Educational technology is "the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources".[1]

Educational technology is the use of both physical hardware and educational theoretics. It encompasses several domains, including learning theory, computer-based training, online learning, and, where mobile technologies are used, m-learning.[2] Accordingly, there are several discrete aspects to describing the intellectual and technical development of educational technology:

An educational technologist is someone who is trained in the field of educational technology. Educational technologists try to analyze, design, develop, implement and evaluate process and tools to enhance learning.[3] While the term educational technologist is used primarily in the United States, learning technologist is synonymous and used in the UK[4] as well as Canada.

Richey defined educational technology as "the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources".[5] The Association for Educational Communications and Technology (AECT) denoted instructional technology as "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning".[6][7][8] As such, educational technology refers to all valid and reliable applied education sciences, such as equipment, as well as processes and procedures that are derived from scientific research, and in a given context may refer to theoretical, algorithmic or heuristic processes: it does not necessarily imply physical technology. Educational technology is the process of integrating technology into education in a positive manner that promotes a more diverse learning environment and a way for students to learn how to use technology as well as their common assignments

Given this definition, educational technology is an inclusive term for both the material tools and the theoretical foundations for supporting learning and teaching. Educational technology is not restricted to high technology.[9] Education technology is anything that enhances classroom learning in the utilization of blended or online learning.[10]

However, modern electronic educational technology is an important part of society today.[11] Educational technology encompasses e-learning, instructional technology, information and communication technology (ICT) in education, EdTech, learning technology, multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer managed instruction, computer-based training (CBT), computer-assisted instruction or computer-aided instruction (CAI),[12] internet-based training (IBT), flexible learning, web-based training (WBT), online education, digital educational collaboration, distributed learning, computer-mediated communication, cyber-learning, and multi-modal instruction, virtual education, personal learning environments, networked learning, virtual learning environments (VLE) (which are also called learning platforms), m-learning, ubiquitous learning and digital education.

Each of these numerous terms has had its advocates, who point up potential distinctive features.[13] However, many terms and concepts in educational technology have been defined nebulously; for example, Fiedler's review of the literature found a complete lack agreement of the components of a personal learning environment.[14] Moreover, Moore saw these terminologies as emphasizing particular features such as digitization approaches, components or delivery methods rather than being fundamentally dissimilar in concept or principle.[13] For example, m-learning emphasizes mobility, which allows for altered timing, location, accessibility and context of learning;[15] nevertheless, its purpose and conceptual principles are those of educational technology.[13]

In practice, as technology has advanced, the particular "narrowly defined" terminological aspect that was initially emphasized by name has blended into the general field of educational technology.[13] Initially, "virtual learning" as narrowly defined in a semantic sense implied entering an environmental simulation within a virtual world,[16][17] for example in treating posttraumatic stress disorder (PTSD).[18][19] In practice, a "virtual education course" refers to any instructional course in which all, or at least a significant portion, is delivered by the Internet. "Virtual" is used in that broader way to describe a course that is not taught in a classroom face-to-face but through a substitute mode that can conceptually be associated "virtually" with classroom teaching, which means that people do not have to go to the physical classroom to learn. Accordingly, virtual education refers to a form of distance learning in which course content is delivered by various methods such as course management applications, multimedia resources, and videoconferencing.[20]

As a further example, ubiquitous learning emphasizes an omnipresent learning milieu.[21] Educational content, pervasively embedded in objects, is all around the learner, who may not even be conscious of the learning process: students may not have to do anything in order to learn, they just have to be there.[21][22] The combination of adaptive learning, using an individualized interface and materials, which accommodate to an individual, who thus receives personally differentiated instruction, with ubiquitous access to digital resources and learning opportunities in a range of places and at various times, has been termed smart learning.[23][24][25] Smart learning is a component of the smart city concept.[26][27]

Helping people learn in ways that are easier, faster, surer, or less expensive can be traced back to the emergence of very early tools, such as paintings on cave walls.[28][29] Various types of abacus have been used. Writing slates and blackboards have been used for at least a millennium.[30] From their introduction, books and pamphlets have held a prominent role in education. From the early twentieth century, duplicating machines such as the mimeograph and Gestetner stencil devices were used to produce short copy runs (typically 1050 copies) for classroom or home use. The use of media for instructional purposes is generally traced back to the first decade of the 20th century[31] with the introduction of educational films (1900s) and Sidney Pressey's mechanical teaching machines (1920s). The first all multiple choice, large-scale assessment was the Army Alpha, used to assess the intelligence and more specifically the aptitudes of World War I military recruits. Further large-scale use of technologies was employed in training soldiers during and after WWII using films and other mediated materials, such as overhead projectors. The concept of hypertext is traced to the description of memex by Vannevar Bush in 1945.

Slide projectors were widely used during the 1950s in educational institutional settings. Cuisenaire rods were devised in the 1920s and saw widespread use from the late 1950s.

In 1960, the University of Illinois initiated a classroom system based in linked computer terminals where students could access informational resources on a particular course while listening to the lectures that were recorded via some form of remotely linked device like a television or audio device.[32]

In the mid 1960s Stanford University psychology professors Patrick Suppes and Richard C. Atkinson experimented with using computers to teach arithmetic and spelling via Teletypes to elementary school students in the Palo Alto Unified School District in California.[33][34] Stanford's Education Program for Gifted Youth is descended from those early experiments.

In 1971, Ivan Illich published a hugely influential book called, Deschooling Society, in which he envisioned "learning webs" as a model for people to network the learning they needed. The 1970s and 1980s saw notable contributions in computer-based learning by Murray Turoff and Starr Roxanne Hiltz at the New Jersey Institute of Technology[35] as well as developments at the University of Guelph in Canada.[36] In the UK, the Council for Educational Technology supported the use of educational technology, in particular administering the government's National Development Programme in Computer Aided Learning[37] (197377) and the Microelectronics Education Programme (198086).

By the mid-1980s, accessing course content became possible at many college libraries. In computer-based training (CBT) or computer-based learning (CBL), the learning interaction was between the student and computer drills or micro-world simulations.

Digitized communication and networking in education started in the mid-1980s. Educational institutions began to take advantage of the new medium by offering distance learning courses using computer networking for information. Early e-learning systems, based on computer-based learning/training often replicated autocratic teaching styles whereby the role of the e-learning system was assumed to be for transferring knowledge, as opposed to systems developed later based on computer supported collaborative learning (CSCL), which encouraged the shared development of knowledge.

Videoconferencing was an important forerunner to the educational technologies known today. This work was especially popular with museum education. Even in recent years, videoconferencing has risen in popularity to reach over 20,000 students across the United States and Canada in 20082009. Disadvantages of this form of educational technology are readily apparent: image and sound quality is often grainy or pixelated; videoconferencing requires setting up a type of mini-television studio within the museum for broadcast, space becomes an issue; and specialised equipment is required for both the provider and the participant.[38]

The Open University in Britain[36] and the University of British Columbia (where Web CT, now incorporated into Blackboard Inc., was first developed) began a revolution of using the Internet to deliver learning,[39] making heavy use of web-based training, online distance learning and online discussion between students.[40] Practitioners such as Harasim (1995)[41] put heavy emphasis on the use of learning networks.

