05 août 2012

Good MOOC’s, Bad MOOC’s

http://chronicle.com/img/chronicle_logo.gifBy Marc Bousquet. So I just finished a brief radio appearance (CBC) on the subject of Massive Open, Online Courses (MOOCs). The main guest was George Siemens who, with Stephen Downes, helped pioneer these courses in Canada. Even though all of the press coverage has gone to the competing Stanford edu-preneurs behind Coursera and Udacity, Siemens and Downes have done much of the most important work, theoretical and practical, distinguishing between good and bad MOOC’s.
At the heart of the work of Siemens and Downes is connectedness. Both have written importantly about the social character of learning, the way that actual learning means entering a community of persons asking tough questions, with a shared passion, etc. Relatedly, both insist that knowledge is not “a thing to be acquired,” but an activity. As any working researcher knows, academic, professional, medical, industrial, and pharmaceutical knowledge doesn’t stand still–it moves with the community of researchers, with vortices of conflict, ebb tides, and occasional tsunamis of unreason.
Good MOOC’s, in their view, foreground and sustain the social dimension of learning and active practices, i.e., knowledge production rather than knowledge consumption. More...

Posté par pcassuto à 14:05 - - Permalien [#]


Bourse PRAME en PACA - Etudier et se former à l'étranger

http://www.regionpaca.fr/uploads/pics/carte_en_ligne_01.jpgPartir étudier ou effectuer un stage à l'étranger, découvrir de nouveaux horizons, s'enrichir de nouvelles cultures c'est possible grâce au Programme Régional d'Aide à la Mobilité Internationale.
Ce dispositif se présente sous deux aspects:
* Une bourse d'études pour les étudiants partant étudier à l'étranger
* Une bourse de stage pour les étudiants désirant se former à l'étranger
Pour bénéficier de ces deux dispositifs, vous devez répondre aux critères suivants:

Bourse d'études
* Etre inscrit en formation initiale dans un établissement d'enseignement supérieur de la région Provence Alpes Côte d'Azur (les étudiants inscrits en thèse sont exclus) et préparer un diplôme visé par l'Etat;
* Etre âgé de moins de 30 ans au 1er octobre de l'année universitaire en cours;
* Avoir validé une année d'études supérieure en PACA ou avoir obtenu son baccalauréat dans la région;
* Répondre à une exigence de critère social: le montant du quotient familial figurant sur l'avis d'imposition ne peut excéder 23 000 € (= revenu brut global divisé par le nombre de parts);
* Effectuer sa période de formation à l'étranger (à condition de ne pas avoir la nationalité du pays d'accueil) intégrée dans le cursus d'une durée minimum de 3 mois; - Ne pas effectuer sa période de formation sur les territoires suivants: France métropolitaine, Territoires français d'Outre Mer et Principauté de Monaco;
* Effectuer sa mobilité entre le 2 juillet 2012 et le 31 décembre 2013;
* Ne pas avoir bénéficié de plus de 13 mois de financement d'une bourse PRAME pendant son cursus de formation.
Les étudiants domiciliés fiscalement hors de la région Provence-Alpes-Côte d' Azur éligibles à un dispositif d'aide à la mobilité internationale similaire mis en place par une collectivité territoriale de leur région de fiscalité ne peuvent pas bénéficier de la bourse PRAME. Télécharger Attestation PRAME études. Télécharger Attestation auto PRAME études. Télécharger Dossier de candidature PRAME ETUDES.
http://www.regionpaca.fr/typo3temp/pics/66f9b47503.jpgBourse de stage
* Etre inscrit en formation initiale dans un établissement d'enseignement supérieur de la région Provence Alpes Côte d'Azur (les étudiants inscrits en thèse sont exclus) et préparer un diplôme visé par l'Etat;
* Etre âgé de moins de 30 ans au 1er octobre de l'année universitaire en cours;
* Avoir validé une année d'études supérieure en PACA ou avoir obtenu son baccalauréat dans la région;
* Répondre à une exigence de critère social: le montant du quotient familial figurant sur l'avis d'imposition ne peut excéder 23 000 € (= revenu brut global divisé par le nombre de parts);
* Effectuer sa période de formation à l'étranger (à condition de ne pas avoir la nationalité du pays d'accueil) intégrée dans le cursus d'une durée minimum de 8 semaines;
* Ne pas effectuer son stage sur les territoires suivants: France métropolitaine, Territoires français d'Outre Mer et Principauté de Monaco;
* Effectuer sa mobilité entre le 2 juillet 2012 et le 31 décembre 2013 - Ne pas avoir bénéficié de plus de 13 mois de financement d'une bourse PRAME pendant son cursus de formation.
Télécharger Dossier de candidature PRAME STAGE. Télécharger Attestation PRAME STAGE. Télécharger Attestation auto PRAME STAGE.

