Inter- and intra-personal skills. Character and culture are important values that are emphasized as much as academic subjects

listen well—to be a good “critical friend.”

learn as much from their peers as from their teachers or a textbook

EVIDENCE OF THINKING, NOT JUST GROUP WORK

key skills they then can apply to other situations beyond this specific course or assessment

Teachers stepping into conversations or stopping work from time to time for “teachable moments” to supplement knowledge

reading original sources

providing teachers and students with real-time, actionable feedback.

go beyond basic math and English skills.

a system of evaluation called the Learning Record (LR). This system asks students to make an argument for their grade (at the mid-term and at the end of the course) that is based upon the evidence they have compiled throughout the semester.

By giving student data to the students themselves, and encouraging active reflection on the relationship between behavior and outcomes, colleges and universities can encourage students to take active responsibility for their education in a way that not only affects their chances of academic success, but also cultivates the kind of mindset that will increase their chances of success in life and career after graduation.

If students do not complete the courses they need to graduate, they can’t progress.

Ethics and privacy in learning analytics

The flexibility and social nature of how technology infuses other aspects of our lives is not captured by the model of Personalized Instruction, which focuses on the isolated individual’s personal path to a fixed end-point. To truly harness the power of modern technology, we need a new vision for educational technology (Enyedy, 2014: 16).

recent studies show little evidence for the effectiveness of this model of integrating technology into the learning process. 

As an outcome of this Delphi Panel exercise, this study hasrevised Jane Knight’s commonlyaccepted working definition for internationalisation as'theintentionalprocess ofintegrating an international, intercultural or global dimension into the purpose, functionsand delivery of post-secondary education,in order to enhance the quality of educationand research for all students and staff, and to make a meaningful contribution tosociety'.This definition reflects the increased awareness that internationalisation has to becomemore inclusive and less elitistby not focusing predominantly on mobility but more on thecurriculum and learning outcomes. The ‘abroad’ component (mobility) needs to become anintegral part of the internationalised curriculum to ensure internationalisation for all, notonly the mobile minority. It re-emphasises that internationalisation is not a goal in itself,but a means to enhance quality, and that it should not focus solely on economic rationales.Most national strategies, including in Europe, are still predominantly focused on mobility,short-term and/or long-term economic gains, recruitment and/or training of talentedstudents and scholars, and international reputation and visibility. This implies that fargreater efforts are still needed to incorporate these approaches into more comprehensivestrategies, in which internationalisation of the curriculum and learning outcomes, as ameans to enhance the quality of education and research, receive more attention. Theinclusion of ‘internationalisation at home’ as a third pillar in the internationalisation strategyof the European Commission,European Higher Education in the World, as well as in severalnational strategies, is a good starting point, but it will require more concrete actions at theEuropean, national and,in particular, the institutional level for it to becomereality

Overall, across the ALMAP trials, adding adaptivity to developmental and gateway courses had no effect on course completion rates after controlling for students’ initial achievement levels under any of the three possible use cases.

It’s precisely to meet these demands that Cegid recently launched a Learning Management System (LMS) specifically dedicated to Healthcare, a sector that is converting more and more to cloud-based systems.

“The notion that adaptive technology is the reason why one school should choose one company’s content over OER (open educational resources) or other options” has become a staple of many publisher’s marketing claims, says Trace Urdan, an education market analyst.

tailored to their needs

Đầu tiên mình nghĩ bạn cần nắm về machine learning và algorithm, bạn có thể bắt đầu bằng các khóa học trên mạng. Mình recommend khóa học Machine Learning của Andrew Ng, khóa học này được coi là kinh thánh cho data scientist. Sau đó bạn có thể bắt đầu với Python hoặc R và tham gia challenge trên Kaggle. Kaggle là một platform để Data Scientist tham gia, kiếm tiền thưởng và cạnh tranh thứ hạng với nhau. Nhiều người cũng nói với mình Kaggle là con đường tốt nhất và ngắn nhất để đến với Data Science.

Analyze, interpret, and evaluate a variety of texts for the ethical and logical uses of evidence

Based on this experiment, the evidence suggests adaptive learning did not improve grades or rates of course completion. The tech is still too new to make a definitive judgment.

Textbook maker Pearson is also getting in on the action by developing adaptive learning software and launching virtual tutors for students as they “read” through digital textbook resources.

An overwhelming number of companies (64%) indicated that their number one reason for implementing social tools is to support a culture of learning. The next two main motivations are to encourage collaboration and innovation (54%) and connect employees to organization experts (42%).

Developing Effective Courses Using Adaptive Learning Begins with Proper Alignment

In Canvas, the goal is clearly to stop anyone from having fun because everything is supposed to look exactly the same in every course everywhere all the time.