With the advent of World Wide Web in the 1990s, teachers embarked on the method using emerging technologies to employ multi-object oriented sites, which are text-based online virtual reality systems, to create course websites along with simple sets of instructions for its students.

Text book publishers also explored ways to utilize both the Internet and CD ROM technology as an extension to traditional learning. In 1994, Simon and Schuster was the one of first to pioneer in this area, launching the New Media Group through its then Higher-Ed subsidiary Prentice Hall. Among the New Media Group's members was future MP3 Newswire publisher Richard Menta, whose key project was the Guest Lecture Series. This series was the first successful delivery of online video lectures to universities.[42] The inaugural lecture was streamed in December 1996 with Harvard physics professor Dr. Eric Mazur presenting on Peer Instruction.[43]

By 1994, the first online high school had been founded. In 1997, Graziadei described criteria for evaluating products and developing technology-based courses that include being portable, replicable, scalable, affordable, and having a high probability of long-term cost-effectiveness.[44]

Improved Internet functionality enabled new schemes of communication with multimedia or webcams. The National Center for Education Statistics estimate the number of K-12 students enrolled in online distance learning programs increased by 65 percent from 2002 to 2005, with greater flexibility, ease of communication between teacher and student, and quick lecture and assignment feedback.

According to a 2008 study conducted by the U.S Department of Education, during the 20062007 academic year about 66% of postsecondary public and private schools participating in student financial aid programs offered some distance learning courses; records show 77% of enrollment in for-credit courses with an online component.[45] In 2008, the Council of Europe passed a statement endorsing e-learning's potential to drive equality and education improvements across the EU.[46]

Computer-mediated communication (CMC) is between learners and instructors, mediated by the computer. In contrast, CBT/CBL usually means individualized (self-study) learning, while CMC involves educator/tutor facilitation and requires scenarization of flexible learning activities. In addition, modern ICT provides education with tools for sustaining learning communities and associated knowledge management tasks.

Students growing up in this digital age have extensive exposure to a variety of media.[47][48] Major high-tech companies such as Google, Verizon and Microsoft have funded schools to provide them the ability to teach their students through technology, in the hope that this would lead to improved student performance.[49]

2015 was the first year that private nonprofit organizations enrolled more online students than for-profits, although public universities still enrolled the highest number of online students. In the fall of 2015, more than 6 million students enrolled in at least one online course.[50]

Various pedagogical perspectives or learning theories may be considered in designing and interacting with educational technology. E-learning theory examines these approaches. These theoretical perspectives are grouped into three main theoretical schools or philosophical frameworks: behaviorism, cognitivism and constructivism.

This theoretical framework was developed in the early 20th century based on animal learning experiments by Ivan Pavlov, Edward Thorndike, Edward C. Tolman, Clark L. Hull, and B.F. Skinner. Many psychologists used these results to develop theories of human learning, but modern educators generally see behaviorism as one aspect of a holistic synthesis. Teaching in behaviorism has been linked to training, emphasizing the animal learning experiments. Since behaviorism consists of the view of teaching people how to something with rewards and punishments, it is related to training people.[51]

B.F. Skinner wrote extensively on improvements of teaching based on his functional analysis of verbal behavior[52][53] and wrote "The Technology of Teaching",[54][55] an attempt to dispel the myths underlying contemporary education as well as promote his system he called programmed instruction. Ogden Lindsley developed a learning system, named Celeration, that was based on behavior analysis but that substantially differed from Keller's and Skinner's models.

Cognitive science underwent significant change in the 1960s and 1970s. While retaining the empirical framework of behaviorism, cognitive psychology theories look beyond behavior to explain brain-based learning by considering how human memory works to promote learning. The Atkinson-Shiffrin memory model and Baddeley's working memory model were established as theoretical frameworks. Computer Science and Information Technology have had a major influence on Cognitive Science theory. The Cognitive concepts of working memory (formerly known as short term memory) and long term memory have been facilitated by research and technology from the field of Computer Science. Another major influence on the field of Cognitive Science is Noam Chomsky. Today researchers are concentrating on topics like cognitive load, information processing and media psychology. These theoretical perspectives influence instructional design.[56]

Educational psychologists distinguish between several types of constructivism: individual (or psychological) constructivism, such as Piaget's theory of cognitive development, and social constructivism. This form of constructivism has a primary focus on how learners construct their own meaning from new information, as they interact with reality and with other learners who bring different perspectives. Constructivist learning environments require students to use their prior knowledge and experiences to formulate new, related, and/or adaptive concepts in learning (Termos, 2012[57]). Under this framework the role of the teacher becomes that of a facilitator, providing guidance so that learners can construct their own knowledge. Constructivist educators must make sure that the prior learning experiences are appropriate and related to the concepts being taught. Jonassen (1997) suggests "well-structured" learning environments are useful for novice learners and that "ill-structured" environments are only useful for more advanced learners. Educators utilizing a constructivist perspective may emphasize an active learning environment that may incorporate learner centered problem-based learning, project-based learning, and inquiry-based learning, ideally involving real-world scenarios, in which students are actively engaged in critical thinking activities. An illustrative discussion and example can be found in the 1980s deployment of constructivist cognitive learning in computer literacy, which involved programming as an instrument of learning.[58]:224LOGO, a programming language, embodied an attempt to integrate Piagetan ideas with computers and technology.[58][59] Initially there were broad, hopeful claims, including "perhaps the most controversial claim" that it would "improve general problem-solving skills" across disciplines.[58]:238 However, LOGO programming skills did not consistently yield cognitive benefits.[58]:238 It was "not as concrete" as advocates claimed, it privileged "one form of reasoning over all others," and it was difficult to apply the thinking activity to non-LOGO-based activities.[60] By the late 1980s, LOGO and other similar programming languages had lost their novelty and dominance and were gradually de-emphasized amid criticisms.[61]

The extent to which e-learning assists or replaces other learning and teaching approaches is variable, ranging on a continuum from none to fully online distance learning.[62][63] A variety of descriptive terms have been employed (somewhat inconsistently) to categorize the extent to which technology is used. For example, 'hybrid learning' or 'blended learning' may refer to classroom aids and laptops, or may refer to approaches in which traditional classroom time is reduced but not eliminated, and is replaced with some online learning.[64][65][66] 'Distributed learning' may describe either the e-learning component of a hybrid approach, or fully online distance learning environments.[62]

E-learning may either be synchronous or asynchronous. Synchronous learning occurs in real-time, with all participants interacting at the same time, while asynchronous learning is self-paced and allows participants to engage in the exchange of ideas or information without the dependency of other participants involvement at the same time.

Synchronous learning refers to the exchange of ideas and information with one or more participants during the same period. Examples are face-to-face discussion, online real-time live teacher instruction and feedback, Skype conversations, and chat rooms or virtual classrooms where everyone is online and working collaboratively at the same time. Since students are working collaboratively, synchronized learning helps students create an open mind because they have to listen and learn from their peers. Synchronized learning fosters online awareness and improves many students' writing skills.[67]

Asynchronous learning may use technologies such as email, blogs, wikis, and discussion boards, as well as web-supported textbooks,[68]hypertext documents, audio[69] video courses, and social networking using web 2.0. At the professional educational level, training may include virtual operating rooms. Asynchronous learning is beneficial for students who have health problems or who have child care responsibilities. They have the opportunity to complete their work in a low stress environment and within a more flexible time frame.[40] In asynchronous online courses, students proceed at their own pace. If they need to listen to a lecture a second time, or think about a question for a while, they may do so without fearing that they will hold back the rest of the class. Through online courses, students can earn their diplomas more quickly, or repeat failed courses without the embarrassment of being in a class with younger students. Students have access to an incredible variety of enrichment courses in online learning, and can participate in college courses, internships, sports, or work and still graduate with their class.

