20 avril 2013

Apple's Virtual University Patent Finally Comes to Light

http://www.patentlyapple.com/.a/6a0120a5580826970c017d42e79b8b970c-800wiOn April 18, 2013, the US Patent & Trademark Office published a patent application from Apple that reveals the nuts and bolts behind Apple's Virtual University known as iTunes U. Apple's invention is about systems, methods, and computer program products for accessing e-learning courses from an online resource. Particular implementations of the e-learning application disclosed, provide one or more of the following advantages: The e-learning application provides simple and intuitive GUIs that allow students to browse, select, enroll and interact with online courses, including facilitating data input by the student, giving the student better manual control to navigate the course and providing the student with better visual feedback for interacting with the course.
Apple's Patent Background

Web-based instruction (WBI) is a network-enabled transfer of skills and knowledge using computer applications and processes. Online education courses delivered through a network (e.g., the Internet, intranet/extranet) can be self-paced or led by an instructor, and include various types of media, such as text, images, animation, streaming video and audio. Content for WBI can be developed by instructors using content authoring applications and delivered to students over the network. Apple's patent application is all about iTunes U. Interestingly this patent is dated October 2011 even though the program has been out longer. Read more...

Posté par pcassuto à 00:10 - - Permalien [#]

Fair Dealing for Educators

http://mediasmarts.ca/sites/default/files/mnet_logo_en.pngBy Matthew Johnson. To teach students to be media literate, they -- and their teachers -- need to be able to critically engage with media. That may seem obvious, but until last year teachers' ability to use media texts in the classroom was extremely limited by the Copyright Act. Thanks to the expansion of the Fair Dealing exemption, fortunately, teachers and students are now able to use media in much more meaningful ways.
Fair Dealing is the legal right that Canadians have to use copyrighted material without getting permission from the copyright holder. Under the old Copyright Act, only a very narrow range of uses were considered Fair Dealing, and teachers were only able to use media in very limited ways. In particular, many activities key to media education -- selecting and compiling clips, creating annotated texts, assembling clips or images to build an argument -- were not allowed. Read more...

Posté par pcassuto à 00:07 - - Permalien [#]

Education Giant Pearson Adapts To Digital Learning

http://twimgs.com/infoweek/authors/blogger/8067.jpgBy Ellis Booker. Pearson, the world's largest educational publisher, recognized older students as online learning harbinger. Schools aren't the only ones grappling with big questions about online learning, flipped classrooms, assessment analytics and open-source alternatives to commercial products. Traditional publishers are making changes, too.
Pearson, the world's largest education publisher, was early to embrace the digital future, according to observers. The company says more than half of its revenues last year came from digital products and service.
Pearson is composed of its global education group of Pearson International, Pearson North America, and Professional; the Financial Times Group, publisher of the Financial Times newspaper and other specialty editorial and research products; and the Penguin Group, an international consumer publisher. Penguin is being merged with Bertelsmann's Random House to create the world's biggest trade book publisher, Penguin Random House, under a joint venture. Read more...

Posté par pcassuto à 00:03 - - Permalien [#]

19 avril 2013

More than meets the eye

http://www.elearning-africa.com/eLA_Newsportal/wp-content/uploads/300x2502.gifBy Alicia Mitchell. More than meets the eye: In conversation with Mark Kaigwa. Mark Kaigwa is a digital strategist, consultant, speaker, writer and self-proclaimed ”power networker.” Nairobi-based Mark makes it his business to keep absolutely up to date with the developments of the technology and communications sectors and uses his expert knowledge to help businesses, start-ups and non-profits to launch into the thrilling environment of African entrepreneurialism. Ahead of his keynote speech at eLearning Africa 2013, we interrupted his busy schedule to get some insider tips from the very heart of Kenya’s thriving technology scene. Read more...

