All posts by Greg

Link: Online Test-Takers Feel Anti-Cheating Software’s Uneasy Glare

Natasha Singer, “Online Test-Takers Feel Anti-Cheating Software’s Uneasy Glare,” New York Times, April 5, 2015.

Once her exam started, Ms. Chao said, a red warning band appeared on the computer screen indicating that Proctortrack was monitoring her computer and recording video of her. To constantly remind her that she was being watched, the program also showed a live image of her in miniature on her screen.

Even for an undergraduate raised in a culture of selfies and Skype, Ms. Chao found the system intrusive. “I felt it was sort of excessive,” she said.

Examining recent efforts by Rutgers University to require virtual proctoring in online courses, the author considers the challenges of technology aimed at impeding academic dishonesty in online class activity. Issues of intrusiveness, cost, and privacy protection are raised, and remain unresolved, as universities struggle to create appropriate practices and policies.

Link: Arizona State U Teams with Private Partners on Adaptive Learning

Leila Meyer, “Arizona State U Teams with Private Partners on Adaptive Learning,” Campus Technology, April 4, 2015.

This article presents the partnership between Arizona State University, Cengage Learning and Knewton to develop active learning tools that can be personalized for students in introductory college courses.

Link: Arizona State and edX Will Offer an Online Freshman Year, Open to All

Charles Huckabee, “Arizona State and edX Will Offer an Online Freshman Year, Open to All,” Chronicle of Higher Education, April 23, 2015.

This article introduces the Global Freshman Academy partnership of Arizona State University and edX that “reimagines the freshman year.” The program offers eight courses meeting the general education requirements of ASU. All courses are offered as MOOCs, with an option to take a final examination and pay a fee for credit.

Link: Where Flipped Learning Research Is Going

David Raths, “Where Flipped Learning Research Is Going,” Campus Technology, April 15, 2015.

While most agree that the flipped classroom model benefits learning, researchers are delving into the details and exploring the many facets of a flip.

Raths examines a number of research efforts to analyze the effect of active learning within flipped class models on student outcomes. Efforts include side by side comparison of ‘traditional’ and ‘flipped’ courses in the same subject, as well as close analysis of active learning elements to measure the effectiveness of individual components.

Link: “Flipped classrooms” provide better approach for instruction of students

David Lockett,  “’Flipped classrooms’ provide better approach for instruction of students,” Daily News Journal, April 18, 2015.

Given the flexibility afforded by digital technology, we have a significant opportunity to modify the way we present material to students, such that presentation is strategically designed to increase the efficiency of learning.

This brief article considers the role of MOOCs as “a way to enhance the educational experience itself ” by incorporation into traditional class offerings. The use of MOOC materials, innovative video lectures, and other digital tools to present information allows in-class activity to focus on the promotion of active learning by engaged students.