Wednesday, October 31, 2012

A/V Now Available > Summit On Online Education > November 1 2012 > University of Illinois @ U-C > In-Person and Live Stream


Venue: Illini Union, A, B & C, University of Illinois at Urbana-Champaign
Registration: 7:45–8:45 AM | Summit starts promptly at 8:45 AM

View a live stream from the Summit

Only the first part of the Summit (from 8:45 AM–10:15 AM) will be streamed; this includes Chancellor Wise's welcome, Dr. Daphne Koller's talk, and the Q & A session right after that.

About the Summit

What does the Massive Open Online Courses (MOOCs) phenomenon mean for Illinois? Higher education today is experiencing some potential disruption due to the growth of high quality, free online courses. The University's recent partnership with Coursera, faculty's interest in designing MOOCs, the campus mission to continue to enhance access, and the general question of what constitutes high-quality teaching and learning prompted the theme of this year's Summit on Online Education.

We're honored to feature Dr. Daphne Koller, co-CEO and co-founder of Coursera as our guest speaker. Dr. Koller is the Rajeev Motwani Professor, Computer Science Department at Stanford University, and the Oswald Villard University Fellow in Undergraduate Education.

A detailed schedule of events is available ... .

Pre-event registration ... [ended on] October 26, 2012 at 5:00 PM. [snip]

Summit outcomes
  • A deeper understanding of the potential for MOOCs as another online strategy to enhance the teaching and learning process;
  • Clarification of issues and lessons learned related to the design, development,and delivery of MOOCs;
  • Exploration of campus leadership's perspectives on our innovative future; and
  • An opportunity for engagement with Dr. Daphne Koller, co-founder of Coursera.

This event is sponsored by Online & Continuing Education and the Office of the Provost.

It has been co-organized by the Ubiquitous Learning Institute (ULI) at the College of Education, the College of Liberal Arts & Sciences, and the Graduate School of Library & Information Science.

Duration = ~90 Minutes

Source and Links Available At

Monday, October 29, 2012

EDUCAUSE Massive Open Online Courses (MOOCs) Constituent Group


This EDUCAUSE constituent group takes a broad look at MOOCs as a paradigm of learning communities and open education. Participants are encouraged to share experiences, ideas, and challenges relating to large-scale, open, online learning experiences. Key topics include distributed vs. centralized approaches, instructional design perspectives, assessment, certification, and policy and legal issues.

Source and Subscription Link Available At  


Note: May be limited to individual or institutional EDUCAUSE members.

Tuesday, October 23, 2012

ARL Issue Brief > Massive Open Online Courses: Legal and Policy Issues for Research Libraries


Brandon Butler / October 22, 2012

Executive Summary

Massive Open Online Courses (MOOCs) raise significant legal and policy questions for  research libraries, which are often asked to support the development of MOOC courses. These questions involve information policy concerns that are central to research libraries, including the proper application of fair use, the transition to open access as the default mode of scholarly publishing, and the provision of equal access to learning materials for students with and without disabilities. Where possible, research libraries should engage in conversations around MOOCs and promote their core values. By doing so, they will also promote the continuing vitality of libraries as partners in the
educational mission.

[more]

Source and Full Text Available At

[http://www.arl.org/bm~doc/issuebrief-mooc-22oct12.pdf]

Saturday, October 20, 2012

From Socrates to MOOCs: Martin Vetterli at TEDxHelvetia


President of the Swiss National Science Foundation and EPFL Professor, Martin Vetterli takes us on a roller coaster ride though the history of learning and explains why the new revolution in MOOCs (Massive Open On-line Courses) might just well be exactly what Socrates had in mind all those years ago.

>>> Duraton = ~ 7 Minutes <<<

[http://www.youtube.com/watch?v=lkyNRgBdyfI]

Friday, October 19, 2012

The 'Cost Disease' in Higher Education: Is Technology the Answer?

