- Sep 2016
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campustechnology.com campustechnology.com
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The news on the self-paced e-learning industry is so bad, Ambient Insight will no longer publish commercial syndicated reports on the industry
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www.educationdive.com www.educationdive.com
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E-learning systems revenues in the United States and China are expected to drop by more than $6 billion annually, according to a new study.
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www.edsurge.com www.edsurge.com
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University staff who are buying data-driven technology
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www.fastcompany.com www.fastcompany.com
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"At the end of the day, the true value proposition of education is employment,"
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- Jul 2016
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www.thewpcrowd.com www.thewpcrowd.com
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there’s only a fine line between “WordPress in Higher Education” and “WordPress in the Enterprise”.
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www.noshelfrequired.com www.noshelfrequired.com
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market for
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institutions that are preparing tomorrow’s leaders
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www.nacubo.org www.nacubo.org
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Montreal: Melding of Old and New
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education vertical
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hackeducation.com hackeducation.com
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I could have easily chosen a different prepositional phrase. "Convivial Tools in an Age of Big Data.” Or “Convivial Tools in an Age of DRM.” Or “Convivial Tools in an Age of Venture-Funded Education Technology Startups.” Or “Convivial Tools in an Age of Doxxing and Trolls."
The Others.
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education technology has become about control, surveillance, and data extraction
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medium.com medium.com
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efforts to expand worldwide
At the risk of sounding cynical (which is a very real thing with annotations), reaching a global market can be very imperialistic a move, regardless of who makes it.
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ironically while continuing to employ adjunct faculty
Much hiding in this passing comment. As adjuncts, our contributions to the system are perceived through the exploitation lens.
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afford a university education
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hackeducation.com hackeducation.com
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The military’s contributions to education technology are often overlooked
Though that may not really be the core argument of the piece, it’s more than a passing point. Watters’s raising awareness of this other type of “military-industrial complex” could have a deep impact on many a discussion, including the whole hype about VR (and AR). It’s not just Carnegie-Mellon and Paris’s Polytechnique («l’X») which have strong ties to the military. Or (D)ARPANET. Reminds me of IU’s Dorson getting money for the Folklore Institute during the Cold War by arguing that the Soviets were funding folklore. Even the head of the NEH in 2000 talked about Sputnik and used the language of “beating Europe at culture” when discussing plans for the agency. Not that it means the funding or “innovation” would come directly from the military but it’s all part of the Cold War-era “ideology”. In education, it’s about competing with India or Finland. In other words, the military is part of a much larger plan for “world domination”.
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www.theguardian.com www.theguardian.com
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For-profits typically take those funds and spend way more on advertising and profit distribution than on teaching.
Don’t know what the stats are for “non-profit universities and colleges” but it does feel like an increasing portion of their budgets go to marketing, advertising, PR, and strategic positioning (at least in the United States and Canada).
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The phrase “diploma mills” came into popular usage during the era.
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A similar conclusion was reached by the medical (pdf) and legal professions of the late-19th and early-20th centuries.
Somewhat surprising, in the current context.
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This model might make sense if our goal was to produce cars, clothing, and some other commodity more efficiently. But a university education doesn’t fit into this paradigm. It isn’t just a commodity.
In education as in health, things get really complex when people have an incentive for people not to improve.
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The idea is that higher education is like any other industry.
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www.seattletimes.com www.seattletimes.com
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“In five to 10 years, most students will buy their postsecondary education differently from the way they buy it now,”
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medium.com medium.com
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improving teaching, not amplifying learning.
Though it’s not exactly the same thing, you could call this “instrumental” or “pragmatic”. Of course, you could have something very practical to amplify learning, and #EdTech is predicated on that idea. But when you do, you make learning so goal-oriented that it shifts its meaning. Very hard to have a “solution” for open-ended learning, though it’s very easy to have tools which can enhance open approaches to learning. Teachers have a tough time and it doesn’t feel so strange to make teachers’ lives easier. Teachers typically don’t make big purchasing decisions but there’s a level of influence from teachers when a “solution” imposes itself. At least, based on the insistence of #BigEdTech on trying to influence teachers (who then pressure administrators to make purchases), one might think that teachers have a say in the matter. If something makes a teaching-related task easier, administrators are likely to perceive the value. Comes down to figures, dollars, expense, expenditures, supplies, HR, budgets… Pedagogy may not even come into play.
