Ed Dept issues competency-based education guidance - Roger Riddell, Ed Dive

A letter published Friday by the U.S. Department of Education details regulations on direct assessment and competency-based education programs. While the department previously addressed such programs in a March 2013 letter, the document published Friday includes a Q&A format attachment answering a number of questions received since then. The Q&A mainly details competency-based or direct assessment programs that award credit hours or an equivalent measure of progress. http://www.educationdive.com/news/ed-dept-issues-competency-based-education-guidance/346462/

13 higher ed tech tools and approaches to watch in 2015 - Keith Button, Education Dive

Higher education technology businesses can get lost in the weeds after their launch has passed and they’re no longer in the startup or seed funding mode. College administrators and their IT staffs can labor in relative anonymity as they try to improve their learning technology and approaches for students. Sometimes recognition through awards, or top 10 or 20 lists, can supply just what a company needs for a marketing boost or what a college needs to shine a light on its progress. Here are 13 ed tech tools and approaches from companies and institutions that you should keep on your radar due to their recent recognition. http://www.educationdive.com/news/13-higher-ed-tech-tools-and-approaches-to-watch-in-2015/336102/

Big Idea 2015: Online Learning Must Gain Full Acceptance - Julie Benesh, Pulse

Opinions vary, but online learning, despite its popularity, is still stigmatized. I tend to forget this as I interact in my bubble with hundred of online learners and instructors on a daily basis. Then I am caught up short by a joke, a remark, an editorial that jars me back into the realization that the characterizations above are all in play and have an effect on the realization of online learning's potential. Some commentators distrust virtuality itself. They are not fans of, say telecommuting, either.They need to see and be seen to believe anything is happening, forgetting that most of what is happening that impacts our lives we don't observe directly and synchronously. Many social changes happen gradually, suddenly. May 2015 be the year that online learning gets its due, for the benefit of learners, employers, and society. https://www.linkedin.com/pulse/big-idea-2015-online-learning-must-gain-full-benesh-phd-mfa-sphr

Fiscal Fitness: Higher Education Must Be Run Like a Business - Robert L. Breuder, Huffington Post

As a president of three different community colleges for the past 34 years, I have received my share of criticism from traditional educators for referring to educational institutions as "businesses." With more competition than ever, however, including for-profit and online universities, it is essential that colleges operate with a budget-based perspective. Money in the bank means the ability to weather storms and seize/create opportunities. Over the past four years, College of DuPage has added 60-plus certificates and degrees that keep up with workplace trends so our students leave with a credential in hand that will allow them to earn an enhanced income. We must be steadfast in our commitment to financial solvency and stability. If we are not entrepreneurial, decisive, visionary and (responsible) risk takers, we must be willing to suffer the inevitable consequences that are generated by a lack of courage, conviction and leadership. http://www.huffingtonpost.com/dr-robert-l-breuder/fiscal-fitness-higher-edu_b_6349604.html

Changes needed in higher education must recognize the way we live now - THEODORA KALIKOW, Central Maine

My prediction for 2015: Change in higher education will accelerate, especially here in Maine. There will be institutions featuring student engagement and active partnering with their communities, others seeking new markets, and still others reworking instructional models, funding models and basic organizational frameworks. Government, charitable foundations, business, parents and students will all continue to voice their interests and contribute ideas. It will be an exciting and creative time. http://www.centralmaine.com/2014/12/21/changes-needed-in-higher-education-must-recognize-the-way-we-live-now/

Teaching, Learning and the College Ratings Framework - Patricia McGuire, Huffington Post

USDE has now declared learning outcomes impossible to consider in its framework for establishing ratings on the quality and value of institutions of higher education. Instead, reverting to the outmoded academic practice of determining quality through inputs, the Department's metrics are heavy on inputs data about the economic profile of students (highlighting the percentage of Pell Grantees in the student body is like counting books in the library) but short on true learning outcomes (the seriously flawed federal graduation rate measuring seat time in one place is a surrogate for the question of whether students have actually learned anything). By dismissing the primary work of colleges and universities -- teaching and learning -- as impossible to measure across institutions, the proposed framework exposes the utter folly of the Administration's plan to impose some kind of generic rating system on the thousands of disparate institutions of higher education in this nation. http://www.huffingtonpost.com/patricia-mcguire/teaching-learning-and-the_b_6362768.html

What MOOCs Teach Us - Daphne Koller, Technology Review

One early prediction about MOOCs was that they would undermine or even replace the traditional college education—an idea we at Coursera never endorsed. And it hasn’t happened—only 15 percent of our current learners are college age. How do we create an educational experience suited to this very different population? First, we can share our knowledge about learner interests with our university partners, who can experiment with new courses, new subject areas, and hands-on projects that align with problem-­solving in real-world settings. We also need to find the right delivery method. Working adults have many demands on their time; they have to structure their learning around their lives, rather than the other way around. For this reason, we’re making the transition to an on-demand model that lets people engage with the content at their own pace. Finally, we need to educate people on the value of this new type of credential. http://www.technologyreview.com/view/533361/what-moocs-teach-us/

