Purdue Creates Competency Degree Program Lafayette Journal & Courier
Purdue University introduced a competency degree program, putting students in control of their education. The College of Technology program allows students to progress at their own rate as they demonstrate mastery of specific skills, rather than performance measured only at fixed calendar intervals of classroom time.
The move is part of a larger effort to fill the skills gap in business and industry. "There are plenty of high-skill, high-wage technology jobs available, but students just don't have the skills necessary to fill them," said Gary Bertoline, College of Technology Dean.
During the first week of classes, students were divided into groups of four to build a 24-inch tower of Legos that could hold a 2-liter bottle for 10 seconds. Instructors asked them to take note of how the group worked, how they chose a design and who was a leader.
Students will experience yearlong industry-sponsored design projects, study abroad programs and design-lab courses their freshman year. They will graduate with the same degree but with one or more concentrations that reflect their interests and passions.
Palabras Clave: Aprendizaje basado en competencias
Online Learning Industry Poised for $107 Billion In 2015 Forbes
Online learning is booming. Market research firm Global Industry Analysts projects it will reach $107 Billion in 2015.
In 2013, Lynda.com, the online learning giant and arguably the 800-pound gorilla in the e-learning space, took in $103 million in growth equity from Accel Partners and Spectrum Equity. Subscription Content reported that the site already had $100 million in revenues with two million subscribers.
General Assembly is a hybrid of online and traditional learning that offers local workshops (in select cities) and online courses. They have a whole range of business and technical topics. You sign up for free and pay on a per-course basis.
Niche sites and well-organized, curated platforms are going to change how we learn.
Warm Welcome Encourages Students to Stay the Course Times Higher Education
Universities that fail to make new students feel welcome suffer higher dropout rates than those that make a good first impression, research has found. Analysis by the research consultancy YouthSight found a strong correlation between students’ perception of their university in their first month and the likelihood of their dropping out at a later stage.
YouthSight surveyed more than 10,300 students to compile the data. Students emphasised the importance of pastoral care, and praised universities that “had lots of things organised for new students”, “responded quickly to queries”, were “supportive” and had friendly staff.
Dissatisfied students cited the failure of their institution to make adequate arrangements for newcomers, and complained about difficulties obtaining information about university societies and support services.
This survey reveals the universities that are best at making new students feel right at home. Click the link to see the Top 20: http://bit.ly/Top20welcomeu
Edcast: A Platform for All Purposes Inside Higher Ed
EdCast is a service provider that help institutions build their own online education platforms where they can run multiple instances of the same courses, removing the need for institutions to do the coding themselves.
It would be easy to confuse EdCast for yet another MOOC platform. But Karl Mehta, the entrepreneur and venture capitalist behind the company, distanced himself from that comparison: “Current platforms out there have not been able to support multiple university efforts of the same course,” Mehta said. “They are individual destination sites where institutions put up a course, but they don’t allow multiple institutions to collaborate on one course.... We haven’t seen anyone doing that -- or even the vision of -- connecting both the public and the on-campus.”
EdCast wants to be the connective tissue between universities and the software they run on their campuses and “destination sites” such as edX. The company and its 25-person team will charge for hosting and support services, scaling its pricing based on how many students a platform enrolls.
U Michigan Adds Office of Digital Ed and Innovation To Improve Tech Use Campus Technology
The University of Michigan has added an Office of Digital Education and Innovation (DEI) in an effort to help faculty use technology and digital programs more creatively and to centralize efforts currently spread across the institution.
The office will provide "the resources and support for faculty to experiment with programs, technology, digital communities, learning analytics and other innovative means, as they lead the way in transforming higher education."
"What DEI can do is bridge that gap between innovation and infrastructure. We'll have in this resource the expertise to translate something from a tool used in an enthusiast class to university wide use. Part of the work of the DEI will be to develop, support and foster enthusiasm for these approaches." said Tim McKay, a physics professor at U-M and member of the new office's advisory group.
DEI will work with the Unizin Consortium, a group of four research universities focused on influencing the digital learning landscape. Unzin will allow faculty to store and share material while maintaining intellectual property control, and will provide students with a wealth of online material, delivered in a variety of formats.