Les étudiants domiciliés fiscalement hors de la région Provence-Alpes-Côte d' Azur éligibles à un dispositif d'aide à la mobilité internationale similaire mis en place par une collectivité territoriale de leur région de fiscalité ne peuvent pas bénéficier de la bourse PRAME.
Vous pouvez dès maintenant télécharger vos dossiers de demande de bourses sur le site de la Région dans la rubrique " guides des aides " ou en dans les pages "dossiers bourse de stage" et "dossiers bourse d'études".
Les dossiers de candidature sont à remettre IMPERATIVEMENT au service des relations internationales de l'établissement d'inscription. Les dossiers renvoyés à la Région ne pourront pas être examinés.

http://www.regionpaca.fr/uploads/pics/carte_en_ligne_01.jpg~~V Dallo studio o un tirocinio all'estero, scoprire nuovi orizzonti, acquisire nuovo raccolto è possibile dal Programma regionale di sostegno alla mobilità internazionale.
Questo dispositivo ha due aspetti:
* Una borsa di studio per gli studenti vanno a studiare all'estero
* Una borsa di studio per gli studenti che desiderano formarsi all'estero
Per beneficiare di questi due dispositivi, è necessario soddisfare i seguenti criteri. Più...

Posté par pcassuto à 13:07 - - Permalien [#]
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Oxford University rewrites gender dress code

http://static.bbci.co.uk/frameworks/barlesque/2.8.7/desktop/3.5/img/blq-blocks_grey_alpha.pngOxford University students will no longer have to wear gender-specific academic clothing after concerns it was unfair to the transgender community.
It will mean men can attend formal occasions in skirts and stockings and women in suits and bow ties. The new rules come after a motion by the Lesbian, Gay, Bisexual, Trans and Queer society (LGBTQ Soc) was passed by the students' union earlier this year.
The changes, to start from 4 August, have now been agreed by the university. Jess Pumphrey, LGBTQ officer, said the change would make a number of students' exam experience significantly less stressful.
Under the old laws on academic clothing - known as subfusc - male students were required to wear a dark suit and socks, black shoes, a white bow tie and a plain white shirt and collar under their black gowns. Female students had to wear a dark skirt or trousers, a white blouse, black stockings and shoes and a black ribbon tied in a bow at the neck.
If a transgender student wanted to wear subfusc of the opposite sex they had to seek special dispensation from university proctors, who had the power to punish those who breached the rules.
An Oxford University spokesman said: "The regulations have been amended to remove any reference to gender, in response to concerns raised by Oxford University Student Union that the existing regulations did not serve the interests of transgender students."

Posté par pcassuto à 11:38 - - Permalien [#]

A College for Undocumented Students Created in California

Associated Press. http://global.fncstatic.com/static/v/fn-latino/img/logo-latino.jpgLast year, Georgia lawmakers mulled a bill that would have barred undocumented immigrants from attending college. A group of college professors then banded together to offer those students an education.
Now a similar effort to Freedom University, as it was called, is going national.
A project called National Dream University, mirrored after the Georgia effort, is being formed in California. It’s a collaboration between the University of California, Los Angeles Center for Labor Research and Education and the National Labor College.
It aims to offer online courses for college credit to young immigrant and labor rights activists who want to attend college.
The project was inspired by an effort last year in Georgia to reach out to undocumented immigrant students barred from area universities and President Obama's decision to grant temporary work permits to many young undocumented immigrants.
 In Georgia, five professors offered to teach a rigorous, once-a-week seminar that would have mirrored courses taught at academically-rigorous Georgia schools. It was meant for Georgia students who graduated from high school but barred from attending a top state school because of Georgia state education policy, which was later dropped. More...

Posté par pcassuto à 11:34 - - Permalien [#]

Eurozone crisis 'driving students to British universities'

http://profile.ak.fbcdn.net/hprofile-ak-ash2/373723_143666524748_940129768_q.jpgBy Graeme Paton, Education Editor. Rising numbers of students from crisis-hit European countries are flocking to British universities to flee economic chaos at home, according to research.
Demand for courses abroad has soared by more than 150 per cent among students from Greece, Italy, Spain and Portugal, figures suggest.