Learning paths allow you to assemble two or more courses into a path that students must complete to trigger completion actions.

I think a lot of faculty are still at the point where they need a stack of papers and red pen.

Could different co-teaching and collaborative course approaches or more modern pedagogical practices move the needle more than the latest LMS features? 

LMSs limit the visibility of copyrighted course content to only course participants for the duration that they need it. (Of course, this would become a moot point if using openly licensed OERs.)

Over the course of many years, every school has refined and perfected the connections LMSs have into a wide variety of other campus systems including authentication systems, identity management systems, student information systems, assessment-related learning tools, library systems, digital textbook systems, and other content repositories. APIs and standards have decreased the complexity of supporting these connections, and over time it has become easier and more common to connect LMSs to – in some cases – several dozen or more other systems. This level of integration gives LMSs much more utility than they have out of the box – and also more “stickiness” that causes them to become harder to move away from. For LMS alternatives, achieving this same level of connectedness, particularly considering how brittle these connections can sometimes become over time, is a very difficult thing to achieve.

Assessment tends to be where courses differ the most

adaptive paths available for different learner profiles

the level of effort required to completely reinvent a single online course to be adaptive

out of 878 potentially relevant studies published between 1992 and 2017, only 36 directly compared reading in digital and in print and measured learning in a reliable way. (Many of the other studies zoomed in on aspects of e-reading, such as eye movements or the merits of different kinds of screens.)

The embedding of maker culture in K–12 education has made students active contributors to the knowledge ecosystem rather than merely participants and consumers of knowledge.

This has much in common with a customer relationship management system and facilitates the workflow around interventions as well as various visualisations.  It’s unclear how the at risk metric is calculated but a more sophisticated predictive analytics engine might help in this regard.

“Programming is like thinking about thinking. And debugging is a close approximation of learning about learning.” When you program, you translate your thoughts into executable form. Debugging your program is close to debugging your thoughts.

The thrill of programming, for me, is found more in the exploration of ideas than in the joy of controlling machines.

ONLINE COLLEGE STUDENTS 2017

Project-based learning typically is grounded in the following elements: Role-playing Real-world scenarios Blended writing genres Multiple reading genres Authentic assessments Authentic audiences Real-world expertise brought into the classroom Units that assess multiple skills Units that require research and comprehension of multiple subjects Student choice Collaboration Multiple methods of communication (writing, oral speaking, visual presentations, publishing, etc.)

Inside Digital Learning asked four authors of books about online education for their expert advice on how instructors and their institutions can excel in virtual course instruction. The authors agreed that the online classroom is different enough from the traditional one that faculty members and adjuncts need to create courses for digital delivery that are substantially different from those they teach on campus. And they said teaching online requires an even keener focus on student engagement than the face-to-face model does.

What Matters to You in Counting Distance Education Activities?

Modalities of Meaning

Dysfunctional relationships at work are as damaging to goal achievement as challenging children in the classroom.

it can realize an open connection with the outside world

Connected learning is when someone is pursuing a personal interest with the support of peers, mentors and caring adults, and in ways that open up opportunities for them

The “connected” in connected learning is about human connection as well as tapping the power of connected technologies.

Connected learning isn’t a burden that one organization shoulders on its own, and is about building connections across different sites of learning

Traditional education is failing to engage many students as they enter their middle school, high school, and college years.

In math, four times a year, each student is given a set of values or codes to substitute in the equations so that even though the students are working together, they have to focus on the mathematical process and not just the “right answer.” In English, the discussions are open-ended, allowing for multiple right answers.

Connected learning posits that by connecting and translating between in-school and out-of-school learning, we can guide more young people to engaging, resilient, and useful learning that will help them become effective contributors and participants in adult society. We also believe that networked and digital technologies have an important role to play in building these sites of connection and translation

onnected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement.

participants spent almost 40 minutes out of every 100-minute class period using the internet for nonacademic purposes

Email does not afford synchronous communication in the way that a phone call, a face-to-face conversation, or instant messaging does. Nor does email afford the conveyance of subtleties of tone, intent, or mood possible with face-to-face communication.

Language, to me, is a mystery because I haven’t studied it but, I know there’s loads of literature out there, and we know in general that kids learn language differently from adults and that people can learn a language by immersion rather than by any direct instruction in grammar or anything. It’s interesting that the term literacies is used with reference to language acquisition, and we use it in digital literacies. One common aspect of literacies which also came up in earlier conversations with Sally, was my belief that digital literacies could only be (really) learned socially, as with language.

My responses all focus on exploring and celebrating your child’s interests.

