I have to admit I am a newbie when it comes to both of these topics. I am familiar with the concepts of capturing data about learning and retention in order to make positive changes that will help my organization achieve its goals. But this discussion on e-Literate really pulls me farther into the topics. I currently teach at an online college and realize that my future income depends in no small part on the retention of students so there are people to take my courses. And monitoring their approaches to online learning by capturing learning analytics seems beneficial to me as well. So I recommend fellow online and in-class instructors plunge into this debate that is developing around us. http://mfeldstein.com/purdues-non-answer-course-signals/
I put this photo in a Tweet earlier today but I realized that it will quickly be downgraded to a spot below the “fold.” Hence I decided to put a copy of it here in a blog where I can more easily find it in the future. A real sweet ride! Granted this is an F4C and I flew mostly in F4Es, but I spent many an hour in the cockpit of planes like this one.
For many years, my matrimonial partner told me too many times that men could not multi-task the way women do with ease. Over the years, I zeroed in on studies that debunked the whole idea of multi-tasking. (e.g. http://alturl.com/g8n43 from NPR in 2008)
Now I come across an interesting article about something called “polymathing.” Worth reading: http://bigthink.com/praxis/how-to-be-a-polymath .This quote sums it up for me: “Adding new activities to my plate—not just any activities, but stuff I really enjoyed doing and had some affinity for—seems to have given me a new source of energy, and sometimes when I’m exhausted I’m also, strangely, exhilarated.”
Go be a Polymath!
Last June Steven Downes gave a keynote speech to a gathering of online learning enthusiasts in California and I thought he made a lot of interesting observations / prognostications. But then I lost the link to his talk and could not find it – he gives a lot of talks! But today I rediscovered it and think it still worth sharing. It begins at the 32 minute mark of the overall introduction to the conference but I hope I captured the true beginning of his talk: http://www.youtube.com/watch?v=Pih7-Hd16-U&feature=youtu.be&t=32m54s
Have you heard of the TED talks? This is a good one on math: http://www.ted.com/talks/arthur_benjamin_the_magic_of_fibonacci_numbers.html
A recently released study by Columbia looked at an extremely large sample of online courses and their associated success rates. The study found that demographic groups that tend to struggle in class do worse in online classes and have a lower success rate (I guess that means course completion) than students who do well in traditional classes. These groups include black and male students, younger students, and students with lower GPAs tend to do less well in online classes than they do in traditional f2f classes. Other groups, including females and older students also do more poorly in online classes but the tradeoff for easier access to education is apparently worth the slightly lower success rates. This study begs the question of just how the impact of MOOCs might be negative for the poorly performing groups. If MOOCs begin to replace many traditional courses, the achievement gap might widen. It will be interesting to see how this all shakes out. Read more here: http://chronicle.com/blogs/wiredcampus/online-courses-could-widen-achievement-gaps-among-students/42521.