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www.alfiekohn.org www.alfiekohn.org
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districts are pouring money into computers and software programs—money that’s badly needed for, say, hiring teachers
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despite the fact that it’s remarkably expensive
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children’s learning
How about Higher Ed.?
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spend oodles of money
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www.washingtonpost.com www.washingtonpost.com
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the largest consumer of college graduates
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there is widespread agreement among college officials and policymakers that the current accreditation system is broken
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www.insidehighered.com www.insidehighered.com
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Funding for humanities labs
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our faculty are evaluated on not just research, teaching and service but also collaboration
Valuing the teaching profession.
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- Jun 2016
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www.educationdive.com www.educationdive.com
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failure to find revenue and support from unconventional sources
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www.ameqenligne.com www.ameqenligne.com
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«On entend pourtant peu parler de la pédagogie postsecondaire, même s'il y a des initiatives qui naissent à gauche et à droite. Certains innovent, mais ça reste dans leur collège ou leur département universitaire»
Tags
Annotators
URL
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www.socrative.com www.socrative.com
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However, you may be required to pay fees to use certain features or content made available through the Site and Services.
Wish they said more. No-cost solutions are neat for one-offs, but pedagogues should be wary of building their practice on services which may start requiring payment.
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www.edsurge.com www.edsurge.com
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recently cautioned against commercialization and urged colleges to take more control.
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listedtech.com listedtech.com
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Am I asking too many questions?
No.
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hybridpedagogy.org hybridpedagogy.org
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educators and students alike have found themselves more and more flummoxed by a system that values assessment over engagement, learning management over discovery, content over community, outcomes over epiphanies
This Systems or "factory farming" approach to education seems antithetical to (and virtually guaranteed to flummox) a community-based, engaged, serendipitous and spontaneous learning explosion in traditional Higher Ed. Where are some cracks and crevices where the System has failed to snuff out the accidental life of learning?
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opencontent.org opencontent.org
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many more people understand cost than understand pedagogy
While this may be true, it sure is sad. Especially as the emphasis on cost is likely to have negative impacts in the long run.
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- May 2016
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adamcroom.com adamcroom.com
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To me, this is what OER for the web should start to reflect.
You mean it’s not just about the price of textbooks??
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- Apr 2016
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www2.gse.upenn.edu www2.gse.upenn.edu
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A NEW FEDERALISM IN HIGHER EDUCATION AFFORDABILITY
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www2.gse.upenn.edu www2.gse.upenn.edu
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College Affordability Diagnosis
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Asking What Students Spend on Textbooks Is the Wrong Question
Cost of textbooks and what students are able to spend.
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- Feb 2016
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courses.edx.org courses.edx.org
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“ Whatever happened to Instructional Technology? ”. With this publication , he highlighted a nd attempted to explain the persistent failure of ICT to penetrate the world of higher education, despite several decades of effort and massive inve stment (Geoghegan, 1994)
This may situate the problem quite deeply in the history of educational ict and support claims relating to the persistence of this problem in the face of numerous interventions.
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- Jan 2016
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www.linkedin.com www.linkedin.com
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Job functionOther,Marketing
But, but… Eric said it wasn’t marketing!
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www.huffingtonpost.com www.huffingtonpost.com
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In 2014, U.S. based education technology (EdTech) companies raised $1.2 billion in funding across 357 venture rounds.
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pressblog.uchicago.edu pressblog.uchicago.edu
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one wonders about the relationships between scholarship, technology, and the academic institution that engendered that turn from printing materials to printing ideas.
One sure does.
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- Dec 2015
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larrycuban.wordpress.com larrycuban.wordpress.com
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numbers have to be interpreted by those who do the daily work of classroom teaching
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teachonline.ca teachonline.ca
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Hoping for interprovincial collaboration on the development and indexing of educational resources. Lots of potential and maybe a few less hurdles.
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www.knewton.com www.knewton.com
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purchasable à la carte
How many units of learning per dollar?
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no research
In direct opposition with the model for most universities, these days. So that may be the fork in the road. But there are more than two paths.
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Universities bundle services like mad
Who came up with such a scheme? A mad scientist? We’re far from Bologna.
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perfect storm of bundling
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only unbundling health clubs suffer
There might be something about the connection between learning and “health & wellness”.
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Unbundling has played out in almost every media industry.
