This document discusses emerging trends in education that are being driven by new technologies and models. It covers topics such as the rise of online and self-directed learning through platforms like Khan Academy and MOOCs. Competency-based models and stackable credentials that decouple learning from traditional courses are also discussed. The use of data and analytics to personalize learning and improve student outcomes is highlighted. New partnerships and business models between educational institutions and other organizations are changing the traditional value chains in higher education.
Presentation at New Zealand Moodle Moot, Auckland 27 July 2011. Includes tips to improve the course design process.
Moodle Course Design: a high-wire act #mootnz11 by Joyce Seitzinger (@catspyjamasnz)
Presentation at New Zealand Moodle Moot, Auckland 27 July 2011. Includes tips to improve the course design process.
Moodle Course Design: a high-wire act #mootnz11 by Joyce Seitzinger (@catspyjamasnz)
This presentation discusses the use of social software in the Master of Distance Education program at UMUC, and shares lessons learned during the development of several initiatives taking place outside of the online classroom.
The Digital Footprint MOOC: A Free online course and resources encouraging cr...Nicola Osborne
Presentation on the University of Edinburgh Digital Footprint MOOC (#dfmooc), given by Nicola Osborne (Digital Education Manager, EDINA), at the Scottish Government and SLIC Digital and Information Literacy event, November 2017
Gcsv2011 afterschool and service-learningServe Indiana
This document was created by an individual or individuals who submitted a proposal so he / she / they may present at the Office of Faith-Based and Community Initiative’s 2011 Conference on Service and Volunteerism (GCSV11). This proposal was approved by the Indiana Commission on Community Service and Volunteerism (ICCSV) and other community partners. Sharing this document is a courtesy extended by the OFBCI to conference attendees who may want to reference materials covered at the GCSV11, and the OFBCI in no way not responsible for specific content within.
Releasing the reins: Technologies that put students in chargeCIT, NUS
By Chris McMorran
A challenge faculty members face is knowing when to stop preparing content and start giving students more responsibility over what they learn. In this presentation, I first outline a range of technologies I have used at NUS to increase student involvement in classes with enrollments that range from five to 450. Then I focus on two technologies I have incorporated to not only allow students to demonstrate their understanding of course content, but also put students in charge of deciding what and how they will learn. Specifically, I highlight Google Maps and the NUS Wiki as learner-centered tools. I show how the technologies work, share student work and student feedback about the tools, and discuss several challenges to their use. This presentation aims to inspire others to release some control over course content in order to help students develop skills, gain knowledge, and demonstrate abilities through readily accessible tools.
Gcsv2011 aligning after school programs-cate hart hyattServe Indiana
This document was created by an individual or individuals who submitted a proposal so he / she / they may present at the Office of Faith-Based and Community Initiative’s 2011 Conference on Service and Volunteerism (GCSV11). This proposal was approved by the Indiana Commission on Community Service and Volunteerism (ICCSV) and other community partners. Sharing this document is a courtesy extended by the OFBCI to conference attendees who may want to reference materials covered at the GCSV11, and the OFBCI in no way not responsible for specific content within.
On the second lecture we discussed portfolio contents in pictures, text and audio/video. The technical practicalities of images, video and audio were discussed, as well as how to produce text that is representative and reflective. The ongoing facet in all of this is to remember the relation between public and private contents.
This presentation discusses the use of social software in the Master of Distance Education program at UMUC, and shares lessons learned during the development of several initiatives taking place outside of the online classroom.
The Digital Footprint MOOC: A Free online course and resources encouraging cr...Nicola Osborne
Presentation on the University of Edinburgh Digital Footprint MOOC (#dfmooc), given by Nicola Osborne (Digital Education Manager, EDINA), at the Scottish Government and SLIC Digital and Information Literacy event, November 2017
Gcsv2011 afterschool and service-learningServe Indiana
This document was created by an individual or individuals who submitted a proposal so he / she / they may present at the Office of Faith-Based and Community Initiative’s 2011 Conference on Service and Volunteerism (GCSV11). This proposal was approved by the Indiana Commission on Community Service and Volunteerism (ICCSV) and other community partners. Sharing this document is a courtesy extended by the OFBCI to conference attendees who may want to reference materials covered at the GCSV11, and the OFBCI in no way not responsible for specific content within.
