aid of any of her 50,000 classmates or Wikipedia.
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Great Ideas! Love the idea of uploading newspaper to Youblisher. Turns it into a flippable page newspaper.
Via KB...Konnected, R.Conrath, Ed.D., Ann Papi Castro, michel verstrepen, Evdokia Roka, BookChook, Beverly Meyer, RitaZ, Pilar Pamblanco, LaiaJoana, Juergen Wagner
Rachel Marker's curator insight,
September 27, 2013 11:30 PM
Could replace monthly newsletter. Student written!
Kenevie Bryan-Solis's curator insight,
February 4, 2021 12:16 PM
This is such a fun activity for students in which teachers can embed different subjects in one class project.
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Un total de 23 compañías tecnológicas relacionadas con el ámbito educativo han unido sus fuerzas para poner en marcha un cluster de empresas cuyo objetivo es difundir la importancia estratégica de las tecnologías de la información y las comunicaciones (TIC) en el proceso de enseñanza y aprendizaje de las etapas no universitarias. Entre ellas están Microsoft, Informática El Corte Inglés, Edebé, Everis y Digital-Text.
El resto de empresas incluidas en el proyecto son Atlantic Devices, AV&D, Barcanova, Clickedu, Cospa-Agilmic, E-Sonde, Ebd SOFT-Appbridge, Editorial Cruïlla, Educamigos, Hermes Editorial, Infoself, Listengap, Mydocumenta, Qualiteasy, TextGalera, Tiching, UPCnet y Virtus 360.
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Se acercan tiempos complicados, tal vez difíciles o puede que retadores, para la universidad española. El comité de expertos nombrado por el Ministerio de Educación está trabajando en nuevas propuestas de organización para la Universidad española.
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Two software companies that sell course-management systems, Blackboard and Instructure, have entered the race to provide free online courses for the masses.
On Thursday both companies plan to announce partnerships with universities that will use their software to teach massive open online courses, or MOOC’s. The companies hope to pull in their own college clients to compete with online-education players like Udacity and Coursera.
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What's New in Version 2.0.1
The SHARE function for articles has been restored in this update. Recently released, starting with the Sept. 20th issue, you now have more options to view/manage content:
✔ View articles in PDF format
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Esta es una revista digital sobre Educación y Tecnología de distribución gratuita con suscripción, para educadores y futuros docentes de habla hispana de todo el mundo. Se trata de una iniciativa de Extensión Universitaria del Instituto Nacional Superior del Profesorado Técnico de la Universidad Tecnológica Nacional de la Ciudad de Buenos Aires, Argentina.-
Via Mauricio M. Escudero, Silvano Poblano Morales, Angel Pio Gonzalez Soto, juandoming
download pdf: http://onlinelearningconsortium.org/sites/default/files/429-2286-1-LE.pdf
Peer grading offers a scalable and sustainable way of providing assessment and feedback to a massive student population. However, currently there is little empirical evidence to support the credentials of peer grading as a learning assessment method in the MOOC context. To address this research need, this study examined 1,825 peer grading assignments collected from a Coursera MOOC with the purpose of investigating the reliability and validity of peer grading, as well as its perceived effects on students’ MOOC learning experience. The empirical findings provide evidence that the aggregate of student graders can provide peer grading scores fairly consistent and highly similar to instructor grading scores. Student survey responses also indicate peer grading activities to be well received by a majority of MOOC students, who believe it was fair, useful, beneficial, and would recommend it to be included in future MOOC offerings. Based on the empirical results, this study concludes with a set of principles for designing and implementing peer grading activities in the MOOC context.