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These days, Microsoft's old findings — that given the choice, people prefer to speed up to 1.3x or 1.5x to bring spoken dialogue speed into line with regular reading speed — seem to have been borne out. The big difference is that the tools available now make it easy for listeners to skip, speed and scrub at will, giving them total control and making listening more like reading a book 
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This is one of those posts where I don’t have a firm conclusion, I’m just thinking some stuff through. I’ve been thinking a bit about what the role of personality is in eduction, particularly online and distance ed. In my own institution, The Open University, there has been a long tradition of removing the personal from teaching material. While the course materials we produce are written in an accessible manner, they are not imbued with one person’s personality. Although one academic may write them, they go through multiple reviews, and editing. Course units are often attributed to the “The Module Team”, or “written by X on behalf of the Module Team”. The idea is that this is an objective view, created through collaboration to distill clear teaching material. The trouble with making them based around a personality is that this can be a barrier to accessing the content, if you don’t respond well to that particular personality (but the opposite is also true, it can be a boost if you do like that person). When I joined the OU removing myself from the writing was one of the difficult aspects of learning to write distance ed material, while still keeping it engaging and not too ‘dry’. I mean, who wouldn’t want my personality stamped all over their units on Artificial Intelligence, right? (don’t answer that).
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The infThis hub contains the 2014 student and faculty studies from the EDUCAUSE Technology Research in the Academic Community research series. In 2014, ECAR collaborated with 151 institutions to collect responses from 17,451 faculty respondents across 13 countries about their technology experiences. ECAR also collaborated with 213 institutions to collect responses from 75,306 undergraduate students about their technology experiences.
Peter Mellow's curator insight,
November 4, 2014 9:11 PM
The infographic has many take home messages about our students, their use of technology, and our teaching methods.
The report is a great read.
66% of undergrads haven't heard of MOOCs!
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In our second look at the NMC Horizon Report: 2014 Higher Education Edition, we cover the six “significant challenges” it identifies as impeding the adoption of technology in higher education
1- Low digital fluency among faculty 2- Relative lack of rewards for teaching 3- Competition from new models of education (MOOCs) 4- Scaling teaching innovations 5- Expanding access 6- Keeping education relevant
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Daphne Koller is enticing top universities to put their most intriguing courses online for free -- not just as a service, but as a way to research how people learn. Each keystroke, comprehension quiz, peer-to-peer forum discussion and self-graded assignment builds an unprecedented pool of data on how knowledge is processed and, most importantly, absorbed.
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"Now, I guess the argument could be made about the idea of relativity. I mention that Blur and Oasis as bands and a successful ones at that were partially responsible for creating the environment that afforded Coldplay the opportunity to sign for a major label. This is what we call in music fandom ‘a fight startin’ comment!’ However, let’s assume that it is correct. Coldplay have sold millions of records, are incredibly popular and arguably quite successful. So, by my logic, MOOCs arising from the 2ndgeneration (after Siemens and Downes) could equally be the next big thing. I could go into how Coldplay give the audience what they want to hear and they do what they do extremely well. They have live shows that engage the audience and involve them in the experience. However, the analogy is just that. What I would note is that Coldplay did not copy the chords and lyrics of Blur or Oasis and just make them with new guitars and keyboards. They adapted, they were influenced, inspired and then made their own thing. It wasn’t Blur v.2, it was Coldplay v.1 and that was different from what went before. Same as it ever was.
You may ask yourself, what is that beautiful house? (Talking Heads – Once in a Lifetime)"
KF: Part 2 of an intriguing consideration of current trends in higher education...