Table of Contents

1 Costs and Productivity in Higher Education
3 Cost Trends, the “Cost Disease,” and Productivity in Higher Education
7 Factors Other than the Cost Disease Pushing Up Educational Costs
11 Affordability
14 Is There a Serious Problem—Even a Crisis?
17 Endnotes
24 Prospects for an Online Fix: Can We Harness Technology in the Service of Our Aspirations?
26 Background
27 The Lack of Hard Evidence
31 The Need for Customizable, Sustainable Platforms (Tool Kits)
34 The Need for New Mindsets and Fresh Thinking about Decision-Making
36 What Must We Retain?
39 Appendix: The Online Learning Landscape
42 Endnotes

Source and Full Text Available At

[http://edf.stanford.edu/sites/default/files/Bowen%20lectures%20SU%20102.pdf]

NGLC Announces $5.4 Million in Latest Grants Supporting Breakthrough Models for College Readiness and Completion


October 17, 2012 (Washington, DC) – Next Generation Learning Challenges (NGLC), an initiative dedicated to improving college readiness and completion, today announced grants totaling $5.4 million for 13 new models of personalized, blended learning at the secondary and postsecondary levels.
Marking the close of its third wave of investments focused on comprehensive, breakthrough models for improving college readiness and completion, NGLC has now provided $30 million in support of 78 secondary and postsecondary education organizations since its inception in 2010. NGLC’s Wave III investments target institutions and organizations launching new breakthrough models that incorporate technology to accelerate and enhance new, personalized, competency-based, blended programs, supported by business models that can sustain expansion.
“NGLC’s thirty Wave III grantees are the new-model builders. They are designing schools and college-level learning pathways that encourage access, persistence, and completion in learning environments that marry technology and close attention to students’ individual needs,” said Andrew Calkins, Deputy Director of NGLC. “They are striving to accelerate and deepen learning for today’s students, who have high expectations for engagement and personalization.”
NGLC’s purpose in funding the new models is to expand educational innovation and to inform the development of other new models. NGLC seeks to ensure that the models developed catalyze change among practitioners, policy makers, researchers, and innovators.

Includes

University of Washington (Seattle, WA; $884,000): UW will provide a transformational online undergraduate degree-completion program at a lower cost for Americans who have earned some college credits and want to complete a baccalaureate degree, initially in humanities and social sciences, but need an online format due to other life commitments. The UW will use MOOCs to deliver the courses.

[http://www.nextgenlearning.org/press-release/nglc-announces-54-million-latest-grants-supporting-breakthrough-models-college]

Thursday, October 18, 2012

Time Cover Story > College Is Dead. Long Live College!

Udacity > Democratizing Higher Education


>> ~70 Minutes <<

[http://events.mediasite.com/Mediasite/Play/82b693c44d94441ba4b9c08c75df31351d]

18th Annual Sloan Consortium International Conference on Online Learning
'At A Crossroads: Online Education in a Complex World'
October 10-12, 2012
At a Crossroads: Online Education in a Complex World
A crossroad, an intersection, however we define it, the online higher-education landscape is changing rapidly and we have many important questions to consider. 

How do we frame discussions about quality, scale, cost, ethical issues and other concerns about the future of online education? These themes will be addressed in our opening plenary moderated by Jeff Young of the Chronicle of Higher Education and featuring Jose Cruz, Vice President for Policy and Practice at the Education Trust; Allan Drimmer, Provost of Phoenix University; and Jack Wilson, President Emeritus of the University of Massachusetts and UMass Online.

New models of online learning are emerging that create yet another crossroad.  With elite institutions such as Harvard, MIT, and Stanford providing free access to online education what’s in store for future college students?  Are edX, Coursera, and Massive Open Online Courses (MOOCS) the answer for global access to higher education?  Our keynote address by Sebastian Thrun, CEO of Udacity and Director of Google X will provide fascinating insight into this provocative new arena.  

Source

Wednesday, October 17, 2012

What Campus Leaders Need to Know About MOOCs

Open Access Week Free Webcasts > October 22-28 2012 > Athabasca University


Athabasca University is proud to participate in its fourth international Open Access Week, between October 22-28, 2012 to broaden awareness and understanding of open access.

This event will be sponsored by the UNESCO/Commonwealth of Learning Chair in Open Educational Resources (OER), Dr. Rory McGreal.

Athabasca University will present a series of noon hour webcasts exploring major issues and opportunities of Open Access and Open Educational Resources.  Each session will feature an internationally known promoter and developer of open educational resources, research, or ideas.

Note: This event is free and registration is not required.