Posté par pcassuto à 23:58 - - Permalien [#]

MOOCs: taxonomy of 8 types of MOOC

http://2.bp.blogspot.com/_e5CENKp5eYU/SexEkLwr68I/AAAAAAAABQI/5DPhdb8xtyA/S220/donald_clark.jpgBy Donald Clark. What are MOOCs?
The future is already here, it’s just not very evenly distributed” said William Gibson, that is certainly true of MOOCs. We have MOOC mania but ‘all MOOCs are not created equal’ and there’s lots of species of MOOC. This is good and we must learn from these experiments to move forward and not get bogged down in old traditionalist v modernist arguments. MOOCs will inform and shape what we do within and without institutions. What is important is to focus on the real needs of real learners.
Taxonomy based on pedagogy
To this end, it is important to define a taxonomy of MOOCs not from the institutional but the pedagogic perspective, by their learning functionality, not by their origins. So here's a starting list of eight:
miniMOOCSs.

Posté par pcassuto à 23:54 - - Permalien [#]

MOOCs and the Elite Edupunk Way

http://dl.dropboxusercontent.com/u/2414945/Draper_Tie.jpgBy Darren E. Draper. Stephen discusses a "great rebranding" that is apparently taking place with regard to the concept of MOOCs:
MOOCs were not designed to serve the missions of the elite colleges and universities. They were designed to undermine them, and make those missions obsolete. Yes there has been a great rebranding and co-option of the concept of the MOOC over the last couple of years. The near-instant response from the elites, almost unprecedented in my experience, is a recognition of the deeply subversive intent and design of the original MOOCs (which they would like very much to erase from history).
Don’t mistake lust for fame with forethought. The current mania around MOOCs has nothing to do with strategic neutralization of a potential threat to higher education’s business model and everything to do with needing to be in the New York Times. Assuming the prior gives way too much credit where it isn’t due – twice. First, to the leadership of schools who have jumped speedily on the MOOC bandwagon. And second, to the creators of the MOOC approach who by implication have supposedly devised a method so brilliant as to be capable of destroying formal higher education (which, apparently, is to be lauded).
My take:
When David organized what was once called the first "proto-MOOC" at USU back in 2007, I remember thinking how cool it would be to participate in a course with fellow students from around the world.* I did not enroll, but chose instead to follow David's lead. Therefore, because I too wanted to test the boundaries of what might be accomplished using modern networking technologies, Robin Ellis and I offered to provide an after-school professional development course on Social Software in the Classroom to every interested person on the planet. Read more...

Posté par pcassuto à 23:49 - - Permalien [#]

TOEFL or not TOEFL? For Abe, the answer is clear

http://www.straitstimes.com/STI/STIMEDIA/sp/2010/images/st.gifBy Kwan Weng Kin. TOKYO - An acceptable score in the Test of English as a Foreign Language (TOEFL), which measures proficiency in the language, is required for entry into many universities in the English-speaking world. But Japanese Prime Minister Shinzo Abe has hit upon the idea of using TOEFL to raise the standard of English of his fellow countrymen.
Starting in 2015, he wants young Japanese who aspire to become part of the country’s elite national bureaucracy to obtain a good pass in the TOEFL, in the conviction that Japan needs more civil servants who can communicate in English. Currently, applicants are only tested in English reading comprehension. The TOEFL exam tests listening comprehension as well.
In what could possibly be a far-reaching move, Mr Abe also wants all Japanese students to sit for the TOEFL exam before they apply for a Japanese university and also before they are allowed to graduate. The idea of requiring students to submit TOEFL scores in order to enter university in Japan has been touted by experts before. But requiring students to also submit TOEFL scores in order to graduate is quite a novelty. Naturally, students will have to do reasonably well in the test. Read more...

