EdX, the world’s leading online-learning initiative founded by Harvard University and the Massachusetts Institute of Technology (MIT), today announced an innovative blended massive open online course (MOOC) offering at Bunker Hill and MassBay...
It's a question higher education leaders are asking themselves a lot these days -- what are these so-called MOOCs and should their college or university offer one?
Could faculty spend less time preparing and giving lectures, and more time interacting with students? Could colleges and universities devote more time to developing critical thinking, communication, and teamwork skills because the basic foundational skills were mastered quickly, easily, and cheaply through a MOOC?
These are the questions we need to be asking, and research has shown that blended learning is more effective than either face-to-face or pure online learning. For instance, courses developed by faculty, learning scientists, and technologists at Carnegie Mellon University's Open Learning Initiative were shown to produce results equal to traditional face-to-face instruction-in 25 percent less time.
This could be a revolutionary development in higher education, and MOOCs could teach us a lot about how to develop high-quality online learning experiences that complement face-to-face instruction. Today's MOOCs and MOOC platforms still have a long way to go to fulfill this vision, but the potential is there. We need to invest the time and resources into answering these questions--and resist passing judgment either for or against MOOCs before the evidence is gathered.
“In “Only Disconnect,” Andrew Reiner, writing for The Chronicle of Higher Education, lamented the state of American youth, particularly their preoccupation with social media. By the end of his article, Reiner advocated for ...
Robin Good: Must-read article on ClutterMuseum.com by Leslie M-B, exploring in depth the opportunity to have students master their selected topics by "curating" them, rather than by reading and memorizing facts about them.
"Critical and creative thinking should be prioritized over remembering content"
"That students should learn to think for themselves may seem like a no-brainer to many readers, but if you look at the textbook packages put out by publishers, you’ll find that the texts and accompanying materials (for both teachers and students) assume students are expected to read and retain content—and then be tested on it.
Instead, between middle school (if not earlier) and college graduation, students should practice—if not master—how to question, critique, research, and construct an argument like an historian."
This is indeed the critical point. Moving education from an effort to memorize things on which then to be tested, to a collaborative exercise in creating new knowledge and value by pulling and editing together individual pieces of content, resources and tools that allow the explanation/illustration of a topic from a specific viewpoint/for a specific need.
And I can't avoid to rejoice and second her next proposition: "What if we shifted the standards’ primary emphasis from content, and not to just the development of traditional skills—basic knowledge recall, document interpretation, research, and essay-writing—but to the cultivation of skills that challenge students to make unconventional connections, skills that are essential for thriving in the 21st century?"
Yesterday, the Bill and Melinda Gates foundation announced the final recipients of grants for research and development specific to massive open online courses (MOOCs). Of the $3 million total in grant...
Diverse: Issues in Higher EducatioUncertainty Abounds as MOOCs Move Toward CreditDiverse: Issues in Higher EducatioThe question now is what the MOOCs will ultimately achieve. Will they simply expand access to good instruction (no small thing)?
We’re witnessing the end of higher education as we know it. This transformation is being brought on by “MOOCs” — massive open online courses being offered for little or no cost. Most significantly, MOOCs are causing higher education to shift from a vertically integrated model to a horizontally integrated one. For centuries, higher education has been a vertical enterprise: Its core functions — knowledge creation, teaching, testing, and credentialing — all have been housed within colleges and universities. MOOCs disrupt this model by decoupling teaching and learning from the campus on a mass scale.
Stephen's Web, the home page of Stephen Downes, with news and information on e-learning, new media, instructional technology, educational design, and related subjects (Top story: Sustainability and MOOCs in Historical Perspective ~ Stephen's Web
Death of the Degree? Not So FastInside Higher EdOver the past year, the phenomenon known as massive open online courses (MOOCs) -- now being offered by elite universities like Stanford, Harvard, MIT and Berkeley -- have been featured in virtually...
Excelsior College has partnered with San Diego City College, San Diego Miramar College, and Santa Rosa Junior College to offer credit for a professor-les (See who's recently partnered to bring credit to professor-less #MOOCs:
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