Using Games in Online Education: Is it a Winning Strategy? - Phu Vu, Sherry R. Crow, Scott Fredrickson; OJDLA

This study examined the impact of adding game elements on students’ performances in an online learning setting. Two intact online graduate level course sections were chosen for this study. Each course sections had 18 students. The results of the study showed that there were significant differences in the time students spent in their courses and the number of posts between the course section with the game elements (treatment group) and the course section with the traditional design. However, there was no significant difference in grades students achieved in the course section with the game elements and the course section with the traditional design. The study was concluded with discussions and suggestions for further studies. http://www.westga.edu/~distance/ojdla/winter174/vu_crow_fredrickson174.html

Exploring the Relationship between Military Service and Performance in Online Classes - Guy H. Downs & Dorothy K. McAllen, OJDLA

Universities have witnessed the consistent growth of increased college-level distance education programs with 32 percent of all students having taken at least one online course (Allen & Seaman, 2013). Key to this continued growth, however, is understanding the factors that contribute to the greatest growth and success in these programs. Researchers have identified a growing sub-population of non-traditional students – military Veterans, where universities have specifically seen a dramatic growth in enrollment (Lighthall, 2012). This study examined the relationship between military service and academic performance in distance learning courses offered entirely online. We conducted an Ordinary Least-Squares (OLS) regression, using grade point average in online classes as the dependent variable and Veteran status as the explanatory variable, and found that Veteran status has a positive, statistically significant relationship with academic performance in the online classroom. http://www.westga.edu/~distance/ojdla/winter174/downs_mcallen174.html

Distance Education Readiness Assessments: An Overview and Application - Carolyn Gascoigne & Juliette Parnell, OJDLA

With the rise in online and hybrid courses at the post-secondary level, many institutions are offering various online learning readiness assessments to students who are considering these instructional formats. Following a discussion of the characteristics often attributed to successful online learners, as well as a review of a sample of the publicly available online readiness surveys, an application of one representative tool is described. Specifically, the Distance Education Aptitude and Readiness Scale was administered in both hybrid and face-to-face sections of beginning post-secondary French across a two-year span. Differences in scores between groups, as well as the relationship between scores and grades are examined. http://www.westga.edu/~distance/ojdla/winter174/gascoigne_parnell174.html

Why you should care about gamification in higher education - Meris Stansbury, eCampusNews

Gaming in education has, for the most part, been a K-12 trend, with its popularity relegated to supplemental learning for elementary school students. But gamification, from its implementation at MIT to its praise from the job industry, has much more serious implications for college students—and perhaps it’s time higher education got serious about incorporating game design. Today’s course design is under incredible pressure from popular practices favored by students—practices like the inclusion of interactive mobile technology, blended learning, Flipped Learning, and the integration of peer community forums—and according to experts, understanding the reasons why students prefer these methods of instruction can be gleaned from taking part in gaming. http://www.ecampusnews.com/top-news/gamification-in-higher-education-993/

Trend: Campuses moving from online to On-Demand - Meris Stansbury, eCampusnews

“This is going beyond online functionality,” said Connor Gray, chief strategy officer for Campus Management and a recent presenter at EDUCAUSE. “The On Demand Model is a much broader concept, including dynamic models of engagement and delivery. Engagement includes how to deliver the right message to the right person via the right channel. Delivery includes knowing the right place and right time; not just which courses delivered how, but access to student counselors, financial aid options, community groups, career and alumni services, and many others for helping with student retention and completion.” “The On Demand Model is an ecosystem to support fully customized and personalized students needs,” he continued. What also makes this model unique from other vendor-branded messaging is that it’s not focused on the technology first. http://www.ecampusnews.com/technologies/online-demand-campus-113/

7 ways higher ed institutions are increasingly joining forces - Keith Button, Education Dive

Collaborations between universities are nothing new, but several factors are fostering more cooperative agreements between a number of higher education institutions — even one-time rivals. Technology advances, an increasing acceptance of online learning, financial pressures, and international ambitions have been the catalysts for several recently announced joint projects between colleges and universities. Here are seven of the more notable examples. http://www.educationdive.com/news/7-ways-higher-ed-institutions-are-increasingly-joining-forces/343545/

Microsoft's view of 2015: Internet of Things, security, and machine learning - Mark Wilson, Beta News

Microsoft shares its view of which areas of technology are going to be of the greatest importance for businesses in 2015. Corporate Vice President, Enterprise and Partner Group, Susan Hauser believes that security will continue to be strengthened, the Internet of Things will grow, and predictive tools will be more heavily utilized. With the general focus on the cloud, the increased interest in the Internet of Things is hardly a surprise. Once regarded as something rather nebulous and ethereal, businesses and customers are now starting to see the potential for the IoT. Hauser predicts that what will help to accelerate growth here is increased cooperation between partners, as growing numbers of sensors provide access to "nearly unlimited amounts of data". http://betanews.com/2014/12/17/microsofts-view-of-2015-internet-of-things-security-and-machine-learning/

