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"Given your critique of "online education," I find it ironic that learning designers and others who work day-in, day-out on online (and blended) learning spend much of our time saying similar things to our faculty partners and university stakeholders as you so eloquently articulated in the above quotes. The error that you make, and it is a fundamental error, is that you confuse what is going on at Stanford, Yale, Harvard, M.I.T. with edX and Coursera, with traditional online learning. You write as if you are critiquing online classes, but what you are really taking issue with are the new crop of massively open online courses (MOOCs). This error is not merely semantic. Confusing online learning with MOOCs disallows any meaningful analysis of the challenges and benefits of either format. Conflating online learning with MOOCs also closes the possibility of any substantive discussion of how institutions of higher education are responding to challenges around access, cost and quality. And perhaps most troubling, by conflating online learning with MOOCs you are mischaracterizing and devaluing the hard work of your fellow educators to bring the active learning principles, the principles that you yourself espouse, to new teaching modalities."

"How do you train an Innovator? We are born curious. We are born with imagination. The first challenge is to ensure that these very human qualities are not schooled out of us, as Sir Ken Robinson says. Beyond that, in my research, I identified five essential education and parenting practices that develop young people's capacities to innovate: 1. Learning to work collaboratively (innovation is a team sport!). 2. Learning to understand problems from a multi-disciplinary perspective. 3. Learning to take risks and learn from mistakes. 4. Focusing on creating versus consuming. 5. Reinforcing the intrinsic motivations of play, passion, and purpose versus the extrinsic carrots and sticks."

@alexpickett Also, I find this article interesting: Alessio, H.M., Malay, N., Maurer, K., Bailer, A.J. and Rubin, B. (2017). Examining the effect of proctoring on online test scores. Online Learning Journal, 21(1). https://t.co/gUIhyNIi6c"