Just as teaching should be done by those who really know how to teach, assessing should be done by those who really know how to assess. This doesn’t mean all assessments should be multiple-choice, objectively-scored exams — many competency-based programs use trained raters who use complex rubrics to evaluate authentic student projects — but it does mean that having an unbiased third party not involved in the teaching can often provide better information about what students can do than an instructor who may have no training in assessment and a very small and potentially skewed sample of students to work with.
Two years after Massive Open Online Courses (MOOCs) first emerged as free, online educational opportunities for the public, they are still a growing trend. Platforms such as Coursera, Udacity, and edX continue to add new courses, and participants continue to enroll in classes that feature university professors and industry experts as instructors. However, these courses’ strikingly high dropout rates hide in the midst of louder success stories in online education. Researchers from Harvard and the Massachusetts Institute of Technology calculated that approximately five percent of registrants for Harvardx and MITx finish their courses and earn a certificate. Less than half of registrants even makes it halfway through the course materials.
The focus of this special issue of INNOQUAL is on MOOCs. It consists of five research papers and four practice-based papers, which together provide a useful summary of some of the state of the art of research and development of MOOCs. Quality in relation to MOOCs is a key issue and the subject of much debate.
In College of Tomorrow, U.S. News & World Report looks at how colleges and universities are adapting as demographics, the economy and technology change the landscape of higher education in the United States.
Boosting faculty-student relationships will likely address the skills underdevelopment, but it can’t occur within the current incentive structure. If colleges want faculty to mentor students for their careers, they need to place greater emphasis on student engagement and less on research and administrative compliance.
After aggressive expansion in Asia, the massive open online course provider Coursera on Wednesday announced that the University of São Paulo and the State University of Campinas will become the platform's first Brazilian partner institutions.
The promise of digital badges for alternative credentials and skills pathways has not been lost on higher education; yet, there are many concerns—from business, faculty, and students—on the design, and use, of these badges for real meaning. A new framework condenses these concerns into nine critical questions concerning digital badges.
The shrinking number of tenured academics has been paralleled by a growing number of very well-paid administration positions, filled by MBAs or Educational Administration doctorates who have spent little or no time in the actual educational trenches.
Studies show that nearly 60 percent of first-year U.S. college students are unprepared for postsecondary studies. This readiness gap between college eligibility and preparedness is costly not only to students, but also to families and institutions.
This paper considers the pedagogies associated with different types of Massive Open Online Courses (MOOCs). It argues that the current discourse around the concept of xMOOCs (primarily based around interaction with content and essentially adopting a behaviourist learning approach), and cMOOCs (which focus on harnessing the power of social media and interaction with peers, adopting a connectivist learning approach), is an inadequate way of describing the variety of MOOCs and the ways in which learners engage with them. It will provide a brief history of the emergence of MOOCs and the key stakeholders. It will introduce an alternative means of categorising MOOCs, based on their key characteristics. It will then describe the 7Cs of Learning Design framework, which can be used to design more pedagogically informed MOOCs, which enhances the learner experience and ensure quality assurance.
Trailer video. This trailer highlights some of the interesting ideas and innovative insights shared by all three speakers at The EvoLLLution Symposium on Higher Education and the Workforce, hosted at Stanford University.
Beyond professional success, critical thinking skills make students more resilient, helping to set them up for a life of “contentment.” They’re more able to cope when their world views are challenged and to question authority. College isn’t the only way to develop such skills, but it is a valuable one.
Consumer technologies have focused on making the lives of their users easier, and this is a lesson higher education leaders should follow.As consumer technologies began to target a wider demographic, their products evolved to meet the needs of those different groups. Higher education faces a similar challenge and should take the cue from leaders such as Apple in this regard.
Internationalisation of higher education has gone from strength to strength over the last 25 years and higher education professionals are now looking to the next steps; the next phase of internationalisation. This comes at a time when the dynamic field of international education is undergoing some of the greatest transformations ever, in all aspects of teaching, learning and administration. Will this transformation change the mould of the traditional higher education institution? What do the next 25 years have in store for us?
It is not just the wealthiest colleges that can afford to be economically diverse. And government policies could also make a difference. Taken together some steps — and actions by individual colleges and donors — would help the nation’s elite institutions of higher learning look less like an aristocracy and more like the meritocracy they are supposed to embody.