Posté par pcassuto à 11:31 - - Permalien [#]


Could MOOCs– Massive Open Online Courses – lead to the decline of branch campuses?

http://enews.ksu.edu.sa/wp-content/uploads/2011/10/UWN.jpgBy Rahul Choudaha. MOOCs – Massive Open Online Courses – have been in the news for their potential to be revolutionary within the learning space, with significant interest coming from outside the US. For instance, nearly three-quarters of Coursera’s course-takers are international students. Could the growth of MOOCs then lead to the decline of branch campuses?
Branch campus unsustainability
While there are successful examples of foreign branch campuses like the University of Nottingham in China and Malaysia, there have also been embarrassing failures, such as Michigan State University in Dubai and the University of New South Wales in Singapore. More recently, we have been observing a new wave of interest from big names like New York University in Abu Dhabi and Duke University in China. Overall, a growth in demand for branch campuses exists. However, this growth may be unsustainable.
Philip Altbach, in “The Branch Campus Bubble?”, highlights various issues relating to enrolment, academics and funding, which put the quality and sustainability of branch campuses under the scanner.

Posté par pcassuto à 11:26 - - Permalien [#]

The expansion of the French language lies in Africa

http://enews.ksu.edu.sa/wp-content/uploads/2011/10/UWN.jpgBy Tunde Fatunde. More than 800 delegates from educational institutions including universities in 150 countries attended the 13th World Congress of the International Federation of French Teachers held in South Africa recently. The major concern was how to protect French from contending languages in a fierce global world – and the future could lie in Africa.
French teachers from universities put forward strategies on how to stem the tide of waning use of the French language and encourage its growth. However, these strategies require funding, and the declining fortunes of the French economy may delay their implementation. The congress in Durban, on South Africa’s east coast, had the theme “The Teaching of French: Between globalisation and contextualisation”, and was held from 23-27 July.

Posté par pcassuto à 11:22 - - Permalien [#]

Implications of China and India’s expanding higher education

http://enews.ksu.edu.sa/wp-content/uploads/2011/10/UWN.jpgBy Geoff Maslen. China and India together represent more than 35% of the global workforce and each country is seeking a transition from a low-skill equilibrium to high-skill ecosystems – although India will continue to co-exist with large numbers of lower-skilled jobs – according to David Finegold.
Speaking at a conference in Adelaide organised by the National Centre for Vocational Education Research late last month, the noted Rutgers University senior vice-president for lifelong learning presented contrasting descriptions of how China and India were tackling the manifold problems facing both Asian nations. Finegold used this to point to the implications their growth and rapidly expanding higher education systems had for America, Europe and Australia. Historically, China and India had been in a low-skill equilibrium with a large majority of unskilled workers and few jobs available for graduates, he said. Today, that state had been destabilised by globalisation, and a growing percentage of the population wanted to move along a high-skill path although many were denied access.

Posté par pcassuto à 11:19 - - Permalien [#]

Survey probes how ‘whirlwind’ forces will affect higher education

http://enews.ksu.edu.sa/wp-content/uploads/2011/10/UWN.jpgBy Wagdy Sawahel. Technology experts believe market factors will push universities to expand online courses, create hybrid learning spaces, and move towards lifelong learning models and different credential structures by 2020, according to a new report. “But they disagree about how these whirlwind forces will influence education, for the better or the worse.”
The views of experts were outlined in a 27 July survey titled The Future Impact of the Internet on Higher ducation, authored by Janna Quitney Anderson of Elon University, and Jan Lauren Boyles and Lee Rainie of the Pew Research Center. The US-based Pew Research Center’s Internet & American Life Project and the Imagining the Internet Center at Elon conducted a non-random, opt-in online sample of 1,021 internet experts, technology researchers, university directors, venture capitalists and Ivy League professors recruited via e-mail invitation, Twitter or Facebook. The report says a major driver of the debate about the future of the university is its “beleaguered business model”, the ballooning cost of higher education and student debt that is now upwards of US$1 trillion. Some believe the sector is as susceptible to technological disruption as other information-centric industries like the media, music and movies.

Posté par pcassuto à 11:15 - - Permalien [#]

New act gives foreign students and staff more work opportunities

http://enews.ksu.edu.sa/wp-content/uploads/2011/10/UWN.jpgBy Michael Gardner. A new law giving foreign academics and students more job-seeking opportunities has come into effect in Germany, as the share of foreign students enrolled at German higher education institutions rose again last year.
The act, Implementing the European Union Directive on Entry and Residence of Highly Qualified Workers, goes far beyond the original European Union (EU) requirements.
On graduating, foreign students can stay in Germany for up to 18 months instead of the previous one year to seek a job, and while doing so they can take on other jobs without any time restrictions. Graduates who have found employment in line with their qualification no longer require approval by the Federal Employment Agency, or BA. And an unlimited right of abode may be granted after two years. Foreign students can now take on jobs for 120 days a year – up from 90 days a year previously – to cover expenses.

Posté par pcassuto à 11:13 - - Permalien [#]