Releasing the reins: Technologies that put students in chargeCIT, NUS
By Chris McMorran
A challenge faculty members face is knowing when to stop preparing content and start giving students more responsibility over what they learn. In this presentation, I first outline a range of technologies I have used at NUS to increase student involvement in classes with enrollments that range from five to 450. Then I focus on two technologies I have incorporated to not only allow students to demonstrate their understanding of course content, but also put students in charge of deciding what and how they will learn. Specifically, I highlight Google Maps and the NUS Wiki as learner-centered tools. I show how the technologies work, share student work and student feedback about the tools, and discuss several challenges to their use. This presentation aims to inspire others to release some control over course content in order to help students develop skills, gain knowledge, and demonstrate abilities through readily accessible tools.
Gcsv2011 aligning after school programs-cate hart hyattServe Indiana
This document was created by an individual or individuals who submitted a proposal so he / she / they may present at the Office of Faith-Based and Community Initiative’s 2011 Conference on Service and Volunteerism (GCSV11). This proposal was approved by the Indiana Commission on Community Service and Volunteerism (ICCSV) and other community partners. Sharing this document is a courtesy extended by the OFBCI to conference attendees who may want to reference materials covered at the GCSV11, and the OFBCI in no way not responsible for specific content within.
On the second lecture we discussed portfolio contents in pictures, text and audio/video. The technical practicalities of images, video and audio were discussed, as well as how to produce text that is representative and reflective. The ongoing facet in all of this is to remember the relation between public and private contents.
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
How to Build a Dynamic Social Media PlanPost Planner
Stop guessing and wasting your time on networks and strategies that don’t work!
Join Rebekah Radice and Katie Lance to learn how to optimize your social networks, the best kept secrets for hot content, top time management tools, and much more!
Watch the replay here: bit.ly/socialmedia-plan
Content personalisation is becoming more prevalent. A site, it's content and/or it's products, change dynamically according to the specific needs of the user. SEO needs to ensure we do not fall behind of this trend.
Lightning Talk #9: How UX and Data Storytelling Can Shape Policy by Mika Aldabaux singapore
How can we take UX and Data Storytelling out of the tech context and use them to change the way government behaves?
Showcasing the truth is the highest goal of data storytelling. Because the design of a chart can affect the interpretation of data in a major way, one must wield visual tools with care and deliberation. Using quantitative facts to evoke an emotional response is best achieved with the combination of UX and data storytelling.
Succession “Losers”: What Happens to Executives Passed Over for the CEO Job?
By David F. Larcker, Stephen A. Miles, and Brian Tayan
Stanford Closer Look Series
Overview:
Shareholders pay considerable attention to the choice of executive selected as the new CEO whenever a change in leadership takes place. However, without an inside look at the leading candidates to assume the CEO role, it is difficult for shareholders to tell whether the board has made the correct choice. In this Closer Look, we examine CEO succession events among the largest 100 companies over a ten-year period to determine what happens to the executives who were not selected (i.e., the “succession losers”) and how they perform relative to those who were selected (the “succession winners”).
We ask:
• Are the executives selected for the CEO role really better than those passed over?
• What are the implications for understanding the labor market for executive talent?
• Are differences in performance due to operating conditions or quality of available talent?
• Are boards better at identifying CEO talent than other research generally suggests?
