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Six Core Challenges lie at the core of the innovative disruption facing higher education: University Model; Structural Model; Funding Model; Cost Model; Business Model; Success Model Seven Areas of Change - The six core challenges noted above are driven by seven areas of rapid change, primarily technological change: The Players; The College Models; The Course Models; Data and Learning Analytics; The Cost: Reduced and Free; Measuring Success; Threats to the Credential

Status of UCF (2nd largest univ in the US) blended learning and online learning systemic approach for quality to assure improvement - faculty development is required; social-constructivist paradigm and faculty engaged in action research; measure "student success" via grades earned A,B,C and blended does better with web-based or video-based; withdrawal and satisfaction rates nearly the same as f2f tho video has slightly higher; online learning benefits for students = convenience, reduced logistical demands, increased flexibility, information fluency; for faculty = professional devt, flexibility, teaching/research support; UCF expanded capacity, ability to serve students anywhere, buffers competition; online learning costs a little more but provides capacity equivalent to >$64M of classroom construction (which would have an annual operating cost of $4.1M = cost avoidance model), more efficient use of existing CR space, growth with quality

Mr Shirky lets it all hang out. Good read.

Napster lost the battle but won the war - changing the story and disrupting the cost models; in higher ed our MP3 is the MOOC and our Napster is Udacity...

Napster did lose. What won was DRM-laden iTunes, then Amazon. What lesson will higher education draw from that?

characteristics of open: * enrollment (i.e., open registration), licensed materials (using Creative Commons) * gratis (available at no-cost), libre (everyone has legal rights to repurpose the resource) but some of the "new cohort of MOOCs are open enrollment but not yet openly licensed their courses (experimenting with various business models) "MOOCs should address copyright and licensing early on so they are clear to users how they can utilize and reuse educational materials offered on the site. MOOCs should choose to adopt an open license that meets their goals, but at minimum it is recommended that they choose a public, standardized license that grants to its users the "4Rs" of open content: the ability to Reuse, Revise, Remix, and Redistribute the resources. "

a wise and wonderful essay - especially important for those scholars who might buckle under the bullying and harassment so common in academia but more frightening when open and in the public domain. MOOCs should encourage public scholarship - and help to make it more valued... and of higher quality - but they will need to include in the design that the facilitators modeling advocacy and constructive kinds of alliances for the participants. That is, providing that "institutional commitment" for public scholarship that is thoughtful and intriguing (vs. public showboating).

Challenge: The Completions Priority "The completions marketplace should be redesigned to improve overall scalability, measurable impact, mutual affordability, and sustainability. To do so while avoiding intrusive government regulation and retaining local autonomy will require voluntarily confirmed "rules of the road" that enable effective completions practices at autonomous micro levels to be rolled up collectively into mutually affordable common-good macro solutions." Solution: Economic Governance for the Completions Marketplace - a common good critical to economic and social progress "The wisdom of a crowd willing to inform and support adaptive change leadership might help create common ground in a nonprofit, non-governmental global Education Leadership Commons (ELC) formed for the purpose of developing and evolving open interoperability of common educational services, processes, and accountability metrics, all at a minimally intrusive, trusted level of economic governance. Modeled along the lines of the Internet Society's so-far successful governance mechanisms, the ELC could be operationalized through standing working groups, their advisory or governance committees, and other nested and loosely-coupled, efforts to advance and sustain educational attainment within and across the three dimensions of the completions marketplace." - Completions Productivity Task Force - Economic Governance Council chart on page 6: Governance Matrix of Rights and Responsibilities in the Completions Marketplace student, assessment provider, education provider, government (other other funding source) 8 possible outcomes, including accreditation's formative peer-review process is retained "to create "trust-but-verify" economic governance collaborations" "If government can't provide the leadership and funding stability required for victory, then we the people should do so through a social networking micro-contribution mechanism, not unlike the micro-loan infrastructure cr

Kimberly Arnold (Purdue) on Signals, John Fritz (UM, Baltimore Co), Eric Kunnen (Grand Rapids CC) on Astro Fritz refers to his presentation at EDUCAUSE 2 years ago where he presented on using Blackboard user stats (for informing faculty/departments who then analyze it) in a panel with John Campbell of Purdue who had just come out with his Signals program. 5 stages of analytics on campus (extraction/reporting, analysis/monitoring, what-if scenario building, predictive modeling/simulation, automatic triggers of business processes)