Searching for "higher ed"
+++++++++++++++++++
more on playful pedagogy in this IMS blog
https://blog.stcloudstate.edu/ims?s=playful+pedagogy
Why faculty need to talk about microcredentials
There is reason to believe that shorter, competency-based programs will play an important role in the university landscape in the coming years.
Australian commentator Stephen Matchett expands: “MCs are the wild west of post-compulsory education and training, with neither law on what they actually are or order as to how they interact with formal providers. … Until (or if) this is sorted by regulators there needs to be a sheriff providing workable rules that stop the cowboys running riot.”
The lack of standards is also an issue in Canada. While degree standards have been agreed upon – the Canadian Degree Qualification framework, contained in the Council of Ministers of Education, Canada (CMEC)’s 2007 Ministerial Statement on Quality Assurance of Degree Education in Canada, outlines expectations for bachelor’s, master’s, and doctoral degrees – the CMEC has yet to issue a pan-Canadian framework for microcredentials.
In the absence of a pan-Canadian model or definition, for the purposes of this column I will use the Higher Education Quality Council of Ontario (HEQCO)’s definition, put forward in its May 2021 report, Making Sense of Microcredentials:
“A microcredential is a representation of learning, awarded for completion of a short program that is focused on a discrete set of competencies (i.e., skills, knowledge, attributes), and is sometimes related to other credentials.”
Developing and running effective microcredential programs is not simply a matter of bundling a group of existing classes into a new sub-degree level program (although there will certainly be some who try that approach). Effective microcredential programming needs to be an institution-wide effort, with appropriate resourcing and guidelines, along with effective recruiting and student support.
department chairs and other unit leaders to lead collegial discussions about the following questions:
- Gaps: who is not being served by our current degree offerings? Is there potential demand for our disciplinary knowledge and skills from people who don’t want a full degree program? Are there ways people could upgrade their skills by taking certain types of our courses? Can we identify potential short programs to meet new, distinct learning outcomes?
- Student diversity: are there opportunities to develop short programs that could introduce a new demographic of students to our discipline? How might microcredentials be developed that meet the needs and interests of Indigenous students, first-generation students, or international students?
- Connection: how might we create partnerships with external organizations to inform our understanding of skill-training needs? Can these partnerships be leveraged to create new career pathways for students, and/or new research opportunities for faculty, postdocs, and graduate students?
- Impact: in what ways do our discipline’s insights relate to Canada’s current and future public needs? How might our disciplinary knowledge be combined with knowledge from other disciplines to train students to help address particular challenges? In what ways could our discipline contribute to student competency development that we consider meaningful and impactful?
+++++++++++++++
more on microcredentials in this IMS blog
https://blog.stcloudstate.edu/ims?s=microcredential
https://www.edsurge.com/news/2021-11-19-automated-proctoring-swept-in-during-pandemic-it-s-likely-to-stick-around-despite-concerns
a law student sued an automated proctoring company, students have complained about their use in student newspaper editorials and professors have compared them to Big Brother.
ProctorU, which has decided not to sell software that uses algorithms to detect cheating
A recent Educause study found that 63 percent of colleges and universities in the U.S. and Canada mention the use of remote proctoring on their websites.
One reason colleges are holding onto proctoring tools, Urdan adds, is that many colleges plan to expand their online course offerings even after campus activities return to normal. And the pandemic also saw rapid growth of another tech trend: students using websites to cheat on exams.
++++++++++++++++
More on proctoring in this blog
https://blog.stcloudstate.edu/ims?s=proctoring
++++++++++++++++++++++++++
More on immersive in higher Ed and his blog
https://blog.stcloudstate.edu/ims?s=immersive+higher+ed
Makransky, G., & Lilleholt, L. (2018). A structural equation modeling investigation of the emotional value of immersive virtual reality in education.
Educational Technology Research and Development,
66(5), 1141–1164.
https://doi.org/10.1007/s11423-018-9581-2
an affective path in which immersion predicted presence and positive emotions, and a cognitive path in which immersion fostered a positive cognitive value of the task in line with the control value theory of achievement emotions.
business analyses and reports (e.g., Belini et al. 2016; Greenlight and Roadtovr 2016), predict that virtual reality (VR) could be the biggest future computing platform of all time.
better understanding of the utility and impact of VR when it is applied in an educational context.
several different VR systems exist, including cave automatic virtual envi-ronment (CAVE), head mounted displays (HMD) and desktop VR. CAVE is a projection-based VR system with display-screen faces surrounding the user (Cruz-Neira et al. 1992). As the user moves around within the bounds of the CAVE, the correct perspective and stereo projections of the VE are displayed on the screens. The user wears 3D glasses insidethe CAVE to see 3D structures created by the CAVE, thus allowing for a very lifelikeexperience. HMD usually consist of a pair of head mounted goggles with two LCD screens portraying the VE by obtaining the user ́s head orientation and position from a tracking system (Sousa Santos et al. 2008). HMD may present the same image to both eyes (monoscopic), or two separate images (stereoscopic) making depth perception possible. Like the CAVE, HMD offers a very realistic and lifelike experience by allowing the user to be completely surrounded by the VE. As opposed to CAVE and HMD, desktop VR does not allow the user to be surrounded by the VE. Instead desktop VR enables the user to interact with a VE displayed on a computer monitor using keyboard, mouse, joystick or touch screen (Lee and Wong 2014; Lee et al. 2010).
the use of simulations results in at least as good or better cognitive outcomes and attitudes
toward learning than do more traditional teaching methods (Bayraktar 2000; Rutten et al.
