For many years the conventional wisdom in the United States has been that the more people who graduate from college, the better off we’ll be. It’s time to challenge that “wisdom. Pushing more people through college hasn’t raised our national skills level or made us more productive. Instead, it has helped create a bloated, inefficient higher education sector; it has strapped millions of students with high levels of debt; and it has caused a bad case of credential inflation — with employers demanding college degrees for work that only calls for basic skills and trainability. It is time for our leaders to recognize that higher education, like almost everything else, is subject to diminishing returns. More isn’t always better.
On Udemy, anyone can create a video-based course on a range of topics – from web design and entrepreneurship to yoga and photography. Instructors can choose to offer them for free, but the average price for a course is $19 to $199. Many of the top classes draw about 500 students, with some reaching students in the low thousands. For each class, Udemy takes 30 percent of the earnings.
What are Open Education Resources (OER)? Where does one find open resources and under what conditions can educators use them? If you don’t have an answer to one or more of these questions, you are not alone.
Despite the emergence of poorer-quality institutions with the growth of the higher education industry, the competition means that most institutions are improving their quality and efficiency while the market will correct and “shake out”.
CourseBuffet is a course catalog for online learning. Their mission is simply help learners find courses for subjects and enable a comparison of those choices among over 500 courses listed at leading platforms (Coursera, edX, Udacity, Venture Labs, Saylor, OpenLearning and universities Stanford, Harvard, MIT, University of Michigan, IIT Delhi and more...)
This webinar will present ideas and examples of assessing deeper learning in open online learning communities as well as game and simulation-based learning experiences based on eight essential practices. The practices were surfaced by a writing team developing a theoretical foundation for badges in a project linked to the Open Badge Infrastructure. The session will define deeper learning and outline a case for elevating formative, performance-based methods in technology-enhanced assessments. A technical discussion of big data analysis of game and simulation click tracks will include introduction to tools and methods used to mine for complex patterns where time, virtual space, and digital affordances combine to complicate the process of inferring what users know and can do based on their actions in digital spaces.
We’re witnessing the end of higher education as we know it. This transformation is being brought on by MOOCs. They are likely to put a new focus on outcome measures. In an environment where many online courses are readily and cheaply available, the “input” measures that colleges use to distinguish themselves — like the extent of their physical campuses or the SAT scores of their entering students — will become less influential. Instead, output measures — such as the college’s graduation rate, or whether graduates get well-paid jobs — will become more important. On a practical level, the need to test enormous numbers of students could lead MOOC providers to develop standardized assessments that have the virtue of efficiency but the vice of narrowness. MOOCs will change higher education forever.
The University of Wisconsin System released on Nov. 28 details about its new competency-based degree offerings, an effort the system first announced in July. Next year campuses will offer degree and certificate programs that are grounded in a series of assessments designed to test student mastery. And the UW Colleges, which are the system's two-year institutions, will offer general education courses in the new competency-based "UW Flexible Option" format. Students will be able to take assessments based not just on self-paced coursework, but on knowledge gained through military and on-the-job training as well as other learning experiences, including MOOCs, the system said.
In order to successfully compete in the adult higher education market, institutions must focus on their own strengths and ensure they perform well, rather than trying to imitate the strategies of competitors.
This is, in my view, their missing business model: Creation of universities as user networks, where communities generate credentials. The various services will be spread along the spectrum, some more open and some less so, but they are new and ancient at the same time: They will spawn the user network thinking befitting our age, and will be based on knowledge communities like the ancient universities. They would restore the spirit of the universities: It would no longer be processing houses for sales people for the industries and would not be selling themselves on the promise of middle class jobs and careers, but instead be about learning and connecting to global communities, and be about mobility and openness, and for careers of self-creators fit for our age.
What if companies like Apple and Google started investing in these “MOOCs”, and employers started using credits from a MOOC instead of a diploma? What if the student loan market, with debt at over $1 trillion, collapsed, scholarships were abandoned, and students stopped going to traditional brick-and-mortar schools, and instead took free courses from Udacity, Coursera, and the like? What if education and a chance at a job were free for anyone, of any age, at any time?
A vast national consultation to determine the future of French higher education and research has culminated in 121 proposals, distilled from nearly 1,300 written contributions and 20,000 participants who attended more than 500 meetings and debates throughout the country.
The idea that a college diploma is an all-but-mandatory ticket to a successful career is showing fissures. Risky? Perhaps. But it worked for the founders of Twitter, Tumblr and a little company known as Apple.
The courses will be available to anyone with a computer and Internet access. Upon completion of a course, most universities will offer certifications at the discretion of the professor and the college.
A college librarian's take on technology. It struck me how much the arguments made for MOOCs are similar to the public library movement of the 19th century. MOOCs are for the people, they are meant to spread knowledge, they help the poor and disenfranchised get a leg up by assimilating a body of knowledge created by great minds. They are free to all and a terrific opportunity to advance the reputation of that site of learning.
In his book, Salman Khan advocates for a separation of universities’ teaching and credentialing roles, arguing that if students could take internationally recognized assessments to prove themselves, the playing field would be leveled between students pursuing different forms of higher education. Although students would not be graded in the imagined university he describes, they would compile a portfolio of their work and assessments from their mentors.
Rigorous undergraduate courses from a consortium of the country's top universities. Online. For credit. Launching in the fall of 2013. Speakers in this video include: - Chip Paucek, Co-founder and CEO, 2U Inc. - Ed Macias, Provost and Executive Vice Chancellor for Academic Affairs at Washington University in St. Louis - Peter Lange, Provost of Duke University - Daniel Linzer, Provost of Northwestern University - Lynn Zimmerman, Sr. Vice Provost for Undergraduate and Continuing Education, Emory University.
The UW Flexible Option is designed for nontraditional adult students who often come to college with substantial learning acquired in a variety of venues. Built by UW faculty members who oversee traditional degree offerings at the 26 UW campuses, the new UW Flexible Option will allow students to earn college credit by demonstrating knowledge they have acquired through prior coursework, military training, on-the-job training, and other learning experiences.
In the not-very distant future, I believe that Higher Education and Further Education / Community College providers will offer a range of courses from the free to the premium priced, and delivered entirely or partially online. The balance of offerings will subsidise the free end of the spectrum which will serve either as loss-leader offerings (for lesser known institutions) or pro-bono work for the great and good.
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