This link has been bookmarked by 109 people . It was first bookmarked on 26 Oct 2015, by adamgriff.
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28 Sep 17
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online classes are ready to replace those taught in person, the old-fashioned way
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When students get question wrong in one of McGraw-Hill Education’s interactive textbooks, the textbook can direct them to a text, graphical, or video explanation that attempts to better explain the concept in question.
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If that happens, there is a real chance that the adaptive learning trend could do more harm than good.
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18 Oct 16
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03 Jun 16
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A famous 2003 Cornell University study found that students who were allowed to use their laptops during class recalled far less of the material than those who were denied access to computers. More broadly, a 40-country Organisation for Economic Co-operation and Development study recently found that the students who reported spending the most time on computers, both in class and at home, performed worse than their peers
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ECD report concluded that “adding 21st-century technologies to 20th-century teaching practices will
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he proverbial light flicks on. Dunnings simplifies his equation, and suddenly the rest of the problem looks more manageable.
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One caveat to the success rate in the computer-assisted classes, Whelan says, is that they have two instructors for just 18 students. In contrast, the college’s traditional math classes have student-to-faculty ratios that are more like 25 to 1.
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At this point, McGraw-Hill Education says, ALEKS is designed only to work for math, chemistry, and business classes.
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company offers LearnSmart, which like Knewton adds an adaptive element to courses in a wide range of subject areas, allowing faculty to continually test and gauge each student’s knowledge and skills. Teachers can customize what it tests or use out-of-the-box content for certain classes.
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The implication is that adaptive software might prove effective at training children to pass standardized tests. But it won’t teach them the underlying skills that they’ll need to tackle complex, real-world problems. And it won’t prepare them for a future in which rote jobs are increasingly automated.
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07 Mar 16
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Fredrik Graver
Adaptive learning software is replacing textbooks and upending American education. Should we welcome it?
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11 Jan 16
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03 Jan 16
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Revenues from McGraw-Hill Education’s digital products jumped by 24 percent in 2014, and they now account for close to a third of its $2 billion in annual revenue.
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adaptive learning
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chief academic technology officer
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Peter Brusilovsky, a professor at the University of Pittsburgh and a pioneer in adaptive learning
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The role of the machine-learning software, in this view, is to automate all the aspects of the learning experience that can be automated, liberating the teacher to focus on what can’t.
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a deeper problem with personalized courseware: It treats learning as a solo endeavor
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“Adaptive technologies presume that knowledge can be modularized and sequenced,” says Watters, the education writer. “This isn’t about the construction of knowledge. It’s still hierarchical, top-down, goal-driven.”
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computers “are good at assessing the kinds of things—quantitative things, computational things—that computers are good at doing. Which is to say that they are good at assessing things that we no longer need humans to do anymore.
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that requires the textbook authors to anticipate the common mistakes or misunderstandings that might have led students to the wrong answer. McGraw-Hill Education’s own research found that the authors—despite being experts in their field—were amazingly bad at predicting where students’ misconceptions would lie.
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questions about just who owned all the data
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19 Dec 15
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15 Dec 15
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09 Dec 15
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07 Dec 15
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30 Nov 15
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25 Nov 15
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Over the past 20 years, computers and the Internet have dramatically reshaped business, entertainment, and the media—but not education.
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Arizona State University has made adaptive software, most notably from Knewton and Pearson, the centerpiece of a dozen college courses over the past three years and is branching beyond math into disciplines like chemistry, psychology, and economics.
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20 Nov 15lwainwright1
Eighteen students file into a brightly lit classroom. Arrayed around its perimeter are 18 computers. The students take their seats, log in to their machine
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19 Nov 15
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10 Nov 15
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09 Nov 15
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08 Nov 15Frank Spencer
The technology you’ll find in most classrooms today closely resembles what you would find a century ago. —@slate https://t.co/D6xf0xuMDq
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07 Nov 15
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06 Nov 15
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05 Nov 15
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consider for a moment an example that has become well-known among education scholars. In a 1986 study, a researcher asked grader-schoolers the following question: “There are 125 sheep and five dogs in a flock. How old is the shepherd?”
The students’ math education had not trained them to stop and ask questions like: “What does this problem really mean?” or “Do I have enough evidence to answer it?” Rather, it had trained them by rote to apply mathematical operations to story problems, so that’s just what they did. Some subtracted five from 125; some divided, finding 25 a more plausible age for a shepherd than 120. Three-fourths gave numerical answers of one sort or another. The concern is that adaptive software might train generations of students to become ever more efficient at applying rote formulas without ever learning to think for themselves.
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04 Nov 15
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03 Nov 15
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02 Nov 15
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Rich McCue
Thoughtful Slate article on The pros & cons of educational software https://t.co/PiGYcDq9mk
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30 Oct 15
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29 Oct 15
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Apostolos K.
No More Pencils, No More Books https://t.co/4lP2SmegfJ
— Apostolos K. (@koutropoulos) October 29, 2015 -
28 Oct 15Maureen Tumenas
"ALEKS and other adaptive software platforms for "
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e latest techno-fad, destined to distract administrators and upset curricula for a few years until the next one comes along. But there are two reasons why adaptive learning might prove more durable than that. The first is that the textbook companies have invested in it so heavily that there may be no going back. The second: It might, in at least some settings, really work.
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“I like to think of analogies to other places where science and technology have had an impact, like transportation. We went from walking to horse-drawn carriages to Model Ts, and now we have jet planes. So far in educational technology, we’re in the Model T stage.”
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“Unlike some younger tech startups, we don’t think the goal is to replace the teacher,” says Laster, the company’s chief digital officer. “We think education is inherently social, and that students need to learn from well-trained and well-versed teachers. But we also know that that time together, shoulder-to-shoulder, is more and more costly, and more and more precious.”
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“Adaptive technologies presume that knowledge can be modularized and sequenced,” says Watters, the education writer. “This isn’t about the construction of knowledge. It’s still hierarchical, top-down, goal-driven.”
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victoria waddle
Almost everyone who thinks seriously about education agrees that this paradigm—sometimes derided as “sage on a stage”—is flawed. They just can’t agree on what should replace it. Flipped classrooms? Massive open online courses? Hands-on, project-based learning?
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27 Oct 15
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26 Oct 15
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Almost everyone who thinks seriously about education agrees that this paradigm—sometimes derided as “sage on a stage”—is flawed. They just can’t agree on what should replace it. Flipped classrooms? Massive open online courses? Hands-on, project-based learning?
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“adding 21st-century technologies to 20th-century teaching practices will just dilute the effectiveness of teaching.”
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At this point, online lectures may be better viewed as an alternative to the textbook than as a replacement for the entire classroom.
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David Levin, CEO of McGraw-Hill Education, tells me his company views all of this as an imperative to reinvent its core products. To retain its value, Levin says, the textbook of the 21st century can’t just be a multimedia reference source. It has to take a more active role in the educational process. It has to be interactive, comprehensive, and maybe even intelligent. It has to make students’ and teachers’ lives easier by automating things they’d otherwise do themselves. The smarter it gets, the more aspects of the educational experience it can automate—and the more incentive schools and teachers will have to adopt it.
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