User Centered Design method & Wikiwijs
By Karin van den Driesche
Presented at Merlien Institute's International conference on Qualitative Consumer Research & Insights, 7 & 8 April 2011, Malta
ArabNet Digital Summit 2012, March 27 - 31. Industry Day, March 28, Education Track Presentation by Dr. John Austin, Headmaster, King's Academy, Jordan
The Student is the Customer: Santa Clara University School of Law Needs Asses...MKThink Strategy
By identifying the student as the primary customer early on the process and thoroughly analyzing their experiences, MKThink found that meeting students' needs benefited everyone in the long run and streamlined the planning and design process.
Presentation made to the NZEALS conference in April, 2012. Outlines the development of networked schooling as a system model alternative to the self-managing school system that is a product of the Tomorrows Schools reforms of 1989
DBA-~HEM Anniversary September 2012 slides Oblinger
1. Topics
• Context
IT and Education: • Education trends
Game Changers • Rethinking the rules
• Emerging models
• Do it yourself
Diana G. Oblinger, Ph.D.
• Student empowerment
President and CEO, EDUCAUSE
• Credits and credentials
• New value chains
• Inside the “black box”
Educational imperative
• Intellectual and human capital paramount
• Worldwide demand for well-educated workers
Education Trends • Benefits health, civic engagement society
• Post-secondary
education is the new
baseline
2000 - Present Projections for 2020
• Decline of “traditional student” • Focus on outcomes rather than credits
• First generation students increase • Competency-based degrees
• Older students • Do-it-yourself learners
• “Swirl” • Residential campus experience too costly
• Growth of online for many
programs
—Student Experience Lab, 2012 —Student Experience Lab, 2012
1
2. Unsettled environment
• Challenging economic environment
• Threat of regulation
―Cap on tuition
―Performance-based funding
―Program elimination Rethinking the Rules
• External forces
— Governors launching charter
universities
— Philanthropists supporting
new institutions
— Non-traditional students
opting for for-profit
institutions or non-traditional
certifications
The connected age Do-it-yourself learning
• Everything (and everyone) is interconnected • Digitized and indexed
• Individuals are empowered with information books (28 million volumes)
• Everyone can participate • Data, archives, media
• It is easy for people • Content, exercises
to find each other • Peer-to-peer support
• Communities
—image credit
Everyone can participate Personalization due to “big data”
• Innovation is “outsourced” to the community
• Community members respond to challenges
―Minimizing water used for cleaning, sanitizing
―Making packaging material more recyclable
• Sponsored by Global 5000 companies and non-profits
• Pay-for-performance (e.g., prize of $50,000)
• Expands innovation capacity beyond internal R&D
teams
2
3. Self-service learning
• “Learn almost anything for free”
• Khan Academy
―5 million unique users (in March 2012)
―3,000 videos
Do-It-Yourself ―150 million lessons delivered online
―400 million exercises completed
―Analytics engine
• Translating into 12
languages
Adaptive
• Knewton Math Readiness
• Allows students to go at
own pace
• Personalized
• Short videos; explanations
• Test skills
• Points and badges
encourage completion
• Faculty access to class or
individual student trends
MOOCs
• Massive scale
• Self-organized study and
discussion groups
• Data collection may
change pedagogy Student Empowerment
• Emerging revenue models
• Brand extension
• A global university?