Computer-based training (CBT) refers to self-paced learning activities delivered on a computer or handheld device such as a tablet or smartphone. CBT initially delivered content via CD-ROM, and typically presented content linearly, much like reading an online book or manual. For this reason, CBT is often used to teach static processes, such as using software or completing mathematical equations. Computer-based training is conceptually similar to web-based training (WBT) which are delivered via Internet using a web browser.

Assessing learning in a CBT is often by assessments that can be easily scored by a computer such as multiple choice questions, drag-and-drop, radio button, simulation or other interactive means. Assessments are easily scored and recorded via online software, providing immediate end-user feedback and completion status. Users are often able to print completion records in the form of certificates.

CBTs provide learning stimulus beyond traditional learning methodology from textbook, manual, or classroom-based instruction. CBTs can be a good alternative to printed learning materials since rich media, including videos or animations, can be embedded to enhance the learning.

Help, CBTs pose some learning challenges. Typically, the creation of effective CBTs requires enormous resources. The software for developing CBTs (such as Flash or Adobe Director) is often more complex than a subject matter expert or teacher is able to use. The lack of human interaction can limit both the type of content that can be presented and the type of assessment that can be performed, and may need supplementation with online discussion or other interactive elements.

Computer-supported collaborative learning (CSCL) uses instructional methods designed to encourage or require students to work together on learning tasks, allowing social learning. CSCL is similar in concept to the terminology, "e-learning 2.0"[70] and "networked collaborative learning" (NCL).[71] With Web 2.0 advances, sharing information between multiple people in a network has become much easier and use has increased.[72]:1[73] One of the main reasons for its usage states that it is "a breeding ground for creative and engaging educational endeavors."[72]:2 Learning takes place through conversations about content and grounded interaction about problems and actions. This collaborative learning differs from instruction in which the instructor is the principal source of knowledge and skills. The neologism "e-learning 1.0" refers to direct instruction used in early computer-based learning and training systems (CBL). In contrast to that linear delivery of content, often directly from the instructor's material, CSCL uses social software such as blogs, social media, wikis, podcasts, cloud-based document portals (such as Google Docs and Dropbox), and discussion groups and virtual worlds such as Second Life.[74] This phenomenon has been referred to as Long Tail Learning.[75] Advocates of social learning claim that one of the best ways to learn something is to teach it to others.[75] Social networks have been used to foster online learning communities around subjects as diverse as test preparation and language education.[76]mobile-assisted language learning (MALL) is the use of handheld computers or cell phones to assist in language learning.

Collaborative apps allow students and teachers to interact while studying. An example is MathChat, which allows cooperative problem solving and answer feedback.[77] Some apps can also provide an opportunity to revise or learn new topics independently in a simulated classroom environment. A popular example is Khan Academy,[78] which offers material in math, biology, chemistry, economics, art history and many others. It has the advantage of blending learning styles as the app offers many videos for visual and auditory learners, as well as exercises and tasks to solve for the kinesthetic learners. Other apps are designed after games, which provide a fun way to revise. When the experience is enjoyable the students become more engaged. Games also usually come with a sense of progression, which can help keep students motivated and consistent while trying to improve. Examples of educational games are Dragon Box, Mind Snacks, Code Spells and many more.[79]

Classroom 2.0 refers to online multi-user virtual environments (MUVEs) that connect schools across geographical frontiers. Known as "eTwinning", computer-supported collaborative learning (CSCL) allows learners in one school to communicate with learners in another that they would not get to know otherwise,[80][81] enhancing educational outcomes[citation needed] and cultural integration. Examples of classroom 2.0 applications are Blogger and Skype.[82]

Further, many researchers distinguish between collaborative and cooperative approaches to group learning. For example, Roschelle and Teasley (1995) argue that "cooperation is accomplished by the division of labour among participants, as an activity where each person is responsible for a portion of the problem solving", in contrast with collaboration that involves the "mutual engagement of participants in a coordinated effort to solve the problem together."[83]

This is an instructional strategy in which computer-assisted teaching is integrated with classroom instruction. Students are given basic essential instruction, such as lectures, before class instead of during class. This frees up classroom time for teachers to more actively engage with learners.[84]

Educational media and tools can be used for:

Numerous types of physical technology are currently used:[85][86] digital cameras, video cameras, interactive whiteboard tools, document cameras, electronic media, and LCD projectors. Combinations of these techniques include blogs, collaborative software, ePortfolios, and virtual classrooms.

Radio offers a synchronous educational vehicle, while streaming audio over the internet with webcasts and podcasts can be asynchronous. Classroom microphones, often wireless, can enable learners and educators to interact more clearly.

Video technology[87] has included VHS tapes and DVDs, as well as on-demand and synchronous methods with digital video via server or web-based options such as streamed video from YouTube, Teacher Tube, Skype, Adobe Connect, and webcams. Telecommuting can connect with speakers and other experts. Interactive digital video games are being used at K-12 and higher education institutions.[88]

Collaborative learning is a group-based learning approach in which learners are mutually engaged in a coordinated fashion to achieve a learning goal or complete a learning task. With recent developments in smartphone technology, the processing powers and storage capabilities of modern mobiles allow for advanced development and use of apps. Many app developers and education experts have been exploring smartphone and tablet apps as a medium for collaborative learning.

Computers and tablets enable learners and educators to access websites as well as programs such as Microsoft Word, PowerPoint, PDF files, and images. Many mobile devices support m-learning.

Mobile devices such as clickers and smartphones can be used for interactive audience response feedback.[89] Mobile learning can provide performance support for checking the time, setting reminders, retrieving worksheets, and instruction manuals.[90][91]

OpenCourseWare (OCW) gives free public access to information used in undergraduate and graduate programs. Participating institutions are MIT,[92][93] Harvard, Yale, Princeton, Stanford, University of Pennsylvania, and University of Michigan.[94]

Google Classroom allows instructors to create, administer, and grade assignments. While Google Classroom ultimately strives to create a paperless learning environment, there are many different types of learner; a learning environment like the one that Google Classroom projects does not work for everyone.[citation needed]

Group webpages, blogs, wikis, and Twitter allow learners and educators to post thoughts, ideas, and comments on a website in an interactive learning environment.[95][96][97]Social networking sites are virtual communities for people interested in a particular subject to communicate by voice, chat, instant message, video conference, or blogs.[98] The National School Boards Association found that 96% of students with online access have used social networking technologies, and more than 50% talk online about schoolwork. Social networking encourages collaboration and engagement[99] and can be a motivational tool for self-efficacy amongst students.[100] Every student has his or her own learning requirements, and a Web 2.0 educational framework provides enough resources, learning styles, communication tools and flexibility to accommodate this diversity.[101]

Webcams and webcasting have enabled creation of virtual classrooms and virtual learning environment.[102] Webcams are also being used to counter plagiarism and other forms of academic dishonesty that might occur in an e-learning environment.