> Noon (Mountain Time) Hour Webcasts <

Monday, October 22, 2012
  • OER and Mobile Learning
  • The OER university: A sustainable model for more affordable education futures
Tuesday, October 23, 2012
  • Open Access and Public Policy
Wednesday, October 24, 2012
  •  "Open and Closed" Getting the mix right. Who gets to Decide??
Thursday, October 25, 2012
  • Integrating openness in course design
  • Much Open Online Content (mooc) 
Friday, October 26, 2012
  • Sleeping with the Elephant - Leveraging AU's Position through Open Courseware
  • Contribution of AU's e-Lab initiative to Open Access and OER Development
  •  Athabasca River Basin Resarch Institute Repository: Enhancing open access, education and research 
Source and Links Available At 

Sunday, October 14, 2012

Designing, Developing, and Running (Massive) Open Online Courses



[http://www.slideshare.net/slideshow/embed_code/14163277]


George Siemens is a writer, theorist, speaker, and researcher on learning, networks, technology, analytics and visualization, openness, and organizational effectiveness in digital environments.[1] He is the author of the article Connectivism: A Learning Theory for the Digital Age and the book Knowing Knowledge - an exploration of the impact of the changed context and characteristics of knowledge.
 
[snip]
 
In 2008, Siemens and Stephen Downes designed and taught an online, open course (also known as a Massive open online course, or MOOC) reported as a "landmark in the small but growing push toward 'open teaching.'"

Source and Full Article Available At 

Saturday, October 13, 2012

Interview > Exploring the Uses of Digital Badges > Daniel Hickey

Interview is with Daniel Hickey, the Director of Learning Sciences at the School of Education at Indiana University at Bloomington. Hickey was recently awarded a $400,000 grant by the MacArthur Foundation’s Digital Media and Learning Initiative to study how digital badges, a non-traditional mechanism to record and display achievements and accomplishments, could be used to recognize, assess, motivate and evaluate learning. In this interview, Hickey discusses the value he thinks badges will bring to the higher education space and warns educators about challenges badges could face.

Audio and Q&A Text Available At 

[http://www.evolllution.com/distance_online_learning/audio-exploring-the-uses-of-digital-badges/]

Friday, October 12, 2012

A/V Available > Got MOOC? Why Your CIO Can Solve Your MOOC Dilemma, Analyze Your Student Retention Problem and Support Your Flipped Classroom

Logo

Got MOOC? Why your CIO can solve your MOOC dilemma, analyze your student retention problem and support your flipped classroom.

Originally Aired: Thursday, October 4, 2012

Register ... To View The Archive 

Higher education is buzzing about blended and online learning, the flipped classroom and MOOCs. Academics from every discipline have taken notice and are working on strategies to incorporate these concepts into their curriculums and courses. CIOs and technologists should be part of these strategic discussions and work together with academics to bring the best solutions to the table in order to meet the institution’s goals.

Join us for this complimentary webinar event where one innovative CIO puts it all into perspective – when to enter the conversation on blended learning strategy and how to adapt to the latest learning methodologies. Hear from University of Kentucky’s technology leader, Vince Kellen. As a 2012 Dell Transformational CIO, Vince shares how UK is responding to the uncertainty facing higher education by:

  • Defining a blended learning strategy before buying technology 
  • Weeding through the portfolio of technology options in order to invest in the right solutions for teaching and learning 
  • Responding to the MOOC phenomenon and how technologies like lecture capture can be used to support new programs 

All are welcome to register – CIOs, Academic Technologists, Instructional Technologists and Curriculum Designers are highly encouraged to attend.

Connect before, during and after the event on Twitter at #gotMOOC.

This webinar is sponsored by Echo360 and hosted by The Chronicle of Higher Education. All content presented during the event is provided by Echo360.

Moderator 

Dr. Michael Zastrocky, Executive Director, The Leadership Board for CIO's in Higher Education

Dr. Michael Zastrocky is a consultant in higher education and Executive Director of The Leadership Board for CIO’s in higher education. Dr. Zastrocky examines and analyzes emerging higher education IT trends and assesses the implications of those trends on educational institutions globally. He also examines higher education management issues and how institutions can effectively and efficiently manage their organizations. He recently retired as Managing Vice President, Education Research Leader and Research Director for Academic Strategies at Gartner Inc, the world’s largest information technology research and advisory services organization.

