Class Central has identified six different tiers that MOOC providers monetize on. To be clear not all MOOC providers monetize their courses at all six tiers. Even those platforms that do have offerings that fit our model don’t necessarily follow it for all of their courses. Still, we do think it is helpful to talk in general about a six-tiered monetization model. To illustrate, we will look at the example of the iMBA, produced by University of Illinois at Urbana–Champaign and offered on the Coursera platform.
European Framework for the Digital Competence of Educators: DigCompEdu
“PSA | Just over 2 weeks to go until our MSc in Artificial Intelligence is closed for applications ⌛️
Candidates can gain a full MSc degree in this specialist area through a mixed learning process with an emphasis on practical application in the workplace #StudyAtUL #PostGradAtUL”
DCU Teaching Enhancement Unit (TEU) is currently participating in the INTEGRITY project, funded under the KA2 strand, and aimed at enhancing the quality of teaching and learning processes that are based on the principles of academic integrity, supported by policies, mechanisms and tools that help prevent and detect cases of plagiarism in higher education institutions in Georgia. INTEGRITY (Academic Integrity for Quality Teaching and Learning in Higher Education Institutions in Georgia) involves collaboration with colleagues in partner institutions in Ilia State University (Georgia), University of Roehampton (UK), Uppsala Universitet (Sweden) and Universitaet Wien (Austria) as well as a range of associated HEIs in Georgia.
The TEU is involved in developing a resource toolkit for academics which will support them in designing assessments which actively encourages academic integrity. The suite of resources currently being advanced for the toolkit includes a literature review publication; a set of twelve principles and related explanations; interactive glossary; self and team checklists; animated scenarios; VLE instructional resource; and a collection of case studies.
Today is my last day at CELT, for a while.
From next Tuesday I will be working with the Irish Universities Association (IUA) in the role of Project Manager for Enhancing Digital Capacity in Teaching and Learning in Irish Universities. It’s a three year secondment. I am very excited, and quite a bit daunted, to start the new position. But I am very much looking forward to getting started and to work with some amazing people involved in the project.
This document introduces seven quality management principles (QMPs). ISO 9000, ISO 9001 and related ISO quality management standards are based on these seven QMPs.
One of the definitions of a “principle” is that it is a basic belief, theory or rule that has a major influence on the way in which something is done. “ Quality management principles ” are a set of fundamental beliefs, norms, rules and values that are accepted as true and can be used as a basis for quality management.
The seven quality management principles are:
QMP 1 – Customer focus QMP 2 – Leadership QMP 3 – Engagement of people QMP 4 – Process approach QMP 5 – Improvement QMP 6 – Evidence-based decision making QMP 7 – Relationship management
This is an archive page of an EdTech Demo that happened on March 14, 2017
What is ELMS:Learning Network?
ELMSLN is a fundamentally new approach to LMS design. Instead of starting with 1 giant system, ELMSLN is built out more like Google Apps Suite or the Microsoft family of web applications. It’s often referred to more as a Next Generation Digital Learning Environment (NGDLE) rather then a traditional LMS.
Melissa Milloway is a learning experience designer in Seattle, WA. She specializes in designing and developing learning experiences and blogging about it.
I don’t normally get excited about talk of digital technology disrupting higher education, especially when that talk originates from south of the Canadian border.
MOOCs are an interesting and useful development, but they have settled into a niche for continuing education and corporate training rather than disrupting the current system.
There have been many claims for how artificial intelligence is going to revolutionise higher education. However, at the moment there’s not a lot of AI applications out there that go much beyond pretty standard learning analytics and quantitative assessment and feedback. (If you know of any more interesting applications of AI in HE send in an article for the special edition on AI in HE in the International Journal of Educational Technology in Higher Education.)
However, digital technologies are already disrupting both the economy and society, and public higher education in Canada is ripe for disruption, not directly but in insidious ways.
As we shall see in the second post in this series, Canadian universities and colleges are mostly absorbing digital technologies into their regular teaching, rather than using it to disrupt the system. But that is just my point. We need to start rethinking the curriculum, rethinking the way we teach, and how we organise our institutions, to take full advantage of what digital technologies can offer.
More importantly, we need to do this to prepare our students better for a digital society and most important of all, if our institutions don’t change, they will eventually be undermined by large multinational online corporations that can do more cheaply and effectively many of the things that universities and colleges are presently doing. The loss to society though if this happens would be immense.
What Canadian post-secondary institutions need to do to avoid negative disruption or even extinction is to make themselves fit for purpose in a digital age. This is what I want to discuss over the next three posts
You can see a presentation on this topic that I made at CNIE 2019 here.
It’s been over 4 years since I met Bryan Mathers in Barcelona, and I regularly count my lucky stars for that chance encounter. While shooting the shit at a table with a selection of fine folks Bryan quickly sketched out what would be the iconic image of Reclaim Hosting, one that remains near and dear to my heart.
Hi Davey, the safest way to implement something like this is to create a child theme of Autonomie, and add your changes to the functions.php file of the child theme. This will protect your customisations from updates to the base theme in most cases.
If you want, you can check out my own child theme …
Each year, the EDUCAUSE Learning Initiative surveys the higher education community to determine key issues and opportunities in post secondary teaching and learning. These issues serve as the framework, or focal points, for our discussions and programming throughout the coming year. For 2019, more than 1400 community members voted and identified 15 key issues.