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Education buzzwords have for a long time driven me insane as we spend our lives in schools latching on to phrase after phrase that tries to make us sound more knowledgeable without actually being more knowledgeable. I fear sometimes us “tech geeks” in schools ( definitely me included) are getting caught in the same trap as we move from one innovation to the next just to look more tech savvy than the next guy. This is a long list of edtech trends and pedagogies. It can seem quite daunting to the uninitiated and we can scare them off trying something really useful if keep pushing for more change. Via Donna Browne
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Via @MindShiftKQED: Are MOOCs the Future of Online Learning? Via National Institute for Digital Learning, Ireland
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"EPIC 2020, stands for the proposition that the education of the world will change dramatically for the better during this decade. The two movies that follow and this site hope to provide tools that shatter the paradigm that the future will be anything like the past as well as facilitate discussion and accelerate actions to bring about the transformation of the education of the world"
KF: with the rise of the MOOC, open access, badges, personal learning networks and other shifts in the ways people access/create learning opportunities this site offers some challenging vision of what may lie ahead.
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"When Bilal Shah got his doctorate in computer science from the University of Southern California back in 2010, the job market wasn't exactly welcoming... Around that time, he heard about a free massive online open course (MOOC) on machine learning -- a branch of artificial intelligence related to the design of certain computer algorithms -- taught by Stanford's Andrew Ng. Since Shah had plenty of spare time, he gave it a try... Soon after getting certification from the class, he landed a job interview with ID Analytics, the San Diego-based identity fraud and credit risk modeling company." Via EDTECH@UTRGV
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What is it like to teach a free online course to tens of thousands of students? Dozens of professors are doing just that, experimenting with a format known as Massive Open Online Courses.
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In case the quotes didn’t clue you in, this post doesn’t argue against massive open online courses (MOOCs) such as the ones offered by Udacity, Coursera, and edX. I think they are ve...
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From
hapgood
The Online Courses for Trump University Were Well-Designed
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An outstanding new book provides a road map for truly effective teaching with technology.
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From
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September 4, 2014 9:10 PM
edX recently commissioned a study of nearly 1,000 videos, segmenting them out by by video type and production style, and discovered this among their other findings: Shorter videos are more engaging. Engagement drops after 6 minutes.Videos with a more personal feeling are more effective than high-fidelity studio recordings.
Rosemary Tyrrell, Ed.D.'s curator insight,
September 4, 2014 4:23 PM
An interesting study from the EdX people on using videos in an online course.
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Ever wanted to build your own online school? A new Wordpress plugin called Sensei by WooThemes might be a good place to start. Via Peter Mellow
giovanni nulli's curator insight,
January 22, 2013 8:43 AM
That's can be interesting both for school and for institutions.
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As we think about the future of education, we need to sharpen our understanding of what education is and what educators do. Education is often compared to two other industries upended by the Internet: journalism and publishing. This is a serious error.
Education is not the transmission of information or ideas. Education is the training needed to make use of information and ideas. As information breaks loose from bookstores and libraries and floods onto computers and mobile devices, that training becomes more important, not less.
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By Hanna Drozdowski New, less “traditional” modes of delivery in higher education, particularly online, have been attracting quite a bit of attention lately.
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Is it possible to gain the education and the intellectual development associated with a traditional bricks-and-mortar university curriculum through a largely online course of study?
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A massively open online course (MOOC) is a model for delivering learning content online to virtually any person—and as many of them—who wants to take the course. Course activities can be scheduled or asynchronous, and a fluid structure is valuable because students can choose their level of participation and many will do so in an à la carte manner.
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"Massively open online courses, or MOOCs, are not credit-bearing. But a pathway to college credit for the courses already exists -- one that experts say many students may soon take. That scenario combines the courses with prior learning assessment -- a less-hyped potential 'disruption' to traditional higher education -- which is the granting of credit for college-level learning gained outside the traditional academic setting." Via EDTECH@UTRGV
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What is it like to teach a free online course to tens of thousands of students? Dozens of professors are doing just that, experimenting with a format known as Massive Open Online Courses. Via Rebecca Scriven
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What is the theory that underpins our moocs? If you’re even casually aware of what is happening in higher education, you’ve likely heard of massive open online courses (MOOCs).
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