Reciprocity now becomes a matter of at once mutually preserving the other’s distinctness while interdependently fashioning a bigger context in which these separate identities interpenetrate…are co-regulated, and to which persons invest an affection supervening their separate identities. Reciprocity now becomes a matter of both holding and being held, a mutual protection of each partner’s opportunity to experience and exercise both sides of life’s fundamental tension.”

As the institutional balance breaks, the person becomes more available to and interested in a kind of sharing and intimacy with others. But intimacy in the next balance is the self’s aim, rather than its source. It involves a self that travels between systems, or exists in the dynamism between them, not in the dynamism between individuals.

Postmodernism (or “poststructuralism”), in its denial of the possibility of judgement and rejection of all “metanarratives” (grounded systems), corresponds to the stage 4.5 nihilistic gap.

All ideologies are relativized as tools rather than truths. Fluidity treats rationality as a valuable tool that is not always applicable; non-rational ambiguity and paradox become non-problematic. Stage 5 can, therefore, conjure with systems, as animated characters in a magical shadow-play drama.

To stage 3, that sounds cold and distant, but for stage 4, it means seeing the other person for who they really are. Emotions are just something people have, from time to time. Those need to be dealt with, but should not be taken too seriously. Relating to the other person’s principles, projects, and commitments means supporting what they most care about in the longer run. A romantic relationship between systematic people not only tolerates, but respects, and actively supports, their differing values and projects. That is what it means (for stage 4) to be actually in a relationship with another person, rather than losing both your selves in a warm bath of shared feelings.

Legitimate peripheral participation is a more powerful motivation for accurate feedback than money. If a student’s labor contributes to the success or failure of your project, you want to be sure they are doing it right—and so you will scrutinize their work carefully, and give detailed corrective advice.

Study: Many Online Students Now Decide Between Multiple Programs

The average DeVry student takes two-thirds of her courses online.

The University of Michigan Teach-Out Series offers an opportunity for learners around the world to come together with our campus community in conversation on topics of widespread interest.

Thisstudyexaminesthecomponentsofaself-pacedonlinecoursespecificallydesignedtoincorporateweb-basedpedagogytocreateanengaginganddynamiclearningenvironment.Itcomparesstudentperformanceinaself-pacedonlinecourse,aconventionalonlinecourseandatraditionalin-classcourseandrevealsthepotentialforstudentstothriveinawidevarietyofonlinecourseformats

It used rich media and a mix of traditional and emerging asynchronous computer-mediated communication tools to determine what forms of interaction learners in a self-paced online course value most and what impact they perceive interaction to have on their overall learning experience. This study demonstrated that depending on the specific circumstance, not all forms of interaction may be either equally valued by learners or effective.

If it can be established that student self motivation has a direct effect on remediation, it stands to reason that by finding a way to increase a student’s self motivation, the remediation process can be improved to increase the likelihood of success for a student who requires the use of remedial courses in the specialized classroom setting. Attempting to understand the factors that create a learning environment of poor motivation is an arduous task, but attempting to improve those factors that increase motivation is imperative.

ne critical element in the effectiveness of these networks is “working in the open.” This includes a number of simple practices commonly associated with open source software: making curriculum and tools easy for others to discover; publishing using an editable format that allows others to freely use and adapt them; using an open license like Creative Commons. It also includes a set of work practices that make it easy for people to collaborate across organizations and locations: collaborative writing in shared online documents; shared public plans on wiki or other editable documents; progress reports and insights shared in real time and posted on blogs. These simple practices are the grease that lubricates the network, allowing ideas to flow and innovations to spread. More importantly, they make it possible for people to genuinely build things together—and learn along the way. This point cannot be emphasized strongly enough: when people build things together they tend to own them emotionally and want to roll them out after they are created. If the people building together are from different institutions, then the innovations spread more quickly to more institutions.

Rather than selecting a single organization to lead the network, consider a spoke-and-hub or constellation model that empowers teams of organizations to act as “network hubs” for different sectors of the network. The best candidates for these hubs are intermediary organizations that act in the best interests of the network, allowing other network members to focus on their core mission and programmatic activities. Hub organizations play several roles. As conveners, they bring people together and build the field. As catalysts, they invest money and resources to get new ideas off the ground or help exciting projects to develop. As communicators, hub organizations enhance networks members’ ability to tell their story effectively and efficiently, internally and externally. As champions, hubs lift up the accomplishments of network actors, regionally, nationally, and internationally. And, as coordinators, hub organizations connect the dots, recommend priorities for the network, and connect those priorities to national resources.

