ACT Academy announced

by Ed Colby, ACT

ACT Academy™ is a free online learning tool and test practice program designed to help students master the skills they need to improve their ACT scores and succeed in college and career. ACT Academy provides students with a personalized study plan based on their scores from the ACT® test, PreACT®, or official ACT practice tests through video lessons, interactive practice questions, full-length practice tests, educational games and other materials targeted to their academic needs.

http://www.act.org/content/act/en/products-and-services/the-act/test-preparation/act-academy.html

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from Educational Technology http://people.uis.edu/rschr1/et/?p=36177

Designing Authentic Learning Activities to Train Pre-Service Teachers About Teaching Online

by Tian Luo, Alexander Murray, Helen Crompton; IRRODL

Online learning is increasingly being used in K-12 learning environments. A concomitant trend is found towards learning becoming authentic as students learn with tasks that are connected to real-world occupations. In this study, 48 pre-service teachers use an online environment to engage in authentic practice as they developed online learning experiences for their future students. Using a design-based research methodology, the researchers were involved in planning, designing, implementing, and evaluating the higher education class across two macro cycles. An authentic learning framework was utilized in the development of the class. Findings explicate the design of the course and how it aligned to the authentic learning framework. It appears that web-based tools were beneficial as the pre-service teachers designed their own K-12 online classes.

http://www.irrodl.org/index.php/irrodl/article/view/3037

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from Educational Technology http://people.uis.edu/rschr1/et/?p=36167

6 ways hackers will use machine learning to launch attacks

by Doug Drinkwater, CSO
Machine learning algorithms will improve security solutions, helping human analysts triage threats and close vulnerabilities quicker. But they are also going to help threat actors launch bigger, more complex attacks. Defined as the “ability for (computers) to learn without being explicitly programmed,” machine learning is huge news for the information security industry. It’s a technology that potentially can help security analysts with everything from malware and log analysis to possibly identifying and closing vulnerabilities earlier. Perhaps too, it could improve endpoint security, automate repetitive tasks, and even reduce the likelihood of attacks resulting in data exfiltration.

https://www.csoonline.com/article/3250144/machine-learning/6-ways-hackers-will-use-machine-learning-to-launch-attacks.html

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from Educational Technology http://people.uis.edu/rschr1/et/?p=36157

Hundred more online courses to aid students

By Li Qian, Shanghai Daily

A further 100 online courses will be introduced to the city’s free open course program in the first half of this year, Shanghai Education Commission said yesterday. The Massive Online Open Class system, MOOC, currently provides local middle and high school students free and open access to a selection of 105 courses taught by well-known teachers from 32 schools. Courses cover fields such as literature, social science and natural science, providing knowledge beyond syllabus demands. The most popular courses currently, according to the website (http://gzmooc.edu.sh.cn) are art appreciation, introduction to philosophy and interpretation of Chinese classic works.

http://www.shanghaidaily.com/metro/education/Hundred-more-online-courses-to-aid-students/shdaily.shtml

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from Educational Technology http://people.uis.edu/rschr1/et/?p=23017

Is personalized learning the future of education?

BY MATTHEW LYNCH, the Tech Edvocate

A professional opinion, in any field, is still simply an opinion. Well researched, backed with experience, studies, and insight, but in the end, it is an opinion. Educational professionals have differing opinions about the definition and merit of personalized learning and therefore the role it will play in the future of education. Personalized learning is a goal for all educators, past, present and future. Providing personalized learning experiences which allow all students equal access to quality education according to their needs and interests is an ideal all educators embrace. The question, how? Will there be systems available to offer highly personalized education in the future? Let’s take a look at what the experts are saying.

http://www.thetechedvocate.org/is-personalized-learning-the-future-of-education/

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from Educational Technology http://people.uis.edu/rschr1/et/?p=23002

