According to them, you just “Follow their story and learn how the team at Clemson Online implemented RPNow, and how they’re planning to centralize remote proctoring to increase student convenience, faculty efficiency and reduce the costs of exam administration.”
step 5 of the five-step outline: “Take control of the payment model. Institutional payment (as opposed to student pay) creates a better experience for the student and cost savings for all.”
so, if the institution pays, then student don’t pay? I find this and illusion, since the institution pays by using students’ tuition. which constantly grows. so, the statement is rather deceptive.
As with the huge controversy around Turnitin (e.g., this 2009 article, and this 2012 article), “mechanizing” the very humane process evaluation is outright wrong. The attempt to compensate the lack of sufficient number of faculty by “outsourcing” to machines is en vogue with the nationwide strive of higher ed administration to create an “assembly line” type of education, which makes profit, but it is dubious if it teaches [well].
Pedagogically (as per numerous discussions in the Chronicle of Higher Education and similar sources), if the teaching materials and exams are structured in an engaging way, students cheat much less. The “case study” paper claims reduction of cheating, but it is reduction based on fear to be caught, not based on genuine interest in learning.
Research: Social media has negative impact on academic performance
By Denny Carter, Managing Editor
April 17th, 2013
My note: very weak article by the managing editor
first: link to the Hospital Center, but not to the study; difficult to check the facts, which are discussed in the editorial.
title talks about “social media,” but it is not about social media, it is about texting. danah boyd and Eszter Hargittai are apparently not household names in the house of the managing editor
then the author jumps from one issue to another: mindfulness or contemplative computing, but h/she has no clue about these issues also.
the research, which claims that social media (which is not social media, but more like BYOD + texting) has a negative impact on academic performance is no different the research that shows very positive impact of learning with social media. It is NOT about social media, it is about how it is used (methodology).
Mobile First, API Access, Assessments, Advanced CBE (competency-based education programs), Predictive Analytics (recommendation system to pick right course, red flags, Dashboards,
interactive publisher material. Dates and Feeds on Mobile, Curriculum Planning
Capture: my note – how does it fit with MediaSpace
ePortfolio my note – how does it fit TK-20
Repository – open content, publishers, how to bring easier into a course
D2L purchased a module. publisher packets, adaptive textbooks. D2L looks at it as an engine where faculty feeds the idea and the engine is making the links and structuring the ideas into content. It also the engine checks what learners already know and based on results finds knowledge gaps.
need well defined learning objective, good content and ways to assess the material.
Start with creating support course delivery, test preparation.
He’d give a lecture. Then, 20 minutes later, he’d follow up with a multiple-choice question from the material he had just covered. Handheld electronic “clicker” devices would record the students’ responses on his computer.
getting students to problem-solve. He gets them actively engaged with course material, working in smaller groups. The techniques have become known as an evidence-based, “active learning” style of teaching.
sees himself as a kind of cognitive coach rather than the classic “sage on the stage,” delivering knowledge. His lecturing, such as it is, is merely to prime the undergrads to grapple with the concepts and key questions on their own and try to figure out what’s important — or not.