Posté par pcassuto à 23:23 - - Permalien [#]

Universities Report 2013 Acceptance Rates

http://graphics8.nytimes.com/images/blogs_v3/india/india_post.pngBy Tanya Abrams. As students and parents make their college decisions, The Choice presents its 2013 listing of college admission statistics at a range of institutions. I hope that this data — while far from comprehensive — adds some perspective to the college admission process, especially for seniors who were disappointed by the results, and juniors who are anxious about their own outcomes next year. Applicant pools are growing larger; the University of Southern California received more than 47,000 applications this year. That’s 10,000 more students than just two years ago, when this year’s applicants were sophomores. Read more...

Posté par pcassuto à 23:18 - - Permalien [#]

CEGEPs give bill a failing grade - Committee warned language criteria may be discriminatory

http://profile.ak.fbcdn.net/hprofile-ak-snc7/372921_273805206181_686462918_q.jpgBy Philip Authier. The Charter of the French Language appears "amply sufficient" to protect French and it is unnecessary to alter the preamble to Quebec's charter of rights, the Bill 14 committee has been told.
And the province's CEGEP federation has come down squarely against making native tongue the determining factor to enter an English college. Saying the proposed CEGEP admission criteria in Bill 14 is "potentially discriminatory" and would create unsolvable admission headaches, the sole criteria should be a student's academic record - as it is now, the Fédération des CEGEPs said. Read more...

Posté par pcassuto à 23:14 - - Permalien [#]

Concertation nationale pour une action optimisée des fonds européens

http://www.partenariat20142020.fr/logoDatar.jpgUne concertation nationale pour une action optimisée des fonds européens
Depuis le 1er avril 2013 et jusqu'à la fin du mois de mai, les associations, collectivités, acteurs économiques et citoyens européens, ont la possibilité de poster leurs contributions sur ce site et de consulter les contributions déjà postées. Fin de la concertation Grand public 31 mai 2013.
Les fonds européens sont les instruments privilégiés de mise en oeuvre des politiques européennes de cohésion économique, sociale et territoriale, de développement rural et de la pêche, avec une enveloppe globale pour 2007-2013 de 23,6 milliards d’euros pour la France. Alors que la période actuelle de programmation arrive à échéance, il s'agit donc de définir les objectifs que les fonds européens soutiendront en France pour 2014-2020 en réponse à une ambition commune: la stratégie Europe 2020 pour une croissance intelligente, durable et inclusive. Menée en parallèle de la définition des programmes, cette concertation a donc vocation à impliquer toutes les parties prenantes dans le processus afin d’assurer une mise en oeuvre pertinente des politiques européennes sur le territoire français.
Education, compétences et formation à long terme
La France dépasse l’objectif de la stratégie Europe 2020 en matière d’éducation supérieure (« au moins 40% de diplômés de l’enseignement supérieur »). Elle s’est par conséquent fixé un objectif plus ambitieux: au moins 50% de diplômés de l’enseignement supérieur. Pourtant, des points faibles subsistent, notamment en matière de décrochage scolaire et de taux de jeunes sans diplôme.
Concernant la formation tout au long de la vie, la France est en deçà de la moyenne européenne. Malgré une progression de l’accès à la formation continue en entreprise depuis 10 ans, cet accès reste difficile pour les moins qualifiés et les plus fragiles.
Les fonds européens devront pouvoir être mobilisés pour contribuer aux 3 objectifs nationaux prioritaires:

