By Donald Marron, Christian Science Monitor

Former Stanford professor Sebastian Thrun has already taught a class of 160,000. Now he’s aiming to teach 500,000 students. Sound impossible? Well, he’s already taught a class of 160,000 students. As Felix Salmon recounts: Thrun told the story of his Introduction to Artificial Intelligence class, which ran from October to December last year. It started as a way of putting his Stanford course online — he was going to teach the whole thing, for free, to anybody in the world who wanted it. With quizzes and grades and a final certificate, in parallel with the in-person course he was giving his Stanford undergrad students. He sent out one email to announce the class, and from that one email there was ultimately an enrollment of 160,000 students.

http://www.csmonitor.com/Business/Donald-Marron/2012/0127/Can-one-professor-teach-500-000-students-at-once

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by the College Network

Carla A. Downing, gives an example of implementing pedagogical and andragogal theory at the 16th Annual Sloan-C International Conference on Online Learning in November, 2010 in her presentation “The Importance of Pedagogy and Andragogy.” Dr. Downing, using herself as an example, provides additional insight into how incorporating pedagogical and antragogical theory can increase the quality of discourse in student-student and student-instructor discussions and how students can move up Bloom’s taxonomy to mastery of concepts.

http://youtu.be/ykc70tYMgqw

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By Audrey Watters, Inside Higher Ed

The Open Badges Project is a recognition that “learning looks very different today than traditionally imagined. Legitimate and interest-driven learning is occurring through a multitude of channels outside of formal education, and yet much of that learning does not “count” in today’s world. Mozilla is responsible for the design of the technical infrastructure of the badge ecosystem. This means, no surprise coming from Mozilla, that the technology is open-source (documentation, source code). Of course, making an open source and openly accessible system like this flies in the face of the proprietary systems that currently control those “real-world results like jobs or formal credit” — namely, universities. The proposed Open Badges Project challenges not just certification, but also assessment. What does it mean that anyone can issue any sort of badge? Does a badge offer a better representation of skills or competencies than having a formal degree? If so, when? Will these badges be meaningful — to students, to schools, to employers? Will they be accepted? If so, by whom?

http://www.insidehighered.com/blogs/hack-higher-education/how-will-mozillas-open-badges-project-affect-higher-ed

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by Bruce Johnson, Online College Courses

The use of technology to enable the learning process already seems cutting edge; however, what makes online education even more exciting is that advances are continually being made that may improve the online learning experience. Some of the latest technological trends have already been implemented and are evident in many schools – while other potential new technological tools are still under development. The 2011 Horizon Report pinpointed six trends that are likely to have the most impact for online courses over the next five years. These include e-textbooks, mobile learning, augmented reality, game-based learning, gesture-based computing, and learning analytics.

http://www.onlinecollegecourses.com/2012/01/27/emerging-tech-trends-for-online-courses/

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by CNN

Computers have long had a place in many classrooms, but what about learning online completely? The number of full time online K-12 students is growing. An estimated quarter of a million students in kindergarten through 12th grade were enrolled in full-time online schools last year, a 25 percent increase over the previous year.

http://www.kypost.com/dpp/news/national/online-education-for-k-12-students-is-growing1327775597677

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by Justin Fritz, the Wall Street Daily

The online learning landscape is changing at a rapid pace, thanks to new platforms that allow students to take full, quality courses online. Take Apple’s iTunes U, for instance. Then there are websites like Massachusetts Institute of Technology’s OpenCourseWare and Coursera. Similar to iTunes U, these websites offer courses ranging from Introduction to French and Developmental Psychology, to Computer Graphics and Game Theory. What’s great about these platforms is that you’re not learning from someone with zero credibility. In fact, many courses are taught by professors from institutions like Stanford and MIT (in the case of MIT’s OpenCourseWare, all the material is by MIT’s faculty). Not to mention, they’re free. So anyone with an internet connection can take Ivy League-level courses without accumulating massive student loan debt. Which is one reason a Stanford professor is ditching his tenure and starting up an online university of his own.

http://www.wallstreetdaily.com/2012/01/27/the-coming-paradigm-shift-in-higher-education/

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By CAROL HEARD, Post Searchlight

Tucked away in a newly-renovated building of Bainbridge College’s main campus is a center devoted to supporting instruction at the college — but not the type of instruction from yesteryear. The Center for Teaching Excellence, which is located in a recently renovated building that used to house the Continuing Education Division on the main campus, is developing and supporting teaching excellence in all BC courses, but here in the early days of its existence, is devoting much of its resources to improving online learning.

http://www.thepostsearchlight.com/2012/01/27/teaching-excellence-goes-online-at-bc/

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By: Mary Bart, Faculty Focus

