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the burning questions focus squarely and exclusively on what will make money for particular companies

use their powerful brand reputations to get ahead of rapid technological changes that could destabilize their residential business models over the long-run

good credit news for elite institutions

more of online “innovations” like competency-based education.

reauthorization of the Higher Education Act might shake out.

look at economic trends

it is becoming more apparent that we may be entering a time when low wage jobs dominate and home prices remain sluggish for a decade moving forward.

looking at the Federal Reserve’s quantitative easing program, growth of lower paying jobs, baby boomers retiring, and the massive amount of excess housing inventory we start to see why Japan’s post-bubble real estate market is very likely to occur in the United States.

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patchwork collection of online courses that's difficult for students to navigate.

they can improve their online-education efforts to help students find streamlined, affordable pathways to a degree.

What we must do is create an engine room of high quality teacher coaching within our schools to drive improvements in pedagogy and teacher quality.

The psychology of change and actually changing the habits of adult professionals is very complex. What is widely known is that externally imposed change rarely sticks and changes the culture within schools, or indeed any organization.

Teachers must be emotionally invested in any development of their practice in the school community. Involvement and choice are powerful drivers of habit change. Local knowledge form within the school is powerful and develops a greater degree of trust in what is an emotional and often messy process! Teacher coaches have a better knowledge of the school community; they will invariably gain greater respect than any external figures and they will certainly benefit from higher levels of trust.

disruption that technology has inflicted on the retail sector over the past decade is often used to illustrate what is about to happen in higher education.

institutions rarely introduce the sometimes radical changes they need to make, because one group of constituents believes the sky will fall tomorrow anyway, while others refuse to acknowledge that this time is different.

question is whether institutions will quicken their pace of change to lower their costs and better serve the changing educational needs of students and the global economy.

According to Bonk and Reynolds (1997), to promote higher-order thinking on the Web, online learning must create challenging activities that enable learners to link new information to old, acquire meaningful knowledge, and use their metacognitive abilities; hence, it is the instructional strategy and not the technology tha

According to Bonk and Reynolds (1997), to promote higher-order thinking on the Web, online learning must create challenging activities that enable learners to link new information to old, acquire meaningful knowledge, and use their metacognitive abilities; hence, it is the instructional strategy and not the technology that influences the quality of learning.

However, it is not the computer per se that makes students learn, but the design of the real-life models and simulations, and the students' interaction with those models and simulations. The computer is merely the vehicle that provides the processing capability and delivers the instruction to learners (Clark, 2001).

Good pedagogy is the product of instructors who respect, understand, and creatively engage their students.

make transparent

I am asking instructors to see the two questions that the new epistemology emblazons across the front of every classroom&nbsp;— "So what?" and "Who cares?"&nbsp;— and then to adjust their teaching accordingly.

Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term ‘andragogy’ has been used in different times and countries with various connotations

Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Self-concept). Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness). Adult learning is problem-centered rather than content-oriented (Orientation). Adults respond better to internal versus external motivators (Motivation). The term has been used by some to allow discussion of contrast between self-directed and 'taught' education

Increasingly, students are buying an "experience" instead of earning an education, and, in the competition to attract customers, that's what's colleges are selling.

The common experience is that getting admitted is the most exhausting part. After that, the struggle mainly is financial. But at the major universities, most professors are too busy to care about individual students, and it is easy to become lost amid a sea of equally disenchanted undergraduates looking for some kind of purpose—and not finding it.

Academically Adrift ends on a depressing note: "A renewed commitment to improving undergraduate education is unlikely to occur without changes to the organizational cultures of colleges and universities." Institutions are inherently conservative; they do not change easily. Many leaps of faith are necessary, and the people involved—teachers, students, parents, administrators, lawmakers, and others—have so many fundamental disagreements about the purposes of higher education that it is hard to know where to begin the conversation. It's far easier to make cuts to an inherently broken system than to begin building something new.

Most schools will say that they want students to have an understanding of their world as a whole, but they seldom look at topics with an interdisciplinary focus. Why? It is easy to find reasons why this disjointed approach to learning happens: · Some argue that there is so much content and so many skills to be learned&nbsp;&nbsp;in each discipline that they don’t have time to integrate subjects. · Others say that the each discipline has a body of knowledge and skills that&nbsp;&nbsp;should stand on its own and not be muddied by the intrusion of other disciplines. · Secondary educators say that there is insufficient common planning time&nbsp;&nbsp;to combine their efforts to teach an interdisciplinary course. · Still others say that the whole system is geared toward separate subjects&nbsp;&nbsp;and to break out of this would require a monumental effort. · Others are guided by “the tests,” which are presented by separate disciplines.

The ultimate goal for the study of any subject is to develop a deeper understanding of its content and skills so that students can engage in higher-level thinking and higher- level application of its principles. When students dig deeper and understand content across several disciplines, they will be better equipped to engage in substantive discussion and application of the topic. They will also be better able to see relationships across disciplines.