Before joining Gartner, he served as a faculty member at several universities, assistant dean, chief information officer, vice president of CAUSE (the international association for managing and using information resources in higher education, now EDUCAUSE), and vice president of the Kaludis Consulting Group. He has a bachelor’s degree from Regis University in mathematics, a master’s degree in education administration from the University of Denver, and a doctor of education degree in technology and mathematics education from the University of Northern Colorado.

Speaker 

Dr. Vince Kellen, Ph.D., CIO, University of Kentucky

In January 2009, Dr. Vince Kellen was named the Chief Information Officer for the University of Kentucky, one of the top public research institutions and academic medical centers in the U.S. He and his senior managers lead a staff of 250 in supporting 27,000 students,18 colleges, and 13,000 employees in IT strategic planning, enterprise software, high performance computing, computing labs, classroom technology, learning management systems, business intelligence, student information systems, data center operations, network infrastructure, and information technology support. In the past year and with the active collaboration of the University of Kentucky community, Dr. Kellen led the development of the UK IT Strategic Plan, which will contribute to University of Kentucky’s Top 20 goal. Dr. Kellen is a Senior Consultant with the highly regarded IT industry think-tank, Cutter Consortium, participating in Cutter’s Business-IT Strategies and Business Intelligence practices.

Duration = ~ 60 Minutes

Source and Archive Links Available At 

[http://bit.ly/Qk8EFV]

Thursday, October 11, 2012

Grammar and Syntax Make Their MOOC Debut in Course Taught by Stanford Scientist


Grammar and syntax make their MOOC debut in course taught by Stanford scientist

Stanford medical faculty member Kristin Sainani launches an online science-writing class.

Kristin Sainani is teaching her 'Writing in the Sciences' course online for the first time this fall.

Here's a really bad sentence: "This paper provides a review of the basic tenets of cancer biology study design, using as examples studies that illustrate the methodologic challenges or that demonstrate successful solutions to the difficulties inherent in biological research."

Kristin Sainani – epidemiologist, statistician and writer – teaches scientists not to write like that. She does it in a classroom at Stanford's School of Medicine, and, since late September, she does it online, reaching thousands of scientists and would-be scientists who find cell structure way easier to master than sentence structure.

[snip]

From a seed grant to a MOOC

Sainani's journey to the world of lights and cameras began in the summer when she received a seed grant from the office of the Vice Provost for Online Learning. She knew she wanted to reach more students than had been able to follow her classes in the past, including those who found her PowerPoint slides and YouTube videos. But she wasn't sure how to go about it.

[snip]

The seed grant helped pay for technical assistance for transforming her traditional course and slides into a massive open online course (MOOC). Next she had to decide which platform would host her course. She weighed options for how to present the course online. For example, should students work in teams? Would they grade each other's work? Would they be willing to share unpublished scientific research?

By August she was experimenting in various recording studios and seeking advice from Stanford Online. She considered Stanford's homegrown platforms (Venture Lab and Class2Go), the School of Medicine itself (whose educational technology team helps faculty innovate in their teaching) and Coursera, where she ended up. [snip].

The fall course was to be a dual project: on one hand, a "flipped" classroom for her regular Stanford students, who will watch recorded lectures on their own time and spend class time on interactive, hands-on work; on the other, an opportunity for people around the country – or even beyond, if English was the language they used professionally. [snip]

Cutting the clutter

[snip]

One of the early modules of her class is called "Cut the Clutter," where she displays one bad sentence after another, then red-pencils her way to concision and clarity. Sainani has an engaging, friendly voice, and because she has slashed and burned her way through bad prose many times, she sounds natural as she explains, for example, that "successful solutions" is redundant.

Once Sainani opted for Coursera, she began recording weekly in the company's Mountain View studio. She would spend several hours at a time going through all the modules of each unit (eight units in all, divided into around six modules apiece), then upload the recordings onto a flash drive, ... .

[snip]

Unit 5 marks the point where she leaves non-scientists behind. It covers all the components of a scientific paper: tables and figures, results, methods, introduction, discussion and abstract. She explains the point of a good table by showing a bad table, in this case comparing good witches and bad witches (her young daughter's current interest) using a series of entirely irrelevant criteria (smoker, employment status, age, blood pressure) and absurd numbers (age taken out several decimal points, for example).

