What is hot in the American higher education system this season is a fast track three-year Bachelor’s programme. According to the National Association of Independent Colleges and Universities, some 20 American colleges have started three-year programs.
Blake Boles, the author of "Better than College," argues in this video that many of the hallmarks of college -- mentorship, self-awareness, challenges, knowledge and even travel -- are available to us at a fraction of the cost of higher education. He believes that each student can create a self-directed program using everything available to us in the age of information. (Update from Blake Boles: The money saved after four years was incorrectly reported as $27,000. It should be $22,000.)
Summary of Vol. 13, No 3 (2012) of The International Review of Research in Open and Distance Learning (www.irrodl.org), a refereed e-journal that aims to advance research, theory and best practice in open and distance education research.
I believe in a constructivist, connectivist approach to open learning-participants leading the learning in the direction best suited to their needs with facilitation encouraging and perhaps augmenting that exploration. I link that use of constructivist learning in this format to the subject matter at hand and the general learning objectives.
This article argues that Khan Academy is not a substitute for an actual course of study in mathematics. It is not a substitute for a live teacher. And it is not a coherent curriculum of study that engages students at all the cognitive levels at which they need to be engaged.
Learning to collaborate with others and connect through technology are essential skills in a knowledge-based economy. ATC21S started with a group of more than 250 researchers across 60 institutions worldwide who categorized 21st-century skills internationally into four broad categories: ways of thinking, ways of working, tools for working, skills for living in te world.
The building momentum behind free online higher education has been given another shot in the arm after UNESCO announced it will ask governments worldwide to commit to developing, promoting and making available open educational resources.
If we want to hasten the transformation of education, we should not only acknowledge that we are in the awkward early-growth stage, but fully embrace it. We should be trying out every new concept and technology and helping the education innovators evolve and iterate their products quickly. If that doesn’t convince you of the power and potential of these new platforms and applications, hand a 2 year old your iPad and watch what happens. The natural curiosity and learning capacity of kids is being enabled by new and intuitive technologies like the gestural interface of tablets.
This weekend I read an article in Forbes that suggested students cheating while taking a MOOC is a serious roadblock to providers of the new MOOCs, specifically Udacity, Cousera and soon to be launched edX. This is misinformaton at its finest.
For teachers hoping to infuse multimedia into their classrooms, YouTube makes for an excellent starting point. Plenty of universities, nonprofits, organizations, museums and more post videos for the cause of education both in and out of schools. The following list compiles some of the ones most worthy of attention, as they feature plenty of solid content appealing to their respective audiences and actively try to make viewers smarter.
Education is begging for innovation and many traditional educators are unfortunately no embracing this emerging opportunity to serve their students better and are instead engaging in turf wars. What do you think?
Colleges, start-ups and nonprofits are rushing to tap a mix of Web services and software to open online educational ventures. One Silicon Valley start-up is teaming with UCLA to reach baby boomers looking to upgrade their skills. Coursera in April raised $16 million to start Web-based classes for four top schools, including Princeton and Stanford Universities. A month later, Harvard University and the Massachusetts Institute of Technology said they had committed a combined $60 million to create edX, a platform for teaching courses online. EdX courses are expected to start in the fall. Now UCLA.
A self-paced tutorial about open educational resources as alternatives to textbooks for college teachers. Visitors are invited to actively participate by posting Activity Reflection entries to the course Discussion area. Lessons organized into 3 Units: Background, OER Sources, and OER Use.
From constructivist paradigms to educational interventions, critical thinking can be understood as a movement based both on theory and applied techniques. Among the goals of this movement is the responsibility to educate independent thinkers and autonomous learners.
Transforming education for the 21st-century is a global issue that requires a worldwide partnership among governments, educators, academics and industries to make a real and sustainable difference. Led by the University of Melbourne, ATC21S is a worldwide collaboration sponsored by Cisco, Intel and Microsoft.
A new report from the University of Chicago Consortium on School Research summarizes research on five categories of non-cognitive factors related to academic performance: academic behaviors, academic perseverance, academic mindsets, learning strategies, and social skills. It then proposes a framework for thinking about how these factors interact to affect academic performance, and about the relationship between non-cognitive factors and classroom/school context, as well as larger sociocultural context. It evaluates evidence that non-cognitive factors matter for students’ long-term success, clarifying how and why these factors matter, determining if these factors are malleable and responsive to context, if they play a role in persistent racial/ethnic or gender gaps in academic achievement, and how educators might best support the development of non-cognitive factors within their schools and classrooms. The report concludes that if teachers want students to be successful — both within their current courses and in future endeavors — then they must attend to student engagement in class material and coursework performance, not just tested performance. To make this shift, educators must understand how best to help adolescents develop as learners. This should not be framed as an additional task for teachers, though for many it may mean teaching in new ways. By helping students develop the non-cognitive skills, strategies, attitudes, and behaviors that are the hallmarks of effective learners, teachers can improve student learning and course performance while also increasing the likelihood that students will be successful in college.
America is facing a higher education bubble. Like the housing bubble, it is the product of cheap credit coupled with popular expectations of ever-increasing returns on investment, and as with housing prices, the cheap credit has caused college tuitions to vastly outpace inflation and family incomes. Now this bubble is bursting.
The demand for educational services at every level will be way larger than traditional place based (campus based) institutions could ever provide. Education will be mobile. Campuses will still be built, but the great volume of educational interactions will take place on the mobile phone.
How has the iPhone changed higher education? A Glimpse Into A Mobile Learning Future. The Apps vs. Browser Debate. The Mobile Services Imperative. Device Proliferation and Support Challenges.A BRIC (Brazil, Russia, India and China) Education Growth Roadmap. The Disappointment of Unrealized Mobile Education Potential.
Eliza Anyangwe in UK's The Guardian writes that "The future is ours," created by filmmaker Michael Marantz, doesn't hypothesise on the reasons why the world is in the state that it is in, nor does it present a critical analysis of any the innovations his video highlights. Instead, the film makes a very simple point; it's not all doom and gloom, and we ought to celebrate the innovators. Michael writes: "We need to be inspired by the immense possibilities of the future and work extremely hard to achieve them. We can do it, we just have to commit." That got Eliza Anyangwe thinking; much of the narrative in Higher Ed at the moment is around the very real difficult changes that are happening in the sector. Without a doubt, higher education - in the UK at least - is experiencing its biggest shakeup in decades. But could the necessity of recent times be shaping innovators in universities?