Schools recruit girls in underrepresented STEM classes

by Associated Press

Teayanna Leytham wants to make the world a better place. The Thomas Jefferson senior has her sights set on improving air quality and she plans on using her computer science skills to do it. In a time when girls and women remain significantly underrepresented in fields like computer science and engineering, Leytham is one example of a student working to challenge the stigma that the field of computer science is male-dominated. “I always really loved STEM (science, technology, engineering, and mathematics) throughout high school,” Leytham said. “Over the summer, I realized I wanted to have a job in science but I wasn’t sure what that was going to be yet exactly.”

http://www.ccenterdispatch.com/news/state/article_6c81f034-a268-55a1-b1cf-efdd62178d74.html

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from Educational Technology http://people.uis.edu/rschr1/et/?p=22992

7 Tips for Creating Memorable Learning Experiences

By Patrick Peterson, THE Journal

Memorable learning, said Rushton Hurley, is outside the book, the school bus and the campus; and it’s hands on and engaging and involves talking, being creative and taking risks. “It’s the stuff that sticks. We have a lot of days when things do not,” Hurley said during a workshop at FETC 2016 in Orlando. “Much of what happens in classes is sitting and listening and trying not to fall asleep.” He’s all about Great Projects! Many of those projects involve video.

https://thejournal.com/articles/2016/01/27/7-tips-for-creating-memorable-learning-experiences.aspx

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from Educational Technology http://people.uis.edu/rschr1/et/?p=14938

Ithaca College discusses moving course evaluations online

By Grace Elletson, the Ithacan

As Ithaca College advances discussions about moving all course evaluations online, there is doubt in local and national conversations on the effectiveness of using course evaluations to judge a professor’s skill. A preliminary discussion was held at the Dec. 1, 2015, Faculty Council meeting about the positives and negatives of conducting course evaluations online collegewide. Benjamin Rifkin, provost and vice president for educational affairs, advocated for the switch. He said moving evaluations online provides more instant feedback for professors, students’ handwriting wouldn’t give away their identity, and the college would save money. Rifkin said the previous school he worked at, The College of New Jersey, had a successful switch to conducting evaluations entirely online.

https://theithacan.org/news/ithaca-college-discusses-moving-course-evaluations-online/

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from Educational Technology http://people.uis.edu/rschr1/et/?p=14935

Integrating Technology into My On-campus Course

by Brian J. Bushee, UPenn Almanac

In my new approach, I post my video lectures for the day’s topics to Canvas and ask the students to watch the videos prior to class. I also require that they take a five-question multiple choice quiz on the video material prior to class. The quizzes motivate them to watch the videos and provide them with immediate feedback on their understanding of the material in the videos. The quizzes also provide me with feedback on the student’s understanding of the material. I review the quiz results prior to class and start class by covering any questions that the students struggled with. Through this process, I am able to reduce the “lecture” part of class from 20-25 minutes to less than five minutes. Now, I have 20 minutes of extra class time that I can use for more in-depth coverage of advanced material, for additional real-world applications, or for more extensive discussions of complicated issues with students.

http://www.upenn.edu/almanac/volumes/v62/n20/talk-about-teaching.html

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from Educational Technology http://people.uis.edu/rschr1/et/?p=14932

3 things great teachers do with technology

By Tom Daccord, eSchool News

Too often, we see teachers putting the proverbial cart before the horse. They find an app or tool they like, so they introduce it in their classroom. The students might find it cool and engaging—but if the teacher hasn’t defined why they’re using that tool, its integration has no clear, educational purpose. If, instead, you begin with a learning goal in mind and choose apps and devise activities in support of it, then you’re on a path to meaningful technology integration. To help educators develop a vision for using technology in their classrooms, here are a few examples of what great teachers do with these tools.

http://www.eschoolnews.com/2015/01/26/great-teachers-technology-072/

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from Educational Technology http://feedproxy.google.com/~r/uis/edtech/~3/HEnzzYE8r_w/

