Academic Technology Links for January 25, 2013

link_postThis week’s links feature flipped classroom resources, Dartmouth’s new AP credit policy, a call for revamping higher ed for post-traditional learners, and more evidence on online courses creating more efficient personalized learning.  Enjoy!


If flipped classrooms are of interest to you, Flip Your Class: Knowmia vs TED-Ed compares two video resources for people interested in experimenting with flipping their class without a big time investment.

No MOOCS for you. Based on this response to AP credit, you can bet that Dartmouth students won’t be getting credit for edX courses…  It also raises the question, how many Dartmouth graduates would pass a voluntary final exam for a course they’ve finished a year earlier? It’s hard to judge the validity and reliability of departmental exams, but it’s something that institutions are going to to have to do.

New Paper Calls for Revamping Higher Education to Meet the Needs of Post-Traditional Learners — The paper, The Manifesto for College Leaders, suggests that the “post traditional” learner will be a bigger force for change in higher education than technology.

Evidence continues to mount (via this New York Times article) that online courses blended with guided learning offers more “efficient” and personalized learning than either online learning or face-to-face learning alone. See the following quote, particularly the end where it indicates that two students finished the physics course in two weeks:

EdX, a university collaboration initiated by the Massachusetts Institute of Technology and Harvard last year, this month will begin offering some of its courses at two Massachusetts community colleges, in a blended format.

Recently edX completed a pilot offering of its difficult circuits and electronics course at San Jose State to stunning results: while 40 percent of the students in the traditional version of the class got a grade of C or lower, only 9 percent in the blended edX class got such a low grade.

Last fall, for the first time, Udacity’s courses were tried on a small group of struggling high school students, at the Winfree Academy Charter School system, a cluster of schools near Dallas-Fort Worth created to help struggling students and reclaim dropouts.

“I was a little scared to put our kids, who are struggling and at risk of dropping out, into a class written by a Stanford professor,” said Melody Chalkley, Winfree’s founder. “But of the 23 students who used Udacity, one withdrew from the school, and the other 22 all finished successfully. And two young women got through the whole physics course in just two weeks.”

About Kim Mann

Kim Mann is the editor and a writer for the Academic Technology Blog. She earned her BA in English from the University of Minnesota in 2003 and her MA in American Studies from William & Mary in 2009, and her PhD in American Studies at the College in 2014. Her research is on technology, the interface, and the body in mid-twentieth century science fiction.