How schools should prepare the next generation to enter a digital workforce

by Matthew Lynch, Tech Edvocate

Students who graduate from high school nowadays will be entering a workforce that is different from generations past. Because of this, schools must prepare these students for the digital workforce of today and tomorrow. How do school districts accomplish this? What should they be teaching students? Don’t worry; I have you covered. This article describes those digital literacy skills paramount to success in any career.

http://www.thetechedvocate.org/schools-prepare-next-generation-enter-digital-workforce/

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from Educational Technology http://people.uis.edu/rschr1/et/?p=37291

Nevada university eyes student success in online schooling

by Natalie Bruzda, Nevada Review- Journal

WGU has been educating students in online classrooms since 1998, when the internet was still in its infancy. Even more revolutionary at the time, however, was the school’s competency-based approach to learning.  But Spencer Stewart, chancellor of WGU Nevada — one of eight WGU state affiliates, with WGU Ohio coming on-line this spring — said interest in competency-based education is growing. “What’s fascinating to me is that on a national level, competency-based education is starting to get more and more traction,” Stewart said. “With the Higher Education Act being debated and discussed in Congress, a good portion of that is dedicated to new ways of teaching and learning. WGU really serves as the pioneer in this space.”

Nevada university eyes student success in online schooling

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from Educational Technology http://people.uis.edu/rschr1/et/?p=37271

5 questions principals should ask when hiring future-ready teachers

BY MATTHEW LYNCH, Tech Edvocate

One of the hardest tasks that a principal has to perform is hiring teachers. I know that this may seem a bit far-fetched, but when you hire a new teacher, it is hard to determine if you are getting a star or a dud. This happens because teacher education programs don’t do an excellent job of consistently graduating good teachers. That’s why the task of hiring quality “future-ready” teachers is so difficult. We decided to make this task a little easier by developing a list of 5 questions that principals should ask when attempting to hire “future ready” educators. Let us know what you think.

http://www.thetechedvocate.org/5-questions-principals-ask-hiring-future-ready-teachers/

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from Educational Technology http://people.uis.edu/rschr1/et/?p=37261

Researchers Point to Paradigm Shift in Flipped Learning

by Rhea Kelly, Campus Technology

The Flipped Learning Global Initiative (FLGI), an international coalition of educators, researchers, technologists, professional development providers and education leaders, has declared a new era in flipped learning, designated “Flipped Learning 3.0.” The findings, which came out of a 12-month project analyzing the state of flipped learning around the globe, identify five factors that, according to the organization, signify a paradigm shift.

https://campustechnology.com/articles/2017/03/02/researchers-point-to-paradigm-shift-in-flipped-learning.aspx

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from Educational Technology http://people.uis.edu/rschr1/et/?p=24488

Largest Coalition of Coding Bootcamps to Publish Data on Job Outcomes

By Sri Ravipati, Campus Technology

Fifteen coding bootcamps, or accelerated computer programming programs, have formed a new coalition and announced their commitment to publish student graduation and job placement data in a single, standardized framework. In a move to be fully transparent, the 17-member Council on Integrity in Results Reporting (CIRR) is also mandating truth in advertising disclosures on all outcomes data promoted in marketing and admissions materials. CIRR members will release graduation and job placement data on a semi-annual basis. The first round of results from 2016 will be published on March 29, in accordance with CIRR definitions, documentation and validation requirements. The reporting will be publically available on the individual members’ websites.

https://campustechnology.com/articles/2017/03/02/largest-coalition-of-coding-bootcamps-to-publish-data-on-job-outcomes.aspx

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from Educational Technology http://people.uis.edu/rschr1/et/?p=24473

3 TECHNOLOGIES BOLSTERING STEM LEARNING

BY MATTHEW LYNCH, Tech Edvocate

According to the STEM (Science Technology, Engineering and Math) Coalition, there are 26 million STEM jobs in the U.S., comprising 20 percent of all jobs. By 2020, there will be 9.2 million STEM jobs in the U.S. Despite the need for these workers, only 45 percent and 30 percent of high school seniors are prepared for college-level math and science courses, respectively. As the American K-12 system continues to look for ways to increase student interest and aptitude in STEM learning, technology is playing an increasingly pivotal role. Children who come to classrooms today have an inherent aptitude for technology and educators should encourage that skill set with resources that integrate STEM learning.

http://www.thetechedvocate.org/3-technologies-bolstering-stem-learning/

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from Educational Technology http://people.uis.edu/rschr1/et/?p=24458

My favorite MOOCs for learning to code

By Tori Funkhouser, Tech Republic

This product manager by day and coding student by night tried about a dozen massive open online courses. Find out which platform she gives top honors. As a software product manager with an English degree, I needed to better understand software development without accruing more college debt. So, for the past couple of years, I’ve been slowly and painfully teaching myself software development, mostly via massive open online courses, or MOOCs. These courses allow learners such as myself many free and inexpensive ways to learn to code. Though learning to code has been fascinating and fun, it was daunting at first. I didn’t know where to start, and I didn’t know which online course would be best, so I tried about a dozen of them. Some of the options allowed me to try coding in a curated environment to see immediate effects of forgetting a semi-colon. Other options employed a more traditional lecture-response approach. Some allowed access to a community where I could interact with peers or instructors.

