Monday, 30 December 2013

Happy 2014!

BBC - Future - Technology - The future of education in Africa is mobile

An article by MATTER OF LIFE & TECH
Hand on a phone in Zambia (Image used under Creative Commons from mLeanring Africa)
(Image used under Creative Commons from mLearning Africa)

Over 2012 and 2013, A Matter of Life and Tech featured a range of voices from people building Africa’s tech future. The first week, United Nation’s mobile learning specialist Steve Vosloo argued phones could be the future of education on the continent.

Read more in BBC The future of education in Africa is mobile

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Saturday, 28 December 2013

A New Era For Entrepreneurs And Startups Has Begun

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Infographic: The Rise of the Millennials | Badgeville, The #1 Gamification Platform for Customer Loyalty and Employee Productivity

Rise of the Millennials Infographic by Badgeville, The Gamification Platform
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Where is the Internet? [Infographic] at

Where is the Internet? [Infographic] by Who Is Hosting This: The Blog
Download this infographic.

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Friday, 27 December 2013

What if You Blended Adaptive Learning With MOOCs? – Wired Campus - Blogs - The Chronicle of Higher Education

article from:
Wired Campus

MOOCs and adaptive-learning software are often billed as two of the most potentially game-changing technologies in higher education. The White House, for one, is excited to see what might happen if and when those two technologies meet.
It would seem natural to combine massive-open-online-course platforms, which accommodate thousands of students, with adaptive-learning software, which responds to the needs of individual students. But so far that has not happened.
The President’s Council of Advisors on Science and Technology this month wrote a letter to President Obama briefing him on MOOCs. In the letter, released on Wednesday, the group told the president that while “the jury is out” on the long-term implications of MOOCs, the scale of the massive courses could yet improve access to higher education while reducing its cost.
If it does, adaptive-learning software may play a role, the advisers suggested.
“The new MOOC technologies should allow teachers to measure student comprehension in real time and adjust the material presented to students to achieve higher levels of competency,” the advisers wrote.
“One possible trajectory for the MOOC technology,” they continued, “would be to reduce the cost of education simply by economizing on the use of teachers, using computerized feedback to support a course rather than online or offline personal guidance by a faculty member or a teaching assistant.”
In fact, adaptive-learning software predates the MOOC movement. Carnegie Mellon University’s Open Learning Initiative has been building and road-testing its interactive-tutoring software for the better part of a decade.
Many of those tests have produced evidence that adaptive-tutoring software can sometimes stand in for face-to-face instruction. A 2011 study involving six public universities tested the initiative’s automated-tutoring software in a scenario similar to the one proposed by the presidential advisers. It found that student learning in a statistics course did not suffer after the universities replaced a portion of classroom time with independent work with the software.
Could adaptive software help personalize the student experience in certain MOOCs?
“Absolutely,” said Michael Feldstein, a partner with the consulting firm MindWires.
Mr. Feldstein used to work for Cengage Learning, building tools aimed at “personalizing” the experience of using the textbook company’s digital content. He sees a “natural marriage” between MOOCs and adaptive software, which could help compensate for the absence of individual hand-holding in a massive course.
Candace Thille, director of the Open Learning Initiative, has criticized MOOCs for eschewing adaptive-teaching techniques. But when Ms. Thille moved this year to Stanford University, it seemed only a matter of time before Stanford’s massive courses got an injection of adaptive software.
But alas, Stanford is not building automated tutors into its MOOCs, said Dawn Zimmaro, a senior researcher of learning assessment and analytics at the university, at a meeting of MOOC researchers this month.
It turns out that creating an adaptive MOOC is more complicated than throwing Stanford’s MOOCs and the Open Learning Initiative into a blender together. Such an undertaking would probably involve a team of designers working closely with a professor, who would have to “cede a certain amount of control over to their team members who handle the adaptive part,” said Mr. Feldstein.
“It’s not likely to happen quickly,” he said, “because not every professor who wants to teach a MOOC is going to have the inclination to take a team approach.”
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7 Tips for Building a Social Media Audience


