News & Thoughts
By Sam E. Sharfstein and Connor J. Wagaman, Harvard Crimson
Government Professor Michael J. Sandel spoke about the importance of civic education Thursday evening at a talk titled “Civic Education Goes Global.” Sandel, a pioneer of and advocate for “massive open online courses,” highlighted the importance of creating a global community of respectful discourse through education. In the discussion, Sandel said his goal is “to take the distance out of distance learning” and to replicate an engaging classroom experience for online learners.Share on Facebook
By Dian Schaffhauser, Campus Technology
The Khan Academy has launched a new series of videos focused on civics for students in K-12 and higher education — and anybody else interested in learning how government works in the United States. The videos feature academy Founder Sal Khan as well as news media celebrity and presidential debate moderator John Dickerson. The videos feature lively conversations about U.S. government, politics and history, including little-known anecdotes from the nation’s past.
By David Raths, Campus Technology
Drawing on the experience of eight public universities involved in a multi-year adaptive learning pilot program, the Association of Public and Land-grant Universities (APLU) has created a six-step guide for implementing adaptive courseware. APLU hopes to provide colleges and universities with a roadmap that runs from initial planning through scaling up the use of adaptive courseware across a campus. The idea behind adaptive courseware is to provide a personalized digital learning experience for each student. Courses are often delivered in a blended format that includes direct instruction from a professor who is able to tailor his or her own teaching based on student progress data that the adaptive courseware provides.
By Matt Reed, Inside Higher Ed
There’s plenty to chew on in the latest IHE poll about college faculty attitudes about technology, OER, and assessment. (Least surprising finding: skepticism about assessment remains strong.) But at least in the OER section, it strikes me that we need to ask a different question. Anecdotally, several faculty here who’ve adopted OER for their classes have reported pleasant surprise at finding that more students actually do the reading. That tends to result in better class discussions, for obvious reasons, as well as better student performance on tests and papers. They reported that the difference stems mostly from two factors, one obvious and one surprising. The obvious one was the elimination of cost as a barrier. The surprising one, at least for me, was that having everything in easy electronic form — without any DRM hampering access, and sufficiently platform-agnostic that it could be read on almost any device — made it easier for students to sneak a couple of minutes of reading at a time at work.Share on Facebook
Kathleen Walch, Forbes
Artificial intelligence is not a technology. Asking the question whether or not some particular technology is or isn’t AI is missing the point. Artificial intelligence is the journey. It’s the quest for the intelligent machine. All the technologies we’ve developed on the route to that quest are things that are individually useful, but all together, have not yet gotten us to the goal. This is why it’s important to understand that artificial intelligence is not a technology, in much the same way that the Space Race is not a technology.Share on Facebook
by Alina Tugend, NY Times
David Danks, a professor of philosophy and psychology at Carnegie Mellon, just started teaching a class, “A.I, Society and Humanity.” The class is an outgrowth of faculty coming together over the past three years to create shared research projects, he said, because students need to learn from both those who are trained in the technology and those who are trained in asking ethical questions. “The key is to make sure they have the opportunities to really explore the ways technology can have an impact — to think how this will affect people in poorer communities or how it can be abused,” he said.Share on Facebook
by Matthew Lynch, Tech Edvocate
Only a quarter of top higher education schools across the country have established Chief Innovation Officer roles, which may leave you wondering if colleges and universities need CIOs. his senior leadership position not only works closely with the university president but must also reach out to all the departments at the campus to foster collaboration, collegiality, and innovation. These outreach activities can include encouraging incubators, identifying funding opportunities for research and scholarship promoting discoveries, and improving the culture and rapport between departments. The Chief Innovation Officer is integral to overall university success by assisting with funding, building collaboration, and promoting innovation.Share on Facebook
By Lindsay McKenzie, Inside Higher Ed
American colleges and universities that have yet to figure out a plan to comply with the European Union’s General Data Protection Regulation still have time to act, attendees at Educause’s annual conference heard Wednesday. Speaking at a conference session called GDPR: Where Are We Now? Esteban Morin, a lawyer at Brownstein Hyatt Farber Schreck, told university IT leaders to “not panic” if they are just starting to develop a plan to ensure their institution is compliant with the E.U. data protection and privacy rules.Share on Facebook
by Matthew Lynch, Tech Edvocate
Implementing technology in the classroom can be a real learning process even for professors at the higher education level. It can lead to a lot of frustration and misuse of the devices, particularly when professors aren’t well trained. As a result, lots of mistakes might be made with the new technology that can significantly impact students. Here are five of the mistakes that professors most often make when it comes to the use of new technology.Share on Facebook
Robots Won’t Replace Instructors, 2 Penn State Educators Argue. Instead, They’ll Help Them Be ‘More Human.’
By Tina Nazerian, EdSurge
One way professors can use artificial intelligence is to help find new materials to add to their lessons, said Bowen. An instructor can type in a concept or idea, such as “industrial design,” into the tool his team built, called Eureka!, which acts like a recommendation engine. Eureka! uses Wikipedia as a source of information. Once the tool generates results, the instructor can identify which ones are most like what he means by “industrial design” or whichever term he used. Eureka! will then use that information to refine the definition of that original term.Share on Facebook
BY LAURA ASCIONE, eCampus News
2019’s trends will be all about building the “Intelligent Digital Mesh,” which David Cearley, vice president and Gartner Fellow, says has been a consistent theme in recent years.
