The Social Campus Report: 8 Opportunities for Higher Ed in 2018 is a free webinar offered by Hootsuite on October 3, 2017
11:00AM PT / 2:00PM ET.
Based on surveys of hundreds of social media pros from schools around the world to understand where they are now—and where they’re going, the webinar will share the results for insights into the state of social media in higher ed - and to discover 8 strategic areas of opportunity.
If October 3, 2017 doesn’t work, register now and they will send you a link to the webinar archived recording once it’s ready.
Besides what I wrote recently about Google's Classroom product, educators at all levels should look at the broader "Google in Education" projects.
One example that is not as well known to educators as their popular tools is their work and research into the teaching of computer science. Their K-12 Year 2 of a Google-Gallup study surveyed over 1,600 students, 1,600 parents, 1,000 teachers, 9,800 principals, and 2,300 superintendents. Some results were that 40% of principals report having CS classes with programming/coding , increasing from 25% in Year 1. Positive perceptions of CS learning and careers persist among all groups, and yet few parents and teachers have specifically expressed support for CS education to school officials, despite their high value of CS learning.
The second report of their research study with Gallup, Inc. dives into data from nearly 16,000 respondents to explore participation in and perceptions of computer science and related careers as well as associated demographic differences.
Google has partnered with the Community College Research Center (CCRC) and ETR on two complementary research reports that explore ways to encourage community college students to pursue bachelor’s degrees in computer science and related fields.
Jeff Selingo has been writing about higher ed for two decades and lately he has been looking at some of the "big ideas" that colleges and universities should consider. These ideas are through the lens of the changing workplace.
Whether you are talking about automation or the gig economy and the rise of the virtual (what we used to call freelance) worker, the skills required,or at least desired, have changed in two decades.
In the second part of his paper, "The Future of Work," he shows that more than half of jobs expected to require cognitive abilities as part of their core skill set in 2020 do not yet do so or do to only a small extent.
You would think that colleges are always looking at what the workplace want or demands and are changing their courses and programs to offer those things. You would mostly be wrong in that assumption.
Jeff Selingo is the author of three books, the newest of which, There Is Life After College. He is a special advisor and professor of practice at Arizona State University, a visiting scholar at Georgia Tech’s Center for 21st Century Universities. More at jeffselingo.com
When I interviewed for an instructional designer position with Google a few years ago, I was convinced that they were looking to take their Classroom product wider and deeper. I thought that they were ready to take on Blackboard, Canvas et al and start to integrate their free LMS with student information systems, add a gradebook etc. Mixed in with all their existing tools for video streaming (YouTube) and conferencing (Hangouts) plus Docs and the rest, I really expected them to offer a free LMS that colleges would use. It would be very tempting. Look at how many colleges switched over to Gmail as the official institutional mail system.
"Nontraditional" learning management systems (I'm thinking of both paid and free ones) have increased in online courses. Much of that movement has come from MOOC use and also from companies who have created their own systems to promote training and course offerings.
A new article from EDUCAUSE looks at graduate student use of Google Classroom. If you were using Classroom for your course a few years ago, you were more likely to be teaching in K-12 than at the undergraduate or graduate levels.
The study looks at many of the areas that have been studied before: improving effectiveness, increasing students' interactions with each other and their instructors and building community online. The difference is the audience of grad students.
The earliest MOOCs were using nontraditional web applications like Facebook and Twitter for higher education. But their use has been more limited - perhaps for an assignment - and few educators would call any one of them or a combination to be the equivalent of an LMS.
The study also points out that products like Schoology have borrowed a lot of UI and design from sites like Facebook.
This study is small - "When asked if they would use Google Classroom again, five of the seven participants said, "yes." I would consider using Google Classroom again as well, but only for a small course." But it is a study worth conducting at other institutions and with larger classes, even MOOC-sized ones.
The author, Stephanie Blackmon, feels "the stream can be a bit daunting for some students" and she is hesitant to rely on it for larger classes. I would be less hesitant, but I don't think Classroom is ready to be the nontraditional LMS for a traditional college-credit course.
But some company, perhaps Google, is going to offer that free LMS and that's when things will really get interesting.
Having spent so many years in education, the idea of trying to launch an online courses business has never really been on my mind. What would you need to start an online courses business?
I would assume that almost all your concerns and needs would parallel the ones we have in education. It came to mind when I saw a post meant for someone who did want to "Launch a Successful Online Courses Business and offers podcast episodes collected about some of those concerns.
In academia, we strive to attract students. A business model would want to attract clients. But most concerns are similar. For example, you would need to create or choose a learning management system. You would need to explore all the online pedagogy that has emerged the past digital decades. For example, online educators have moved towards shorter courses using
smaller units. One of the podcasts is on Ways You Can Shorten Your Course which includes “chunking.” Chunking means dividing information into small pieces and grouping them together so they can be stored and processed more easily by learners. That is the kind of design and pedagogy that has come from studying how online learners process information. The way the brain observes and processes information is limited by our working memory's limited ability to process large amounts of data at the same time.
Having spent twenty years launching online courses in higher education, I don't envy anyone starting an online business, but you can certainly build on the work that has been done and have an easier time of it.
Last week, I wrote about a ruling against a university by the Department of Justice for not making its free content online fully accessible. I thought that today I should share some resources you can use to evaluate web materials for accessibility.
You might maintain web pages, including things like blogs and online course materials, and if you're not concerned about making sure they’re accessible for everyone, including people with disabilities, you should.
One easy to use accessibility-checking tool is a browser-based one called the WAVE Accessibility Extension. It is available for Firefox and for Chrome at WAVE Chrome Extension. There is also a WAVE Help site.
The ProfHacker blog has done some interesting posts on accessibility topics, from general ones like User-Friendly Advice for Accessible Web Design and How to Evaluate Your Web Pages for Accessibility to one that I think is a good test to try out with students if you're discussing this topic - To Test for Accessibility, Try Navigating Without Your Mouse.