http://www.techrepublic.com/article/my-favorite-moocs-for-learning-to-code/

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from Educational Technology http://people.uis.edu/rschr1/et/?p=15243

Open University launches first free online course for voluntary sector leaders

by Third Sector

The course is targeted at learners who work or are aiming to work as paid members of staff or as volunteers in voluntary or community organisations. The Open University Business School has launched its first free online course to help sector leaders operate in a “highly competitive, increasingly commercialised” environment. The philanthropically funded centre wants to become a leading resource for voluntary sector organisations by providing access to leadership development modules and research-led insight.

http://www.thirdsector.co.uk/open-university-launches-first-free-online-course-voluntary-sector-leaders/digital/article/1384626

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from Educational Technology http://people.uis.edu/rschr1/et/?p=15241

4 Things I Was Surprised to Learn During an Online Fashion Course

by Hannah Louise, Teen Vogue

I work in fashion, but I have never studied fashion. I’m a firm believer that you don’t necessarily need a degree or qualification in order to be successful, but studying anything at an academic level, be that at university, by very disciplined self-study, or an online course, gives you a much deeper understanding of your subject and its context that I think is really invaluable. With that in mind, I have embarked on the Teen Vogue x Parsons Certificate Program! There’s so much more to fashion than I think that many people realize – fashion is everywhere. It can be controversial, political, and even on a purely aesthetic level there is so much more to think about than “that dress looks nice.”

http://www.teenvogue.com/story/4-things-surprised-to-learn-online-fashion-course

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from Educational Technology http://people.uis.edu/rschr1/et/?p=15239

Virtual classroom lets students stay at home

by Henrietta Cook, Sydney Morning Herald

In a Victorian first, students at Nossal High School had been given what to many must have seemed the ultimate option – to stay home. The school has begun letting students choose to participate in a virtual classroom from the comfort of their bedroom. Last year, the selective state school held two “digital delivery days” for year 9 to 12 students. The initial trial was successful and will be expanded to three days this year. The school’s e-learning director, Stuart Fankhauser, said it was designed to prepare students for university, where digital learning was entrenched. “I went to a conference a few years ago and the universities were indicating that it was taking quite a while for students to adapt to the way universities have really embraced the digital world. We wanted to prepare our students a little more effectively for that environment,” he said.

http://www.smh.com.au/victoria/virtual-classroom-lets-students-stay-at-home-20150228-13qiuw.html

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Give Yourself a Raise: The Big Income Potential of Teaching Your Own Online Courses

by Jeremy Sandow, Huffington Post

A couple of months ago, I stumbled upon an online course my girlfriend bought on how to optimize your YouTube videos. I wasn’t particularly interested in the topic, but I was intrigued when I found out that the producer of this course was a normal guy that happened to be making well in to the six figures annually selling it on a platform called Udemy. I saw the potential to grow my own reach; not only would I be able to tap into Udemy’s customer base of over 5 million students, but it was an opportunity to get myself in front of an audience that I may not have been able to reach otherwise. Not to mention, it would enable me to add an income stream to my business that was semi-passive; I wouldn’t have to sacrifice too much of my time to add a decent amount of income. Fast forward to now, and in just under two months, I’ve released three marketing related courses on Udemy, added a couple thousand dollars to my monthly income, and teach over 4,000 students; all with very little time commitment.

http://www.huffingtonpost.com/jeremy-sandow/give-yourself-a-raise-the_b_6765454.html

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Universal Analytics: A game changer for higher ed?

By Karine Joly, University Business

As Google explains on its website, the goal of UA is to help you get a better understanding of how visitors interact with your online content. Some institutions, including Penn State, and Lehigh University and the University of Scranton, also in Pennsylvania, have already switched to UA. At Eastern Kentucky University, the UA code is run in parallel with the classic version of Google Analytics. However, most early adopters haven’t yet implemented anything that couldn’t be done with the original Google Analytics. As usual in higher education, it’s a process.

http://www.universitybusiness.com/article/universal-analytics-game-changer-higher-ed

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Bridging the digital divide

By Kristen Domonell, University Business

A 2013 Noel-Levitz E-Expectations Report of incoming college students found that 78 percent have regular access to a mobile device. And while that number has probably crept higher for 2014, what about the approximately one in five college students who don’t have that access? For many low-income and first-generation college students, owning a smart phone, tablet or laptop is simply not a reality. What is a reality is that this situation creates educational barriers for these students. In fact, technology is so integrated into our society that students who do not have access can be at a disadvantage academically, socially and financially, says Brittania Morey, director of communications for the Iowa College Access Network (ICAN), which helps more than 300,000 students, parents and education professionals prepare for college each year.

http://www.universitybusiness.com/article/bridging-digital-divide

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