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Tracy Tuten

The real economics of massive online courses (essay) | Inside Higher Ed - 2 views

www.insidehighered.com/...s-massive-online-courses-essay

MOOC credentials education higher education

shared by Tracy Tuten on 09 Aug 12 - Cached
  • Is there a model out there, or an institution/student mix that could effectively utilize MOOCs in such a way as to get around this flaw? It’s hard to tell. Recent articles on Inside Higher Ed have suggested that distance education providers (like the University of Maryland’s University College – UMUC) may opt to certify the MOOCs that come out of these elite schools and bake them into their own online programs. Others suggest that MOOCs could be certified by other schools and embedded in prior learning portfolios.
  • The fatal flaw that I referred to earlier is pretty apparent:  the very notions of "mass, open" and selectivity just don’t lend themselves to a workable model that benefits both institutions and students. Our higher education system needs MOOCs to provide credentials in order for students to find it worthwhile to invest the effort, yet colleges can’t afford to provide MOOC credentials without sacrificing prestige, giving up control of the quality of the students who take their courses and running the risk of eventually diluting the value of their education brand in the eyes of the labor market.
  • In other words, as economists tell us, students themselves are an important input to education. The fact that no school uses a lottery system to determine who gets in means that determining who gets in matters a great deal to these schools, because it helps them control quality and head off the adverse effects of unqualified students either dropping out or performing poorly in career positions. For individual institutions, obtaining high quality inputs works to optimize the school’s objective function, which is maximizing prestige.
  • ...1 more annotation...
  • We also know that there are plenty of low- to no-cost learning options available to people on a daily basis, from books on nearly every academic topic at the local library and on-the-job experience, to the television programming on the National Geographic, History and Discovery channels. If learning can and does take place everywhere, there has to be a specific reason that people would be willing to spend tens of thousands of dollars and several years of their life to get it from one particular source like a college. There is, of course, and again it’s the credential, because no matter how many years I spend diligently tuned to the History Channel, I’m simply not going to get a job as a high-school history teacher with “television watching” as the core of my resume, even if I both learned and retained far more information than I ever could have in a series of college history classes.
  • Tracy Tuten on 09 Aug 12
     
    On why MOOCs are flawed
Roland Gesthuizen

MOOCs Are Finally Being Analyzed by Educators . . . What's the Verdict? | EdTech Magazine - 24 views

www.edtechmagazine.com/...ke-universitys-mooc-initiative

MOOC education university teaching bigdata

shared by Roland Gesthuizen on 02 Jul 13 - No Cached
  • the best hardware and software for student engagement and learning is a professor that cares about teaching and is interested in improving student learning. The tools they use are just a means to solve the problems they are trying to overcome in their classroom and move their students to a new level. You select the best tool for the job at hand.
  • exciting to think what crowdsourcing could do to gather and catalog data for researchers and what it could mean for just about all fields in academia. It could have a big impact on how we teach
  • Roland Gesthuizen on 02 Jul 13
     
    "It's a challenging process, and it requires experienced educators and technologists to find value in the data. For that reason, Duke University's Randy Riddle has been working with professors and other faculty for more the last 13 years, honing his expertise and delivering tools that boost engagement and learning. "
smilex3md

The Gates Effect - Special Reports - The Chronicle of Higher Education - 39 views

chronicle.com/...140323

education teaching value highered GatesFoundation mooc MOOCs

shared by smilex3md on 17 Jul 13 - No Cached
  • "The notion of the faculty member as the deliverer of learning—that's the piece that we pull out," says Paul J. LeBlanc, Southern New Hampshire's president.
  • smilex3md on 17 Jul 13
     
    How the Gates Foundation is working to remake higher education, often without the support of educators.
smilex3md

Traditional Education Beats Online in Key Areas, Opinion Poll Finds - Wired Campus - Th... - 25 views

chronicle.com/...47363

online courses higher ed mooc instruction poll survey gallup education higher education chronicle

shared by smilex3md on 16 Oct 13 - No Cached
  • smilex3md on 16 Oct 13
     
    Gallup Poll on American's views of online courses: Mixed - "online instruction is at least as good as classroom-based courses in terms of providing good value, a format most students can succeed in, and instruction tailored to each individual. But they question the rigor of testing and grading, and whether employees will view such degrees positively..."
smilex3md

American adults see online courses as at least equivalent in most ways | Inside Higher Ed - 17 views

www.insidehighered.com/...ses-least-equivalent-most-ways

online courses higher ed mooc instruction poll survey gallup hybrid blended

shared by smilex3md on 16 Oct 13 - No Cached
  • smilex3md on 16 Oct 13
     
    Gallup Poll on American's views of online courses: Mixed - "online instruction is at least as good as classroom-based courses in terms of providing good value, a format most students can succeed in, and instruction tailored to each individual. But they question the rigor of testing and grading, and whether employees will view such degrees positively..."
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