by Stephanie Walden
in Mashable

"Self-proclaimed "social media gurus" are a dime a dozen these days.
When it comes to a successful social media marketing strategy, it can be tough for small businesses to sort through the noise, statistics and flurry of misinformation.
One statistic we found online, for instance, claims that a Facebook fan is worth about $174 — but ask a small business with 300 Facebook fans if they've seen that $52,200 reflected in their revenues and you're likely to get a skeptical look or chuckle.
For small businesses seeking to engage audiences via social media and get the most bang for their buck, figuring out where to start — and more importantly, how to leverage the huge potential of an engaged online audience — can be a daunting task.
Let's forget about the statistics and wild claims, and focus instead on good, old-fashioned advice. Below, we've talked to entrepreneurs and marketers from companies with successful social strategies to get a grasp on some best practices for building and retaining an audience on social media."
Read complete article in MASHABLE

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Edynco - create interactive content

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Awesome Digital Mash Up Tools for Creating Digital Learning Content

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Creating Presentation Templates in Google Slides

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Collection Of Free Screen Capture Tools And Techniques

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Friday, 20 December 2013

Flipped Classroom Tips (From A Teacher Who Is Mid-Flip) - Edudemic

By  on December 19, 2013

flipped classroom

A simple search of the flipped classroom topic still produces numerous responses. An academic search in ProQuest produces over 2,000 scholarly articles published in each of the last 4 years. Most of the movement towards the topic has occurred in the last few years. As more and more programs and instructors at all levels flip their classrooms, it is time to stop, reflect, and evaluate how well the efforts are working to improve mastery of content for students. A survey of some of the more recent articles provides a glimpse into the progress and efforts towards flipping classrooms.


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6 ways LMS providers can better serve universities | Education Dive

Learning management systems have reshaped the college experience, and continue to do so with each update and new option that hits the market. Still, for every new feature, it seems that there's always another innovation in demand by faculty, staff and students.
So what do higher ed CIOs want most from their learning management system providers? Following our 2013 "Mobility in Higher Education" survey, Education Dive interviewed several higher ed CIOs at institutions ranging from four-year public and private universities to community colleges and for-profit schools. We asked them what they'd change, if anything, about their LMS provider, and this is what they had to say.
Read in
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Thursday, 19 December 2013

▶ Coldplay - Christmas Light

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▶ The Corrs: So this is Christmas, War is over (Wembley Arena, London, 12.2000)

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Google birthplace :)

Google: and it all started (up:)) here!

▶ Blending Technology and Classroom Learning: Jessie Woolley-Wilson at TEDxRainier

"Jessie Woolley-Wilson is an eLearning leader who has served as President of LeapFrog SchoolHouse, Blackboard, and now as Chair, President and CEO of DreamBox Learning, creator of the Intelligent Adaptive Learning platform that teaches students at any level of understanding how to become better junior mathematicians.

This talk was given at TEDxRainier in Seattle on November 10, 2012. In the spirit of ideas worth spreading, TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks video and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event. The TED Conference provides general guidance for the TEDx program, but individual TEDx events are self-organized.* (*Subject to certain rules and regulations)
Standard YouTube Licence"

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▶ The Role of Technology in Education: Andrew Essex at TEDxSudeste

"Andrew Essex combines mobile phones, the language of youth, with education, the necessity of future generations.

TEDxSudeste, Rio de Janeiro, Brazil

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▶ Can Technology Change Education? Yes!: Raj Dhingra at TEDxBend

 "Raj Dhingra is a twenty-year veteran of the technology industry with an extensive track record of building strong, sustainable and profitable industry leadership positions in new and emerging categories. Raj brings entrepreneurial drive and success, and a rich depth of corporate experience across general management, business development, product development, sales and marketing functions. Prior to joining NComputing in April 2011, Raj was VP and GM at Citrix where he led the company's desktop virtualization business from zero to half a billion dollars growth in sales over a 3 year period. As well as his leadership role in global virtualization companies such as Citrix, Dhingra has held executive leadership positions in public companies such as McAfee, 3Com, SonicWALL and startups such as IntruVert Networks (acquired by McAfee) and PortAuthority Technologies (acquired by Websense)."