TPS Reflective Exercises

Online Protection to Promote Open Collaboration

Thirty-three Miniatures: Mathematical and Algorithmic Applications of Linear Algebra

areas where deep learning is currently being poorly utilized

highly automated tools for training deep learning models

The best way we can help these people is by giving them the tools and knowledge to solve their own problems, using their own expertise and experience.

Slack

r/deeplearners subreddit

online reading group

Appendix A:Table of various deep learning applications

Almost all exciting results based on recurrent neural networks are achieved with them.

In turn, this child’s statement may shift the teacher’s learning and encourage her or him to recreate or extend this same experience to another area of study in the curriculum.

If we write that out as equations, we get:

They then went and did a marvellous job, networking for themselves.

It was lovely to smell the toast in a university classroom.  

before they stuck a concrete university here.

I wandered out of the classroom into the nature on the campus.  I felt the warmth of the Indian Summer on my back, I sat down on the grass.  

Rather than learning from #ccourses to develop #clavier, I am beginning to understand that #clavier and #ccourses and #ds106 and the whole caboosh is actually the same thing.

Rather than blogging, (I was tired with blogging), I spent my time doing drawing. 

“cult of authenticity.”

the area under the curve (often referred to as simply the AUC) is equal to the probability that a classifier will rank a randomly chosen positive instance higher than a randomly chosen negative one (assuming 'positive' ranks higher than 'negative')

Thanks for letting me take this feldgang. A feldgang is what farmers do all the time. Fieldwalks

Feel free to check your various personal learning networks, but …wander back please.

I freely admit that this is a mess of post

I was in the room with him from my learning space in Clermont Ferrand. I could hear the bad acoustics of the room in which he was/we were?. We were sharing the slides on the screen in Krakow inside the slide share of our hangout on air.

Students need learning goals, and they need to set these for themselves.

There is probably no need to release all the content at once. Doing so (to the tune of about 15 weeks worth of content) could be way overwhelming for any student. Releasing all the content at once around a very specific chunk of the course makes the most sense.

For the most part, I made myself go through the modules in the order in which they were created. I assumed they were placed in that order for a specific reason. If I hit content I already knew or didn’t want to apply just yet then I skipped over it to return to later if needed.

The words of one of my students, one of my fellow learners helped me continue. Those words, some of them, are translated here in this post Nagasaki mon amour.

trying to answer questions—or to even foster questions in the first place

Frankly, it didn't really make an impression on me at all until I started writing this retitled post spurred by Frances Bell's "Reflections on Community in #Rhizo14 - more questions than answers."

Res ear ch often isolates particular pieces of the complex puzzle in order to study them in detail. However useful this may be, it obscures the dynamism of the actual teaching and learning work that goes on, and cannot show the emergent and contingent nature of that work

There must be room in a learning environment for a variety of expressions of agency to flourish.

However, in order to make significant progress, and to make enduring strides in terms of setting objectives, pursuing goals and moving towards lifelong learning, learners need to make choices and employ agency in more self-direct ed ways.

Agency is therefore a central concept in learning, at many levels an in many manifestations. It is a more general and more profound concept than the closely related terms autonomy, motivation and investment. One might say that autonomy, motivation and investment are in a sense products (or manifestations) of a person’s agency.

the multilayered nature of interaction and language use, in all their complexity and as a network of interdependencies among all the elements in the setting, not only at the social level, but also at the physical and symbolic level

any utterance can carry several layers of meaning

“layer ed simultaneity.”

I like to use this image to illustrate that any utterance has a number of layers of meaning. It refers not only to the here and now, but also to the past and the future of the person or persons involved in the speech event, to the world around us, and to the identity that the speaker projects.

and they are dynamic and emergent, never finished or absolute.

ecologically valid contexts, relationships, agency, motivation and identity.

ecological perspective,

Learningto complete a whole task involves four levels ofinstruction: (a) the problem, (b) the tasks re-quired to solve the problem, (c) the operationsthat comprise the tasks, and (d) the actions thatcomprise the operations. Effective instructionshould engage students in all four levels of per-formance: the problem level, the task-level, theoperation-level, and the action-level.

Van Merriénboer (1997) recommendedthat the first problem in a sequence should be aworked example that shows students the type ofwhole task that they will learn to complete.

Adaptive Learning is data-driven and continually takes data from students and adapts their learning pathway to “change and improve over time for each student”.

Together, they plotted how they could take leading-edge machine-learning techniques and superimpose them on the universe.

Consequently, our advice is simple: continue to train your networks on a single machine, until the training time becomes prohibitive.

odel parallelism can work well in practice, data parallelism is arguably the preferred approach for distributed systems and has been the focus of more research

Online Ed's Return on Investment