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"When [my students] do group projects in the research/composition course I teach, I’m impressed with their topics, the depth of their knowledge, and their passion.
What seems wrong is that their presentations are only to each other. Sure, they invite their friends, but at a small college where everyone takes a whole bunch of the same courses, that’s not a very satisfying audience. The students teach me and have changed me -- dramatically -- but I shouldn’t be the only person to benefit from their knowledge and fresh ideas.
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I want to help weave them -- and their circles of connection -- into a sparkling web that stretches around the globe. I want them to figure out how to do this not just for one semester, but for the rest of their lives."
Via Peter B. Sloep
![Blended Learning Is a Comfortable Alternative to MOOCs and Online Learning [#Infographic] | kgitch on learning and technology | Scoop.it](http://img.scoop.it/FK0bgf1RQjnSubvcGFjL5Dl72eJkfbmt4t8yenImKBVaiQDB_Rd1H6kmuBWtceBJ)
Janine DeBaise got her epiphany, as she calls it, on how to go about this when she participated in MOOC MOOC, a MOOC about MOOCs. And she started to structure her course in Environmental Science and Foresty along the lines of what she'd learnt in that course on MOOC pedagogy.
I like her story, because it points out so well what I have often argued for, that if we take lifelong learning seriously, college should prepare students for life as a professional. I mean really prepare them, by initiating them already in a professional network and by exposing them to the tools needed to participate in such a network effectively.
Janine's story is well worth reading for this reason alone. Apart from that, it is a nice personal account, with which many teachers will be able to identify, I am sure. (@pbsloep).