2012; Smetana and Bell 2012; Vogel et al. 2006). However, a recent report concludes that
there are still many questions that need to be answered regarding the value of simulations
in education (Natioan Research Council 2011). In the past, virtual learning simulations
were primarily accessed through desktop VR. With the increased use of immersive VR it is
now possible to obtain a much higher level of immersion in the virtual world, which
enhances many virtual experiences (Blascovich and Bailenson 2011).
an understanding of how to harness the emotional appeal of e-learning tools is a central issue for learning and instruction, since research shows that initial situ-ational interest can be a first step in promoting learning
several educational theories that describe the affective, emotional, and motivational factors that play a role in multimedia learning which are relevant for understanding the role of immersion in VR learning environments.
the cognitive-affective theory of learning with media (Moreno and
Mayer 2007),
and
the integrated cognitive affective model of learning with multimedia
(ICALM; Plass and Kaplan 2016)
control-value theory of achievement emotion CVTAE
https://psycnet.apa.org/record/2014-09239-007
Presence, intrinsic motivation, enjoyment, and control and active learning are the affective factors used in this study. defintions
The sample consisted of 104 students (39 females and 65 males; average age =23.8 years)
from a large European university.
immersive VR (Samsung Gear VR with Samsung Galaxy S6) and
the desktop VR version of a virtual laboratory simulation (on a standard computer). The
participants were randomly assigned to two groups: the first used the immersive VR
followed by the desktop VR version, and the second used the two platforms in the opposite
sequence.
The VR learning simulation used in this experiment was developed by the company Labster and designed to facilitate learning within the field of biology at a university level. The VR simulation was based on a realistic murder case in which the participants were required to investigate a crime scene, collect blood samples and perform DNA analysis in a high-tech laboratory in order to identify and implicate the murderer
we conclude that the emotional value of the immersive VR version of the learning simulation is significantly greater than the desktop VR version. This is a major empirical contribution of this study.
The EdTech Creator Challenge Creator Challenge is for creators leveraging immersive technology and real-time 3D to make learning and education more accessible to ALL. This includes organizations such as:
- Workforce development / Professional Learning
- Higher education institutions
- EdTech creators (serving the above audiences, in addition to K-12 schools)
- Nonprofits
Eligible projects are encouraged to apply by submitting the online applicationform by September 10, 2021 at 11:59pm PST.
APPLICATION TIPS
The application has 25 questions in total. Once you begin, you can save and continue as you go. Check out the tips below and apply by September 10, 2021.
1. SIMPLIFY YOUR DESCRIPTION
When you explain what your organization does in the product section, keep it simple. You should be able to explain your organization in a way that a student would understand.
2. KNOW YOUR PURPOSE
How does your immersive technology support your organization’s mission? One of the factors judges will use to evaluate your application is Purpose. Be prepared to put your mission and impact into words, it’s a key element of the application.
3. EMPHASIZE TEAM STRENGTHS
Several questions on the application allow you to highlight the strengths of your leadership team. This is a great opportunity to demonstrate subject matter expertise, experience, and passion.
4. DON’T DELAY
Early application submissions are highly encouraged as the final deadline quickly approaches. If you have questions about the application this will allow time to review the FAQor reach out for clarification.
Are College Students Comfortable Using Edtech? Maybe Not
https://www-edsurge-com.cdn.ampproject.org/c/s/www.edsurge.com/amp/news/2021-08-04-are-college-students-comfortable-using-edtech-maybe-not
The survey from the College Innovation Network asked nearly 700 students enrolled at four higher ed institutions to answer questions about what online learning has been like for them during the 2020-21 academic year.
While some students haven’t had full access to computers or the internet, others have discovered that their laptops are too old or too slow to adequately handle the tools they’ve been assigned.
four key ways that people develop self-efficacy
college students were less likely to use and trust edtech tools that they don’t consider relevant, accurate or easy to use.
https://www.ecampusnews.com/2021/07/29/how-stackable-credentials-let-students-customize-their-learning/
As a prelude to earning degrees, students are completing stackable credentials they can use to demonstrate mastery of a particular area of knowledge to potential employers.
According to the U.S. Department of Labor, a stackable credential is “part of a sequence of credentials that can be accumulated over time to build up an individual’s qualifications and help them to move along a career pathway or up a career ladder to different and potentially higher-paying jobs.” In general, stackable credentials are shorter-term programs that can lead to higher-level credentials.
The traditional system of higher education puts students’ focus on earning, at minimum, a four-year degree. The traditional student is fresh out of high school and entering college or university with the intent of completing those four years consecutively and graduating with a degree in hand. That traditional student, however, is no longer typical. Statistics show that more than 47 percent of people entering college are over 25 years old, and 40 percent of those are over 35.
++++++++++
more on stackable credentials in this IMS blog
https://blog.stcloudstate.edu/ims?s=stackable
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
++++++++++++++++++++++
more on ed tech in this IMS blog
https://blog.stcloudstate.edu/ims?s=educational+technology
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
++++++++++++++++++
more on AI in education in this IMS blog
https://blog.stcloudstate.edu/ims?s=artificial+intelligence+education