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Advocates say competency-based ed puts the focus on students’ capabilities rather than how many hours per week they spend in the classroom. The benefit for employers, they say, is that prospective employees can be judged more easily, based on their demonstrated competencies rather than guessing how their grades will translate to real-world work. By

In September, an audit by the department’s Office of Inspector General found that the department was not adequately addressing the risks posed by competency-based/direct assessment programs, increasing the likelihood that schools would create programs that didn’t meet criteria to receive Title IV federal financial aid.

The MOOC Is Dead! Long Live Open Learning!

We’re at a curious point in the hype cycle of educational innovation, where the hottest concept of the past year–Massive Open Online Courses, or MOOCs–is simultaneously being discovered by the mainstream media, even as the education-focused press is declaring them dead

Can MOOCs really be growing and dying at the same time?

This last decade of the music industry presages the coming decade of education. Choice is expanding at every level, from pre-k to graduate school. The individual course, rather than the degree, is becoming the unit of content. And universities, the record labels of education, are facing increased pressure to unbundle their services. So what will the future of education look like?

The price of content will freefall over the next seven years.

Education will be personalized.

on a global level there is an understanding that education needs to evolve to meet the needs of our students in a modern world

it is interesting to note that the challenges faced at one phase of level exist just as much at later stage

our knowledge of the processes of learning rather than our subject knowledge is what matters most

While MOOCS are hardly a step forward pedagogically, they have brought distance learning out of the shadows and into daily discourse about the future of higher education.

The lines between for-profit and not-for-profit are blurring as partnerships evolve between community colleges offering two-year diplomas and for-profit colleges awarding the bachelor’s degree. For-profit corporations now provide the platform and technical know-how for expanding the reach of not-for-profit master’s programs at many major universities.

Educational technologies will need to be employed for building new models of learning

Here, we present an overview of three of those presentations. First, Ellen Wagner, executive director of the Western Interstate Commission for Higher Education's Cooperative for Education Technologies (WICHE/WCET), noted that any discussion of educational breakthroughs in postsecondary education needed to acknowledge the catalytic role of MOOCs for reframing the discussion around flexible learning, but that so many other sessions featured MOOCs our intention was to acknowledge them and to move on to other innovations, including personalized learning, competency-based education, and badges as alternative credentials.

WCET helped produced a MOOC on badges as currency for credentials;

David Schejba

dean of continuing education, outreach and e-learning at the University of Wisconsin-Extension

his career has been driven by a desire to make education flexible, affordable and accessible for working adults, some of whom have degrees and are looking for new skills, some of whom have no prior postsecondary experience, but all of whom have real commitments outside of schooling

37 percent of all students who began college in 2008 have transferred institutions at some point. Nearly half of transfer students transfer more than once.

At ASU, our university, nearly 13,500 transfer students enrolled in fall 2014 and spring 2015 semesters, outnumbering first-time freshmen by more than 2,000. These transfer numbers are likely to explode in coming years, with profound consequences for students and universities alike.

Today, more than one-third of college students are 25 or older. Only 14 percent of college students are residential students, and 46 percent are part-time college students.

Learner agency is characterized by a pedagogy that builds on the passions of learners and also has real world relevance. We are seeing numerous examples of this in our schools, and the school structure is also beginning to change to accommodate this transition. Schools are adopting more flexible schedules, new and more personalized methods of reporting are being adopted, and examples of hands-on experiences from outdoor learning to community business partnerships are flourishing. Many do see learner agency as being key to the future of schooling.

Kids are learning many STEM skills, but it's not happening in schools.

Wozniak experienced inspiration from his high school electronics teacher, who provided foundational instruction that set him on a path of self-directed learning which would revolutionize personal computing.

"I wanted to avoid the usual doom and gloom—the usual 'it's all crap and there's no hope for the future,'

it's about people who are out of the box of education completely who are trying to improve the system."

pedagogical approach that employs technology that serves new models of learning—and not just for the sake of having the newest gadget in the lab.