News and insights on Open and Online Education and innovations in Online Learning. There is a tsunami coming. I can't tell you exactly how its going to break, but my goal is to try to surf it, not to just stand there. [John Hennessy, President of Stanford University]
... In a new working paper, researchers at MIT and Harvard University identify a new method of cheating specific to open online courses and recommend a number of strategies that prove effective in preventing such cheating...
MOOCs have the potential to reach learners who otherwise may not have access to postsecondary education, but they have a long way to go in proving reliability of information and quality of content.
That may sound like a researcher or wary administrator’s perspective, but these sentiments are strongly expressed by today’s college students.
In a new qualitative data report, Communication Instructor Dr. Andrew Cole at Waukesha County Technical College and Dr. C. Erik Timmerman, associate professor at the Department of Communication at the University of Wisconsin-Milwaukee, reveal the thoughts of one large university’s current college students toward MOOCs.
Stanford University used MOOCs as an opportunity to create a supportive environment for faculty to explore, create, and express themselves in new ways through open and digital education. Following its early support for MOOCs, Stanford built "soft infrastructure" to incubate good ideas and allow courses to evolve over time.
Executive leadership skills and an accredited degree in an affordable online package.
Coursera and the University of Illinois bring you a rigorous business degree that’s accessible to anyone. Start with 6 Coursera Specializations in topics like management, finance, and marketing. When you’re ready, apply for admission and enhance your skills with 6 for-credit online MBA course sequences led by top professors and industry experts. You’ll finish with a fully-accredited Masters in Business Administration, for a fraction of the traditional cost.
Interesting move. Is this a game changer for the MBA market?
Bald predictions about the impact of MOOCs (without any concrete evidence): "(…) universities’ revenues would fall by more than half, employment in the industry would drop by nearly 30% and more than 700 institutions would shut their doors." "Many towns and cities rely on universities. In some ways MOOCs will reinforce inequality both among students (the talented will be much more comfortable than the weaker outside the structured university environment) and among teachers (superstar lecturers will earn a fortune, to the fury of their less charismatic colleagues)." Not very convincing, but it does raise the question what policies governments should adopt if Higher Education is in some way disrupted by online education.
By Phil HillMore Posts (333) In these two episodes of e-Literate TV, we shared how Arizona State University (ASU) started using Khan Academy as the software platform for a redesigned developmental math course (MAT 110). The program was designed in Summer … Continue reading →
Online heeft de toekomst, ook in internationalisering. Daarom in de nieuwe Transfer ruim aandacht voor digitale masters, videoconferencing en andere vormen van online samenwerking. Plus: een uitgebreid interview met “mister internationalisation” Hans de Wit.
Last month my colleagues and I completed a pilot of what well may be the most interesting project of my life. It was the pilot of a new type of MOOC that pushes the MOOC design envelope by blending a globally transformative platform with an eco-system of deep personal, locally grounded learning communities.
Khan Academy’s announcement last week that they had launched their new SAT Prep program in partnership with the College Board was seen by the media as a watershed moment in the history of test prep. It’s obviously a big deal: The official maker of the exam has partnered with an education organizati
The company once charged with “disrupting” American higher education has set its sights across the Pacific Ocean. And it has enticed plenty of schools—and companies—around the world to join its mission. Coursera, a provider of massive open online courses, now boasts over 1,100 courses from 121
Great blogpost by George Siemens. Tired of the 'college is broken' narrative of disruptive change agents, he predicts an unpredictable future, although he coins it as 'the golden age of learning' with more and more diverse universities, moving from a 4 year relationship with students to a 40 year relationship.
This calls for more focus on managing and understanding change, especially through the use of data (analytics).
Mmmmm, fits nicely with the point of view of a Venture Capitalist, looking to max his ROI. Don't think this argument is valid for publicly funded HE institutions. It does give food for thought though: added value of proprietary code (or any other IP) is continued funding for innovation, made possible largely by marketing ….. What does that mean for HE?
“Early Childhood Education by MOOC: Lessons from Sesame Street.” by University of Maryland’s Melissa Kearney and Wellesley College’s Phillip Levine debunked by my favourite critical ed-tech journalist!
Many institutions entered the world of MOOCs as a way to begin offering courses online. Berklee’s reasons were different: MOOCs aligned with our mission and would enable us to address a number of strategic initiatives for the college including:
Raise visibility for BerkleeProvide readiness courses for prospective studentsProvide music education opportunities to international and underserved populationsProvide a pathway of study with Berklee OnlineLeverage and maximize industry partnerships
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