As a first step, I propose that, whenever educators and college leaders are faced with a decision about student-data privacy, they ask themselves whether there is an opportunity to empower students to make the decision for themselves. Just that. Just start thinking of data about students as data that in some way belongs to the students.
If we can do that, then maybe we will stop freaking out about what we can’t do and focus more of our energy on what the students can do.
MOOCs aren’t all about money but when it comes to their future, money does matter. Calls for the monetisation of MOOCs are reasonable, although a little at odds with the failure in the past to look for the monetisation of Higher Education as a whole.
A recent overview of studies on Massive Open Online Courses, also known as MOOCs, explores how they are used by both independent students and in the classroom, suggesting that more discussion and instructor feedback may increase both learning outcomes and student satisfaction.
UCL ChangeMakers is about collaboration and innovation to enhance the UCL learning experience. It supports students and staff working in partnership with each other on educational enhancement projects at UCL.
In paving the way to flexible education, Malaysia is enroute to becoming the first country to create a platform to award credit recognition and transfer for Massive Open Online Courses (MOOCs), says Higher Education Minister Datuk Seri Idris Jusoh.
Coursera's decision to charge learners in some massive open online courses up front -- viewed by some as inevitable -- has critics asking if the MOOC provider is diverging from its mission of universal access.
"Hoe krijg je studenten zover dat ze proberen de leerstof echt te doorgronden en er kritisch over na gaan denken? Promovendus Gerry Geitz stelde vast dat dit diepe leren kan worden gestimuleerd door studenten duurzame feedback te geven, gericht op het ontwikkelen van vaardigheden om zelf actief feedback te zoeken. Op 15 januari 2016 verdedigt ze bij de Open Universiteit in Heerlen haar proefschrift Sustainable Feedback in Higher Education; Relation Between and Changeability of Self-Efficacy, Goal Orientation, and Learning Behavior. "
This essay proposes five models of innovation in higher education that expand our "Ideas of the University," envisioning educational start-ups in the spirit of entrepreneurial experimentation. The author seeks to realize each of these feasible utopias as a way to disrupt higher education.
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