In an article written by Carl Straumsheim for Inside Higher Ed, the Berklee College of Music will offer their two music programs, music business and music production, as fully online accredited bachelor’s degree programs.
Berklee, for some time now, has had established online courses and has made subsequent steps in bundling these courses together to create certification programs. They have now made the next major step in providing two full online degree programs where students can receive a bachelor’s degree in music business and music production at a reduced cost.
Education Dive has posted an infographic, created by Jones eGlobal Library, that helps illustrate the importance of librarians in the digital age.
As online learning expands, librarians play a pivotal roll in assisting students in their education. 68% of college students have stated that they feel that their best chance at succeeding is when they participate in individual sessions with librarians to better define their research topics.
Check out the infographic below to find out more.
Having been around for some time now, MOOCs have generated a considerable amount of hype, especially with its professors being perceived as “rock stars”. Kevin Werbach, an associate professor of legal studies and business ethics at the University of Pennsylvania’s Wharton School, recently wrote an article in The Chronicle of Higher Education detailing his opinion of the “rock star” title and its many implications to the education system, its professors, and the ideas of education as a whole. Having already taught two MOOCs, and although his experience with MOOCs has been overwhelmingly positive, he believes that those who have deemed professors teaching MOOCs as “rock stars” need to consider the implications of that title.
In The Chronicle of Higher Education’s report on Campus Computing Project’s annual senior technology administrator survey, the biggest concern (a whopping 80% from those who responded) was the capability of instructors to use emerging technology within the next few years.
It is very likely that students have witnessed this before: an instructor has pledged to make a grand presentation in the class, yet cannot seem to load PowerPoint. On countless occasions, more time is spent troubleshooting instructor’s technological flop than time spent teaching and learning.
With technology rapidly unfolding and the integration of classroom online learning resources such as Canvas, instructors need to have enough knowledge in technology in order to have an effective learning environment. Just as owning a camera does not make one a photographer, having a tablet does not make one a better instructor. Now more than ever, instructors need to catch up in this cat and mouse game before students begin to teach their teachers.
In a blog located on The Chronicle for Higher Education, Robert Talbert has been documenting his experiences with flipping his Calculus 1 class. After a somewhat rough start becoming accustomed to the new style of teacher for the class, he has stumbled upon a rather startling take away from this “audacious project.”
By far the biggest difficulty the students in the course have had so far has not been with mathematical content or even with the idea of flipped instruction – it’s with time and task management.
Students aren’t writing down the tasks and their deadlines for the course, they are attempting to simply remember what it is they need to do. This leads to students misremembering due dates, or forgetting assignments entirely.
In an attempt to help, Dr. Talbert has discussed how the students need to set up a schedule and get things done without procrastinating. He has even had talks with some students on how they can set up a calendar with due dates, something they had never done before. Which has lead Dr. Talbert to believe that a good co-requisite for a flipped classroom is a mini-workshop, to train students on how to schedule and manage projects and tasks.
This is why Dr. Talbert feels that the flipped classroom is an audacious project; it rejects the idea that procrastination in college is fun, and that you can just get by in the nick of time. Instead the flipped classroom promotes staying on top of things and getting things done, which is a form of self-regulated learning, something students have to master at some point.