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Engineering Education
Updated: 4 hours 45 min ago

Can We Design Online Learning Platforms That Feel More Intimate Than Massive?

Sun, 2018-07-22 17:25

by Giving Compass

Most of our energy has been focused on designing physical learning spaces, even as more teaching and learning shifts online. Unfortunately, most massive open online course (MOOC) platforms still feel like drafty lecture halls instead of intimate seminar rooms. The majority of online learning environments are no more than video-hosting platforms with quizzes and a discussion forum. These default features force online instructors to use a style of teaching that feels more like shouting to the masses than engaging in meaningful conversations.

https://givingcompass.org/article/can-we-design-online-learning-platforms-that-feel-more-intimate-than-massive/

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New York to resist Trump rollback of affirmative action in college admissions process

Sun, 2018-07-22 17:20

By James Paterson, Education Dive
New York Gov. Andrew Cuomo has directed that state’s universities to continue policies that promote diversity despite the Trump administration ruling that institutions don’t have to consider race in admissions decisions, according to the Northeast Public Radio. Cuomo asked the chairmen of the boards of trustees for City University of New York and the State University of New York by mid-August to report on how they will further increase diversity on their campuses.

https://www.educationdive.com/news/new-york-to-resist-trump-rollback-of-affirmative-action-in-college-admissio/527722/

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5 Amazing Student Success Stories from India

Sun, 2018-07-22 17:15

By Prachi Mishra, Udacity

Each of these 5 students earned a scholarship from Google and Udacity, and they’ve used their opportunities to achieve incredible things in their lives and their careers. Back in 2017, Google Scholarships launched in India with a mission to help 30,000 students pursue their dreams of venturing into mobile and web development. Today, so many exceptional students have earned new opportunities for themselves through the Udacity-Google Scholarship program. Their stories are amazing, and we share five of them with you here.

5 Amazing Student Success Stories from India

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Open educational resources have saved students millions of dollars, but can they also improve students’ grades?

Sun, 2018-07-22 17:10

By Lindsay McKenzie, Inside Higher Ed
A large-scale study at the University of Georgia has found that college students provided with free course materials at the beginning of a class get significantly better academic results than those that do not. The Georgia study, published this week, compared the final grades of students enrolled in eight large undergraduate courses between 2010 and 2016. Each of these courses was taught by a professor who switched from a commercial textbook costing $100 or more to a free digital textbook, or open educational resource, at some point during that six-year period.

https://www.insidehighered.com/digital-learning/article/2018/07/16/measuring-impact-oer-university-georgia

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Cengage Contributes Openly Licensed Content to OER Community

Sun, 2018-07-22 17:08

The share of women in many science and technology fields has increased dramatically in the last generation — in some cases reaching parity with men. But women’s gains have lagged in computer science, some technology fields and in the businesses where many of the graduates of those programs aspire to work. A new book says that both colleges and businesses can do better. Failing to improve, the book argues, means wasting talent that could promote innovation in both academe and industry. The book is The Future of Tech Is Female: How to Achieve Gender Diversity (New York University Press). The author is Douglas M. Branson, the W. Edward Sell Chair in Law at the University of Pittsburgh.

https://www.insidehighered.com/news/2018/07/17/author-discusses-his-new-book-about-women-tech-industry-and-engineering-education

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Experts say we’re approaching a third wave of higher-ed reform

Sun, 2018-07-22 17:05

BY LAURA ASCIONE, eCampus News
An evolving workforce will demand lifelong learning, and higher-ed reform will have to mold postsecondary education to follow suit.  As the global economy changes and demands more highly-skilled workers, some experts are tracking what they call a third wave of postsecondary education reform focused on making sure graduates have career-long alignment between their education and the job market. The new report from Jobs for the Future (JFF) and Pearson notes that a career path won’t have a single-job trajectory, but instead will require a lifetime of learning. Higher education will have to experience significant reform to create graduates equipped for such a workforce, the report’s authors claim. “As the future of work is realized, what makes us human is what will make us employable; education systems are already evolving to develop and measure the skills that matter, but there is much more that can be done,” says Maria Flynn, JFF’s president and chief executive officer.

Experts say we’re approaching a third wave of higher-ed reform

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The Sooner You Get Your First AI Job, the Better for Your Career

Sat, 2018-07-21 17:25

by Stephanie Glass, My San Antonio

Artificial intelligence is already reshaping society as we know it in both business and consumer realms. Early use cases with Alexa, autonomous vehicles and AI-driven supply chains provide just a glimpse of the disruption that AI is poised to deliver in the near future and for years to come. Yet despite all the AI hype and initial successes, it remains in its infancy. That makes now the ideal time for young people to build the knowledge, skill sets and connections they need to capitalize on the fast-growing market for AI jobs and build a strong AI career.

https://www.mysanantonio.com/news/article/The-Sooner-You-Get-Your-First-AI-Job-the-Better-13065882.php

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College Opportunity at Risk

Sat, 2018-07-21 17:20

by Institute for Research in Higher Education, University of Pennsylvania

The College Opportunity Risk Assessment is the first state-by-state analytic tool to consider the breadth of the policy landscape that must be navigated to ensure future educational opportunity. All states face risks to college opportunity, but each state faces different types and levels of risk within their diverse economic and social realities. To guide state policy makers in mitigating these risks, we offer individual state risk assessments based on four interrelated risk categories—higher education performance, educational equity, public funding and productivity, and economic policies that influence public revenue and budgeting.

https://irhe.gse.upenn.edu/College-Opportunity-at-Risk

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Where work pays: How does where you live matter for your earnings?

