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  • A New iPad App for edX Courses

    edX has launched its first iPad app. It is now available in the iOS App store.

    This mobile app allows to take courses hosted at edX.org.

    In addition, the software is open source. It means that any developer can use it on Open edX related projects.

    The edX app includes these features:

    • Learn from the best instructors from more than 70 global universities and institutions
    • Stream class videos via Wi-Fi or cellular connection
    • Download course videos to watch anytime
    • Test your knowledge with basic quizzes and exams
    • View course announcements and handouts
    • Follow along course videos with closed captions
    • Education and tutorials on your schedule

     

    November 25, 2017
  • edX MicroMasters Will Expand to Fill Post-College Gap

    edX plans to expand its MicroMasters program until covering most subjects in order to fill the skills’ gap post-college, Anant Agarwal, CEO at edX, said in an interview at The Huffington Post.

    “It is predicted that 50 percent of current jobs will disappear by 2030. Different new jobs and even fields are surfacing. Recent college graduates as well as current workers are already looking for quality courses and certification programs in order to learn aspects of data science, augmenting their familiarity with and use of data, as well as content in many other fields,” explained.

    edX has 40 different MicroMasters already, tailored to hybrid jobs where soft skills are needed in combination with technical competencies. These programs are provided by 130 institutional partners – a combination of enterprise and academic.

    “In coordinating with major organizations such as IBM, Google, Accenture, we also received their endorsement for specific programs. This validation is important for course participants to be assured that the credential will be recognized by current or future employers.”

    November 16, 2017
  • The edX Platform Integrates Stripe

    edX has made available the integration of Stripe for payments on its platform.

    edX uses CyberSource and PayPal to accept payments, but the codebase now contains support for Stripe.

    This development includes support for charges via credit card entry, Apple Pay, Pay with Google, and Payment Request API (which is a W3C browser standard that provides Apple Pay-like behavior across different browsers).

    These payment methods use tokenization. Sensitive data–credit card number, card expiration date, and CVC is relayed to Stripe in exchange for a token. This token is sent to the e-commerce service in order to complete the checkout process.

    edX’s Read the Docs posted all of the info related to payment processors.

    November 12, 2017
  • A Reviewed Course to Learn the Fundamentals of Creating edX Courses

    edX’s training team has launched a new version of its StudioX course, intended to teach the fundamentals of creating courses on the edX platform.

    “StudioX: Creating a Course with edX Studio” introduces to Studio, edX’s course-authoring tool, and is ideal for course authors and course teams interested in successfully creating a course and provide students a great experience.

    Through activities and hands-on learning, this 4-week course walks the learner through the course development process directly in Studio.

    In addition, edX has launched the version 2.11 of the edX mobile app for Android and iOS. This release includes some interesting improvements, such as information about video size, assignment due dates and initial support for Spanish.

    November 9, 2017
  • Ideas to Generate Revenue on Online Courses

    There are multiple ways to generate revenue on higher ed and professional training.

    Appsembler, an Open edX provider, elaborated on this challenge during a webinar titled “10 Strategies to Generate Revenue”.

    Its CEO, Nate Aune, explained that there are basically ten ways:

    1. Lead generation
    2. eCommerce
    3. Subscriptions
    4. Remote coaching
    5. Premium content
    6. Virtual labs
    7. Hybrid learning
    8. Bundling / learning paths
    9. Branded sites
    10. Mobile apps

    The webinar can be seen here.

     

    November 6, 2017
  • 'Online Learning Design Is Now a Refined Art'

    “Online learning design is now a refined art, and universities must show they can produce high-quality courses at a reasonable cost,” writes in Times of Higher Education Geoff Webster, Managing Director at CEG Digital, the blended learning division of Cambridge Education Group.