There are three types of whiteboards.[103] The initial whiteboards, analogous to blackboards, date from the late 1950s. The term whiteboard is also used metaphorically to refer to virtual whiteboards in which computer software applications simulate whiteboards by allowing writing or drawing. This is a common feature of groupware for virtual meeting, collaboration, and instant messaging. Interactive whiteboards allow learners and instructors to write on the touch screen. The screen markup can be on either a blank whiteboard or any computer screen content. Depending on permission settings, this visual learning can be interactive and participatory, including writing and manipulating images on the interactive whiteboard.[103]

Screencasting allows users to share their screens directly from their browser and make the video available online so that other viewers can stream the video directly.[104] The presenter thus has the ability to show their ideas and flow of thoughts rather than simply explain them as simple text content. In combination with audio and video, the educator can mimic the one-on-one experience of the classroom. Learners have an ability to pause and rewind, to review at their own pace, something a classroom cannot always offer.

A virtual learning environment (VLE), also known as a learning platform, simulates a virtual classroom or meetings by simultaneously mixing several communication technologies. For example, web conferencing software such as GoToTraining, WebEx Training or Adobe Connect enables students and instructors to communicate with each other via webcam, microphone, and real-time chatting in a group setting. Participants can raise hands, answer polls or take tests. Students are able to whiteboard and screencast when given rights by the instructor, who sets permission levels for text notes, microphone rights and mouse control.[105]

A virtual classroom provides the opportunity for students to receive direct instruction from a qualified teacher in an interactive environment. Learners can have direct and immediate access to their instructor for instant feedback and direction. The virtual classroom provides a structured schedule of classes, which can be helpful for students who may find the freedom of asynchronous learning to be overwhelming. In addition, the virtual classroom provides a social learning environment that replicates the traditional "brick and mortar" classroom. Most virtual classroom applications provide a recording feature. Each class is recorded and stored on a server, which allows for instant playback of any class over the course of the school year. This can be extremely useful for students to retrieve missed material or review concepts for an upcoming exam. Parents and auditors have the conceptual ability to monitor any classroom to ensure that they are satisfied with the education the learner is receiving.

In higher education especially, a virtual learning environment (VLE) is sometimes combined with a management information system (MIS) to create a managed learning environment, in which all aspects of a course are handled through a consistent user interface throughout the institution. Physical universities and newer online-only colleges offer select academic degrees and certificate programs via the Internet. Some programs require students to attend some campus classes or orientations, but many are delivered completely online. Several universities offer online student support services, such as online advising and registration, e-counseling, online textbook purchases, student governments and student newspapers.

Augmented reality (AR) provides students and teachers the opportunity to create layers of digital information, that includes both virtual world and real world elements, to interact with in real time. There are already a variety of apps which offer a lot of variations and possibilities.

Media psychology involves the application of theories in psychology to media and is a growing specialty in learning and educational technology.

E-learning authoring tools are software or online services that enable users to create courses, simulations, or other educational experiences. These tools typically support conventional, presentation-like courses, and may enable screen recording, multimedia, interactivity, quizzes, and non-linear or adaptive approaches.[106] An example of an e-learning authoring tools is Adobe Captivate.

Typing software allows users to practice their typing skills. Some of these programs include Typing Instructor, Typing Master, and Mavis Beacon Keyboarding Kidz.

A learning management system (LMS) is software used for delivering, tracking and managing training and education. For example, an LMS tracks attendance, time on task, and student progress. Educators can post announcements, grade assignments, check on course activity, and participate in class discussions. Students can submit their work, read and respond to discussion questions, and take quizzes.[95] An LMS may allow teachers, administrators, students, and permitted additional parties (such as parents if appropriate) to track various metrics. LMSs range from systems for managing training/educational records to software for distributing courses over the Internet and offering features for online collaboration. The creation and maintenance of comprehensive learning content requires substantial initial and ongoing investments of human labor. Effective translation into other languages and cultural contexts requires even more investment by knowledgeable personnel.[107]

Internet-based learning management systems include Canvas, Blackboard Inc. and Moodle. These types of LMS allow educators to run a learning system partially or fully online, asynchronously or synchronously. Blackboard can be used for K-12 education, Higher Education, Business, and Government collaboration.[108]Moodle is a free-to-download Open Source Course Management System that provides blended learning opportunities as well as platforms for distance learning courses.[109]Eliademy is a free cloud-based Course Management System that provides blended learning opportunities as well as platforms for distance learning courses.

A learning content management system (LCMS) is software for author content (courses, reusable content objects). An LCMS may be solely dedicated to producing and publishing content that is hosted on an LMS, or it can host the content itself. The Aviation Industry Computer-Based Training Committee (AICC) specification provides support for content that is hosted separately from the LMS.

A recent trend in LCMSs is to address this issue through crowdsourcing (cf.SlideWiki[110]).

Computer-aided assessment (e-assessment) ranges from automated multiple-choice tests to more sophisticated systems. With some systems, feedback can be geared towards a student's specific mistakes or the computer can navigate the student through a series of questions adapting to what the student appears to have learned or not learned. Formative assessment sifts out the incorrect answers, and these questions are then explained by the teacher. The learner then practices with slight variations of the sifted out questions. The process is completed by summative assessment using a new set of questions that only cover the topics previously taught.

An electronic performance support system (EPSS) is, according to Barry Raybould, "a computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences".[111] Gloria Gery defines it as "an integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others".[112][113]

A training management system or training resource management system is a software designed to optimize instructor-led training management. Similar to an enterprise resource planning (ERP), it is a back office tool which aims at streamlining every aspect of the training process: planning (training plan and budget forecasting), logistics (scheduling and resource management), financials (cost tracking, profitability), reporting, and sales for for-profit training providers.[114] For example, a training management system can be used to schedule instructors, venues and equipment through graphical agendas, optimize resource utilization, create a training plan and track remaining budgets, generate reports and share data between different teams.

While training management systems focus on managing instructor-led training, they can complete an LMS. In this situation, an LMS will manage e-learning delivery and assessment, while a training management system will manage ILT and back-office budget planning, logistic and reporting.[115]

Content and design architecture issues include pedagogy and learning object re-use. One approach looks at five aspects:[116]

Pedagogical elements are defined as structures or units of educational material. They are the educational content that is to be delivered. These units are independent of format, meaning that although the unit may be delivered in various ways, the pedagogical structures themselves are not the textbook, web page, video conference, Podcast, lesson, assignment, multiple choice question, quiz, discussion group or a case study, all of which are possible methods of delivery.

Much effort has been put into the technical reuse of electronically based teaching materials and in particular creating or re-using learning objects. These are self-contained units that are properly tagged with keywords, or other metadata, and often stored in an XML file format. Creating a course requires putting together a sequence of learning objects. There are both proprietary and open, non-commercial and commercial, peer-reviewed repositories of learning objects such as the Merlot repository. Sharable Content Object Reference Model (SCORM) is a collection of standards and specifications that applies to certain web-based e-learning. Other specifications such as Schools Framework[citation needed] allow for the transporting of learning objects, or for categorizing metadata (LOM).

