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.
Competency-based education isn’t an experiment at Bellevue College near Seattle, writes Paul Bradley on Community College Week. The college’s first CBE program — a business software specialist certificate program — has proven very popular.
As I have written elsewhere,1 we have entered something I call the MOOC 3.0 era, where the original, true MOOC form (single course, free, no admission requirements, no credit, and large enrollments) has disaggregated and hybridized into different forms: flipped, wrapped, small, private, distributed, etc. We now know that MOOCs attract highly educated individuals from around the globe who are expanding their already advanced knowledge for professional advancement or personal enrichment. Few complete the classes they begin, and few are earning academic credit for their efforts. By now, extreme hype has given way to a more nuanced reality.
This annual publication is the authoritative source for accurate and relevant information on the state of education around the world.
Featuring more than 150 charts, 300 tables, and over 100 000 figures, it provides data on the structure, finances, and performance of education systems in the OECD’s 34 member countries, as well as a number of partner countries.
Education at a Glance 2014: OECD Indicators Archived webcast of the launch of Education at a Glance 2014 (September 9, 2014)
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.
The MOOC 2.0 will provide scaling for the second phase — the learning phase — by scaling 1-on-1, face-to-face learning. Indeed, the technology is already in place and widely available: video chat. Interestingly, a quick web search for face-to-face learning paints a clear picture of the status quo: it’s face-to-face learning versusonline learning. Is it not obvious that face-to-face learning can occur online as well?
As long as we continue to define “the best colleges” as those that enroll the best students–as opposed to those that teach their students the most or deliver the best return on investment–rankings competition will do little to expand educational opportunity.
Alberto Acereda, Ph.D.'s insight:
Andrew P. Kelly: "The pressure to climb the US News rankings may pay off for colleges, but it actually hurts students and families in the long run."