How Online Learning Can Close the AP Participation Gap

BY SOPHIE QUINTON, National Journal

A University of Iowa program called the Iowa Online AP Academy has been giving students access to free, online Advanced Placement courses since 2001. The online learning partnership offsets some of the disadvantages that can come with being a high-achieving student in a small, isolated school district, providing the chance to take challenging academic courses that many schools can’t offer. Over the past five years, an average of 430 students across Iowa have enrolled in courses through IOAPA each year. IOAPA was created with rural districts in mind, but any accredited school in Iowa can participate. Online courses can be prohibitively expensive, and it can be hard for even motivated teenagers to stay on top of their work without a teacher and classmates present. So IOAPA was designed to address both challenges.

http://www.nationaljournal.com/next-america/education/how-online-learning-can-close-the-ap-participation-gap-20150127

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from Educational Technology http://feedproxy.google.com/~r/uis/edtech/~3/qnhHeJLoM1c/

Top 6 Higher Ed Digital Policy Issues to Watch in 2015

By Tanya Roscorla, Center for Digital Education

These six technologies are what education technology policy watchers are keeping an eye on. As technology continues to change, policy issues slowly come into play to govern them. This year, education technology policy watchers see at least six major policy issues that university administrators should keep an eye on in 2015.

http://www.centerdigitaled.com/news/Top-6-Higher-Ed-Digital-Policy-Issues-to-Watch-in-2015.html

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from Educational Technology http://feedproxy.google.com/~r/uis/edtech/~3/kGErviOakCw/

Concerns over Student Data Privacy Widespread Among Americans

By David Nagel, THE Journal

A new national poll shows that the vast majority of Americans have concerns about student data privacy and the potential use of such data for commercial purposes. In a survey of 800 adults conducted by the Benenson Strategy Group for nonprofit Common Sense Media, 89 percent of respondents indicated the are “very or somewhat concerned about advertisers using kids’ personal data to market to them.” “What we are hearing from American families is that students’ personal and private information must not be used for advertising, period,” said Jim Steyer, founder and CEO of Common Sense Media. “Privacy in general is a major concern for Americans, and what we are clearly seeing from this poll is that schools should be completely off limits when it comes to collecting the personal information of students for marketing purposes.

http://thejournal.com/articles/2014/01/22/concerns-over-student-data-privacy-widespread-among-americans.aspx

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from Educational Technology http://feedproxy.google.com/~r/uis/edtech/~3/EsyMFb9SWz8/

Coursera announces ten certificates

by George Anders, Forbes

Coursera has been pushing to offer a more formalized, paid version of its MOOC experience. The site now invites students to take Signature-track classes, in which final exams are digitally proctored and students pay $100 or so for a completion certificate. Currently more than 200 of Coursera’s total 584 classes are offered in Signature format. Topics range from calculus to Roman architecture. Coursera has set up the Specialization label to cover a series of interlocking courses that are meant to provide students with full mastery of a subject. See the graphic linked below shared by George Anders.

http://b-i.forbesimg.com/georgeanders/files/2014/01/Coursera.Specializations.jpg

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from Educational Technology http://feedproxy.google.com/~r/uis/edtech/~3/_5qhD8SJupc/

More Competition for Online Certificate Students

by Carl Straumsheim, Inside Higher Ed

An online course provider will this spring introduce bundles of courses created by top-tier universities that can be completed for certificates. That description fits both Academic Partnerships and Coursera, and both programs are called “Specializations.” The similarities are more than mere coincidence, as​ the two companies have since last summer discussed a partnership proposed by Academic Partnerships for its platform to use Coursera’s university course offerings. Yet Coursera’s Specializations, announced Tuesday morning, took Academic Partnerships CEO Randy Best by surprise. When the parties spoke recently, Best said Coursera “expressed that they were going to defer for now the idea of Specializations.”

http://www.insidehighered.com/news/2014/01/22/after-failed-talks-academic-partnerships-and-coursera-both-introduce-online-course

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