CFHE12

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..."

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?

a bit off the education subject but not really.

Technology in Education can be used to facilitate instruction and realise many long-standing and sound goals around personalised learning, and clear learning outcomes, on campus and in online education.

Thanks for this resource, i now have a much better idea of the difference between cMOOC and xMOOC's. It is also so up-to-date and gives me the opportunity to learn from others when thinking about my own development of a MOOC Loads of ideas !!

This blog post and the next 2 helped me understand the scope of the change we are talking about.