That intelligent digital mesh focuses on three things:
1. Intelligence: AI drives everything we do across many systems going into the future
2. Digital: The digital world brings the virtual and real worlds together in a new digital reality
3. Mesh: Connecting people, processes, and things together in new and interesting ways
The convergence of these three things supports a continuous innovation process.Share on Facebook
By Jordan Friedman, US News
An online degree program can be a big investment. Luckily for 37-year-old northern Virginia resident Grant Clough, his employer offers workers $8,000 per year toward tuition reimbursement for those who choose to continue their education. Clough, director of talent acquisition at AARP, initially considered an MBA program, possibly on campus. But he ultimately decided against pursuing another business degree, in part because he studied accounting as an undergraduate. He then came across the online Master of Studies in Law at Wake Forest University, and it turned out that his employer would be covering nearly all his tuition. With the online format, he would also have more flexibility to study around his schedule.Share on Facebook
By David Nagel, THE Journal
Nintendo is working with the nonprofit Institute of Play to bring its popular Labo kits for Nintendo Switch to classrooms in North America. The Institute of Play is developing STEAM curriculum and a teacher guide for Labo and is seeking classrooms to participate. It’s already running a pilot in New York. Labo is a making and invention system for the Nintendo Switch gaming platform that brings mixed-reality capabilities to the platform, allowing users to build interactive devices out of cardboard and other materials that can not only interact with games and content on the screen but can be interacted with. For example, users can build a car out of cardboard that can actually move using vibration controlled through Switch.
By THE ASSOCIATED PRESS
Google will give away $25 million to projects that propose ways to use the artificial intelligence of computers to help create a more humane society. The grant program announced Monday is part of a broader Google initiative called “AI for Social Good” that aims to ease concerns that advances in artificial intelligence will eliminate jobs and perhaps even be autonomously deployed by militaries to kill people, Other technology companies have taken similar steps to address ethical issues in AI. For instance, Microsoft has committed $115 million to an “AI for Good” initiative that provides grants to organizations harnessing AI for humanitarian, accessibility and environmental projects.Share on Facebook
By Dian Schaffhauser, Campus Technology
Over the past five years, the higher ed LMS market for institution-wide adoptions in the United States and Canada has become increasingly dominated by “the Big Four”: Instructure Canvas, Blackboard Learn, D2L Brightspace and Moodle, according to a 2018 analysis from e-Literate’s Phil Hill. As a result of that “consolidating market,” the “aggregate market share” for the year’s top four systems has grown from 80 percent to 95 percent over that period. When counted by student enrollment, the largest share of learning management system deployments is held by Instructure, which overtook Blackboard this year. Currently, according to Hill, the institutions of higher education running Instructure’s Canvas have a possible 8.3 million students on the LMS platform, compared to 7.9 million for Blackboard Learn. That represents marketshare of nearly 35 percent for Instructure and almost 33 percent for Blackboard. Hill and e-Literate co-publisher Michael Feldstein consult and perform market analysis on tech usage in education.
By Sean Gallagher, EdSurge
Today, more than three million students pursue higher education fully online, representing a $20-billion market. While online students are still only about 15 percent of all higher education enrollment in the U.S., it’s an area that is likely to continue to grow and make up a larger piece of the overall pie, given growing interest from students, more offerings from colleges, and increasing acceptance by employers. However, as the online degree market reaches a state of maturity, it is entering an entirely new era in its evolution – an era characterized by a changing competitive landscape, new technological developments and consumer preferences, and growing overlap with non-degree learning.Share on Facebook
Anant Agarwal, Forbes
edX research found that 29% of Americans ages 25 to 44 have completely changed fields since starting their first job post-college. Zig-zagging is not a phenomenon restricted to new grads, however, and while another study from Deloitte found that 43% of millennials plan to quit their current job within two years, a report from the Federal Bureau of Labor Statistics (BLS) recently cited by JP Morgan Chase & Co. found that job hopping, across all fields and titles, has become a widely accepted characteristic of the modern workforce.
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by Stephane Kasriel, CNBC
According to the survey Freelancing in America 2018, released Wednesday, 93 percent of college-educated freelancers say their skill training is more useful in the work they are doing now than their college training.
Sixty-five percent of children entering primary school will end up in jobs that don’t yet exist, reveals the World Economic Forum. The result is a proliferation of new, nontraditional education options.
By Dian Schaffhauser, Campus Technology
Kubi brings remote students in on class action when they can’t be there in person. The University of Colorado Boulder has formally introduced a “remote presence” technology to enable students who can’t be physically present in a course to attend remotely. Kubi is a robotic neck that holds a tablet and is controllable by the remote user to allow him or her to look around the room through a Zoom videoconference meeting. The tablet, through which the remote student can see, hear and speak with others in the room, can be moved 320 degrees side to side and 90 degrees up and down.
By Julie Johnston, Campus Technology
Indiana University explores that question by bringing together tech partners and university leaders to share ideas on how to design classrooms that make better use of faculty and student time. “Smart” products have infiltrated the market with the intention to make our lives easier — at home, in the workplace, everywhere. Setting aside the recognizable challenges of deploying these technologies on the enterprise scale in higher education, our team is beginning to ask, “How we can make better use of our faculty and students’ time by delegating routine tasks to smart technology?” This is a particularly good question in the context of teaching and learning. What if the answer is a smart classroom?