Analysis MOOC Outcomes Personalized Learning 
Linways Technologies
JANUARY 6, 2023
What can be done to accommodate all types of students with outcome-based education and Bloom’s taxonomy? Every time we interact with them, we learn something new. In the absence of a clear mapping between program outcomes and assessment tools, student achievement of program outcomes is inaccurate and unreliable.
Hack Education
MARCH 23, 2018
Online Education (and the Once and Future “MOOC”). Via Inside Higher Ed : “Analysis of Georgia Tech ’s MOOC-inspired online master’s in computer science suggests that institutions can successfully deliver high-quality, low-cost degrees to students at scale.” “Many are never the same.”
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Hack Education
DECEMBER 9, 2017
I have learned so much in the intervening years, and my analysis then strikes me as incredibly naive and shallow. ” And I wondered at the time if that would be the outcome for MOOCs. 2012, you will recall, was “ the year of the MOOC.”) ” Re-reading that article now makes me cringe.
Hack Education
DECEMBER 31, 2018
.” Tutoring is the cornerstone of technological fantasies about “personalized learning.” ” You’ll often hear its advocates invoke Benjamin Bloom’s 1984 study on “ the 2 Sigma Problem ” and claim that one-on-one tutoring is radically effective at improving student outcomes.
Hack Education
JUNE 23, 2017
Online Education and the Once and Future “MOOC” Via The Post and Courier : “ South Carolina ’s online charter schools: A $350 million investment with disappointing returns.” Via The 74 : “ Montessori Was the Original Personalized Learning. ” That is the Sophie B.
Hack Education
JANUARY 12, 2018
The department’s proposed language would require a student borrower to demonstrate clear and convincing evidence that their college intended to deceive them or had a reckless disregard for the truth in making claims about job-placement rates, credit transferability and other outcomes.” ” asks Inside Philanthropy.
Hack Education
DECEMBER 16, 2016
ESSA gives more autonomy and flexibility to states than they had under NCLB through competency-based assessments, which could drive the development of personalized learning technologies. Teaching and learning are increasingly being measured and quantified to enable analysis of the relationship between inputs (e.g.,
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