recognising credit from lowcost online courses – so-called ‘massive open online courses’,
or MOOCs – so that these may count, in part, towards degree
programmes
"To save everything, click here' - a review of Morozov's book which sounds interesting enough to read ... if I can just get off the Internet.
Where NZ needs to go to shape its future. Includes mention of digital literacies and education.
Credentials with clear pathways to jobs.
All classes online but students must all participate at the same time and live on campus.
Many mooc discussions at Online Educa - report by Donald Clark.
UK moving to an uncapped regime. This analysis suggests that huge pressure will descend on the lower echelons of HE. At what cost?
"Science has always been based on a fundamental culture of openness. The scientific community rewards individuals for sharing their discoveries through perpetual attribution, and the community benefits by through the ability to build on discoveries made by individuals. Furthermore, scientific discoveries are not generally accepted until they have been verified or reproduced independently, which requires open communication."
Ambitious plan @UniofAdelaide to replace large lectures with small group teaching, in part enabled by e-learning http://t.co/DozwtBQj01
Screencast showing something of how data was aggregated in the ocTEL course.
Full report of IPPR on the future of HE in UK.
recognising credit from lowcost online courses – so-called ‘massive open online courses’,
or MOOCs – so that these may count, in part, towards degree
programmes
es, pay and reward as are offered to
staff on a research path. Universities should also require that all
academic staff with teaching obligations undertake training in
teaching and assessment as part of their probation period.
Report by think tank on the future of HE in UK. Recommends credit from Moocs, all academics to have training in teaching & assessment, and a teacher track for academics.
"Higher education institutions face a number of opportunities and challenges as the result of the digital revolution. The institutions perform a number of scholarship functions which can be affected by new technologies, and the desire is to retain these functions where appropriate, whilst the form they take may change. Much of the reaction to technological change comes from those with a vested interest in either wholesale change or maintaining the status quo. Taking the resilience metaphor from ecology, the authors propose a framework for analysing an institution’s ability to adapt to digital challenges. This framework is examined at two institutions (the UK Open University and Canada’s Athabasca University) using two current digital challenges, namely Massive Open Online Courses (MOOCs) and Open Access publishing."