College course work is meant to be challenging. The content and the vocabulary used are often unfamiliar to many students. For at-risk learners, the challenges are even greater. In some cases, these students have physical or learning disabilities that create accessibility issues, other times the challenges may be the result of the fact that they’re an international student, have anxiety issues, or a strong learning style preference that runs counter to the instructor’s style. For all of these reasons and more, today’s student body is a highly diverse group with many different learning challenges, often manifesting in problems with notetaking and listening comprehension. All of this creates what Keith Bain calls an “accessibility imperative.” And although there are many legal obligations that institutions must satisfy with regards to accessibility, Bain says recording and transcribing lectures can improve retention and success for all types of students.

http://www.facultyfocus.com/articles/teaching-with-technology-articles/multimedia-lectures-tools-for-improving-accessibility-and-learning/

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By Jennifer Howard, Chronicle of Higher Ed

An approach called altmetrics—short for alternative metrics—aims to measure Web-driven scholarly interactions, such as how often research is tweeted, blogged about, or bookmarked. “There’s a gold mine of data that hasn’t been harnessed yet about impact outside the traditional citation-based impact,” says Dario Taraborelli, a senior research analyst with the Strategy Team at the Wikimedia Foundation and a proponent of the idea. Interest in altmetrics is on the rise, but it’s not quite right to call it a movement. The approach could better be described as a sprawling constellation of projects and like-minded people working at research institutions, libraries, and publishers.

http://chronicle.com/article/As-Scholarship-Goes-Digital/130482/

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by Steve Kolowich, Inside Higher Ed

Udemy, a company that allows anyone to create and sell courses through its online platform, has announced a new area of its site, called The Faculty Project, devoted to courses by professors at a number of top institutions, such as Colgate, Duke University, Stanford University, Northwestern University, Vanderbilt University, the University of Virginia, Dartmouth College and Vassar College. While Udemy is a for-profit enterprise, the Faculty Project courses will be free. The goal is to “elevate the brand,” according to Gagan Biyani, Udemy’s president and co-founder. The company says it has no immediate plans to monetize the Faculty Project, and would never do so without the input and permission of its faculty contributors.

http://www.insidehighered.com/news/2012/01/27/company-unveils-line-free-online-courses-elite-college-faculty

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by Stephen Downes, Half an Hour

I generally describe my process under three major headings: interaction, usability, and relevance. I foster a wide and diverse network of contacts and connections from around the world, in order to draw from the widest range of experience and feedback. To that end I have created what is sometimes called a ‘personal learning network’ supported by my own online writing as well as places where I can read blogs and comments. Under the heading of ‘usability’ I foster consistency and simplicity in my life and in my learning. To this end I strive to be clear about my values and purpose, to organize my knowledge around my own understandings, and to represent my understandings from my own perspective and in my own words. Finally, under the heading of ‘relevance’ I strive to ensure my learning serves my own needs as well as the needs of those whom I serve. I seek learning that is appropriate to the task at hand and accessible to me in both content and format. (See more here: http://www.downes.ca/presentation/138  )

http://halfanhour.blogspot.com/2012/01/advice-to-teachers-on-online-learning.html

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By Doug T. Graham, Daily Eastern News

For the first time in more than 10 years, Geography of Illinois, a course that originated in the 1970s, will be taught at Eastern and for the first time ever it will be taught online. The revisions to the course, first proposed by Chris Laingen, an assistant geography professor, in the spring of 2011, were approved by the Council on Academic Affairs at its meeting Thursday. Laingen, who appeared before the council to explain the revisions and answer their questions, said the course has been on the books since the 1970s. He said the last evidence of the course being taught at Eastern is in the late 90s or the early 2000s.

http://www.dennews.com/news/old-course-brought-back-to-life-online/article_2b0fcaa4-48a8-11e1-a30a-001a4bcf6878.html

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by Andrea Zellner, Grad Hacker, Inside Higher Ed

What is Digital Learning Day? Started by the Alliance for Learning, and in partnership with the National Writing Project, Digital Learning Day celebrates innovative teaching practices that make learning more personalized and engaging and encourage exploration of how digital learning can provide more students with more opportunities to get the skills they need to succeed in college, career, and life. (via NWP)

Today, February 1, is Digital Learning Day. As part of the celebration of all things digital learning, we here at Gradhacker are offering an invitation to our readers to participate with us.

http://www.insidehighered.com/blogs/happy-digital-learning-day

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by WBOY

West Virginia University President Jim Clements and chancellor of the W.Va. Community and Technical College System signed an agreement to allow students who begin at their local community colleges to finish their bachelor’s degrees online through WVU, according to a news release from the university. “One of the goals of our state is to increase the number of our citizens with college credentials,” Skidmore said. “This effort between West Virginia University and our 10 community and technical colleges will assist the state in reaching that goal. Additional educational opportunities should have no barriers.” Community college transfers are not new but what is unique about this ‘B.A. Pathway’ initiative is that it allows students, particularly adults, the option of staying in their own communities and finishing their degree online, officials said.