3
4. OpenStudy Learn to do what you do
• SimSchool
• Ask questions • Classroom management techniques
• Give help • Analyze student data
• Connect with • Understand diverse learning styles
others
anywhere in
the world
• Earn badges
for helpful
answers
Student Success Plan
• Counseling and intervention software
• Case load management
―Monitor
―Engage
―Support
• Early alert
• Student interface
• Results
―First term success rate 97% vs 59%
―37% higher retention term-to-term
―Five times more likely to graduate in 6 years
—Little, 2012
4
5. Nudges
• “Weight-watchers” of college completion
• Behavior interventions, “nudges”
―Study skills
―How to deal with academic setbacks
―Organize time and Credits and Credentials
responsibilities
• Positive peer
academic pressure
• Data identifies
students who need
active outreach
Putting data to work Badges: Credit decoupled from courses
• Share transcripts • Learning happens everywhere, not just
• Predict where you might be accepted for college classroom
• How to improve odds of acceptance (e.g., take calculus) • Recognition for skills and achievements
• Eventually businesses may use credentials in hiring • Earn and display badges on the web
• Skills and experience
can come from
―Online courses
―Peer learning
―Volunteering
―After-school work
Badges in sustainable agriculture Stackable credentials: work and learn
• Badges based on competencies, skills, classes, • Programs with multiple “completion points”
internships achievable within short time-frames
• Mix of pre-determined standards and self- • Provides clear pathways for continuing education
assessment with peer review and career success
• Formative feedback • Academic and/or industry-driven courses and
credentials that move students quickly into the
from peers, mentors, workforce with marketable skills and increased
faculty, community earning capability
• UC-Davis • Opportunities to recognize and encourage
completion as part of a learning and skill-building
continuum
—Bumphus, 2010
5
6. Pathway in health sciences
Stackable Approach Stackable Stand-Alone Certificates
• 1+1 programs (LPN to
RN)
• Multi-Competency
New Value Chains
Health (2 health
certificates + general
education)
• CNA + Phlebotomy +
General Education
—Bumphus, 2010
Value chain to value web Course providers
• $99/month (+ $39/course) or $999/year for 10 courses
• Required college courses
• Start any time; no required meeting times
• Individualized, on-demand support (online)
• Transfer credits to partner college(s)
Joint ventures Study support
• Increasing number of public-private joint ventures • Tutoring and mentoring
• Available on demand, 24x7
• Augment existing skills, resources • Matches mentors and
• 2tor: online platform to expand graduate programs mentees; flexible scheduling
―Technology and infrastructure • Shared live experiences;
―Fieldwork sites whiteboarding
―Creates instructional
material with faculty
―Capital investment
• Shares tuition revenue
6
7. Recruit and retain Pathways from military to career
• Designed for veterans
• ConnectEDU ―Veteran unemployment 20%
―Prospect for students ―Veteran under-employment 50%
―Advising ―75% of veterans who begin college don’t graduate
―Retention
―Assessment
• Online coaching platform
―Analytics • Partner with universities,
veterans organizations,
• Starfish: Student
corporations
retention platform
―Student tracking • Hybrid and F2F experience
―Early alert • Transition coaching
―Online appointment • Mentoring
scheduling, and
assessment • Gamification; badges
Redefining roles Free, open and peer-led
• Credit for prior learning; competencies developed with • University of the People
industry experts
• Tuition-free online university
• Objective and performance-based assessment of
competencies • For students with financial, geographic, societal
constraints
• WGU faculty identify best
existing courses; acquire • Open educational resources
rights to use them • Volunteers
• Faculty serve as mentors, • Peer learning
also peer mentoring
• Accelerated degree
• Text-based
options • Students in 126 countries
• 30% growth rate
“Big data” enables personalization
• Tailor the approach to each learner
• Focus on areas of weakness
• Adapt to personal aspirations
Inside the “Black Box” • Personalize advice,
counseling, degree
planning
—Smith, 2010
7
8. Feedback to instructor Student progress over time
Students know where they stand
Prediction and intervention Peer comparisons
• Identify struggling students
• Alert student to problems
• Check-My-Activity; “How am I doing?”
• Direct to • Students compare their online course
resources activity with peers who received
―Higher grade
• Improves ―Same grade
success by up
to 28% ―Lower grade
• Allows student
to link behaviors
with performance
http://www.itap.purdue.edu/tlt/signals/
8
9. Demystifying education
• Personal recommendations
tailored to
―Program of study
―Abilities
• Keyed to degree program Closing Thoughts
and course sequencing, not
“liking”
• Deans use to target course
availability
• Faculty use to target
interventions
• Degree Compass —Denley, 2012
Change is a choice. The
College is what students
best choice is an
experience.
informed choice.
IT is a game
changer.
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