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The public is invited to join Sir John Daniel, a world-renowned researcher and theorist in the field of online and distance education, for a presentation, “Making sense of MOOCs and other emerging models in higher education,” from 3 to 4:30 p.m.
The first in a series of articles reviewing this look at how the Khan Academy came to be, and why these ideas can truly change education.
Technology, economics and the redefinition of ‘the college experience’ are three forces that will create the most significant changes in higher education.
A new report focused on bridging the gap between higher education and the labor market was published last week.
Half of undergraduate students now get an internship or co-op placement before graduating but where are the jobs?
For students who really don’t know the score upon arrival, waiting until they’re leaving is just too late. Better to get to them early, so they can appreciate what the academic side of the college can offer before it’s gone.
When we talk about machine learning being used to automatically grade writing, most people don’t know what that looks like. Because they don’t know the technology, they make it up.
More than 50 percent of students who have completed Algebra II in high school find themselves in a remedial math course in college. (Even 13 percent of those who complete Calculus do.) How can this happen?
For all their flaws, flagship public institutions in the post-war era provided hundreds of thousands of working class and middle class Americans with a quality education and an affordable avenue of upward mobility. They have prepared generations of leaders at the state and national levels. The great state universities are not going to disappear and many will maintain a standard of excellence, but in an age of lumbering and inefficient governments trying to do all things for all groups they will not have the resources to perform at their former level or to compete with high-performing private institutions.
Many people think that MOOCsare the future of higher education in America. In the past two years, Harvard, M.I.T., Caltech, and the University of Texas have together pledged tens of millions of dollars to MOOC development. Many other élite schools, from U.C. Berkeley to Princeton, have similarly climbed aboard.
Globe University/Minnesota School of Business offers college degrees and diplomas online and on-campus. Accounting, business administration, vet tech, medical assisting and IT are popular programs. For 125 years, Globe University has provided students with tools for success—knowledge, skills and credentials that support their immediate and long-range goals. No longer exclusively a business school, our college today prepares students for high-value careers in medical, legal, computing and creative fields.
Stephen Downes addresses the question of assessing the quality of massive open online courses. The assessment of the quality of anything is fraught with difficulties, depending as it does on some commonly understood account of what would count as a good example of the thing, what factors constitute success, and how that success against that standard is to be measured. With MOOCS, it is doubly more difficult, because of the lack of a common definition of the MOOC itself, and because of the implication of external factors in the actual perception and performance of the MOOC. Moreover, it is to my mind far from clear that there is agreement regarding the purpose of a MOOC to begin with, and without such agreement discussions of quality are moot.
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Associations & Events
UBTech 2013 is higher education's most focused high-level conversation about technology's impact on every aspect of campus leadership and practice.
I am receiving an increasing number of emails from people that have questions about competency-, proficiency-, mastery-, and performance-based education, and I’m sure many of you do as well.
Times Higher Education Some Professors Want Brakes Put on MOOCs The Nonprofit Quarterly Although initial news coverage suggested that Massive Online Open Courses (MOOCs) were a harbinger of democratic higher education available to all, professors...
The reform will oblige students to opt at age 15 to follow either a vocational or academic course of study, and to pass new exams at each stage of their schooling.
New concepts include job programs and compressed course loads.
Despite a year of considerable hype as leading colleges and universities created online partnerships to try to redefine higher education, a recent spate of strong faculty reactions make clear that tradition will not change easily or silently, especially at institutions with a strong history of faculty influence. Citing a variety of reasons, the three universities’ decisions offer a spectrum of reactions to a new wave of online learning and the companies, in this case 2U, that are trying to drive that change.
Seeking to “reset” a contentious debate about the role of technology in California public higher education, the authors of a new report argue that California policy makers need a statewide approach to end what they call years of isolated, segmented and ineffective online offerings.
MOOCs dominate recent news and reports in next generation learning, while Southern New Hampshire makes history with competency-based learning.
The academic director and standing committee will advise the provost on new initiatives and policy issues. The first offerings with Coursera will debut during the 2013–2014 academic year.
At the New Schools Venture Fund summit earlier this month, Marc Pincus of Zynga and Andrew Ng of Coursera sat down with John Doerr to discuss the role that educational games and MOOCs can have in improving education and increasing student options.
Sir Ken Robinson outlines 3 principles crucial for the human mind to flourish -- and how current education culture works against them. In a funny, stirring talk he tells us how to get out of the educational "death valley" we now face, and how to nurture our youngest generations with a climate of possibility. Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence.
Georgia Institute of Technology, in collaboration with Udacity & AT&T, to offer online master of science in computer science via MOOCs. The plan is to offer a $7,000 online master’s degree to 10,000 new students over the next three years without hiring much more than a handful of new instructors.
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