Oldest U.S. black college on verge of financial collapse - DAVID DEKOK, Reuters

The nation's oldest black college, Cheyney University, one of Pennsylvania's 14 state-run universities, is on the verge of a financial meltdown that threatens its ability to continue operating, a state official said on Wednesday. Cheyney's student body has shrunk by two-thirds, to about 1,000, since its 1983 peak, and its four-year graduation rate is just 9 percent. A quarter of students never receive a degree, and student loan defaults are high. http://www.reuters.com/article/2014/12/17/us-usa-pennsylvania-college-idUSKBN0JV2S520141217

How Colleges Can Better Serve Students with Learning Disabilities - By Dennis Pierce, Campus Technology

Although assistive technologies and other supports can help, too few students who need them take advantage. The transitioning of students with learning disabilities from high school to college "is a very important issue, and it often gets overlooked," said Tracy Gray, managing researcher for education at the American Institutes for Research. A nationally known expert in improving opportunities for students with disabilities, Gray used to head the now-defunct National Center for Technology Innovation, which supported researchers and entrepreneurs in creating new assistive technologies to help all students learn. http://campustechnology.com/articles/2014/12/18/how-colleges-can-better-serve-students-with-learning-disabilities.aspx

Golden Rules for Engaging Students in Learning Activities - Nicolás Pino James, Edutopia

This is because students may be behaviourally and/or emotionally invested in a given activity without actually exerting the necessary effort to understand and master the knowledge, craft, or skill that the activity promotes. In light of this, research suggests that considering the following interrelated elements when designing and implementing learning activities can increase student engagement behaviourally, emotionally, and cognitively, thereby positively affecting academic achievement. http://www.edutopia.org/blog/golden-rules-for-engaging-students-nicolas-pino-james

3 trendy learning terms that need differentiating - Meris Stansbury, eCampusNews

“Providing clarity for educators as they look for innovative new ways to connect with students and improve outcomes is critical,” said Cherron Hoppes, chief academic officer at Helix Education, which produced the white paper. “There is no doubt that CBE is gaining momentum in the industry, yet educators still have a lot of questions about how they can best plan for and execute on a successful strategy.” Based on what Helix Education notes is their own experience, as well as the expertise of academic insiders and industry coverage, here are the differences between—and tips for implementation of—personalized learning, adaptive learning, and CBE. http://www.ecampusnews.com/top-news/differentiating-learning-terms-464/

Mission is key to MOOCs, online programs - Meris Stansbury, eCampusNews

CIOs, IT leaders say the key to expanding online is knowing your goals and vision. By now, most colleges and universities know that providing some type of online program—fully online, MOOCs, or blended learning—is critical to staying current in today’s changing higher ed landscape. But how do you determine your institution’s online readiness, and how can MOOCs work for everyone? According to Elke Leeds, assistant vice president for Technology Enhanced Learning and executive director of the Distance Learning Center at Kennesaw State University, the one question all institutions must first ask themselves is: “Why would we want to do this?” http://www.ecampusnews.com/top-news/mission-key-moocs-237/

3 emerging technologies reimagining higher ed in 2015 and beyond - Roger Riddell, Education Dive

From the make-up of student bodies to the way materials are delivered, higher ed is rapidly changing — and largely due to technology. Unless you've been living under a rock, that statement isn't particularly shocking. Online learning has empowered non-traditional students, almost to the point that they're the new "traditional," and mobile devices have all but guaranteed the end of the textbook as we know it. Technological disruption isn't so bad, though. For as much as it impacts the traditional business model for institutions and corporations, it also improves access and cost issues for students while opening new paths to revenue for those wise enough to see them. To get an idea of what the future of higher ed might look like in 2015 and beyond, Education Dive examined three emerging technologies that could facilitate some of the space's biggest shifts in years. And the future looks bright, indeed. http://www.educationdive.com/news/3-emerging-technologies-reimagining-higher-ed-in-2015-and-beyond/344103/

Professors learn to teach online at this school - Jennifer Baires, Contra Costa Times

For more than 35 years, Barry Eckhouse has taught at Saint Mary’s College in Moraga, Calif., but this term he’s taking on a new kind of student–fellow professors. As the college expands the number of classes it offers online, Eckhouse is busy training instructors on how to teach web-centered classes effectively. He calls the training program a Digital Driver’s License, and he believes it’s the first of its kind in the nation. Eckhouse, who helped launch the college’s hybrid online MBA program in 2006, said the need for a training program at this point is critical, and that every professor needs to be on board with it. http://www.ecampusnews.com/top-news/professors-online-instruction-832/