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▶ Classroom Game Design: Paul Andersen at TEDxBozeman

 "Paul Andersen has been teaching science in Montana for the last eighteen years.  He explains how he is using elements of game design to improve learning in his AP Biology classroom.  Paul's science videos have been viewed millions of times by students around the world.  He was the 2011 Montana Teacher of the Year and he is currently a science teacher at Bozeman High School.  For more information on Paul's work visit"

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▶ Game Design Tips from NMSU's Learning Games Lab - YouTube

Barbara Chamberlin from New Mexico State University's Learning Games Lab shares five tips she has learned regarding game development and design. This presentation is an abbreviated version she shared with game programmers interested in gaming, and includes short suggestions for game development which are also applicable to app development.
  • Category

  • Licence

    Standard YouTube Licence

▶ Educational Game Design Model (NMSU Learning Games Lab)

Barbara Chamberlin, with the NMSU Learning Games Lab, shares the Educational Game Design model developed at NMSU. The educational development studio involves content experts and game developers in their game design process, also employing a rigorous user testing process throughout development. In this presentation, she explains the pre-development work they do in working from broad educational objectives, forming team, immersing team members in both the content and game design, and guiding questions for refining educational objectives and driving game development.
  • Category

  • Licence

    Standard YouTube Licence

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▶ Making learning fun with apps and games - Cambridge English Webinar

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Wednesday, 18 December 2013

Top 6 Motivation Steps Tips | Tips Builder

Top 10 Motivation Steps

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Welcome to Educators App - Turn Your Classroom Website Into An App! | Educators App - Turn Your Classroom Website Into An App!


Be the coolest teacher in the school!

© 2013 - A product of The Eighth, LLC. | 438 Main St. Middletown, CT 06475 Contact

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How MOOCs Can Be Free and Profitable at the Same Time | EdTech Magazine

A look at the economics of MOOCs.

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▶ More pedagogic change in 10 years than last 1000 years: Donald Clark at TEDxGlasgow

Check Donald's page on

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Donald Clark Plan B: MOOCs How ‘open’ are they? (7 dimensions)

My Photo
Finally have enough time to attend, read, listen, watch and comment on anything I want to.

A MOOC is open in several senses of the word but by far the most important is the idea that they are OPEN IN SPIRIT, not open in any technical sense but open in a moral sense. This mean a genuine attempt to open up education to all through open access, low cost, online delivery. Access to powerful and free at the point of access educational tools and resources was available through Google, YouTube, Wikipedia and a myriad of other online resources.  The Open Educational Resources movement also provided the ground from which MOOCs could sprout. More specifically, the Khan Academy came along with more structured video-based learning experiences. All of this was, from the learner’s point of view, open in the sense of being accessible and free.
7 dimensions of openness
But openness has several other dimensions relevant to MOOCs: 
1. Open access
2. Open structure
3. Open educational resources
4. Open collaboration
5. Open accreditation
6. Open source code
7. Open data

