Comparing the university of 1988 with the university of 2013, it is remarkable how little these organisations have changed. Of course, the university has adapted to societal, political and economic changes, but at its core the traditional university has remained very much the same.
A lot can change in a year. Twelve months ago, the traditional universities were doomed, condemned to irrelevance by an onslaught of MOOCs. Each new technology goes through five phases: a) the Technology Trigger, b) the Peak of Inflated Expectations, c) the Trough of Disillusionment, d) the Slope of Enlightenment, and finally e) the Plateau of Productivity.
By reading the SJSU research report (download actual report here), one item that really hits me is that however different the scaling model is for MOOCs, they are still online courses and have similar success factors.
This free, hour-long webinar, "The Legal Side of MOOCs," will discuss important legal considerations that come into play with MOOCs. How does copyright apply to the delivery of course materials in the MOOC context? What about laws governing accessibility for persons with disabilities? Are there important privacy issues to address? In this webinar, Madelyn Wessel, associate general counsel for the University of Virginia, will discuss the legal landscape pertaining to MOOCS, including course production, data creation, copyright, privacy, and conduct issues.
Creating a web space to fully track one’s academic progress from cradle to grave is unrealistic, but tracking major learning accomplishments throughout a higher education and career is highly feasible.
Combining a talking-based strategy with a doing-based strategy will help to create a course to help students gain the skills they need while being able to communicate any difficulties, advice or feedback they might have.
How can colleges best measure student learning? Should measures focus on subject-matter knowledge, skills such as critical thinking, or both? What roles do faculty members and administrators play in determining the measures? How can students be better prepared to learn well? What is the role of motivation in student learning – and in measuring student learning? This compilation of articles and opinion essays from Inside Higher Ed with the support of ETS offers a range of ideas and perspectives on these issues.
Traditional college degrees, which cost time and money, are’t the only option for adults seeking to boost their job prospects, writes Anne Kim in the Washington Monthly. Skill-based credentials can offer a cheaper, faster, more flexible alternative.
Amid all this rush, no one really knows yet how much people learn in a MOOC. What research does exist shows that the success rate of online education, in general, is poor. And one high-profile experiment with MOOC-style teaching in particular has ended in disappointment.
For the first time, online education startup Coursera is sharing details on how it’s faring on the money-making front: the company said it’s earned $1 million from the verified certificate program it launched in January.
American higher education finds itself at a pivotal point in its great MOOC experiment. We must continue working to optimize MOOCs so that their promise and potential can be realized. While operational and execution issues remain, MOOCs still represent a tremendous opportunity for people around the world to learn and for educators to study and optimize that learning process.
The WICHE Cooperative for Educational Technologies (WCET), Mozilla, Blackboard Inc., and Sage Road Solutions LLC will convene a massive, open, online course (MOOC) beginning September 9, 2013, to explore the role that badges are expected to play as academic institutions and employers scramble for new ways to document completion, competency and achievement. During its six-week duration, MOOC participants from around the world will use a variety of distributed technologies to connect and learn more about how to design, use and support these new systems for creating quality professional credentials.
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