Higher Education and the Information Age
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MOOCs for the Rest of Us. A Webinar

MOOCs for the Rest of Us. A Webinar | Higher Education and the Information Age | Scoop.it

On January 22 at 2 p.m. ET Inside Higher Ed presents MOOCs for the Rest of Us, a webinar focused on how colleges can consider these issues. Two experts from the National Institute for Technology in Liberal Education will lead a discussion on MOOCs. Experts from the National Institute for Technology in Liberal Education on the role of online education at a range of institutions. MOOCs have become the talk of academe, with many colleges and universities debating whether they should start them or join one of the consortia offering the courses. But what of colleges that don’t plan to offer their own MOOCs? Are there ways they can use MOOCs or MOOC-like approaches to enhance their curriculum in ways that are consistent with their institutional missions?


Via Alberto Acereda, Ph.D.
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Rescooped by Charles Green, PhD from TRENDS IN HIGHER EDUCATION
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Carnegie Foundation considers a redesign for the credit hour

Carnegie Foundation considers a redesign for the credit hour | Higher Education and the Information Age | Scoop.it

The foundation that created the credit hour in 1906 now wants to rethink it, with a shift that might help competency-based higher education. The Carnegie Foundation for the Advancement of Teaching on Tuesday announced that it would use a $460,000 grant from the William and Flora Hewlett Foundation to study the Carnegie Unit, which forms the basis of a time-based measurement of student learning. The credit hour calls for one credit per hour of faculty instruction and two hours of homework, on a weekly basis, over a 15-week semester.


Via Alberto Acereda, Ph.D.
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Stanford moves ahead with plans to radically change humanities doctoral education

Stanford moves ahead with plans to radically change humanities doctoral education | Higher Education and the Information Age | Scoop.it

Complaints about doctoral education in the humanities -- it takes too long, it's not leading to jobs, it's disjointed -- are rampant. So too are periodic calls for radical reform.


Via Alberto Acereda, Ph.D.
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