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What does this emerging landscape of educational delivery models look like? I have categorized the models not just in terms of modality-ranging from face-to-face to fully online-but also in terms of the method of course design (see Figure 1). These two dimensions allow a richer understanding of the new landscape of educational delivery models. Within this landscape, the following primary models have emerged: ad hoc online courses and programs, fully online programs, School-as-a-Service, educational partnerships, competency-based education, blended/hybrid courses and the flipped classroom, and MOOCs (see Figure 2).

"With deep learning, computer scientists build software models that simulate-to a certain extent-the learning model of the human brain. These models can then be trained on a mountain of new data, tweaked and eventually applied to brand new types of jobs. An image recognition model build for Google Image Search, for example, might also help out the Google Maps team. A text analysis model might help Google's search engine, but it might be useful for Google+ too."

"still think education struggles culturally, not just technologically, with some of these very "warning message" issues. In many ways, the Internet portal of the Nineties remains a comforting model to those who don't believe that educational content like syllabi and handouts should be freely and openly available on the Web. The Internet portal of the Nineties remains a comforting model to those who believe that the Web is dangerous and there are predators and trolls just waiting to steal your intellectual property or hijack your forums. The Internet portal of the Nineties remains a comforting model to those who believe that students' work should be private, shared only with the instructor-of-record. The Internet portal of the Nineties remains a comforting model to those who believe that they are in charge of a learner's online experience - that they can dictate where learners go, what they see, what they read, and at the end of the semester, they control when access to all that goes away."

This was such a great link - I have been reading through Audrey Watters blogs and finding information and links that are very important to my efforts with ePortfolios right now. Thank you!

Colleges following what the company calls the Textbook Zero model would offer a section using open-education alternatives for every required course and elective needed to earn the degree. Lumen is now testing the model with an unnamed community college on the East Coast, and is also looking for colleges interested in applying the model to general-studies and computer-science degrees.

The video demo is genuinely jaw-dropping stuff. It takes us through a series of photographs, showing how with just a few clicks of the mouse, 3-Sweep can turn the objects inside them into resizable, turnaroundable 3-D models. The first two clicks establish the object's profile; the third traces its main axis, with the software snapping intelligently to the object along the way, like a more sophisticated version of Photoshop's magic lasso.

"Over time, the idea of content curation has felt like more and more of a catchphrase that is really encompassing many smaller activities that are adding structure and insight to the cacophony of information being published online. What if we could define not just content curation as a macro activity, but look at how curation might be applied in very specific situations? The rest of this post shares 5 potential models for content curation as a starting point for discussion:"

The open educational resources model, including textbooks, has emerged as a response to rising text prices, a need for greater access to high-quality learning materials, the proliferation of e-reader devices, and a trend in publishing toward electronic media. Many contend that educational resources should be open and that instructional models increasingly depend on open content. Open textbooks can be offered by commercial publishers or found in open repositories. Open resources can promote active learning through student interaction with the text, particularly when they contribute to authorship. Although open textbooks face questions about the accuracy and reliability of their content, they allow higher education instructors to design content for their courses on an as-needed basis, choosing from an array of books, articles, videos, audio recordings, and readings.

"As the demand for online education continues to increase, institutions are faced with developing process models for efficient, high-quality online course development. This paper describes a systems, team-based, approach that centers on an online instructional design theory (Active Mastery Learning) implemented at Colorado State University-Global Campus. CSU-Global Campus is a newly-created online campus within the Colorado State University System, and launches in Fall 2008 with fully-online undergraduate degree completion programs and Master's degrees."

"Our flipped school model is quite simple. Teachers record their lectures using screen-capture software (we use Camtasia) and post these lecture videos to a variety of outlets, including our school website, and YouTube. Students watch these videos outside of class on their smartphone, in the school computer lab (which now has extended hours), at home or even in my office if they need to. Now, when students come to class, they've already learned about the material and can spend class time working on math problems, writing about the Civil War or working on a science project, with the help of their teacher whenever they need it. This model allows students to seek one-on-one help from their teacher when they have a question, and learn material in an environment that is conducive to their education. To change the learning environment even further, we've used Google Groups to enable students to easily communicate outside of class, participate in large discussions related to their schoolwork and learn from each other."

