Online Student Demographics INFOGRAPHIC Get free information from online schools on classesandcareers.com Get free information from online schools on classesandcareers.com Copy and paste this code in your site. <a rel=”nofollow” href=” _mce_href=” alt=”student demographics” img src=” _mce_src=” alt=”student demographics” border=”0″ width=”877″ height=”4654″ /></a><br />Source: <a href=” _mce_href=” Colleges</a><br /><br /><br> Textbook Publisher Pearson Takes Down 1.5 Million Teacher And Student Blogs With A Single DMCA Notice If there's one thing we've seen plenty of here at Techdirt, it's the damage a single DMCA takedown notice can do. From shuttering a legitimate ebook lending site to removing negative reviews to destroying a user's Flickr account to knocking a copyright attorney's site offline, the DMCA notice continues to be the go-to weapon for copyright defenders. Collateral damage is simply shrugged at and the notices continue to fly at an ever-increasing pace. Textbook publisher Pearson set off an unfortunate chain of events with a takedown notice issued aimed at a copy of Beck's Hoplessness Scale posted by a teacher on one of Edublogs' websites (You may recall Pearson from such other related copyright nonsense as The $180 Art Book With No Pictures and No Free Textbooks Ever!).
Five Factors that Affect Online Student Motivation Understanding what motivates online learners is important because motivated students are more likely to engage in activities that help them learn and achieve, says Brett Jones, associate professor of educational psychology at Virginia Tech. Based on an extensive review of the literature on student motivation, Jones has developed the MUSIC model of student motivation, which identifies five main factors that contribute to student motivation: eMpowerment, Usefulness, Success, Interest, and Caring. “The primary purpose of the model is to provide instructors with a guide that they can use to make intentional decisions about the design of their courses,” Jones says. In an interview with Online Classroom, Jones explained his model and its implications for online course design.
How Not To Flip » Physics of Learning Blog In this post I would like to deal with the classroom half of the flipped classroom. What type of homework that is given, be it a video, a reading or practice questions, is almost irrelevant to my musings today. The main purpose of this post is to show two examples of what a flipped math classroom can look like. Creating an independent online course for a niche skill Several months after completing an online course on the topic of Web site indexing, I read a message on a discussion list lamenting the fact that the instructor of that course would no longer offer it. The author of this message was disappointed because she had wanted to take the course. It didn't take me long to decide that I would create and teach my own version of "Creating Web site Indexes"—since there was still a demand for it—before anyone else did. This would be a way to grow my new freelance business. The growing acceptance of online learning has made it possible for anyone to become a teacher, without even being affiliated with an educational institution or a sponsoring organization.
Minnesota bans Coursera: State takes bold stand against free education. Screenshot / Coursera UPDATE, Oct. 19, 7:07 p.m.: Common sense has indeed prevailed! Minnesota has decided to stop enforcing an outdated law that had led to Coursera telling the state's residents they weren't allowed to take its free online classes. For more, see my follow-up post here. Original post: Honorable mentions go to New York City’s Taxi and Limousine Commission for driving out Uber’s online taxi-hailing service and to automobile dealers’ groups in four states for trying to have Tesla dealerships declared illegal. But the grand prize in this week’s unexpectedly heated competition for most creative use of government to stifle innovation has to go to Minnesota.
Virtual Reality Simulation E-Learning by Skills2Learn Training your workforce or students today can pose a number of challenges. Cost expenses, equipment shortages, dangerous situations, people’s motivation to learn are all factors hindering good training. Fail to motivate learners? Leave learners confused and lacking confidence? Test competency? Deal with customer issues?
Khan Academy: Readers weigh in - The Answer Sheet Recent posts on the Khan Academy — including an e-mail I posted from founder Sal Khan — sparked a lot of interest and reaction from readers. The Khan Academy is essentially an on-line library of more than 3,300 videos on subjects including math, physics, and history that are designed to allow students to learn at their own pace and for teachers to use as Sal Khan (Courtesy Khan Academy) instructional tools. One post, titled “Khan Academy: The hype and the reality,” by Karim Kai Ani, a former middle school teacher and math coach, and the founder of Mathalicious, took issue with the way Khan Academy videos deal with the concept of slope. Sal Khan sent in a response to the critique, which you can find here.
The Internet will not ruin college I barged into my son’s room on Wednesday afternoon to ask him when he wanted dinner, and discovered him watching a Khan Academy video to help with his chemistry homework. And I thought: that story I’ve been working on about the backlash against MOOCs (Massive Online Open Courses)? Why am I even bothering? The war is already over. Debating the value of online education at the current moment in history makes about as much sense as questioning the tactics of the losing Roman generals in the great third century B.C. battle of Cannae. Perhaps of some interest to academics, but moot.
Sal Khan responds to critic - The Answer Sheet A guest post I recently published critiquing the Khan Academy received a great deal of response, including an e-mail from Salman Khan, founder of the academy. Now here’s the next part of the debate: A response from the critic. Salman Khan, founder of the Khan Academy, in 2010. (Courtesy of Khan Academy) For those who may not know, the Khan Academy is essentially a library of more than 3,300 videos on subjects including math, physics, and history that are intended to allow students to learn at their own pace. Questions were raised about the quality of some of the math videos in the guest post mentioned above as well as in others elsewhere on the Web. Below is Khan’s e-mail to me, and following that is a response to Khan from the author of the original post, Karim Kai Ani, a former middle school teacher and math coach who started a company called Mathalicious.
Online Learning Pathways Conventional e-learning relies on the SCORM module (sometimes called the SCO – ‘shareable content object’ by those in the business). The SCORM module is a good concept – effectively an online learning activity that includes interactions and assessment that can be delivered via any SCORM compatible LMS (effectively all LMS’). But there are some serious limitations to SCORM so are there other ways to develop e-learning or online learning that don’t require the use of SCORM?
Given Tablets But No Teachers, Ethiopian Kids Teach Themselves With 100 million first-grade-aged children worldwide having no access to schooling, the One Laptop Per Child organization is trying something new in two remote Ethiopian villages—simply dropping off tablet computers with preloaded programs and seeing what happens. The goal: to see if illiterate kids with no previous exposure to written words can learn how to read all by themselves, by experimenting with the tablet and its preloaded alphabet-training games, e-books, movies, cartoons, paintings, and other programs. Early observations are encouraging, said Nicholas Negroponte, OLPC’s founder, at MIT Technology Review’s EmTech conference last week. The devices involved are Motorola Xoom tablets—used together with a solar charging system, which Ethiopian technicians had taught adults in the village to use.
JOLT - Journal of Online Learning and Teaching Introduction Universities world-wide, backed by a thriving communication and information technology industry and an invigorated field of research in instructional design and technology (Reiser & Dempsey, 2007), currently have at their disposal a technological array of options that completely dwarf earlier means to provide students with distance education (Bates, 2005; McGreal & Elliott, 2008). However, initiatives undertaken by universities, namely in North America, to launch stand-alone, asynchronously-based Web courses (Boettcher & Conrad, 2004), are meeting with mixed results, from a promise of going mainstream (Allen & Seaman, 2004) to a realization of expectations not being met (Larreamendy-Joerns & Leinhardt, 2006; Zemsky & Massy, 2004).