In this way, these MOOCx, or rather our reaction to them, have not disrupted the Academy at all. To the contrary they reinforce the established academic canon in a sphere where a new, more egalitarian dispensation was gaining a foothold. To an extent these MOOCx and the automatic legitimacy they have been granted may have the result of delegitimising of all else before them. Of course, this too often is a necessary by product of “progress”: early innovators – true believers – often get trampled underfoot when the big boys join the party. So we accept it, bitterly maybe, but happy that open and distance learning is finally getting the recognition it deserves. This alone will disrupt the established order.
Les cours massifs ouverts en ligne (Mooc) , qui rassemblent gratuitement des dizaines de milliers d'inscrits aux Etats-Unis, commencent à se développer en France: Polytechnique et Paris 1 Panthéon-Sorbonne se lanceront à la rentrée dans cette forme d'enseignement dont la reconnaissance et le modèle économique restent à construire. (...) - AFP via Le Point, 05/06/2013
DOTCOM mania was slow in coming to higher education, but now it has the venerable industry firmly in its grip. Since the launch early last year of Udacity and Coursera, two Silicon Valley start-ups offering free education through MOOCs, massive open online courses, the ivory towers of academia have been shaken to their foundations. University brands built in some cases over centuries have been forced to contemplate the possibility that information technology will rapidly make their existing business model obsolete. Meanwhile, the MOOCs have multiplied in number, resources and student recruitment—without yet having figured out a business model of their own.
Besides providing online courses to their own (generally fee-paying) students, universities have felt obliged to join the MOOC revolution to avoid being guillotined by it. Coursera has formed partnerships with 83 universities and colleges around the world, including many of America’s top-tier institutions.
Steven Mintz, executive director of the Institute for Transformational Learning at the University of Texas System, writes that instead of arguing about whether MOOCs will stratify education or threaten tenure and job security for instructors,...
lace du français dans les universités américaines, mobilité étudiante, développement des MOOCs (massive open online courses), big data… Camille Peretz et Émilienne Baneth-Nouailhetas, attachées pour la coopération universitaire à l’ambassade de France aux États-Unis, évoquent les enjeux actuels de la coopération universitaire franco-américaine. (...) EducPros, correspondante aux Etats-Unis, Jessica Gourdon, 03.04.2013
How optimistic faculty members are about the educational value of MOOCs seems to turn largely on what they think of as the status quo classroom experience. Colleagues at elite institutions, especially small liberal arts colleges, are generally skeptical, because they think of what they do in their classrooms as being very intellectually alive, and cannot see how that could be replicated online. But...