Various forms of electronic media are a feature of preschool life.[117] Although parents report a positive experience, the impact of such use has not been systematically assessed.[117]

The age when a given child might start using a particular technology such as a cellphone or computer might depend on matching a technological resource to the recipient's developmental capabilities, such as the age-anticipated stages labeled by Swiss psychologist, Jean Piaget.[118] Parameters, such as age-appropriateness, coherence with sought-after values, and concurrent entertainment and educational aspects, have been suggested for choosing media.[119]

E-learning is utilized by public K12 schools in the United States as well as private schools. Some e-learning environments take place in a traditional classroom, others allow students to attend classes from home or other locations. There are several states that are utilizing virtual school platforms for e-learning across the country that continue to increase. For example: Digital technology is becoming increasingly commonplace in K-12 education, and many researchers argue that it will save money and transform schools into more effective institutions.[120] With technology having such a heavy influence in our society it is no doubt that schools are looking into technology to teach students. Meanwhile, despite the debate over the effectiveness of computerized education, all-online K-12 schools are proliferating nationwide, and enrollment in online courses is soaring.[120] Technology can make anyone's life much easier and it is proven that it can help students in an effective way. But in the digitized world of 21st-century education, computers are increasingly taking on the teachers' role.[120] Computers can now "hear" students speak, for example, correct their pronunciation and evaluate their progress over time, says Michael L. Kamil, a professor emeritus at the Stanford University School of Education.[120] Many experts claim that digital education is the future. "If we want our kids to be prepared for life after school in the 21st century, we need to consider technology a basic element of public education," said New York's Deputy Chancellor of EducationJohn White.[120] And many schools are making it a requirement to take an online class. Digital learning has been getting a boost in localities across the nation this year.[120] For example, Idaho became the first state to require high-school students to complete two or more online courses to receive a diploma.[120] It is no doubt that digital education is increasing in our educational system.Virtual school enables students to log into synchronous learning or asynchronous learning courses anywhere there is an internet connection.

E-learning is increasingly being utilized by students who may not want to go to traditional brick and mortar schools due to severe allergies or other medical issues, fear of school violence and school bullying and students whose parents would like to homeschool but do not feel qualified.[121] Online schools create a haven for students to receive a quality education while almost completely avoiding these common problems. Online charter schools also often are not limited by location, income level or class size in the way brick and mortar charter schools are.[122]

E-learning also has been rising as a supplement to the traditional classroom. Students with special talents or interests outside of the available curricula use e-learning to advance their skills or exceed grade restrictions.[123] Some online institutions connect students with instructors via web conference technology to form a digital classroom.

National private schools are also available online. These provide the benefits of e-learning to students in states where charter online schools are not available. They also may allow students greater flexibility and exemption from state testing.

Virtual education in K-12 schooling often refers to virtual schools, and in higher education to virtual universities. Virtual schools are "cybercharter schools"[124] with innovative administrative models and course delivery technology.[124]

Online college course enrollment has seen a 29% increase in enrollment with nearly one third of all college students, or an estimated 6.7 million students are currently enrolled in online classes.[125][126] In 2009, 44 percent of post-secondary students in the USA were taking some or all of their courses online, which was projected to rise to 81 percent by 2014.[127]

Although a large proportion of for-profit higher education institutions now offer online classes, only about half of private, non-profit schools do so. Private institutions may become more involved with on-line presentations as the costs decrease. Properly trained staff must also be hired to work with students online.[128] These staff members need to understand the content area, and also be highly trained in the use of the computer and Internet. Online education is rapidly increasing, and online doctoral programs have even developed at leading research universities.[129]

Although massive open online courses (MOOCs) may have limitations that preclude them from fully replacing college education,[130] such programs have significantly expanded. MIT, Stanford and Princeton University offer classes to a global audience, but not for college credit.[131] University-level programs, like edX founded by Massachusetts Institute of Technology and Harvard University, offer wide range of disciplines at no charge, while others permit students to audit a course at no charge but require a small fee for accreditation. MOOCs have not had a significant impact on higher education and declined after the initial expansion, but are expected to remain in some form.[132]

Private organizations also offer classes, such as Udacity, with free computer science classes, and Khan Academy, with over 3,900 free micro-lectures available via YouTube. Distributed open collaborative course (DOCC) sees itself as a counter-movement to MOOC, emphasizing decentralized teaching.[133]University of the People is a non-profit accredited online university. Coursera offers online courses. According to Fortune magazine, over a million people worldwide have enrolled in free online courses.[134]

Companies with spread out distribution chains use e-learning for staff training and development and to bring customers information about the latest product developments. Continuing professional development (CPD) can deliver regulatory compliance updates and staff development of valuable workplace skills. For effectiveness and competitive learning performance, scoring systems are designed to give live feedback on decision-making in complex (mobile) learning scenarios.[135]

There is an important need for recent, reliable, and high-quality health information to be made available to the public as well as in summarized form for public health providers.[136] Providers have indicated the need for automatic notification of the latest research, a single searchable portal of information, and access to grey literature.[137] The Maternal and Child Health (MCH) Library is funded by the U.S. Maternal and Child Health Bureau to screen the latest research and develop automatic notifications to providers through the MCH Alert. Another application in public health is the development of mHealth (use of mobile telecommunication and multimedia into global public health). MHealth has been used to promote prenatal and newborn services, with positive outcomes. In addition, "Health systems have implemented mHealth programs to facilitate emergency medical responses, point-of-care support, health promotion and data collection."[138] In low and middle income countries, mHealth is most frequently used as one-way text messages or phone reminders to promote treatment adherence and gather data.[139]

There has also been a growing interest in e-learning as a beneficial educational method for students with attention deficit hyperactivity disorder (ADHD). With the growing popularity in e-learning among K-12 and higher education, the opportunity to take online classes is becoming increasingly important for students of all ages.[140] However, students with ADHD and special needs face different learning demands compared to the typical developing learner. This is especially significant considering the dramatic rise in ADHD diagnoses in the last decade among both children and adults.[141] Compared to the traditional face-to-face classroom, e-learning and virtual classrooms require a higher level of executive functions, which is the primary deficit associated with ADHD.[142] Although ADHD is not specifically named in the Rehabilitation Act of 1973, students with ADHD who have symptoms that interfere with their learning or ability may be eligible for assistive technology. Some examples of the resources that may help interest students and adults with ADHD consist of, computer software, brain games, timers, calendars, voice recognition devices, screen magnifiers, and talking books.[143]

Wolf lists 12 executive function skills necessary for students to succeed in postsecondary education: plan, set goals, organize, initiate, sustain attention/effort, flexibility, monitor, use feedback, structure, manage time, manage materials, and follow through.[144] These skills, along with strong independent and self-regulated learning, are especially pronounced in the online environment and as many ADHD students suffer from a deficit in one or more of these executive functions, this presents a significant challenge and accessibility barrier to the current e-learning approach.[145][146]