    • “To deliver the level of quality that both students and academics expect, and is provided by leading online programmes today, universities must be willing to invest substantial resources in development.”
    • Blended learning has a higher rate of student satisfaction, outcomes and retention, but requires institutional capability and flexibility to deliver a high-quality face-to-face experience within the context of an online learning programme.
    • Coming technological advances, such as adaptive content provision and virtual and augmented experiences will have their place in certain subject areas, but will add their own development and delivery overheads. As an institution invests in online, focusing in-house IT departments on what may start out as a small number of students can be a real challenge. 
    • Fortunately the twin engines of growth – domestic and international demand – should provide a sufficient body of students, with a breadth of subjects, levels and entry requirements.
    • The key strategic questions are: how quickly can an institution get to market, can it produce and deliver programmes of the right quality and with the right cost base, and are these investments sustainable in the long term? Student expectations, learning design, delivery modes, technology choices and recruitment should be top of mind for vice-chancellors. 

     

     

    November 3, 2017
  • Duke: We Have No Incentive to Invest in MOOCs

    Duke University does not believe in MOOCs at all.

    “Elite universities have little incentive to invest resources in providing features that improve the quality and credibility of online courses. Furthermore, elite universities have no incentive to dilute the value of their product by helping to bridge the credibility gap between MOOC degrees and traditional four-year degrees,” this institution has written on its board news.

    Duke is one of the first elite universities to publicly express its view against MOOCs –which edX, Coursera, FutureLearn and other consortiums promote. In 2012 Duke became one member of the initial cohort of twelve universities that partnered with Coursera to offer its courses online.

    “Investments on MOOCs will most likely have to come from philanthropic and public-sector actors. Until then, MOOCs, while a boon for democratizing information, still have a long way to go before they actually fulfill their ambitious promise of providing affordable higher education to the digital masses.”

    “One problem is that MOOCs and elite universities are in the business of offering fundamentally different experiences in terms of higher education. The most valuable products that elite institutions like Duke sell for over $70,000 a year are not high-quality courses but rather the prestige of the Duke brand as well as access to networks of other talented students, professors and elite employers. It is impossible to democratize access to these goods because their value depends on scarcity—on low student-to-faculty ratios, on interactions in exclusive clubs and Greek organizations, on single-digit admissions rates. MOOCs can provide world-class information and learning but democratizing education is not the same as democratizing opportunity.”

    “While the stated mission of MOOC providers is to equalize education, their bottom-line driven partners have no such altruistic motives.”

    • DukeChronicle.com: Rethinking MOOCs

     

    October 31, 2017
  • Argentine UNC University Joins EdX

    https://www.youtube.com/watch?v=UQU4LDXiDFs

    The Universidad Nacional de Córdoba (UNC) in Argentina, and one of the leading universities in Latin America, has joined the edX Consortium.

    Its first open course, in Spanish, is titled Introducción a las ondas gravitacionales and scheduled for November 27. [See video trailer above]

    It is taught by Dr. Gabriela Gonzalez, who is part of the LIGO group, which includes members who received the Nobel Prize in Physics.

    October 27, 2017
  • Unizin, a CanvasLMS Supported Consortium, Says It Will Invest on the Open edX Platform

    So thrilled to partner with @UnizinEd! Exciting step for our mission to increase edu access. @OpenEdx https://t.co/IS7XM5zKig pic.twitter.com/B3pjJ8syCt

    — anant agarwal (@agarwaledu) October 23, 2017

    Unizin, a nonprofit consortium of 25 universities, announced yesterday a partnership with edX.org, in order to “advance technology standards and to open access to data for users of the Open edX learning experience.”

    Unizin, a consortium committed to the Canvas LMS platform, reveals now that it is investing in Open edX as a hosted platform for its member universities. Ohio State University, Indiana University, and University of Michigan have committed to the hosted Open edX software from Unizin. [Disclosure: IBL is providing consultancy services to Unizin].

    Amin Qazi, Unizin’s CEO, explained: “Unizin was created to enable universities to innovate together and shape the essential tools for education, and this strategic alliance with edX expands those possibilities for our members.”

    “We are pleased that the Unizin and Open edX communities will have the opportunity to share leading practices to shape the future of education both online and on-campus.”