A recent concern about college degrees heavily emphasizes how a career is successfully forged and how financial security is quickly achieved. But there’s another dimension to college: the potential — and need — for college to confront and change political and social aspects of American life that are as troubling as the economy.
College is the perfect chapter for diversifying friends and influences, rummaging around in fresh perspectives, bridging divides. Students can better construct their world from scratch. But too many kids get to college and try instantly to collapse it, to make it as comfortable and recognizable as possible. Concerned with establishing a “network,” they seek out peers with aspirations identical to their own.
Now more than ever, college needs to be an expansive adventure, yanking students toward unfamiliar horizons and untested identities rather than indulging and flattering who and where they already are. And students need to take control of all facets of their college experience and making it as eclectic as possible. It could mean a better future. And there’s no debate that college should be a path to that.
This summer, Chad Mason signed up for online general psychology at the University of North Carolina at Charlotte. This spring, Jonathan Serrano took intro to psychology online at Essex County College in Newark, New Jersey. Though the two undergraduates were separated by more than 600 miles, enrolled in different institutions, and paying different tuitions, they were taking the same course.
That’s because the course wasn’t produced by either school. Instead, it was a sophisticated package devised by publishing giant Pearson PLC and delivered through a powerful online platform called MyPsychLab.
Colleges and universities are under pressure to roll out more online offerings but creating online courses from scratch is expensive and time-consuming. Publishers have rushed in to fill the gap. They’ve been at the game longer, possess vast libraries of content from their textbook divisions, and have invested heavily in creating state-of-the-art course technology.
The result is a creeping homogenization of basic classes throughout many U.S. universities. That’s raising some uncomfortable questions: Why should I pick one school over another if they offer the exact same classes? And: Why are universities buying ready-made frozen meals instead of cooking up their own educational fare?
Palabras Clave: Educación profesional, educación en línea
Is There a Creativity Deficit in Science? Ars technica
Today, the hundreds of billions of dollars of government funding that supports the world's academic research ecosystem is distributed based almost exclusively on the opinions of senior experts (or ‘peers’). These experts review proposals and seek to find ideas impervious to criticism.
Yet relying only on peer-review misses something about the nature of scientific innovation: some of the biggest discoveries are deemed crazy or impossible by experts at the time. This huge, inadvertent shift toward conservatism and safety has created an enormous creativity deficit in science that affects us all.
“A truly innovative idea cannot be judged by peers: if it is truly innovative, no peer has any clue about it; if peers already know about it, it is not innovative” said John Ioannidis, head of the Stanford Prevention Research Centre in California.
A researcher’s track record is traditionally judged by the number of publications. Funding is completely dependent on this arbitrary output. The well-known ‘publish or perish’ rule for scientists creates many problems, but little has been more damaging to the future of science and humanity than what it has done to young researchers over the past 30 years.
3 Ways Colleges Use Snapchat (Yes, Snapchat) The Chronicle of Higher Education
To catch a fish, head to the water. That simple idea motivated the University of Houston to adopt Snapchat, a smartphone application popular with teenagers, as a method of communication with prospective and current students.
When it signed up for an account in January, the university was one of only a few experimenting with the social-media platform. Now more colleges are diving in, hoping to hook students’ attention.
Introduced in 2011, Snapchat quickly became popular with teens and young adults. College social-media managers took note earlier this year when a survey by a marketing company found that 77 percent of college-student respondents used Snapchat at least once a day.
“We like to bring our message to our audience instead of making them dig for it,” says Jessica Brand, the university’s social-media manager.
OBSERVATORIO DE INNOVACIÓN EDUCATIVA | Reporte Semanal para Líderes es elaborado por el Observatorio de Innovación Educativa del Tecnológico de Monterrey con las notas más destacadas sobre innovación, tecnología y educación. Si está interesado en obtener mayor información sobre alguna nota, favor de enviar un correo a: firstname.lastname@example.org. TECNOLÓGICO DE MONTERREY, 2014.
Observatory of Educational Innovation
Tecnológico de Monterrey's Observatory of Educational Innovation: We identify and analyze the educational innovation trends that are shaping the future of learning and education.
Tecnológico de Monterrey | Av Eugenio Garza Sada 2501, Monterrey, NL, México