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However, it is easier to wash your hands than it is to design a first-rate online course. It takes a different skill from classroom teaching, and it is more expensive than chalk. It can be accomplished by faculty working in teams or in conjunction with experienced instructional designers who understand how to create large-scale projects like MOOC's huge, open online courses, which have been pioneered by Stanford and other universities. Either way, most faculty will need help in becoming students again. While more-effective teaching should be its own reward, a major professional-development effort would provide a new opportunity to realign institutional and faculty goals. A radical expression would be to change the rules of tenure to require faculty to teach online or otherwise demonstrate their facility with 21st-century methodologies, as virtually every other employer now requires of their work force.

I thought this was a surprisingly optimistic take on the future of higher education, given the somewhat doom-and-gloom first paragraph. I would be pretty okay with most of what is outlined here.

This is a prelude to the future of faculty development and the need to enhance faculty development in the area of engaged student learning for a blended learning environment.

Here's what faculty right now are thinking about moving higher ed online.

Provocative title, but a nice overview of P2PU

Was UVA's president fired because she wasn't responding fast enough to changes in the online learning landscape? Did UVA's board over-react to news about open education initiatives at Harvard, MIT, and Stanford?

Ryan Craig argues that the open education movement is waiting for its Southwest Airlines to revolutionize the business, and that none of the current big players (MIT, Stanford, etc.) will play that role.