In an article on the Chronicle of Higher Education, written by Jenifer Howard, the president of Stanford University shares his views on the accessibility of higher education.
In a keynote talk on “Information Technology and the Future of Teaching and Learning,” the Stanford president, John L. Hennessy, sketched out ways in which technology could be used to provide affordable, accessible, and adaptable education.
Mr. Hennessy said that Massive open online courses “are not the answer, at least not the only answer.” He also went on to say that hybrid and flipped-classroom models are effective in some settings and that we need to develop adaptive courses to help students learn faster and better, potentially saving time, money and reducing student stress.
There are several challenges that online learning needs to overcome. It needs to help students learn better and provide a customized experience, he said. “In a live classroom, a good instructor can see what works and what doesn’t.” but it might be possible to accomplish the same using real time data analytics on how students are engaging what the material.
Mr. Hennessy also mentions the machine driven hype of the 1960’s with a vision that high quality technology would solve all our problems. “it turns out that human learning is really complex.”
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Educational video games have become a hot topic for several years now. Barry J. Fishman, a professor at the University of Michigan at Ann Arbor, has borrowed elements of gaming to develop GameCraft, a learning-management system that lets instructors organize their courses in a ‘gameful’ way.
GameCraft provides students with many assignments to choose from, so any student who does poorly on one can find plenty of tasks to redeem themselves. GameCraft treats unsuccessful assignments not as failures but as learning experiences.The ‘grade predictor’ helps students figure out what they need to do to reach the classroom goals they set for themselves.
Giving students the freedom to decide which assignments to complete and when to complete them can be difficult for the instructor and students to keep track of. This is why Mr. Fishman created GameCraft to help professors organize their course. GameCraft provides an engaging way to pass the class by allowing students to independently map the course work they want to complete. In order to unlock more assignments, students have to complete certain assignments to move forward, similar to passing levels in video games. Mr. Fishman has noticed that students are more engaged with the course and their work because they have the opportunity to choose the assignments that interest them.
Currently about 2,000 students in 19 courses in Michigan have used GameCraft. Of course GameCraft can be scary at first for students and creates more work for professors, but nearly all the instructors who experimented with the system want to use it again. Mr. Fishman hopes the system will grow beyond his own institution. Mr. Fisher explains that he doesn’t define what he’s doing as gameification, but as a ‘gameful’ design that brings a positive attribute of gaming systems, like establishing clear goals and giving players multiple routes to success – to the classroom.
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Fabris, Casey. Want to Make Your Course ‘Gameful’? A Michigan Professor’s Tool Could Help. The Chronicle of Higher Education. 15, May 2015. Web
In 2006 a man by the name of Richard Baraniuk introduced the idea of open-source learning during a Ted Talk presentation. Baraniuk does not hold sole ownership of the idea, however what he presented was an alternate avenue by which the way we learn could evolve. Open-source learning is defined by Baraniuk as a database in which teachers across the world can share course-materials, lesson plans and data while constantly being peer-reviewed by their professional colleagues. Baraniuk envisioned a world where not only the cost of learning would be greatly reduced but the efficiency of learning and the scope of students learning would be raised substantially.
Fast forward into 2015 and the landscape of learning has changed drastically. Online classes have been integrated into most community colleges and universities, student textbooks can now be found online and information has definitely become more free-flowing between both professors and students alike. With that said Baraniuk’s vision is far from being realized. The idea of open-source learning was built on the premise of being a free route (emphasis on free) to educate and develop philosophies, so that those in underdeveloped regions with limited access to resources could in fact receive a similar education to those in well developed areas. Of course in the U.S. where a capitalistic system reigns, free is never truly free.
Today there are plenty of websites that promote open-source learning, which is a positive increase from where education was in 2006. With that said the system is not without its flaws. Often times an open-source website allows for free use, however in order to access certain features one must pay a certain amount per month, going against the whole idea of “free”. Some websites provide a basic design layout for teachers to use however if not satisfactory to the teacher’s needs then a third party coder or designer would need to be brought in to deliver a new design and regularly update code which can prove costly. These are just a couple of drawbacks open-source learning has come to encounter over the years. As students, educators and people who are overall hungry for knowledge what do you think of open-source learning? Will it improve? Will costs be raised? Lowered? Please leave thoughts or comments as this may very well be where education in the future goes.
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In education, to incite the mind into thinking deeply about a topic is to in fact learn. This has remained unchanged throughout the course of time, yet somewhere along the way educators lost sight of that. The education system began to place an emphasis on exams and regurgitated knowledge, rather than the actual experience of learning. In 2013 educational researcher Sugata Mitra decided to flip that by introducing SOLE within the classroom via Cloud based learning devices.
SOLE stands for “Self-Organized Learning Environment”. Within that, what is necessary for success includes collaboration between students, answerable introspective questions, an Internet connection and an educator’s influence. What entails is a learning environment wherein students not only learn through their spark of curiosity, but also gain insight on posing questions that develop their understanding. For instance, Mitra posed this question to a group of nine and ten year old students “Why do human lungs breathe? What happens to the air we breathe? What followed was an in-depth analysis of the lungs, diaphragm and respiration system developed solely through student research. In connection with the Cloud, these answers and developments would then be added to the pool of research, allowing for access amongst all Cloud-based education systems.
Designing a new future for learning at the elementary and middle school level allows for more advanced topics to be understood at younger ages, thus allowing for students at the university level to focus their learning/career path earlier. The purpose of the Cloud is to gather and hold all of the learning tools (i.e. the big questions, answers, development strategies, etc.), essentially SOLE’s provide the setting or atmosphere within a classroom and the Cloud provides the tools. Mitra’s vision of a cloud-based school took form in 2013 and since then has grown to five different classrooms across the U.K. and India, including an independent location in Korakati, India. The future of eLearning continues with the introduction of the School in the Cloud.
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Picture Credit: http://edtechreview.in/news/877-world-s-first-school-in-the-cloud-opened