And the shift away from “access to content” is still going on, a decade and a half after Napster. If education is a “content industry” and “content industries” are being disrupted, then education will be disrupted… by becoming even more “industrial”.
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consumer choice will inevitably force them to unbundle.
The battle is raging on, but the issue is predetermined.
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edumorphology.com edumorphology.com
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Yes, my intention was to show the most easily replaced in dark and move it to the least easily replaced.
One linear model, represented in something of a spiral… Agreed that the transformative experience is tough to “disrupt”, but the whole “content delivery” emphasis shows that the disruption isn’t so quick.
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www.forbes.com www.forbes.com
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customers become less willing to pay
There are a few key cases, here. a) Public Education (much of the planet) b) Parent-Funded Higher Education (US-centric model) c) Corporate Training (emphasis for most learning platforms, these days) d) For-Profit Universities (Apollo Group and such) e) xMOOCs (learning as a startup idea, with freemium models) f) Ad-Supported Apps & Games (Hey! Some of them are “educational”!)
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In every industry, the early successful products and services often have an interdependent architecture—meaning that they tend to be proprietary and bundled.
The idea that there’s a “Great Unbundling of (Higher) Education” needs not be restricted to the business side of things, but it’s partly driven by those who perceive education as an “industry”. Producing… graduates?
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mfeldstein.com mfeldstein.com
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More consolidation in the LMS market?
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mfeldstein.com mfeldstein.com
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course design is more important than the LMS
In all the platform news, we can talk about “learning management” in view of instructional and course design. But maybe it even goes further than design into a variety of practices which aren´t through-designed.
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mfeldstein.com mfeldstein.com
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It is possible to achieve a more humane and personal education at scale
Important claim, probably coming from the need for reports which answer the “But does it scale?” question.
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robinderosa.net robinderosa.net
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The goal of education is for the educator to become less and less needed for learners to learn.
The reverse of the typical “goal displacement”. Instead of focusing on ensuring our continued employment as “instructors”, we want to make sure learning happens. Deep down, we know we’ll find ways to work, no matter what happens. The comparison with health can be interesting. If doctors had an incentive to keep people sick, society wouldn’t benefit much. Allegedly, Chinese healthcare provides incentives for doctors to help people stay healthy. Sounds like it’d make sense, somehow. Yet education and health are both treated like industries. We produce graduates, future employees, etc. Doctors produce people who fit a pattern of what it means to be healthy in a given social context. There’s even a factory-chain metaphor used when some people apply “lean management” to hospitals or colleges. Not that the problem is with the management philosophy itself. But focusing so much on resource allocation blinds us from a deep reality: as we are getting healthier and more “learned”, roles are shifting.
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www.meanboyfriend.com www.meanboyfriend.com
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Among the most useful summaries I have found for Linked Data, generally, and in relationship to libraries, specifically. After first reading it, got to hear of the acronym LODLAM: “Linked Open Data for Libraries, Archives, and Museums”. Been finding uses for this tag, in no small part because it gets people to think about the connections between diverse knowledge-focused institutions, places where knowledge is constructed. Somewhat surprised academia, universities, colleges, institutes, or educational organisations like schools aren’t explicitly tied to those others. In fact, it’s quite remarkable that education tends to drive much development in #OpenData, as opposed to municipal or federal governments, for instance. But it’s still very interesting to think about Libraries and Museums as moving from a focus on (a Web of) documents to a focus on (a Web of) data.
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- Nov 2015
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www.edsurge.com www.edsurge.com
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How do you aid recent high school graduates while at the same time dealing with working adults who are coming back to school?
Used to be the core model for Quebec’s Cegep system, a mix of high school graduates and “non-traditionals” (especially divorcées going “back to school”).
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Non-Traditional Students: The New Majority
Education, she sure is changing.
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- Oct 2015
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www.barnesandnoble.com www.barnesandnoble.com
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Still, it’s reasonably certain that in the late eleventh century a group of students in Bologna got together and decided to pool their resources—financial, intellectual, and spiritual—in order to learn.
Student-driven beginning for universities.
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- Apr 2015
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www.nytimes.com www.nytimes.com
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If you want to help low-income students succeed, it’s not enough to deal with their academic and financial obstacles. You also need to address their doubts and misconceptions and fears. To solve the problem of college completion, you first need to get inside the mind of a college student.
How do you get inside the mind of a college student?
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