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Mathieu Plourde

A Common Language for College Credit - 0 views

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    "in higher education, we do not have a common language to discuss the value of a college credit. At an event hosted by Jobs for the Future and Higher Education Advocates,called Paving New Pathways: Today's Students, New Credentials, and the Next HEA, I noticed a recurring theme: There is a serious issue with college credit transfer policies across postsecondary education. Courses that count for credit at one institution do not "translate" to another. This issue has real consequences on student success and degree completions."
Mathieu Plourde

https://www.insidehighered.com/digital-learning/article/2017/06/14/experts-weigh-studys... - 0 views

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    "A study released last week found that students who start college less well-prepared can struggle in online courses, and that in-person courses would be better for them academically. "
Mathieu Plourde

Scaling Solutions to Higher Education's Biggest Challenges: An NMC Horizon Project Stra... - 0 views

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    "This publication, Scaling Solutions to Higher Education's Biggest Challenges, aims to identify the challenges obstructing student success and provide exemplars that, if adequately cultivated, can support the widespread adoption of real solutions."
Mathieu Plourde

Why college tuition is just as bad as bundled cable bills - 0 views

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    "On most four-year college campuses, full-time students don't pay by the credit hour (think by channel on your cable bill). Rather they pay a flat fee for the semester (a programming package on your cable bill) and are typically allowed to take as many courses up to a certain limit."
Mathieu Plourde

Harvard, MIT Online Courses Dropped by 95% of Registrants - 1 views

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    "Out of 841,687 registrants in 17 courses offered in 2012 and 2013 by the universities' joint EdX program, 43,196 saw the classes to conclusion, according to an e-mailed statement from the Cambridge, Massachusetts-based schools. Some of the students signed up for multiple courses, according to the statement."
Mathieu Plourde

MOOC completion rates - 0 views

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    Massive Open Online Courses (MOOCs) have the potential to enable free university-level education on an enormous scale. A concern often raised about MOOCs is that although thousands enrol for courses, a very small proportion actually complete the course. The release of information about enrollment and completion rates from MOOCs appears to be ad hoc at the moment - that is, official statistics are not published for every course. This data visualisation draws together information about enrollment numbers and completion rates from across online news stories and blogs.
Mathieu Plourde

Disaggregating the Aggregators: MOOCs as Course Supplements | The EvoLLLution - 0 views

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    "The success of San Jose State University's (SJSU) incorporation of a Massive Open Online Course (MOOC) into their curriculum is indisputable: in side-by-side comparisons of two traditionally-taught sections of an introductory electrical engineering course with an edX-provided MOOC variant, the pass rates went from 55-59 percent to 91 percent.[1] This mirrors results that the Open Learning Initiative (OLI) at Carnegie Mellon University has been achieving for years. However, interestingly, SJSU incorporated MOOCs as a course supplement in a flipped classroom. If you think about that, it is the beginning of disaggregation of MOOCs into technological (big data), content and pedagogical (peer learning) components."
Mathieu Plourde

Open SUNY: A Game Changer in the Making - 0 views

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    "Although it's not getting enough attention, Open SUNY will have an outsized impact on the future of online education in the US. State-wide initiatives, whether driven by the systems or the state government, are becoming one of the biggest factors in how higher education is changing in the US. I suspect that other states will be watching SUNY and adopting this model in part or in whole."
Mathieu Plourde

SUNY and the Expansion of Prior Learning Assessments - 0 views

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    "Prior Learning Assessment, or PLA, is a little-discussed strategy to facilitate time-to-degree, particularly for non-traditional students. The concept is to set up the structure and processes to evaluate corporate training from employment, military training, civic responsibilities, travel, and independent study and award academic credit from these out-of-the-classroom learning situations. As the higher education population diversifies with much higher percentages of working adults, PLA can be an important factor in reducing total cost and time-to-degree."
Mathieu Plourde

LearningCounts - 1 views

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    College credit for what you already know
Mathieu Plourde

U. of Texas aims to use MOOCs to reduce costs, increase completion - 0 views

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    Cost and completion issues have turned the state of Texas into a proving ground for unconventional ideas such as outsourced online competency-based learning and the $10,000 bachelor's degree. Now the University of Texas will enter MOOCs into the equation with the hope that it will make a Texas degree less expensive for some students.
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