[snip]

Writing in the Sciences launched Sept. 25, with nearly 30,000 signed up, though, as in all online classes, the number of students who watch the videos and do the homework drops off sharply. About 11,000 filled out the student survey the first week, a good indicator of how many are actually taking the class. Of those, around one-third are graduate students and one-quarter are scientists or engineers.

Sainani's promotional video for Coursera shows her in front of shelves and shelves of scientific journals full of presumably boring prose. Her mission, she told prospective students, was to provide them with the training – and the tricks – to enable scientific literature to change. [snip]

Source and Full Text Available At 

[http://news.stanford.edu/news/2012/october/science-writing-mooc-100812.html]

Sunday, October 7, 2012

Ohio State University Joins Massive Open Online Course Movement


COLUMBUS, Ohio - Ohio State University, in the past reluctant to offer online courses, is now part of the massive open online course movement – known as MOOC.

OSU announced last month it would join Coursera, which offers free non-credit online classes. Coursera added 17 new university partners for a total of 33.


[snip]


OSU currently offers a handful of graduate programs online and a few courses for undergraduates, said Wayne Carlson, vice provost for undergraduate studies.

"Online is an approach to teaching and learning that we can't ignore," he said. "We have to pay attention to it and are looking at what it means to us as an institution and how to embrace it and maintain the quality of the education process that we believe in."

He said OSU officials watched the development of MOOCs and saw its potential to change the way courses are delivered.

"We realized in order to be at the table to discuss how this approach to higher education takes place we really needed to participate rather than wait on the sidelines and watch others do it," he said.

He said Gee asked him to investigate Coursera after he met one of the founders.

OSU will offer two courses next year on Coursera. Those who complete them will receive a certificate signed by the online instructor

One is a 10-week long introduction to pharmacy, an existing course that will be adapted to an online format. The other is a six-week course on the science behind prescription drug abuse, which has been taught as an outreach program in high schools.

"Some faculty believe that everyone in the world deserves to participate in higher education and it shouldn't be limited to those who can afford it or have the ability to go to campus," Carlson said of the benefits of Coursera. "Others say it is an opportunity to get our message out there."

He said some officials believe joining the reputable universities in Coursera gives OSU "street cred."

"There is some truth to all of those things," he said.

Source and Full Text Available At 

[http://www.cleveland.com/metro/index.ssf/2012/10/ohio_state_university_joins_ma.html]

Thursday, October 4, 2012

CHE > 4 Massive Open Online Courses and How They Work



Frank Basile, an aircraft technician, took an MITx course on circuits and electronics to increase his knowledge.

Reports on how the new frontier is playing out at four of the largest free MOOC's.

'Introduction to Finance,' Coursera
Gautam Kaul, professor of finance, University of Michigan's Ross School of Business

'Circuits and Electronics,' MITx
Anant Agarwal, president of edX and a former directorof MIT's Computer Science and Artificial Intelligence Laboratory

'Operations Management,' Udemy
Gad Allon, associate professor of managerial economics and decision sciences, Northwestern University's Kellogg School of Management

'Introduction to Computer Science,' Udacity
David Evans, associate professor of computer science, University of Virginia

Source and Full Text Available At 

[http://chronicle.com/article/4-MOOCsHow-They-Work/134664/]

Tuesday, October 2, 2012

Online Learning 2012 > Special Report > MOOCs


The Chronicle's special report on Online Learning examines the phenomenon of massive open online courses, or MOOC's, and the hype, hope, and questions that surround them

Led by some of the nation's most prestigious research universities, new players are signing on each month to teach free, online courses that have drawn tens of thousands of students worldwide. In more than a dozen articles, see how MOOC's may allow a pilot from Mumbai and a newly promoted manager from Tennessee to learn from some of the world's top thinkers without paying a cent for tuition. And hear from others, including a prominent humanist, who worry that all this attention on MOOC's and other online courses threatens the future of American higher education.

While questions remain about how the courses will sustain themselves financially, what value students will derive from them, and how they will affect traditional degrees, the MOOC phenomenon shows no sign of fading.
Digital Edition $6.95 / Print Edition $9.95
Source and Link






Current/Future State of Higher Education: An Open Online Course