Sat, 2018-07-21 17:15

by Lauren Bauer, Audrey Breitwieser, Ryan Nunn, and Jay Shambaugh; Brookings

Educational and occupational choices matter for your earnings, but where you work matters, too. Employment opportunities and wages in some occupations vary substantially from state to state, county to county, and city to city. One location might be a great place to earn a living as a nurse but not as a construction worker (e.g., New Orleans, Louisiana), while a different location might be the opposite (e.g., Utica, New York). Does it make sense for people starting or advancing their careers to move? And if it does, to where should they move?

Editor’s Note: An interactive tool accompanies this economic analysis, allowing users to see the distribution of annual earnings across the United States for a given occupation and age group, adjusting for cost of living and taxes.

Where work pays: How does where you live matter for your earnings?

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Enabling the future of online learning via human connection

Sat, 2018-07-21 17:12

by Education Technology (UK)

Online education has revolutionised the way students learn by giving learners autonomy over their learning. Nevertheless, the education community is becoming aware of its limitation: its dependency on students’ own motivation to continue studying. A new approach to online learning, therefore, has emerged in Japan to ensure the success of every student – online coaching.  There are three distinct roles coaches play. First, coaches generate an electronic learning record (ELR) for each student, based on the student’s dream, academic objectives, recent assessment results, extracurricular activities, time available to study and so on. The ELR includes a study plan, learner profile, and learning history. Besides assisting coaches to align learning objectives and expectations with learners, the ELR ensures continuous support of each student even if coaches change.

https://edtechnology.co.uk/Article/enabling-the-future-of-online-learning-via-human-connection

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Can We Design Online Learning Platforms That Feel More Intimate Than Massive?

Sat, 2018-07-21 17:10

by Giving Compass

Most of our energy has been focused on designing physical learning spaces, even as more teaching and learning shifts online. Unfortunately, most massive open online course (MOOC) platforms still feel like drafty lecture halls instead of intimate seminar rooms. The majority of online learning environments are no more than video-hosting platforms with quizzes and a discussion forum. These default features force online instructors to use a style of teaching that feels more like shouting to the masses than engaging in meaningful conversations.

https://givingcompass.org/article/can-we-design-online-learning-platforms-that-feel-more-intimate-than-massive/

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5 Amazing Student Success Stories from India

Sat, 2018-07-21 17:03

By Prachi Mishra, Udacity

Each of these 5 students earned a scholarship from Google and Udacity, and they’ve used their opportunities to achieve incredible things in their lives and their careers. Back in 2017, Google Scholarships launched in India with a mission to help 30,000 students pursue their dreams of venturing into mobile and web development. Today, so many exceptional students have earned new opportunities for themselves through the Udacity-Google Scholarship program. Their stories are amazing, and we share five of them with you here.

5 Amazing Student Success Stories from India

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EdX Survey Finds That about 1/3 of Americans Ages 25 – 44 Have Completely Changed Fields Since Starting Their First Job Post-College

Fri, 2018-07-20 17:25

by EdX

EdX.org has announced the results of a survey of 1,000 consumers ages 25 – 44 around trends related to career transformations. The survey found that 32 percent of respondents have considered making a career change at some point within the past year, and 29 percent of respondents have completely changed fields since starting their first job post college. The chief drivers of these continuous shifts are a desire for salary increase (39 percent) or interest in another field (21 percent). EdX commissioned the survey in order to further identify the types of challenges faced by learners, specifically as they look to change industries, in an effort to provide optimized access to quality, career-relevant education to all.  The workplace is changing more rapidly than ever before and employers are in need of highly-skilled talent. Faced with this ever-changing workplace, candidates seeking to change or advance their careers are tasked with gaining the knowledge and skills they need to succeed. In addition, many of these in-demand fields are so newly emerging that they do not map back to traditional fields of study — according to edX’s survey findings, only a fifth of respondents consider their education from their college major to be translatable to their current field.

https://www.businesswire.com/news/home/20180710005238/en/EdX-Survey-Finds-13-Americans-Ages-25

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Creatively nudging faculty members to expand use of immersive technology

Fri, 2018-07-20 17:20

by James Paterson, Education dive
Colleges and universities find it isn’t easy to get faculty to use immersive technologies, but some are having success by introducing them to the new tools in creative ways. Campus Technology recently reviewed the efforts by some institutions to move educators toward using the new technology. Officials advocating for use of immersive technology at institutions point out several hurdles that are hindering its development – from tight budgets for these less-accepted teaching methods, to finding time to instruct professors how to use them. They have improved the response by introducing virtual reality or immersive experiences in casual settings to faculty members, by showing them examples of how it can be used and by proving its value by gathering data about its effectiveness in the classroom.

