Explore connections among the industry's major players.
Dawne Tortorella's insight:
Very helpful map of interrelationships and important to track to truly understand how the movement is growing and who is behind that growth. It isn't "free" or cheap, so where the funding comes from is important in evaluating what this movement means in education.
This week, U.S. News and World Report ran an excellent storyabout the rise of openly-licensed educational materials. Simon Owens’ article touches on many of the open education landmarks we’ve been celebrating over the past year, including the Department of Labor’s TAA-CCCT grant program and open textbook legislation in British Columbia and California. Owens interviewed CC director of global learning Cable Green as well asDavid Wiley, the Twenty Million Minds Foundation‘s Dean Florez, and several other experts in the space.
While grading and certification processes are certainly flawed, there should be no debate that they serve as motivation (the carrots). Just as tuition and requirements for graduation provide the stick.
This article highlights my biggest fear of MOOCs - that they will further divide those who are served by the education system and those who are now. I think MOOCs have enormous potential, but I fear they will widen the student gap further.
Librarians are a major part of universities, but they're almost entirely missing from the MOOC conversation. That's a big mistake.
Libraries offer resources, from research to licensing support, that are essential to the future of MOOCs as they grow both in numbers and in seriousness. As MOOCs become an increasingly valid and valuable resource, it’s clear that they can benefit from another great educational resource: librarians.
This blog post does discuss some reasons why students enroll in MOOCs, but doesn't really talk much about why they drop out.
One big reason - FRUSTRATION. When a learner gets stuck and can't get individualized meaningful feedback, it creates a failed learning experience. I think we discount how important those personal encounters are in helping learners.
All OER have a life cycle: creation, publishing, repeated revision and reuse, senescence, death. Much effort and many resources have been expended on the creation and publishing of OER. The actual value of such resources, however, depends largely on the extent to which repeated revision and reuse can be sustained before the inevitable onset of senescence and death. The issue of sustainability is largely one of resources, and is a topic of considerable interest in the field of open education.
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