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The Future of University Credentials

The Still-Evolving Future of University Credentials

https://www.edsurge.com/news/2021-12-21-the-still-evolving-future-of-university-credentials

Sean Gallagher is founder and executive director of Northeastern University’s Center for the Future of Higher Education and Talent Strategy, and executive professor of educational policy.

The growth of educational platform companies such as Coursera and 2U is being driven in part by a surge in demand for certificate programs and “alternative credential” offerings. The number of open badges awarded nearly doubled from 24 million in 2018 to 43 million in 2020. And major companies and industry groups are increasingly getting into the credentialing game, exemplified by firms such as IBM and Google. Strada Education Network’s consumer polling has shown that 40 percent of working-age adults have earned some type of non-degree credential—and that non-degree credentials are at the top of the list for adults seeking education or retraining.

plenty of confusion or ignorance in the marketplace about the basic differences between “certificates” and “certifications.”

skills-based hiring

badging, embedding certificates into degrees and the idea of offering small credentials on the way to a larger one are emerging as key trends

The future will likely see a continued de-emphasis on merely requiring that prospective employees hold college degrees.

the needs of the job market are changing faster than ever, meaning a greater need for upskilling

a new national survey of C-suite executives that we recently conducted, 70 percent said that U.S. workers should be worried about their skills becoming outdated over the next few years.

Innovations such as stackable non-degree credentials as an on-ramp and low-cost MOOC-based degrees from top universities are likely to only grow access to post-baccalaureate education. The number of MOOC-based degrees is approaching 100

Online education services companies – or “OPMs” as many refer to them, have continued to play a major role in the scaling of online higher education, within, and now increasingly beyond the U.S.

the Lumina-sponsored Connecting Credentials campaign; the launch of the Non-Degree Credentials Research Network; the development of UPCEA’s Hallmarks of Excellence in Credential Innovation,

 

Extended Reality Higher Education

Extended Reality Tools Can Bring New Life to Higher Education

https://www.edsurge.com/news/2021-03-29-how-extended-reality-tools-can-bring-new-life-to-higher-education

Zoom, Teams, Skype, and FaceTime all became daily fixtures, and many of us quickly became fatigued by seeing our colleagues, students and far-away loved ones almost exclusively in 2D. Most video conferencing solutions were not designed to be online classrooms. what is missing from the current video platforms that could improve online teaching: tools to better facilitate student interactions, including enhanced polling and quizzing features, group work tools, and more.

While universities continue to increase in-person and HyFlex courses, hoping to soon see campuses return to normalcy, there is mounting evidence that the increased interest in digital tools for teaching and learning will persist even after the pandemic.

We should move beyond 2D solutions and take advantage of what extended reality (XR) and virtual reality (VR) have to offer us.

Professor Courtney Cogburn created the 1,000 Cut Journey, an immersive VR research project that allows participants to embody an avatar that experiences various forms of racism. Professor Shantanu Lal has implemented VR headsets for pediatric dentistry patients who become anxious during procedures. At Columbia Engineering, professor Steven Feiner’s Computer Graphics and User Interfaces Lab explores the design and development of 2D and 3D user interfaces for a broad range of applications and devices. Professor Letty Moss-Salentijn is working with Feiner’s lab to create dental training simulations to guide dental students through the process of nerve block injection. Faculty, students and staff at Columbia’s Media Center for Art History have created hundreds of virtual reality panoramas of archaeology projects and fieldwork that are available on the Art Atlas platform.

In spring 2020, a group of Columbia students began to build “LionCraft,” a recreation of Columbia’s Morningside campus in Minecraft. Even though students were spread out around the world, they still found creative and fun ways to run into each other on campus, in an immersive online format.

Ed Tech Adoption during pandemic

How the Pandemic Boosted Ed Tech Adoption

https://campustechnology.com/articles/2021/06/08/how-the-pandemic-boosted-ed-tech-adoption.aspx

CHLOE is an annual survey of chief online officers about the structure and organization of online learning in United States higher education, conducted by Quality Matters and Eduventures Research. The 2021 survey polled representatives from 422 U.S. colleges and universities, drilling down into the impact of the pandemic on the future of online learning.

