A collection of readings on open education with commentary. Created for IPT 515R Introduction to Open Education, a graduate course at Brigham Young University. An Open Education Reader is published under the Creative Commons Attribution 4.0 License.
The future of education will move from massive physical and administrative infrastructure expenses back to the roots of education: the Professors. The new education models will need a powerful faculty that operates much more efficiently and greatly improves the mastery-of-learning for their students, all while increasing not only job security, but overall compensation. This is a profound paradigm shift in Higher Education taking place right now.
ACE announced today that 25 colleges and universities are joining an alternative credit consortium as part of an innovative initiative to create a more flexible pathway toward a college degree for millions of nontraditional learners.
Change is coming, and it will not be easy for institutions to accommodate. It is widely recognized that the cost of attending college is out of control, as evidenced by the $1.2 trillion (and growing) student debt, while the comparable economic value of a college degree is declining.
AtlanticLIVE is the events branch of The Atlantic. In this video, part of the conference, Sal Khan has a few ideas for how to radically overhaul higher education. First, create a universal degree that’s comparable to a Stanford degree, and second, transform the college transcript into a portfolio of things that students have actually created.
Colleges and universities across the country are under enormous pressure to transform themselves to meet the needs of today’s student. To find out what this transformation looks like, I traveled with foundation leaders to the forefront of this critical juncture in higher education: Arizona State University, Rio Salado College, and University of Phoenix.
The reform of teacher training schools is not a panacea for all that plagues higher education. But it is critical to the long-term educational and economic health of the nation that America develop highly skilled teachers, especially in math and science (read Paul Peterson’s Endangering Prosperity on this point). As Plato said, the most important questions a society faces is this: who teaches the children, and what do they teach them?
State and national leaders need to “put efforts to bolster completion on a new trajectory” by analyzing the extent to which policies support the colleges that are trying to do right by their students, and then redesigning policy environments to help institutions introduce comprehensive and integrated reform strategies that change every aspect of what they do. This report identifies specific strategies for states to follow. Here is the Executive Summary;
Say hello to the On Demand Model, which is based on the premise that institutions are going to require new technologies that provide “innovative capabilities for engagement and delivery” thanks to the super storm.
While the college bachelor’s degree will remain a mainstay of the U.S. economic engine, there are other types of credentials that can help workers learn skills that help them enter the workforce quickly or progress in their career.
Investments in competency-based education programs make sense as our nation strives to educate an increasingly diverse population. Key indicators of quality for all stakeholders in CBE ecosystems are curricular architecture, valid and reliable assessments, and comprehensive student success resources. CBE programs require substantial investments and often commitments to new or redefined business models
MOOCs alone can’t meet the oversized expectations of early boosters like Thrun—who themselves echoed would-be reformers over the decades who looked to radio, television, and the mail to democratize learning. For better or worse, traditional methods of higher education showed remarkable persistence as those models emerged. Yes, this time might be different. But if MOOCs do prove revolutionary, it will be because educational institutions have finally figured out how to use them.
The promises of data-mining in higher education are that we will end up with more students achieving degrees at lower cost, and the gains will contribute to “social justice” by helping more low-income students. Those promises are likely irresistible to college administrators. But the soft totalitarianism that will be required to achieve these gains is too high a price. It will give us generations of college graduates accustomed to being told what to do and when to it. It will further dampen imagination, initiative, exploration, and daring in an environment that is already far too buffered from real world consequences. Data-mining in higher education advances social control at the expense of free inquiry. At the bottom of those mines lies a rich deposit of fool’s gold.
Chauhan describes ‘several emerging tools and technologies that are being leveraged to assess learning outcomes in a MOOC. These technologies can also be utilized to design and develop a MOOC with built-in features to measure learning outcomes.’ -
There is a skills gap, highly localized at present, but likely to grow quickly as technology continues its unrelenting expansion. Providing the skills needed to deal with this phenomenon is not the job of the academy alone. As the Chamber of Commerce study outlines, new relationships and new forms of collaboration are needed, both to enhance the CBE effort and to maintain the competitiveness of a high-tech workforce. Higher education’s unique contribution will be to ensure that its graduates know how to learn.
German-style apprenticeship programs have attracted private sector interest as well as healthy skepticism in the United States as leaders search for an antidote to skills gaps and stagnating incomes. After returning last week from Munich to see the program in action, I believe the United States can import some of its most valuable lessons.