I have been a professor of Computer Information Systems at Union County College (Cranford, Elizabeth and Plainfield NJ) since 1983. My courses change as the computer field and knowledge about how people learn grows.
I wear 2 diigo hats NJinterentprof and sumware.

Member since Oct 31, 2009, follows 41 people, 10 public groups, 2566 public bookmarks (2606 total).

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  • Home | pepnet ways to help deaf students on Mar 25, 15
  • Austin Community College's promising experiment with personalized remedial mathematics @insidehighered on Mar 25, 15
    • There are no faculty lectures. Students in the emporium work at their own pace on the computerized course work, which is broken into modules. They can summon help from faculty members when they need it.
    • hey paired it with adaptive courseware, which adjusts to individual learners based on their progress and ability to master concepts. The college went with ALEKS, an adaptive software platform from McGraw-Hill Education.
    • emester-to-semester attrition rate for students dropping out of the new remedial math course is less than half that of the traditional version -- between 7.5 and 10 percent compared to 25 to 35 percent. The withdrawal rate was also less than half the typical one for black and Hispanic students.

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  • Finland Does It Again--Abolishing Content This Time #FuturesED | HASTAC on Mar 24, 15
    • most of the interesting scholarship occurs across and between disciplines, either by one person mastering the knowledge-assumptions and methods and contents of multiple fields or by collaborations across fields.
    • "Teach" is actually a strange word here since it is a student-centered class where the students created the syllabus and formed their own groups.  We provide the conditions for co-learning. 
  • Japan: Lessons from a hyperaging society | McKinsey & Company on Mar 24, 15
    • important public-policy choices, to be sure. But Japan’s companies too can play an important role, by creating environments where seniors continue to work and developing more products and services that increase the quality of their lives and engagement with the world.
    • Raising workforce participation by seniors would also help close the gap. In Japan, nearly 6.1 million people 65 and over work—about 20 percent of the total population in that age group.
    • 66 percent of the respondents over 60 expressed an interest in continuing to work beyond the age of 65

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  • Online or In-Person? One College Lets Students Switch Back and Forth – Wired Campus - Blogs - The Chronicle of Higher Education on Mar 24, 15
    • Absenteeism fell from 10.2 percent to 1.4 percent.
    • ome students might plan to take their classes in person, but use the online component to review information if they didn’t understand something
    • Others might plan to take most of their classes online, but make a trip to campus if they’re struggling with a concept and want to discuss it further with a professor.

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  • Think You're Special? A Robot Could Do Your Job | Co.Exist | ideas + impact on Mar 22, 15
    • A technological tsunami is coming, and if we think that computers have replaced a lot of jobs already, we haven't seen anything yet.
  • How a computer found me love—32 years ago on Mar 22, 15
  • A Universal Basic Income Is The Bipartisan Solution To Poverty We've Been Waiting For | Co.Exist | ideas + impact on Mar 22, 15
    • it's likely to get worse. Robots already do many menial tasks. In the future, they'll do more sophisticated jobs as well. A
  • School in the Cloud on Mar 21, 15
  • Manual Labor, All Night Long: The Reality of Paying for College — The Atlantic on Mar 21, 15
    • Students also receive benefits such as health insurance, and are paid bonuses for finishing college and the semester.
    • Their main concerns aren't whether they have time to take all of the fascinating and varied classes in the course catalog, but instead how they can get all their credit hours in without going so deep into debt that they'll never escape.
    • In 2011, about 71 percent of undergraduates worked while enrolled in college, according to a recent Census report. And they’re working more hours, rather than fewer, according to the National Center for Education Statistics. The share of those working fewer than 20 hours per week has declined, to about 15 percent in 2007, while the percentage of those working between 20 and 34 hours increased to 21 percent.

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