Full report: https://www.qualitymatters.org/qa-resources/resource-center/articles-resources/CHLOE-6-report-2021

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more on ed tech in this IMS blog
https://blog.stcloudstate.edu/ims?s=educational+technology

AI use in education

EDUCAUSE QuickPoll Results: Artificial Intelligence Use in Higher Education

D. Christopher Brooks” Friday, June 11, 2021

https://er.educause.edu/articles/2021/6/educause-quickpoll-results-artificial-intelligence-use-in-higher-education

AI is being used to monitor students and their work. The most prominent uses of AI in higher education are attached to applications designed to protect or preserve academic integrity through the use of plagiarism-detection software (60%) and proctoring applications (42%) (see figure 1).

The chatbots are coming! A sizable percentage (36%) of respondents reported that chatbots and digital assistants are in use at least somewhat on their campuses, with another 17% reporting that their institutions are in the planning, piloting, and initial stages of use (see figure 2). The use of chatbots in higher education by admissions, student affairs, career services, and other student success and support units is not entirely new, but the pandemic has likely contributed to an increase in their use as they help students get efficient, relevant, and correct answers to their questions without long waits.Footnote10 Chatbots may also liberate staff from repeatedly responding to the same questions and reduce errors by deploying updates immediately and universally.

AI is being used for student success tools such as identifying students who are at-risk academically (22%) and sending early academic warnings (16%); another 14% reported that their institutions are in the stage of planning, piloting, and initial usage of AI for these tasks.

Nearly three-quarters of respondents said that ineffective data management and integration (72%) and insufficient technical expertise (71%) present at least a moderate challenge to AI implementation. Financial concerns (67%) and immature data governance (66%) also pose challenges. Insufficient leadership support (56%) is a foundational challenge that is related to each of the previous listed challenges in this group.

Current use of AI

  • Chatbots for informational and technical support, HR benefits questions, parking questions, service desk questions, and student tutoring
  • Research applications, conducting systematic reviews and meta-analyses, and data science research (my italics)
  • Library services (my italics)
  • Recruitment of prospective students
  • Providing individual instructional material pathways, assessment feedback, and adaptive learning software
  • Proctoring and plagiarism detection
  • Student engagement support and nudging, monitoring well-being, and predicting likelihood of disengaging the institution
  • Detection of network attacks
  • Recommender systems

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more on AI in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=artificial+intelligence+education

H5P Live engagement tools

Live engagement tools June 2021 Release

https://h5p.org/live-engagement-tools-released

  • Live reports.
  • Reports stored in each student profile.
  • Report exports (csv).
  • Background music (several included options, and you may upload your own).
  • Fully customizable color themes as well as several ready made WCAG compliant themes to choose from.
  • Extra polish with animated backgrounds and a captivating student experience.

Multipoll allows you to combine Emoji Clouds, Word Clouds, Image Hotspot questions, Multiple Choice questions as well as texts, videos and images into a larger experience with multiple pages. Multipoll may be used to conduct larger surveys or as an intro to a larger discussion for instance.

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more on H5P in this iMS blog
https://blog.stcloudstate.edu/ims?s=h5p

Students and Online

73 Percent of Students Prefer Some Courses Be Fully Online

https://campustechnology.com/articles/2021/05/13/73-percent-of-students-prefer-some-courses-be-fully-online-post-pandemic.aspx

Cengage‘s Digital Learning Pulse Survey, conducted by Bay View Analytics on behalf of the Online Learning ConsortiumWICHE Cooperative for Educational TechnologiesUniversity Professional and Continuing Education Association (UPCEA) and Canadian Digital Learning Research Association, polled 1,469 students and 1,286 faculty and administrators across 856 United States institutions

Sixty-eight percent of students were also in favor of some combination of in-person and online courses. On the faculty side, 57 percent said they would prefer teaching hybrid courses post-pandemic — slightly more than those who preferred teaching fully online.

both students and faculty agreed: Roughly two-thirds across the board said they would like to use more tech and digital course materials in the future.

Dos & Don’ts Teaching With Technology

7 Dos & Don’ts for Post-Pandemic Teaching With Technology

Here’s what students hope you’ll keep doing in the fall — and what they hope you’ll drop.

https://www.chronicle.com/article/7-dos-donts-for-post-pandemic-teaching-with-technology

February panel of students sharing their views on pandemic teaching….