    No further details have been disclosed about the nature of this partnership.

    Additionally, Unizin expanded its agreement with Cengage as the “exclusive services partner for expert course design, production services and curriculum analysis to improve student retention and learner success” for consortium members. Unizin members can tap Cengage’s Learning Solutions team to help “measure, review and tailor content, technology and design services,” according to a news announcement.

    • Press release: Unizin Announces Strategic Alliance with edX to Advance Education

     

    October 24, 2017
  • MIT Successfully Starts to Use Blockchain Technology to Issue Digital Certificates

    Blockchain technology arrives to Academia. It means that students will securely own and share with employers their digital diplomas, and these credentials will exist even if the issuing institutions go away.

    MIT -co-founder, along with Harvard, of the edX project– is becoming one of the first universities to use Bitcoin’s blockchain technology to issue recipient-owned virtual credentials, MIT News reports.

    As part of a pilot program, a cohort of 111 graduates became this summer the first to have the option to receive their diplomas on their smartphones via an app, in addition to the traditional format.

    Students use an app, called Blockcerts Wallets, to get a verifiable, tamper-proof version of their diploma that they can share with employers, schools, family and friends. To ensure the security of the diploma, the pilot utilizes the same blockchain technology that powers the Bitcoin digital currency.

    It also integrates with MIT’s identity provider, Touchstone. And while digital credentials aren’t new — some schools and businesses are already touting their use of them — the MIT pilot is groundbreaking because it gives students autonomy over their own records.

    “From the beginning, one of our primary motivations has been to empower students to be the curators of their own credentials,” said Registrar and Senior Associate Dean Mary Callahan. “This pilot makes it possible for them to have ownership of their records and be able to share them in a secure way, with whomever they choose.”

    HOW THE TECHNOLOGY WORKS

    The developed technology used an open-source toolkit called Blockcerts –which any developer or school can use to issue and verify blockchain-based educational credentials. It draws on the Bitcoin blockchain, an open, global ledger that records transactions on a distributed database.

    Each transaction — known as a block — is encrypted, timestamped, and then added to the previous block on the chain, creating a timeline. A transaction cannot be modified once it is recorded, because any change in one block would require the alteration of all subsequent blocks, and because the information is distributed across a decentralized, worldwide network of computers.

    The software Learning Machine –the vendor behind this development– used the Bitcoin blockchain, but it’s not the only blockchain around. There has been a proliferation of new types of blockchains, but that Bitcoin remains the gold standard for Learning Machine’s purposes because it prioritizes security over other qualities like speed, cost, or ease of use. “We believe it’s still the right choice for official records that need to last a lifetime and work anywhere in the world,” he says.

    With Blockcerts Wallet, after the student downloads the app, it generates the public-private key pair and sends the public key to MIT, where it is written into the digital record. Next, a one-way hash (a string of numbers that can be used for verification later) is added to the blockchain. The diploma information itself doesn’t go onto the blockchain, just the timestamped transaction indicating that MIT created the digital record. Finally, MIT emails the digital diploma (a JavaScript Object Notation file, or JSON) with the student’s public key inscribed into it. Because the mobile app on the student’s phone has their unique private key, the student can prove ownership of the diploma.

    For students, the benefits go beyond mere novelty. They can share their diplomas almost immediately with whomever they please, free of charge, without involving an intermediary. This is particularly important for students who need to prove to an employer or another university that they have an MIT diploma.

    And thanks to the blockchain, the third party can easily verify that the diploma is legitimate without having to contact the Registrar’s Office. Using a portal, employers or schools can paste a link or upload a student’s digital diploma file and receive a verification immediately. The portal essentially uses the blockchain as a notary, locating the transaction ID (which identifies when the digital record was added to the blockchain), verifying the keys, and confirming that nothing has been altered since the record was added.

    This adds great value to higher education.

    • MIT News: Digital Diploma debuts at MIT
    October 21, 2017
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