1. Open access
The original intention was open in the sense of access i.e. anyone could simply sign up without prior qualifications but it signaled a moral agenda about opening up education for all, freeing it from scarcity and high cost towards a model of abundance and no cost. Cost is a big issue. There’s no such thing as a free munch (m for MOOC) but education wants to be free and this is a vital condition for universal, global access. The cost is being reduced to cents/pence per learners that is a great achievement.
2. Open structure
Many, not all, MOOCs are still tethered to the HE 6/8/10 week semester with a start date, end date, timetable and timed weekly releases of content. As the market progresses and we see that the ’18 year old undergraduate’ is not the audience but busy people with jobs and so on, lifelong learners. The courses are getting more asynchronous, available anytime and shorter. Coursera is still restrictive, delivered at set times, Udacity less so and EdX does have archived courses. This is good for access. Another footnote access issue is functionality on devices, some platforms are excellent, some appalling.
3. Open educational resources
The degree to which you can reuse, repurpose MOOCs and MOOC content is interesting. Many of the video resources on some platforms are on YouTube, similarly with other media shared-resources. Coursera is the least open with no open licensed content available. Udacity uses YouTube to host its videos and allows reuse under Creative Commons. EdX is more explicit stating that they hope to do much more in terms of open content. This spirit of openness is therefore building,.
4. Open collaboration
Almost all MOOCs offer forums of one description or another but this is still quite weak. What learners have been doing is spilling out into social media and physical meetups. Interestingly the data from the six Edinburgh Coursera MOOCs showed relatively low forum use (15%) but there can be no doubt that this is a dimension in openness. One could, and some do, argue that learner created content is another dimension of openness but let’s tuck it in here for the moment.
5. Open accreditation
MOOCs assess and therefore accredit on a number of levels from statements of completion (fine for most), certificates of distinction, through to online and offline proctored exams. It is important not to be too hung up on closure through certification and accreditation, as the majority of lifelong learners appear not to want even certification. Nevertheless, openness of accreditation would be desirable, perhaps through OpenBadges and freeing others to accredit.
6. Open source code
EdX have become a major player in MOOCland by making the code open source. This encourages participation, lowers costs and stimulates innovation. Openness in this sense may give them market advantage, especially as it’s in line with the spirit of openness I mentioned earlier. LINK
7. Open data
The University of Edinburgh (LINK) have published data from their six MOOC experiment and the Gates Foundation (LINK) are funding research into MOC data. But the degree to which data is harvested and disseminated is quite sparse. This is not an ‘open data’ environment (yet). Questions still need to be asked about who owns what data and what happens to that data after it is collected. At the moment we have lots of bare number stats about registration, who did what, when people stopped (a category mistake called drop-out) and so on, but as many platforms are not gathering meaningful data about the learners, even age, background and so on, entrance and exit surveys are still being done. Some interesting research is starting around harvesting qualitative data from social media such as blogs, Twitter and Facebook from MOOC users. How open is MOOC data – not very.
Let’s push at the door to see how open MOOCs can be. While it is important to be realistic on costs, ownership and data protection, we need to see how far we can take open access, structure, resources, collaboration, accreditation, code and data. Note that complete openness is not always a virtue. It is largely a matter of degree. The schema above could be used to score MOOCs on ‘openness’ but it is more important to move forward and accept that the MOOC landscape will have many players with many different models. To repeat what was said at the start, it is important to hold true to the spirit of openness, while allowing different models to flourish. To achieve this we must rise above the simple public v private, dropout v dropin, xMOOC v cMOOC dualisms. Let’s not skewer ourselves on the horns of false dilemmas just as the show is getting on the road.

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Khan Academy signs big deal with Comcast | Education Dive

Comcast adds Khan Academy to Internet education program

Kick off your day with ZDNet's daily email newsletter. It's the freshest tech news and opinion, served hot. Get it.
Comcast is expanding its Internet education and low-cost broadband initiative to encompass resources from the non-profit education website Khan Academy.

Read more :

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Tuesday, 17 December 2013

Khan Academy's Salman Khan, Coursera founder Andrew Ng on education tech’s top challenges - Silicon Valley Business Journal

Silicon Valley Business Journal

Education entrepreneurship can be a grueling gig these days.
Just ask Salman Khan — the founder of nonprofit online education provider Khan Academy — who by 9 a.m. on Monday had already recorded eight videos for his site’s 10 million monthly users.
“I got up early today,” Khan said at The Atlantic magazine’s inaugural Silicon Valley Summit held in Mountain View on Dec. 16.
Since founding Khan Academy in 2006, Khan estimates that he has made about 3,000 educational videos. In that same period, however, the education technology market has gotten a lot more crowded; startups, universities and large education companies are all targeting online students.
Andrew Ng, the co-founder of Massive Open Online Course (MOOC) provider Coursera, also talked ed tech at the event, which brought tech and civic leaders together to chat hot tech trends, from Big Data to e-commerce.
While largely steering clear of nagging questions about the long-term viability of predominate ed tech business models, Ng and Khan did cover other major challenges in the field, from technological accessibility to subjects not-well-suited for online learning. Those challenges are outlined here.

