UCLA is completing its LMS evaluation and migration plans, moving from Moodle to Canvas;
SUNY has released its RFP for a systemwide LMS;
CUNY is doing an LMS evaluation in preparation for its contract end date in 2021;
Tennessee Board of Regents (TBR) is in the final contract stage of its systemwide LMS decision – expect a separate blog post on this one later this fall;
Beyond thrilled to finally share a sneak peek of our Facebook partnership with Ray-Ban! Our first smart glasses will launch next year, and that’s just the beginning… The future will be a classic and it’s coming in 2021 😎 pic.twitter.com/l9992ZQGoy
Like all of 8th Wall’s WebAR capabilities, projects created using Curved Image Targets work across iOS and Android devices with an estimated reach of nearly 3 billion smartphones, and can be immediately experienced with the tap of a link or by scanning a QR code.
Lots of words will be typed about how it compares to the real thing. Here, let me save it for you, it doesn’t. Real life is analog, far sharper, far more interesting, and far more fun than anything you can experience in VR. Even for decades to come.
VR is more accessible than real life and, soon, the numbers of attendees will dwarf those who can attend in real life (somewhere around 70,000 attended last year). It is more interactive (and you can navigate it much faster). It is more comfortable for sure. Are these tradeoffs worth not going?
Discussion in my faculty meeting this morning: academic advisor shared that even though students previously said they wanted synchronous courses (because they were more like f2f courses) they now are dropping synchronous in favor of asynchronous. I find this hard to believe. Is anyone actually experiencing this?
“the perfect combination of catalysts for a rapid conversion to student-centered schooling,” according to a new report from the Christensen Institute.
most K-12 educators aren’t equipped with the skill sets needed to run student-centered schools. For student-centered learning to be adopted, educators must be trained for student-centered competencies,
the report suggests school and district leaders:
Work toward a more modular professional development system, which includes specific, verifiable and predictable microcredentials.
Specify competencies needed for student-centered educators.
Compensate educators with bonuses for microcredentialsto incentivize earning them.
Purchase bulk licenses to allow teachers the opportunity to earn microcredentials.
Demand and pay for mastery of skills rather than a one-time workshop.
Vet microcredential issuers’ verification processes, like rubrics and evaluation systems.
While testing could help with personalized instruction, a report from the Center on Reinventing Public Education stressed the need for professional development so teachers can interpret the resulting data and let it guide instruction this year.micr