http://www.wboy.com/story/16608549/2012/01/26/online-learning-brings

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by Murray Rosenbaum 14-year-old student in New York, Huffington Post

Salman Khan is the creator of the website and is the only person who has made and posted all 2,700 current videos! He is a teacher who had a student sick one day, and the student asked him if he could post the lesson on YouTube. Salman went ahead and told the lesson to a camera and posted it on YouTube that night. That same student came in the next day and understood the topic more than anyone. Salman was puzzled by this, then the kid said to Salman, “I learned much faster from the YouTube version of you.” Salman asked why, and the student replied, “Because I could pause you, rewind you, or fast-forward you.” The reason why I loved what this student said is that whenever any student asks a teacher to repeat something more than once, they get agitated. The ability to stop, rewind, or fast-forward really makes a difference in learning. Salman continued this quest still to this moment, and he has made videos on math, geography, history, trigonometry, physics, the recent SOPA bill, and even banking!

http://www.huffingtonpost.com/murray-rosenbaum/is-online-learning-the-fu_b_1224405.html

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By Jon Marcus, Washington Post

An emerging group of entrepreneurs with influential backing is seeking to lower the cost of higher education from as much as tens of thousands of dollars a year to nearly nothing. These new arrivals are harnessing the Internet to offer online courses, which isn’t new. But their classes are free, or almost free. Most traditional universities have refused to award academic credit for such online studies. Now the start-ups are discovering a way around that monopoly, by inventing credentials that “graduates” can take directly to employers instead of university degrees. “If I were the universities, I might be a little nervous,” said Alana Harrington, director of Saylor.org, a nonprofit organization based in the District. Established by entrepreneur Michael Saylor, it offers 200 free online college courses in 12 majors.

http://www.washingtonpost.com/local/education/online-course-startups-offer-virtually-free-college/2012/01/09/gIQAEJ6VGQ_story.html

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by Mark J. Perry, Carpe Diem

A few days ago, I reported on how MITx could revolutionize higher education by offering free online classes along with a new benefit: credentials. Beginning this spring, students will be able to take free, online courses from MIT, and if they prove they’ve learned the materi­al through an assessment, they can pay a fee and receive a certificate from MITx. In a related recent development, Felix Salmon and The Chronicle of Higher Education report this week that Stanford University professor Sebastian Thrun, who taught an online artificial intelligence course to more than 160,000 students in the fall through Stanford, has given up his tenured teaching position there to go full-time with Udacity, a new start-up firm he co-founded that offers low-cost online classes.

http://mjperry.blogspot.com/2012/01/revolution-in-higher-education-is.html

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by June Soh, VOA

Electronic books, or e-books, have changed the way many of us read for pleasure. Now digital text books – educational volumes which are read online – are transforming the way many students learn. The Washington region’s largest school system, with 175,000 students, has begun using online course material for its middle- and high-school students. History teacher Luke Rosa wheels his cart filled with laptops into a classroom at Falls Church High School in Virginia. He asks his students to look to Chapter 6, Section 1, on Jacksonian America. Rather than using a regular textbook, it’s all online.

http://www.voanews.com/english/news/usa/Online-Textbooks-Update-Student-Learning–138041423.html

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by AUDREY WATTERS, Hack Education

It’s news that shouldn’t surprise anyone that read the fine print on the registration for Stanford’s Artificial Intelligence class offered last fall: Professor Stanford Thrun has announced he is resigning from the university to launch an online learning startup. Unlike the Machine Learning and Database classes — the other two in the trio of Stanford’s free online engineering classes last fall — the Artificial Intelligence class was run by Know Labs in partnership with the university. Know Labs has now rebranded to Udacity, and this will be site where Thrun will offer his online CS courses, separate from the Stanford University umbrella.

http://www.hackeducation.com/2012/01/23/stanford-ai-professor-thrun-leaves-university-to-start-udacity-an-online-learning-startup/

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By KATIE DAWSON, Indiana Daily Student

The Indiana University eText initiative has saved 5,300 IU students as much as $100,000 by allowing professors to select eTexts instead of traditional textbooks to teach in class. eTexts first became available for faculty to consider for classes in September 2011 but are now available for all classes to use this spring semester. After the IU fee model was developed to charge each student who takes a class using eTexts, an agreement was issued between five publishers to supply eTexts to these students. “Essentially what we’ve done is negotiate a very favorable pricing for students where the publisher drops the price substantially if each student pays for it when he or she takes the course,” Wheeler said. “So if the textbook is originally $100, you would often see an eText fee of $30 to $40.”

http://www.idsnews.com/news/story.aspx?id=85043

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