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MOOC platform providers are also “discovering” that students want to pay for credentials and not learning experiences. This means that many of those companies are tying their fortunes to the issuing of certificates and badge-like credentials. This business model will succeed as long as MOOCs are a tiny fraction of their partner university’s offerings but will run into significant headwinds once adoption grows and they compete more directly with the core institutional financial models.

“scalable educational experiences.”

bally connected and mixed-modality learning communities can be enhanced and accelerated by MOOC platforms and, more importantly, new thinking. Such possibilities more accurately reflect the thinking of the earliest MOOC pioneers, George Siemens and Steven Downes. These new possibilities will take advantage of the best of what we can do in physical and virtual spaces. Expect to see new learning genres and expanded access to the deep knowledge generated by our great universities.

a lack of transparency in the current credentialing maze has fueled the confusion and created a buyer-beware environment.

When every credential is unique to its issuer and impossible to compare with others, they all lose their value to job seekers and employers.

Funded by Lumina Foundation, the initiative will develop common terms for describing key features of credentials; create a voluntary, web-based registry for sharing the resulting information; and test practical apps (software applications) for employers, students, educators, and other credential stakeholders.