Three years ago this week, Sebastian Thrun recorded his Stanford class on Artificial Intelligence, released it online to a staggering 180,000 students, and started a "revolution in higher education." Soon after, Coursera, Udacity and others promised free access to valuable content, supposedly deliv
Educreations is a community where anyone can teach what they know and learn what they don't. Our software turns any iPad or web browser into a recordable, interactive whiteboard, making it easy for teachers and experts to create engaging video lessons and share them on the web. Students can replay these lessons any time, any place, on any connected device. We're on a mission to dramatically improve student achievement by extending the reach of great teaching.
International Conference on ICT for Education, Training and Skills Development for everyone concerned with developing eLearning capacities in Africa.
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MOOCs," an acronym for "massive open online courses," denotes an important, possibly a revolutionary, development ineducation. These courses are online, free of charge, open to anyone in the world who has a laptop and an Internet connection, and offered by entities with strange names such as coursera, codeacademy, edX, khanacademy, and udacity. The offerors are mainly university consortia or university-affiliated. Moreover, and critically, the universities are elite universities like Stanford, Berkeley, Harvard, and Columbia. Not that online education is new; there are adult-education online courses such as are sold by The Teaching Company; there are even online college degree programs,...
The American college system is staggeringly large: 2,421 four-year institutions enroll about 18.5 million college students. The proportion of Americans with a bachelor's degree is at an all-time high...
2012/11/27: Since its textbooks are digital, CourseSmart can track how much time each student spends with each page of the book, what chapters they skip, what passages give them trouble, and so forth. By aggregating this information, the company produces an “engagement score” for each student, which is then communicated to the teacher. So far, Villanova University, Rasmussen College, and Texas A&M University at San Antonio have signed on to take part in the experiment. Their enthusiasm for this scheme makes sense: It might help teachers identify difficult material in the textbooks so they can be sure to go over it in class. The system’s next version will also feature a special dashboard so publishers can see student interaction with their textbooks, which would help them present material in a more accessible manner.
But there’s also something eerie about this scheme. Imagine a literature class in which students are assigned to read about George Orwell’s 1984 using electronic textbooks that spy on them as they read. Or consider a history class in which students use such “smart” textbooks to learn about the history of surveillance in the Soviet Union. Students who were pretending to learn the tenets of Marxism-Leninism in the Soviet Union—along with the teachers who were pretending to teach them—may have been violating some of their school’s policies, but it’s hard to fault them for being ”unengaged.”
Such perversity aside, it’s important to ask how the very existence of such self-monitoring textbooks would affect the development of students’ critical thinking, even if it succeeds in dealing with their laziness.
Fifteen years ago, a research group called The Fraunhofer Institute announced a new digital format for compressing movie files. This wasn't a terribly momentous invention, but it did have one interesting side effect: Fraunhofer also had to figure out how to compress the soundtrack. The result was the Motion Picture Experts Group Format 1, Audio Layer III, a format you know and love, though only by its acronym, MP3.
Internet - both as a stack of technologies and as the vector of a sharing culture - brings us credible alternatives to classroom-based education in schools and universities. Most of them involve video lectures, with clear advantages: the pause button, the rearranging of content in 6-20 minutes packets, and the ability to attend from anywhere, at any time. Furthermore, the locus of learning is not so much the lecture, as the peer-to-peer interaction among students, through forums wikis, Twitter lists, Facebook groups et cetera. All of this is hardly news: I have discussed it before, and even test-driven the model.
Mass Open Online Courseware (MOOCs) is less than a year old but it is already clear this will be the game changer in higher education worldwide. Right now it is reverberating through Australian universities
Universities are traditionally seen as exclusive institutions for the few, not the many. But that is changing as a new wave of online courses throws open the doors of academia to all. Led by world renowned
Source: Stephen Carson and Jan Philipp Schmidt The challenges faced by higher education around the world are daunting and cannot be met by the traditional institution-based education system. For the current model to meet the needs of future generations, we would need to build and fund thousands of new universities. And yet the past ten... Continue reading ...
In its 2010 Speech from the Throne , the Government of Ontario, Canada announced its intention to create an Ontario Online Institute (OOI) t...