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The bigger issue is the breakdown in the process that led to this problem. If we don't fix this, then we will experience another breakdown in the future. It's virtually guaranteed. As the philosopher George Santayana said, "Those who cannot learn from history are doomed to repeat it."

"Emily Furgang, Doctoral Candidate in Occupational Science and CIDD Fellow shares how a traditional Blackboard course was transformed into a problem-based, hybrid Sakai course (part online, part face-to-face instruction). For students, Sakai becomes "a universal meeting place.""

"The problem is the idea that the price of digital books will be 50 percent of the new price. That's not holding. We're seeing anywhere from 35 to 42 percent off."

Robin is a new faculty at UD, from Penn State.

Disrupting Ourselves, The Problem of Learning in Higher Education

Great article by Randy Bass. There is a reference to the eportfolio model that C2L is starting to create. He also aligns eportfolios and PLE's. [E-portfolios, or Personal Learning Environments (PLEs), or whatever they are named-as something that enables students to weave these connections back and forth across the formal and experiential curricula-will be an essential element of our response to this disruptive moment. Randy also mentions the emerging discussions about learning analytics.

In a few slides, he'd spelled out the nine essential components of a university education: admissions, lectures, peer interaction, professor interaction, problem-solving, assignments, exams, deadlines, and certification. While Thrun admired MIT's OpenCourseWare-the university's decade-old initiative to publish online all of its lectures, syllabi, and homework from 2,100 courses-he thought it relied too heavily on videos of actual classroom lectures. That was tapping just one-ninth of the equation, with a bit of course material thrown in as a bonus.

"The third thing we think is exciting is our analytics platform, which lets students and teachers track what's occurring on an individual level to be able to see everything from how a student is performing overall in math, to how they're performing specifically within algebra and within linear equations, to how they're doing on specific problems. "

The majority of students in the Udacity and Coursera courses analyzed were professionals in the software industry - hardly the target audience for those seeking a change in how we educate postsecondary students. The current MOOCs provide a nice proof-of-concept, but hardly solve significant educational problems.