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Monday, 16 December 2013

Media platform for blended learning, flipped classrooms and digital education | MediaCore

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LEGO Digital Designer 4.3.8

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Easyclass | The New Technology in Education

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Scoot & Doodle

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EDU Libs | An educational Library for everyday use

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Widbook | Write, read and share!

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The 8 Digital Skills Students Need for The Future ~ Educational Technology and Mobile Learning

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The Best Free Catalog of Film Clips That Can Be Legally Shared Online:

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Friday, 13 December 2013

What will higher ed MOOCs look like without Udacity? | Education Dive

Dec. 11, 2013 

  • Now that Sebastian Thrun is moving toward vocational education with Udacity, experts are asking what that means for the future of MOOCs
  • Some aspects of MOOCs are proceeding ahead unchanged: Coursera just landed another $20 million in new funding and launched an iOS app, and Udacity is continuing with its Georgia Tech partnership to offer a computer science master's degree.
  • But at least one expert sees all of this as just another stage in online learning: MOOCs have never really been just one thing and they're continuing to evolve. 
 Get the latest education news. One daily email. Click to sign up.

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Presentation Zen: Sir Ken Robinson gives best talk yet at TED Talks Education

Sir Ken Robinson gives best talk yet at TED Talks Education

Sir_ken_frontCreativity and education expert Sir Ken Robinson delivered two amazingly popular TED Talks prior to 2013. His first talk—presented sans multimedia in the true Sir Ken Robinson style — was made in 2006 and is the most viewed TED talk of all time. His follow-up talk given in 2010 also has been downloaded millions of times. I have seen Sir Ken speak many times and he is always inspiring and engaging, but his latest TED talk, presented at TED Talks Education in April of this year, is my favorite yet. Good presentation is a balance of information, persuasion, and inspiration. Presentations related to leadership must necessarily light a spark and point the way. Sir Ken does not scream or jump up and down but he nonetheless ignites, provokes, and inspires his live audience, and anyone else who cares to listen to his presentation on line, in a meaningful and memorable way. Millions of people have seen his latest talk, but just in case you have not, please set aside about 20 minutes to watch this outstanding, albeit short, talk below.

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The eight ingredients of a great MOOC

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Can iPads help students learn science? Yes - Harvard Gazette

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Google: mapas y educación #infografia #infographic #education

publicado en FormaciónInfografíaSociedad de la información

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Google: mapas y educación

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Descarga el libro “Tendencias emergentes en Educación con TIC”

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[LeWeb'13] Scoop.It : « 100 millions d’utilisateurs en deux ans, et nous pouvons faire mieux »

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Google launches Google Tips, a site to help you use its 13 consumer products

Thursday, 12 December 2013

You'll Never Guess Who's Disrupting Online Learning - Forbes

by Chris Proulx, President and CEO of eCornell

We have been hearing for the past 18 months that higher education is on the precipice of a massive and disruptive transformation because of the #MOOC. The assumption has been that the traditional undergraduate educational experience would be a quaint and outdated notion in less than a decade. Not so fast!

This has been quickly followed by the release of new research by the University of Pennsylvania, United States that #MOOCs are largely serving a well-educated audience and not those who are most in need of a new and affordable educational experience. #Coursera is said to also be moving toward corporate online education and points to a pilot arrangement with Yahoo. In a recent interview, founder Andrew Ng was quoted as saying “We think that many companies view#Coursera as a quality, convenient, inexpensive way to continue employee development.

read all in

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