Could Interstate Passport Network disrupt the transfer system?

by Jarrett Carter, Education Dive
North Idaho College is the latest institution to join the Interstate Passport Network, a coalition of two- and four-year institutions which allow for block-transfer of credits between other member schools. Boasting 25 schools spread throughout 9 states, the network allows the transfer of lower-division general education credits based on learning outcomes instead of specific courses taken and passed. The network claims to be a system of support for 40% of community college students who will transfer to different schools, according to a 2015 report from the National Student Clearinghouse.

https://www.educationdive.com/news/could-interstate-passport-network-disrupt-the-transfer-system/519830/

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from Educational Technology http://people.uis.edu/rschr1/et/?p=37999

HARNESSING TECHNOLOGY TO SOLVE EDUCATIONAL PROBLEMS

by Michigan State University

Christine Greenhow is an associate professor of educational psychology and educational technology and the 2018 recipient of MSU’s Teacher-Scholar Award for excellence in scholarship and teaching informed by research. She is currently the principal investigator of research funded by the Bates-Byers Endowment for Technology in Education examining the affordances of robot-mediated learning for student engagement in hybrid education. In an age where the internet and social media are changing the ways we do business and communicate, it is no surprise that a professor of educational technology would inquire how to harness these technologies to solve persistent educational problems. How can we get students more engaged in their learning? How can we reach students anytime, anywhere? How can we make all students feel a sense of connection to classmates and instructor? How can we make classes more accessible, interactive, and fun?

https://msutoday.msu.edu/360/2018/christine-greenhow-harnessing-technology-to-solve-educational-problems/

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from Educational Technology http://people.uis.edu/rschr1/et/?p=37989

Navigating online professional degrees — potential and caution

By Shalina Chatlani, Education Dive
When it comes to the future of learning, a debate rages within higher education circles over the question of whether certain types of curriculum can be scaled through digital technologies, as an alternative to the traditional residential classroom setting. A number of institutions already have invested in online bachelor’s and master’s degree programs — and now, there has emerged a number of professional degree programs online. The questions surrounding this trend are largely the same as with other iterations of the cyber classroom, but there’s something different about this type of education that begs this question: Does earning a professional credential in an online environment offer students the quality education they need to be considered expert practitioners in their fields, especially when the experiential learning component is reduced?

https://www.educationdive.com/news/navigating-online-professional-degrees-potential-and-caution/518847/

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from Educational Technology http://people.uis.edu/rschr1/et/?p=37979

The General Data Protection Regulation Explained

by Barmak Nassirian, EDUCASUSE Review

The European Union set an effective date of May 25, 2018, for the General Data Protection Regulation, which replaces its Data Protection Directive of 1995 and significantly expands personal privacy rights for EU residents. Not only is the GDPR more enforceable compared to the DPD, it applies to entities with no physical EU presence if they control or process covered personal information of EU residents. US institutions with EU-based operations or significant numbers of EU residents as students — particularly those delivering distance education programs to such students within the EU — should be in the final stages of implementing GDPR-compliant practices now.

https://er.educause.edu/articles/2017/8/the-general-data-protection-regulation-explained

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from Educational Technology http://people.uis.edu/rschr1/et/?p=38354

Enhancing Learning with Robots

by Michigan State University
Michigan State University is leading the way in the research and use of robots in higher education online classes. To help advance online learning, MSU researchers are using robots to help distance learners feel more connected in their classes. Christine Greenhow, MSU associate professor of educational psychology and educational technology, was one of the first in higher education to put robots to work in the classroom. Her studies have found that using robots can contribute to a better, richer learning experience for both remote and in-class students and their professors.

https://msutoday.msu.edu/feature/2018/enhancing-learning-with-robots/

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from Educational Technology http://people.uis.edu/rschr1/et/?p=37969

How to flip your STEM classroom

by Matthew Lynch, Tech Edvocate

In a flipped classroom, students watch recorded lectures or review material for homework and complete assignments, labs, and tests in class. This individualizes learning for students, allowing students to move at their own pace. It also provides teachers with the opportunity to work one-on-one with students who need more support, and students can easily catch up on missed lessons. Using this classroom model, students learn content outside of the classroom, freeing up class time to engage in hands-on, collaborative application. One variation on the flipped classroom is to provide instruction on one or two days of the week, devoting the rest of the week to student-centered, self-paced activities based on the content you’ve delivered.

http://www.thetechedvocate.org/flip-stem-classroom/

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from Educational Technology http://people.uis.edu/rschr1/et/?p=37950

Meredith Walker: Breaking Down Barriers for Girls in STEM

By Joshua Bolkan, THE Journal

Women and girls continue to be underrepresented in the fields of science, technology, engineering and mathematics. Too many young women are discouraged early from seeking a profession in these fields. Obstacles are put up — misogynistic, socio-economic or cultural obstacles. There are other factors, too. They may not know enough about the subjects involved. Maybe no one they know works in these areas. Often, girls aren’t aware of the myriad ways that physics, engineering or technology shows up in our daily lives and makes things better.

https://thejournal.com/articles/2018/03/14/meredith-walker.aspx

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from Educational Technology http://people.uis.edu/rschr1/et/?p=37942