"I'm not a radical, or anti-establishment - I've loved and respected working at every university I've joined. I just happen to have moved into a different learning delivery model because I knew it would give me greater flexibility to continue with my academic interests and spend more time with my family. It's a model that fits around my life. That's something I share in common with my students. They aren't unusual either. They just choose to study online because the flexibility suits them. Online higher education means students can combine education with employment - often fast-tracking their careers as a result - or fit study around family commitments."

"To, "moocify" k12, the connectivist opportunities need to come out in stages and be student centered with a humanistic focus.  Based on this information, I have suggested a, Continuum of Open Learning and an instructional design model, called the Open Classroom Model, for future consideration.  The next steps are demonstrating how K12 learning environments can be "MOOCified" by connecting, collaborating and creating."

"In the last six months the economic model of a scarcity of teaching resources justifying a rationing of education has been changed to a free commodity model of unlimited availability and world-class quality education. This changes everything."

With the scrambled classroom model, we are challenged to learn new possibilities, but also to design instruction based on principles we have known about for some time. In the scrambled classroom model, the innovation is not so much "online learning," but "human learning" supported by all that the 21st century brings to the table.

This report is the result of a National Science Foundation-Sponsored Computing Research Association Workshop held at MIT on January 9-11, 2013. This workshop developed a framework for understanding current disruptive change in higher education learning delivery models and outlined steps towards a research agenda for realizing possible benefits while avoiding future pitfalls.

"Has the online course creation market gone stale already? Launched on Tuesday, newcomer Versal hopes to breathe life and possibilities into what they see as a very limited set of tools that currently exist. Their course-building platform offers a set of pre-made gadgets that allow teachers to build interactive courses on their platform through a what-you-see-is-what-you-get drag and drop interface. To add interactivity beyond basic pictures, texts and embedded quizzes, Versal uses gadgets to create interactive graphs, simulations, and models. With these gadgets, teachers can build models or simulations that the students use to experience and manipulate the content they are learning."

"The Internet, increasingly affordable computing, open licensing, open access journals and open educational resources provide the foundation for a world in which a quality education can be a basic human right. Yet before we break the "iron triangle" of access, cost and quality with new models, we need to develop sustainable open business models with open policies: public access to publicly funded resources."

" I lecture so that I can model how an expert approaches problems. If my students have read the book (or, for the flippers, watched the video) before class, they have (I hope) obtained some basic facts and also have at least the beginnings of an understanding of how those facts fit together. If I assign them problems or questions to grapple with, they will eventually work toward a deeper understanding of the topic at hand. What the in-class lecture adds is a model of how an expert approaches questions."

"The new university/company AI partnership model will resemble the current online program management model, in which the AI company de-risks the AI investment with up-front capital and resources, and is paid by a revenue share."

"WGU Academy courses will be delivered in an online, competency-based format similar to the WGU learning model. Students will enroll in customized programs of two or more college-level courses that typically include a writing course and one or more courses in math, general education, or introductory-level classes focused on desired degree paths. In addition to college-level courses, WGU Academy offers the Program for Academic and Career Advancement (PACA). Modeled on a nationally recognized social and emotional learning course used by WGU for several years, the course provides group sessions, peer interaction, and one-to-one coaching to build confidence and college persistence."

"As the online education market has matured, however, there has been a growing pushback against revenue-sharing as the only model available. Thus there is an emerging unbundled fee-for-service OPM model, in which the companies offer the same services, or some subset, for the market price of those services. The institution pays for the services used, mostly independent of the amount of tuition revenue coming into the online program. This category leads to the program, or institution, to take the up-front financial risk but not have to sign contracts sending ~40 - 60% of the tuition revenue to the vendor. Fewer strings attached but more responsibilities and risks for the school."