Some have noted that current e-learning models are moving towards applying a constructivism learning theory[147] that emphasizes a learner-centered environment[148] and postulates that everyone has the ability to construct their own knowledge and meaning through a process of problem solving and discovery.[149] However, some principles of constructivism may not be appropriate for ADHD learners; these principles include active learning, self-monitoring, motivation, and strong focus.[147]

Despite the limitations, students with special needs, including ADHD, have expressed an overall enthusiasm for e-learning and have identified a number e-learning benefits, including: availability of online course notes, materials and additional resources; the ability to work at an independent pace and spend extra time formulating thoughtful responses in class discussions; help in understanding course lecture/content; ability to review lectures multiple times; and enhanced access to and communication with the course instructor.[145][150]

The design of e-learning platforms in ways that enable universal access has received attention from several directions, including the World Wide Web Consortium's Web Accessibility Initiative (WAI). WAI provides universal formatting standards for websites so they can remain accessible to people with disabilities. For example, developing or adopting e-learning material can enable accessibility for people with visual impairment.[151][152] The Perkins School for the Blind offers learning resources tailored for the visually impaired, including webcasts, webinars, downloadable science activities, and an online library that has access to over 40,000 resource materials on blindness and deaf blindness.[153]

Online education may appear to be a promising alternative for students with physical and sensory disabilities because they get to work at their own pace and in their own home. However, not all online programs are equal when it comes to their resources for students with disabilities. Students with disabilities who wish to enroll in online education must either be able to advocate for themselves and their own rights or have a person who is willing to advocate for them. The American with Disabilities Act states that online programs must provide appropriate accommodations for students with disabilities, but has not specifically defined what that means. "Once students with disabilities are accepted into an online program, they should prepare to be direct and open about what they need to succeed, experts say" (Haynie).[154]

Educational technology, particularly in online learning environments, can allow students to use real identity, pseudonym, or anonymous identity during classroom communication. Advantages in anonymizing race, age, and gender are increased student participation[155] and increased cross-cultural communication.[156] Risks include increased cyberbullying, and aggressive or hostile language.[156][157][158]

Effective technology use deploys multiple evidence-based strategies concurrently (e.g. adaptive content, frequent testing, immediate feedback, etc.), as do effective teachers.[159] Using computers or other forms of technology can give students practice on core content and skills while the teacher can work with others, conduct assessments, or perform other tasks.[159][160] Through the use of educational technology, education is able to be individualized for each student allowing for better differentiation and allowing students to work for mastery at their own pace.[161]

Modern educational technology can improve access to education, including full degree programs.[162] It enables better integration for non-full-time students, particularly in continuing education,[162] and improved interactions between students and instructors.[163] Learning material can be used for long distance learning and are accessible to a wider audience.[164] Course materials are easy to access.[165] In 2010, 70.3% of American family households had access to the internet.[166] In 2013, according to Canadian Radio Television and Telecommunications Commission Canada, 79% of homes have access to the internet.[167] Students can access and engage with numerous online resources at home. Using online resources such as Khan Academy or TED Talks can help students spend more time on specific aspects of what they may be learning in school, but at home. Schools like MIT have made certain course materials free online.[168] Although some aspects of a classroom setting are missed by using these resources, they are helpful tools to add additional support to the educational system. The necessity to pay for transport to the educational facility is removed.

Students appreciate the convenience of e-learning, but report greater engagement in face-to-face learning environments.[169]

According to James Kulik, who studies the effectiveness of computers used for instruction, students usually learn more in less time when receiving computer-based instruction and they like classes more and develop more positive attitudes toward computers in computer-based classes.[170] Students can independently solve problems.[163] There are no intrinsic age-based restrictions on difficulty level, i.e. students can go at their own pace. Students editing their written work on word processors improve the quality of their writing. According to some studies, the students are better at critiquing and editing written work that is exchanged over a computer network with students they know.[165] Studies completed in "computer intensive" settings found increases in student-centric, cooperative and higher order learning, writing skills, problem solving, and using technology.[171] In addition, attitudes toward technology as a learning tool by parents, students and teachers are also improved.

Employers' acceptance of online education has risen over time.[172] More than 50% of human resource managers SHRM surveyed for an August 2010 report said that if two candidates with the same level of experience were applying for a job, it would not have any kind of effect whether the candidate's obtained degree was acquired through an online or a traditional school. Seventy-nine percent said they had employed a candidate with an online degree in the past 12 months. However 66% said candidates who get degrees online were not seen as positively as a job applicant with traditional degrees.[172]

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Educational technology - Wikipedia

AGFC, Press Release , KTHV 8:53 AM. CDT August 07, 2017

CREDIT: KTHV

LITTLE ROCK, Ark. (August 7, 2017) Boaters looking for a Boating Education course near them now have the option to take the complete course and test online, from the comfort of their own home.

The Arkansas Game and Fish Commission has offered an online course option for many years, but participants were required to print a certificate at home and go to a testing site near them to complete their test. Thanks to recent legislation, the requirement of a proctored, in-person exam has been lifted to make it easier for people to get on Arkansass waters and stay safe while doing so.

If you pass the test, you will receive a temporary voucher to print until your permanent card arrives in the mail, said Alex Hinson, AGFC Boating Education coordinator. The online option is administered by Kalkomey, who handles boating and hunter education for many states, and is customized to fit Arkansass boating laws.

While convenient, the online option does cost a small fee. Kalkomey collects $24.50 for the online course.The AGFC still offers, and recommends, free in-person classes for boater education. Classes last a six hours, which can be completed in two nights or a full day, depending on the course scheduled.

I personally feel that people get a lot more out of the in-person classes, especially younger students, Hinson said. Theres just more opportunity to have questions answered and clear up anything that a person might be confused about. But the new option is definitely more convenient.

Anyone born on or after Jan. 1, 1986 and of legal age to operate a motorboat or sailboat, must have successfully completed an approved boating education course and carry proof while operating a motorboat or sailboat on Arkansas waters. To operate a motorboat powered by an engine of 10 horsepower or more, a person must be 12 or older, or be under the direct supervision of a person at least 18. To operate a personal watercraft, a person must be 16 or older, be 12 to 15 years old and under the direct supervision of someone at least 18. People younger than 12 may only operate a personal watercraft while under the direct supervision of someone at least 21.

Visit http://www.agfc.com/boatered for more information about Boater Education in Arkansas.

2017 KTHV-TV

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Online test available for Boating Education - THV 11

Program is Designed for Professionals of All Levels of a Healthcare Organization Interested in Advancing Their Careers

IRVINE, CA--(Marketwired - Aug 7, 2017) - The rise in both demand and the cost of healthcare delivery are contributing to the growing need for lean healthcare-focused offerings. The University of California, Irvine Division of Continuing Education (DCE) announced today a new online Lean Healthcare Specialization Program. Lean thinking has been increasingly embraced in healthcare environments because of its emphasis on rapid and continuous results in improving access and the patient experience through decreasing and controlling costs, reducing errors and increasing employee service and productivity. Consequently, there is now a growing demand for healthcare practitioners who can more effectively apply lean to create and manage change and sustain improvement.

The fully online Lean Healthcare Specialization will serve as a means of acquiring, applying and demonstrating competency in the application of lean principles and practices. Designed for professionals at all levels of a healthcare organization who wish to advance their careers or enhance their current credentials, the specialization will focus on the knowledge and practical skills required to design, deploy and mature a robust lean capability to successfully lead change in the way healthcare services need to be managed and delivered in the 21st century.

