CFHE12

definitions, economics, platforms, assessments, pedagogies still morphing; his perspective as a Fellow at Korea National Open University (and Open U) warns about all the previous efforts that "were ignominiously shuttered"

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).

Internet redefining citizenship in 21st century - Civic Information API, e.g., Kenya Elections Hub - Sunlight Foundation programs for open govt data - MySociety collaboration among developers esp open source code

an "iLab," as he calls it-and it's scalable and cost-friendly.

by Eliza Anyangwe, - she opens with an image of Martin Luther King Jr. at the podium: "Martin Lurther King was a great leader. Are there any such figures in higher education?" what she doesn't address is that King relied on local "bridge" leaders to do the everyday work - and that the role of community activists was crucial to King's own success. She starts the live chat with Janine Utell and English prof from Widener Univ in PA (my personal fav expert on leadership qualities is historian Doris Kearns Goodwin); but then gathers leadership-in-the-trenches voices from men: Craig Mahoney (http://www.heacademy.ac.uk/); William H Graves (http://www.ellucian.com); Richard Hall (http://www.dmu.ac.uk); Paul Gentle (http://www.lfhe.ac.uk); Jonathan Ruddle (http://www.maxximconsulting.com); and finally, a woman's voice - last and least - Dawn Freshwater (http://www.leeds.ac.uk)

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

addressing humans' "essential conservativism" in the face of radical change - and lessons she learned from studying Abraham Lincoln's leadership during the Civil War

flipped his machine learning class in Spring 2012 using online lectures from the F2011 Stanford MOOC (an inclass "wrapper" around a MOOC - online discussion and grading with additional requirements from the onsite instructor, e.g., add'l readings, small group discussions, final project) "I now view MOOCs, and the assessment and discussion infrastructure that comes with them, as invaluable resources that I embrace and to which I add value. I, and I am guessing many others, are short steps away from full-blown customizations of individual courses and even entire curricula, drawing upon resources from around the world and contributing back to those resources."

national initiative to re-imagine and then to redesign undergraduate education for the 21st century

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

on networking: gRSShopper, Moodle, GoogleGroups, Second Life

Dissects how a digital scholar might construct "a networked research cycle" (planning, collecting data, analyze, reflect); themes which will have increasing relevance "whether it is because they become accepted practice or because the research community reacts against them." Granularity (e.g., iTunes vs music industry's album) Pushback from outlets (e.g., open blog vs scholarly publication - shift from output to focus on ongoing activity, engagement and reputation - more difficult to measure and reward) Crowdsourcing (inc. layers of filter and publication) Light connections and nodes (sharing in "a frictionless manner") Rapid innovation "These emerging themes sit less comfortably alongside existing practices and can be seen as a more radical shift in research practice. A combination of the two is undoubtedly the best way to proceed, but the danger exists of a schism opening up between those who embrace new approaches and those who reject them, with a resultant entrenchment to extremes on both sides. This can be avoided in part by the acknowledgement and reward of new forms of scholarship..."