- Nov 2022
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digitalcredentials.mit.edu digitalcredentials.mit.edu
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They also need to communicate their potential, i.e., what they are able to learn, as well as toreceive guidance on how to realize their potential
Fascinating idea of systems not only serving to inform learners/earners about where they can go and how to get there, but to also be a reliable signal about their potential to advisors, councilors, social workers, navigators, parents, recruiters and others
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- Nov 2018
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www.tandfonline.com www.tandfonline.com
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This article stuck me immediately as a former K-12 teacher who now works in higher education. Andragogy and Pedagogy are both extremely similar and unalike in many ways. It is important to understand technological styles in pedagogy, as this article demonstrates, in order to effectively apply similar principles in the higher education setting.
Rating: 8/10
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www.sciencedirect.com www.sciencedirect.com
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This article was a long, but interesting read in taking a constructivist approach to technological integration. This theory is often applied in K-12 classrooms but is equally as important and useful to adult learners.
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www.insidehighered.com www.insidehighered.com
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This article brings up the important issue of accessibility as a barrier to technology integration. It is suggested that accessibility should be a much more pressing concern than technological relevance to a lesson plan. First it is important to know whether or not all students will still have equal access and ability to reach mastery with the deliver method provided.
Rating: 7/10
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www.academia.edu www.academia.edu
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This article focuses on the importance of using technological integration in the classroom correctly and effectively. Barriers to effectiveness, as the article states, are often linked to lack of rational, vision, or necessity for including technology in instruction.
Rating: 8/10
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www.nacada.ksu.edu www.nacada.ksu.edu
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This article gives a few quick insights into how technology is useful in academic advising. This article makes the distinction between technology "complementing" advising and actually impacting student success. In other words, technology should never be a sole substitute for success. I would like to see more numerical-based data supporting the claims listed, but there are some great resources cited.
Rating: 7/10
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- Mar 2018
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www.insidehighered.com www.insidehighered.com
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they performed slightly better in their identical and blind-marked final assessments -- a finding the study hailed as “the first rigorous evidence that we know of showing that an online degree program can increase educational attainment.”
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- Oct 2017
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spokeandhub.wordpress.com spokeandhub.wordpress.com
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I had the privilege of having breakfast with that student panel, and they were even more lovely before they got up on stage.
Absolutely one of the highlights of #opened17!
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- Oct 2016
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www.businessinsider.com www.businessinsider.com
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Devices connected to the cloud allow professors to gather data on their students and then determine which ones need the most individual attention and care.
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Local file Local file
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Either way, student motivation and engagement are closely related elements of student learning that can have an impact on learning outcomes. Beer etal. (2010)state that in spite of the fact that there is no universally accept-ed definition of what comprises engagement, student and college success, student retention and student motivation are always linked to engagement.
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- Sep 2016
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tressiemc.com tressiemc.com
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mis-read or failed to read the labor market for different degree types.
Sounds fairly damning for a business based on helping diverse students with the labour market…
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The aggressive recruiting did not extend to aggressive retainment and debt management.
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under-motivated or differently motivated students
Intriguing categories. Would be interested in how these came up through interviews.
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edscoop.com edscoop.com
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"In a personalized learning environment, a student’s success is defined by knowledge, skills, habits and mindsets," she wrote. "Though we have a lot more work to do, we’re encouraged by student growth and survey results."
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- Aug 2016
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play to their strengths while mitigating their weaknesses
It might be a difficult balancing act and it sounds a bit like the recipe for optimal experience, but it can help situate education models in a more appropriate way.
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this model of “personalization” is still building off of a deficit model in which students are steered away from doing the things they are good at so they can focus on the things they are bad at
Important reminder, cogently stated.
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- Jul 2016
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www.centerdigitaled.com www.centerdigitaled.com
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Improve Admissions ROI
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www.businessinsider.com www.businessinsider.com
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which applicants are most likely to matriculate
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Colleges using data analytics have to make sure their students have “open futures” — that their programs create educational opportunities, not the other way around.
Another side to Open Education: open opportunities. While they still mean “opportunities for success in the current system”, it’s compatible with a view of student success which goes beyond the current system.
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"We know the day before the course starts which students are highly unlikely to succeed,"
Easier to do with a strict model for success.
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medium.com medium.com
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that learning is defined by “student achievement,”
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- Apr 2016
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The differences in their outcomes, though, is astounding.
The one thing I'd note is the personality confound -- the people who get inspired by profs, seek out extra work, involve in extra-curriculars, etc. may just be people who approach life with a better attitude period, or may be from a social class that allowed them to do these things.
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a professor who made them excited about learning professors who cared about them as a person a mentor who encouraged them to pursue their goals and dreams worked on a long-term project had a job or internship where they applied what they were learning were extremely involved in extra-curricular activities
The BIG SIX.
(bug/feature note -- does not carry over basic formatting)
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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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