   1. Diminuer le nombre de jeunes entrants sur le marché du travail sans qualification grâce au financement des contrats d’alternance, d’apprentissage et de professionnalisation;
   2. Développer des politiques actives du marché du travail avec les plans de formation en entreprise et les partenaires sociaux;
   3. Construire un service public de la formation.
Le 10 avril 2013, des membres du partenariat national se sont réunis dans le cadre d'un séminaire de travail consacré à l'éducation et la formation tout au long de la vie. Téléchargez les documents du séminaire. Document de concertation. Synthèse des contributions du partenariat national.
Fin de la concertation Grand public 31 mai 2013.
Pour renforcer l'action des fonds européens, la Commission européenne a en effet proposé une approche coordonnée, dans chaque pays européen, des différents fonds:
* Les fonds de la politique de cohésion (ou fonds structurels), FEDER et FSE
* Le fonds de la politique de développement rural, FEADER
* Le fonds de la politique de la pêche et des affaires maritimes, FEAMP
Dans ce cadre, un Accord de Partenariat, déclinaison nationale des politiques européennes, doit être élaboré entre chaque État membre et la Commission afin de fixer les grandes orientations stratégiques de la mise en oeuvre des fonds européens. C’est cet accord, préparé suite à des diagnostics nationaux et régionaux réalisés en 2012, qui va faire l’objet d’une concertation inédite en France de par le nombre d’acteurs sollicités. Télécharger le communiqué de presse. Pour en savoir plus sur les "mots clés" des fonds européens, consultez le glossaire du portail des fonds européens en France.
Une concertation nationale: pourquoi?

Pour la période 2014-2020, les projets de règlements européens proposent de mettre les fonds européens au service de la stratégie Europe 2020 pour une croissance intelligente, verte, durable et inclusive. Ils visent à renforcer la performance des fonds et l’approche stratégique de leur programmation en coordonnant plus étroitement les politiques européennes: de Cohésion; de développement rural; des affaires maritimes et de la pêche.
La coordination des différentes politiques s’organise à trois niveaux:
- Européen: le Cadre Stratégique Commun (CSC) précise des orientations stratégiques générales sur les domaines d’action des fonds, sur leur coordination entre eux et avec les autres outils de financement de l’Union européenne;
- National: l’Accord de Partenariat définit un socle stratégique commun aux fonds européens concernés (en France : les fonds structurels FEDER (Fonds Européen de Développement Régional), FSE (Fonds social européen), le Fonds européen agricole de développement rural (FEADER) et le Fonds européen pour les affaires maritimes et la pêche (FEAMP). L’Accord de partenariat engage l’Etat membre auprès de la Commission européenne;
- Des programmes : des synergies opérationnelles entre les quatre fonds européens concernés (FEDER, FSE, FEADER, FEAMP) seront recherchées.

Le socle stratégique de l’Accord de partenariat et les mécanismes de coordination entre les fonds doivent être élaborés de manière concertée avec l’ensemble des acteurs intervenant dans la mise en oeuvre et le suivi des politiques concernées. C’est pourquoi l’article 5 du projet de règlement commun rend obligatoire l’implication du partenariat. Cette implication est l’objet de la concertation proposée.
La stratégie Europe 2020

La Stratégie de Lisbonne - Göteborg a guidé l’action européenne entre 2000 et 2010. Désormais, la stratégie Europe 2020, adoptée par le Conseil européen de juin 2010, fixe comme priorité l’émergence d’un modèle européen de croissance renouvelée, plus intelligente, durable et inclusive.
Cinq objectifs chiffrés incarnent la stratégie Europe 2020

Plus que par ses objectifs (qui rejoignent en grande partie ceux de la Stratégie de Lisbonne-Göteborg), cette stratégie se distingue par les mécanismes de gouvernance économique. La coordination des politiques économiques des Etats membres est ainsi renforcée. Celle-ci s’effectue notamment dans le cadre du « Semestre européen », cycle annuel de coordination des politiques économiques.
Liens utiles
http://www.partenariat20142020.fr/logoDatar.jpg A comhairliúcháin náisiúnta le haghaidh gníomhaíochta is fearr is féidir as cistí an AE. Ón 1 Aibreán 2013 agus go dtí deireadh mhí na Bealtaine, tá cumainn, údaráis, ghníomhairí eacnamaíocha agus ar shaoránaigh na hEorpa an deis chun iar a gcuid ranníocaíochtaí ar an suíomh seo agus féach ar na ranníocaíochtaí sa phost cheana féin. Níos mó...

Posté par pcassuto à 22:43 - - Permalien [#]