"Leaders in today's organizations are turning to lean to ensure their competitive edge, but there still exists a shortage of lean practitioners who can successfully apply the universal philosophies and practices to their unique circumstances in today's complex and changing healthcare environment." said Nokteh Taheri, Ed.D., Program Manager at UC Irvine Division of Continuing Education. "Through the Lean Healthcare Specialization at UC Irvine Division of Continuing Education, participants will build the skill base needed to sustain performance improvement."

Lean Healthcare Specialization participants will learn new applications of lean concepts, such as agile project development, PDCA (Plan, Do, Check, Act), and Scrum methodology, and will be exposed to the continuing expansion of lean in the age of big data and information. Examples and case studies from healthcare settings will be used, and course exercises, as well as the final capstone experience, will require application of the concepts to the participant's own organization.

The four required courses offered include:

For more information about the Lean Healthcare Specialization or to register for the "Lean Concepts and Enablers in Healthcare" course, please visit here or call (949) 824-9427.

About UCI Division of Continuing Education: The University of California, Irvine Division of Continuing Education (DCE) provides lifelong learning opportunities to thousands of students worldwide each year - fulfilling the school's 60-year curriculum platform to connect degree programs to the world of work and achievement after graduation. The Division offers a broad range of certificate programs, specialized studies, and sequential courses to local, regional and global markets through online, on-campus and on-site delivery. A leader in the open education movement, the Division offers free Massive Online Open Courses (MOOCs) and content through the UCI Open initiative. For more information about UCI Division of Continuing Education, visit here.

About the University of California, Irvine: Founded in 1965, UCI is the youngest member of the prestigious Association of American Universities. The campus has produced three Nobel laureates and is known for its academic achievement, premier research, innovation and anteater mascot. Led by Chancellor Howard Gillman, UCI has more than 28,000 students and offers 192 degree programs. Located in one of the world's safest and most economically vibrant communities, it's Orange County's second-largest employer, contributing $4.8 billion annually to the local economy.

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UC Irvine Division of Continuing Education Announces New Online Lean Healthcare Specialization Offering - Benzinga

The online course was offered this summer at SHS. Offering the class during the summer had another benefit. With so many students looking to Youth Options and other early post-secondary options, this gave the SHS seniors a chance to get one of their required classes completed early.

The Consumer Education course is usually offered over a full semester as a half-credit course. In the summer course, the students met with teacher Jen Sutton once each week over the six-week run of the class. The students were responsible for classroom work on their own every other weekday.

Sutton said incoming seniors were surveyed for "out-of-the-box" instruction ideas.

"We found kids were really interested," Sutton said of the idea for an online course.

She said students were interested in getting a required class completed, and getting experience with an online course, considering that more and more post-secondary courses are offering online options.

Sutton said 21 students signed up for the course and 19 of them were able to complete all the coursework successfully. She said by meeting once a week, she was able to keep tabs on the progress each student was making. She was also available for any questions from students, allowing the students to work through the new challenges of their first online class.

SHS Principal Shannon Donnelly said Sutton deserves credit for offering a progressive idea to broaden her students' opportunities.

"She was very passionate about trying to find an innovative way for students to master the standards in her class and allow students to experience taking an online class. We discussed the importance of students learning how to manage their time and to experience the autonomy of learning the material on their time, when they are ready to learn it, which fits beautifully with many of the personalized learning philosophies that we are bringing to the Somerset High School," Donnelly said.

This class is also the starting salvo in a restructuring of the approach for summer school.

"The creation of Jen's class also led us to have bigger conversations within the building about how we can reevaluate our summer school programming for our high school students as traditionally that time has only been used for remedial work. Moving forward we will be offering additional credit-bearing classes in the summer so students can open up more time in their schedule during the school year to take more classes (electives, AP classes, College in the Schools, etc.) that many students cannot take now with our current structure," Donnelly said.

Sutton said the Consumer Education course had to be restructured so it would work in the new format, compared to daily meetings with the students. She said she went back to the standards on what needed to be accomplished in the classes. The course ended with each student making a presentation on their results from the class. The course is designed to help students understand the financial responsibilities they will face after they graduate from high school.

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SHS begins offering online courses - Richmond-News

Foothill College has been selected for participation in the California Community Colleges Online Education Initiative Course Exchange, according to Foothill spokeswoman Vanessa Smith. The Course Exchange, facilitated by the Online Education Initiative, allows students at participating colleges to take certain online classes offered at Foothill.

Students in the Course Exchange also will have access to online services such as counseling, tutoring, proctored testing, and readiness assessments, said Smith. The exchange is meant for students who are close to completing their degree and transfer requirements, but are unable to enroll in the required courses at their home colleges.

Foothill College welcomes the opportunity to make its online courses and services readily available to students from other colleges who might otherwise be delayed in their educational pursuits, said Judy Baker, dean of online learning at Foothill College.

Beginning in the fall quarter, Foothill will offer two sociology classes on the Course Exchange:Intro to SociologyandResearch Methods and Designs. Fall classes startSept. 25.

Foothills Course Exchange classes will be open to students from Butte, Fresno, Lake Tahoe, Coastline and Ventura community colleges. Foothill students will be able to register for approximately 20 classes offered by the other five colleges in the Course Exchange. Eventually, the program will expand to include other California community colleges, said Smith

Im excited about Foothill College going live with the Course Exchange, and their participation so far has helped streamline the process for the additional 16 colleges we are working to add in the coming months, said Jory Hadsell, executive director of OEI. Through the Course Exchange, California is beginning to provide students with a new opportunity to accelerate program completion through increased access to high-quality online courses.

OEI is a collaborative effort among California community colleges to increase student access to and success in online courses. OEI is sponsored by the Foothill-De Anza Community College District, in partnership with the Butte-Glenn Community College District and its CCC Technology Center at Butte College as recipients of an $86.9 million five-year grant disbursed by the California Community College Chancellors Office.

In spring 2016, 24 pilot colleges were selected to utilize all OEI resources. The colleges use Canvas, a common course management system, and pilot readiness assessment, online tutoring, academic integrity tools, online counseling and other resources.

For more information, visithttp://ccconlineed.org.

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Foothill College joins statewide online course exchange - Milpitas Post

This week, Education Dive examined how a pilot program at Maryland's Prince George's County Public Schools is working to better integrate humanities into different school curricula, including the STEM fields.

Also in K-12, KIPP Public Charter Schools are exemplifying how branding is key in a school choice environment, and a new report from WalletHub suggests more spending doesn't always lead to higher quality while providing another ranking topped by Massachusetts.

Meanwhile in higher ed, interest in online programs is on the rise as traditional programs continue to see declines, and enrollment growth is likely to look different than before if it picks back up.

Be sure to check out the content in our recent spotlight on higher ed revenue streams and more in this week's most-read posts from Education Dive!

Would you like to see more education news like this in your inbox on a daily basis? Subscribe to our Education Dive email newsletter!