https://www.educationdive.com/news/creatively-nudging-faculty-members-to-expand-use-of-immersive-technology/527468/

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Making Learning Without Borders a Reality

Fri, 2018-07-20 17:15

by Tutaleni Asino and Phil Tietjen, Educause Review

One of our shared interests is using social networking technologies not only to build local learning communities but to expand those communities beyond our classrooms. On the surface, this sounds obvious since these tools are often associated with making connections and bringing students together regardless of time and place. However, what we found is somewhat paradoxical: While faculty members are usually interested in using social networking technologies to build learning communities within their specific classes, we saw far fewer instances of engagement in collaborative learning activities with classes from other universities. This suggests another kind of border that we educators could work more earnestly toward addressing. We set out to contribute to this effort by designing a small-scale collaborative project between two classes from our respective schools by using the video discussion tool Flipgrid.

https://er.educause.edu/blogs/2018/6/making-learning-without-borders-a-reality

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Measuring Non-Degree Credential Attainment

Fri, 2018-07-20 17:10

BY JENNA LEVENTOFF, National Skills Coalition

The Workforce Data Quality Campaign (WDQC) has surveyed all fifty states, and the District of Columbia, to learn whether states are collecting individual-level data about non-degree credentials, incorporating that data into their SLDS, evaluating attainment by subpopulation, and identifying
credentials of value. This scan finds that no state has comprehensive data about all types of non-degree credentials. States are the most likely to have data about public for-credit certificate programs, registered apprenticeship certificates, and licenses. Thirty-six states report having most or all individual-level data on for-credit certificates from public two-year institutions in their state. Twenty-seven states report having most or all data about registered apprenticeship certificates, and twenty-two states report having most or all licensing data.

https://www.nationalskillscoalition.org/resources/publications/file/Measuring-Non-Degree-Credential-Attainment-50-State-Scan.pdf

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College Opportunity at Risk

Fri, 2018-07-20 17:02

by Institute for Research in Higher Education, University of Pennsylvania

The College Opportunity Risk Assessment is the first state-by-state analytic tool to consider the breadth of the policy landscape that must be navigated to ensure future educational opportunity. All states face risks to college opportunity, but each state faces different types and levels of risk within their diverse economic and social realities. To guide state policy makers in mitigating these risks, we offer individual state risk assessments based on four interrelated risk categories—higher education performance, educational equity, public funding and productivity, and economic policies that influence public revenue and budgeting.

https://irhe.gse.upenn.edu/College-Opportunity-at-Risk

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University of Iowa axes 7 centers due to reduced state funding

Fri, 2018-07-20 17:01

By James Paterson, Education Dive
The University of Iowa is closing seven centers and cutting funding to five more in the next year to save an estimated $3.6 million and to make up for revenue lost in state budget cuts. The move will eliminate 33 jobs, according to the Des Moines Register. The centers to be closed are dedicated to a variety of specialties, including workplace-related training, dentist recruitment, relations with China, farm safety and understanding the aging process. In the past decade, the University of Iowa, Iowa State University and the University of Northern Iowa have relied increasingly on tuition as their revenue source, raising 63% from students last year compared to 49% in 2008. State aid dropped 17% in that period to 32% of revenue for the three state public universities.

https://www.educationdive.com/news/university-of-iowa-axes-7-centers-due-to-reduced-state-funding/527590/

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Online STEM Courses Need More Real-World Interactivity

Thu, 2018-07-19 17:25

By Dian Schaffhauser, Campus Technology
What do students want in the learning activities for their online STEM courses? They’d prefer more real-life problems to solve and instructional resources such as simulations, case studies, videos and demonstrations. They’d also like the chance to meet and collaborate with other students as well as teaching assistants online. Finally, they’d appreciate clear and consistent information from instructors about instructions, assignments, assessments, due dates, course pages and office hours. That’s what a research project found when it queried 537 students from 15 online STEM courses within a large, four-year public university in the southeast during spring 2016. A third of the students (36 percent) came from the college of engineering and computer science; other large groups included science majors (14 percent) and those pursuing degrees in the college of health and public affairs (11 percent). The study was done by three researchers from the Center for Distributed Learning at the University of Central Florida.

https://campustechnology.com/articles/2018/07/09/online-stem-courses-need-more-real-world-interactivity.aspx

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Five Ways to Build Community in Online Classrooms

Thu, 2018-07-19 17:17

By: Melissa Wehler, Faculty Focus

I was still dealing with the real issues of isolation, fear, and frustration that results in students leaving their online courses. To combat these feelings, professors—myself included—have to deliberately, consistently, and relentlessly work to build student-faculty and student-student relationships in online courses. As educators, we know that building community in the online environment increases the likelihood of student success. Finding ways to concretize something as ephemeral as “a sense of belonging” can be difficult; however, here are five places where you can start.

https://www.facultyfocus.com/articles/online-education/five-ways-to-build-community-in-online-classrooms/

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