Northern Arizona University has inked a deal with Pearson to co-develop three fully online baccalaureate degree programs based on the increasingly popular and controversial “competency based” model of higher education.
This is the last in a series of 10 posts on designing quality online courses. The nine steps are aimed mainly at instructors who are new to online learning, or have tried online learning without much help or success. Introduction. Step 1: Decide how you want to teach online. Step 2: Decide on what kind of online course. Step 3: Work in a Team. Step 4: Build on existing resources. Step 5: Master the technology. Step 6: Set appropriate learning goals. Step 7: Design course structure and learning activities. Step 8: Communicate, communicate, communicate. Step 9. Evaluate and Innovate.
The UOC´s educational model is the university's main feature that has distinguished it since its introduction. It was created with the intention to appropriately respond to the educational needs of people committed to lifelong learning, suited to their professional and family lives, and to make maximum use of the potential offered by the Web to complete an educational activity.
"Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education" (Jossey-Bass Higher Education): Barbara E. Walvoord, Trudy W. This 2010 book, now in kindle format provides a concise, step-by-step guide for the assessment process. It book provides cost-efficient and useful tools that fulfill the requirements of accreditation agencies, legislatures, review boards, and etc. to ensure a simple, successful assessment. With an easy-to-read manner, this toolkit explores the areas of planning, budgeting, and the changes in the curriculum, pedagogy, and programming. This modified edition includes new standardized tests, portfolios, and e-portfolios for the assessment process, and new institution-wide planning tools developed by the author for anyone involved in higher education.
Massive open online courses represent an important development in open education. This report studies and compares two distinct course formats that have been applied with great success. Although these courses represent a huge step in OOCs, many issues and questions remain open and need to be addressed in future research.
The experts will tackle specific aspects of these more general topics. These aspects will range from the structure of university governance bodies and the public accountability of university accounts, to the attraction of talent, the catalogue of qualifications available and curricula reform, and to the differentiation and specialisation of universities and external assessment.
Student-centered instruction must be built around the feedback and assessments that are given to students while they are learning. Assessment, as an instruction strategy, is an ongoing process that supports students’ reflection and self-evaluation, not a summative test that is given only at the end of the work.
Credentialing informal learning and experience is the next big push in higher education, with initiatives like Open Badges, Skills.to, Degreed, or LearningJar granting students credentials for skills and knowledge gained outside of school.
This animate was adapted from a talk given at the RSA (Royal Society for the encouragement of Arts, Manufactures and Commerce) by Sir Ken Robinson, world-renowned education and creativity expert The RSA is an enlightenment organization committed to finding innovative practical solutions to today’s social challenges.
The higher education sector has a lot on its plate. Not only is digital technology giving us rich, interactive learning environments, but the internet is radically shaking up the “reach” – and business models – of educators all of the world. New players delivering courses online, often for free, have the potential to reach tens of millions of students.
Our problem in this era is not for lack of information but too much information. But not all of this information is correct and right socially, morally and politically. It is only through thinking skills that one could analyse to get the correct information. There is no better place to train the younger generation with thinking skills other than in schools and universities.
Fidelis, which was founded last spring, describes itself as solving the problem of the transition between military and civilian life by helping support former military through college. This fall, Fidelis will begin offering its degree-completion program through Arizona State U.
Massively Open Online Courses (MOOCs) are huge news currently, with MIT, Stanford and several private providers providing free, open online courses. This webinar will examine the phenomenon and demonstrate examples of practice and support in the UK.