  • DON’T lecture with slides for an entire Zoom class.
  • DO offer more active-learning and discussion exercises in class. 
  • DON’T require students to use a tech tool that you don’t understand. 
  • DO keep using anonymous polling.
  • DO get students up and about.
  • DO provide more asynchronous materials and activities.
  • DO emphasize interaction with and between students.

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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning

gamification and online teaching

Study: Gamification Techniques Can Improve Online Teaching

https://campustechnology.com/articles/2021/04/12/study-gamification-techniques-can-improve-online-teaching.aspx

A new study out of MIT‘s Sloan School of Management explores the use of ideas and tools from the gaming community to improve online teaching and student learning outcomes.

four key elements for maximizing student engagement in online learning:

  • Narrative — a specific storyline or overarching theme. For instance, study co-author Brian Stevens, senior lecturer at the University of Tennessee‘s Haslam College of Business, created a video game theme for his statistics class, incorporating “Boss Battles,” “Speed Runs” and wacky characters to spice up his lectures.
  • Continuous flow of action in sight and sound, even before class starts. For example, Lo uses a countdown timer and upbeat music on his course page about 30 minutes before the start of a synchronous lecture, to build anticipation for class. He also switches tasks and/or scenes every 15 minutes to help maintain students’ attention and interest levels.
  • Opportunities for two-way communication. To help turn students from viewers into participants, Lo uses a combination of the “Raise Hand” function in Zoom, polls, breakout sessions, surveys and the chat window.
  • High production quality. Lo built a home studio with various input devices, professional lighting, a green screen and more to create richer, more engaging presentations for students.

The full study, “The World of EdCraft: Challenges and Opportunities in Synchronous Online Teaching,” is openly available online

serious gamers and gamification experts on that panel. More here on the initiative: https://tinyurl.com/IABOL2021

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more on gamification in this IMS blog
https://blog.stcloudstate.edu/ims?s=gamification

empathy and VR

Coming wave of video games could build empathy on racism, environment and aftermath of war

https://www.usatoday.com/story/tech/gaming/2021/03/16/video-games-and-vr-tackle-racism-environment-and-aftermath-war/4718952001/

“Our America” and four other projects will evenly split $125,000 from Unity, the company announced Tuesday at the Game Developers Conference, which runs online through Friday. Each project may also get technical, marketing, and fundraising support from Unity.

  • Ahi Kā Rangers: An ecological mobile game with development led by Māori creators.
  • Dot’s Home: A game that explores historical housing injustices faced by Black and brown home buyers.
  • Future Aleppo: A VR experience for children to rebuild homes and cities destroyed by war.
  • Samudra: A children’s environmental puzzle game that takes the player across a polluted sea to learn about pollution and plastic waste.

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more on empathy in this IMS blog
https://blog.stcloudstate.edu/ims?s=empathy

digital primary sources in teaching and research

UKSG webinar – The importance and use of digital primary sources in teaching and research
#UKSGWebinar

poll: do scholars in your institution have access to internal support or training for digital primary source research and teaching

primary sources poll

fascilitatorsPeter Foster with Wiley, facilitator
Hugh Murphy, Head of Collections and Content, Maynooth Univesity Library, Ireland
@hughtweet

what is a primary source.
Functionality (ability to access)
U collections as part of a larger U ecosystem. Conceptional change for Special Collections
Teaching Learning and Research: “digitally-enabled and technology-supported learning” – strategic planning
Research: digital humanties dhlag.yale.edu/project/vogue
Open Access (publishers ARE business). For a small country (university), how much will a publisher pay attention? Will a standard pay attention to OCR a 16th century document.

Sarah Evans, Research and Collections Engagement Manager, Royal Geographical Society with IBG

https://www.rgs.org/about/our-collections/
Collaborative Doctoral Program
WDA Research Fellowships

Kathryin Simpson, Lecturer in Information Studies, U of Glasgow
Hidden Voices: Using the digital archive to critically negotiate histories

digital environment is not just a PDF, but a whole new environment.
record open and accessible by these docs from Africa

Q&A: does the access to primary sources demand different approach to critical thinking.

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