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Online growth and blending STEM with arts: The week's most-read education news - Education Dive

August 4, 2017 EBU Staff Writer

In terms of moving averages for China Online Education Group (COE), the 200-day is currently at 16.05, the 50-day is 16.79, and the 7-day is resting at 18.33. The moving average is a popular investing tool among traders. Moving averages can be used to help filter out the day to day noise created by other factors. MAs may be used to identify uptrends or downtrends, and they can be a prominent indicator for detecting a change in momentum for a particular stock. Many traders will use moving averages for different periods of time in conjunction with other indicators to help gauge future stock price action.

Traders may also be paying close attention to RSI levels on shares of China Online Education Group (COE). The current 14-day RSI is presently sitting at 59.18, the 7-day is 58.89, and the 3-day is 56.61. The RSI, or Relative Strength Index is a popular oscillating indicator among traders and investors. The RSI operates in a range-bound area with values between 0 and 100. When the RSI line moves up, the stock may be experiencing strength. The opposite is the case when the RSI line is heading lower. Different time periods may be used when using the RSI indicator. The RSI may be more volatile using a shorter period of time. Many traders keep an eye on the 30 and 70 marks on the RSI scale. A move above 70 is widely considered to show the stock as overbought, and a move below 30 would indicate that the stock may be oversold. Traders may use these levels to help identify stock price reversals.

When completing stock analysis, investors and traders may opt to review other technical levels. China Online Education Group (COE) currently has a 14-day Commodity Channel Index (CCI) of 50.88. Investors and traders may use this indicator to help spot price reversals, price extremes, and the strength of a trend. Many investors will use the CCI in conjunction with other indicators when evaluating a trade. The CCI may be used to spot if a stock is entering overbought (+100) and oversold (-100) territory. The Average Directional Index or ADX is often considered to be an important tool for technical trading or investing. The ADX is a technical indicator developed by J. Welles Wilder used to determine the strength of a trend. The ADX is often used along with the Plus Directional Indicator (+DI) and Minus Directional Indicator (-DI) to identify the direction of the trend. Presently, the 14-day ADX is resting at 42.35.

Generally speaking, an ADX value from 0-25 would indicate an absent or weak trend. A value of 25-50 would indicate a strong trend. A value of 50-75 would signal a very strong trend, and a value of 75-100 would indicate an extremely strong trend.

Typically bull markets are times when investors may be willing to be a bit more speculative with stock selection. Managing risk is generally at the forefront of many strategies. Investors trying to shift the odds in their favor may be searching for the perfect balance and diversification to help mitigate the risk and enjoy healthier profits. With so many different stocks to choose from, it may take a while to zoom in or a particular set. Investors will also be watching the next wave of economic data to get a better sense of how the overall economy is fairing. With so much noise in the markets, it may be necessary to narrow the gaze in order to set the table for success. Investors may be on the lookout for the major catalyst that either keeps the bulls charging into the second half the year, or wakes up the sleeping bears.

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Signal Watch: Checking the Numbers for China Online Education Group (COE) - The Business Union

Participants have to use theknowledge gainedfrom the course and make a submission for the project

TheAnita Borg Institute (ABI) India launched 2017Codeathon.infor women students in STEM (Science, Technology, Engineering and Mathematics) from smaller cities across India. As a part of the event, participants have to use theknowledge gainedfrom the online course and make a submission for the project: Navigate the Mars Rover.

The project involves designing and implementing a solution that will apply a variety of shortest path algorithms to help the Mars Rover find the optimal path between the starting point and the destination marked by the user. The end user will have the ability to choose the algorithm to be used. This initiative is an online platform that offers the students an opportunity to enhance their coding skills while developing innovative solutions.

"Currently, the industry efforts in this area are concentrated in the six to eight metro cities. At times there is so much happening that the talent in these cities is spoilt for choices. There is a large pool of untapped talent in smaller cities that have a lot of knowledge, they need more exposure and confidence-building. 2017 Codethon.in aims to bridge this gap. The participation from colleges and students in the selected cities has been positive and we look forward to some great coding,said Geetha Kannan, MD, ABI India.

The event is being held in select engineering colleges in Bhilai (Chhattisgarh), Coimbatore (Tamil Nadu), Mysore (Karnataka) and a few cities in Kerala. It will beconducted online from July and will go on until September 2017.Itwillalso offer all participants coaching and practical experience that will better prepare them students for exciting careers in technology.

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This online course aims to spread STEM education to women from small cities across India - EdexLive (press release) (blog)

Posted On August 2, 2017 By Mark White

A University of the Cumberlands online education program has recently been ranked among the top programs in the nation.

Teacher Certificate Degrees, a leading education resource, recently published its list of top-ranked online masters in education program rankings with the University of the Cumberlands placing seventh on the list.

UC has an average online tuition of $315 per online credit hour. About 12 percent of the programs faculty is tenured, and a 2.75 is the minimum GPA needed for acceptance.

UC ranks 92 on U.S. News Best Online Graduate Education Programs ranking.

Our ranking is designed to help those considering a career change into teaching understand and compare their options for hybrid and online masters-level teacher preparation programs for first-time educators. Our unique ranking uses markers of academic merit as well as metrics outlining the student experience to highlight quality as well as valueand differs from other lists in this space by focusing on programs that lead to certification, rather than professional development designed for teachers who are already credentialed, Teacher Certificate Degrees Associate Editor Laura McPherson said in a release.

Teacher Certification Degrees is a free resource for those looking to explore, start, or expand a career in education. Its editorial staff has written and published a wealth of information on how to become a teacher, including teacher certification, teaching degrees, teaching careers, related articles, news, and interviews.

Published by Project 8 Labs LLC, Teacher Certification Degrees was established in 2010 and is based in the Seattle metro area. It has been a Better Business Bureau accredited business since 2012.

Originally posted here:
UC online education program recognized - The News Journal

OSAWATOMIE The Osawatomie USD 367 website is better than ever after several changes were made by assistant technology director Wes Duncan, who helped redesign and build the website at the behest of the district.

With a fresh new look and added features, the website is also cost-free, saving the district thousands of dollars.

We were with SABS, which was $4,000 or $5,000 a year, District Superintendent Gary French said. Its now free because Wes built it. Its a $4,000 to $5,000 savings on a website that is much, much better.

He said the changes have increased functionality of the website and has hopefully made it more user-friendly.

In addition to the new look and formatting, the website now features social media feeds from the districts Facebook and Twitter pages, which will allow the schools to provide information updates almost as soon as they happen.

French said theyve struggled, at times, with keeping the website updated in the past so hes excited about the new features.

Things happen at school every day, in every building, and we needed a way to get that out, he said.

Duncan designed the district website so that each of the school sites are linked to the school social networks of various administrative staff like Justin Burchett. Those networks are all school-related, not personal, French said.

While the information updates wont exactly be live, French said they would nearly be. He used sporting events as his example. Instead of having to wait on game scores, residents will be able to see the scores on the website via the Twitter or Facebook feed as the coaches or staff members post them.

Another plus is that photographs that are uploaded to the schools Facebook page will be visible via the Facebook feed on the website.

He said Duncan has done an excellent job with the website and commended him during Duncans presentation to the school board at the July meeting. Those who are interested in checking out the improved website can visit http://www.usd367.org.

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Osawatomie school website gets an upgrade - Miami County Republic