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"Several weeks ago the University of Florida Online program opened for the Spring 2014 semester, accepting 600 transfer students, and the new program will accept Freshmen starting August 2014. This announcement comes just 2 years after the Florida legislature commissioned a study from the Parthenon Group on how to best leverage online programs in the state, and this program is probably one of the highest profile new online programs in the US within the past few years (along with California's online initiative, Open SUNY, SJSU / Udacity and GaTech / Udacity)."

All OMS CS course content will be delivered via the massive open online course (MOOC) format, with enhanced support services for students enrolled in the degree program. Those students also will pay a fraction of the cost of traditional on-campus master's programs; total tuition for the program is initially expected to be below $7,000. A pilot program, partly supported by a generous gift from AT&T, will begin in the next academic year. Initial enrollment will be limited to a few hundred students recruited from AT&T and Georgia Tech corporate affiliates.

"The MOOC providers didn't bring about the end of higher education as we knew it, but they did stumble upon a highly-effective marketing funnel with the potential to change the way universities put programs online. This niche is known in higher education as online program management (OPM), and providers who work in this space offer solutions to help universities put their programs online. Now, the MOOC providers are poised to make a dent in the highly-lucrative OPM market."

"Last year, based on our departmental assessment procedures, I determined that I wanted a more subjective way to give feedback to my students. To me, programming is more than just right or wrong code; I want students to develop good habits and styles of programming that use the tool to communicate the process of problem solving, not just the final answers. And I felt that that would be better achieved by giving students consistent verbal feedback, in addition to simple rubric scoring of their work."

A one-hour program for new students that is called a "difference-education intervention." In the program, college juniors and seniors from a range of backgrounds talk about how they adjusted to college, and how they sought out resources and people to help them with decisions, issues they didn't understand and so forth.

"As part of a university system that has delivered online courses, programs and degrees for a very long time, I am troubled by what appears to be the inseparable link between online education and massive online education-that is, that "massive" is THE way to deliver online programs.  Most online degree programs are not MOOP(rograms)s. "

"The lack of teacher training in education schools has also been borne out recently by a new report by the National Council on Teacher Quality, entitled "Training Our Future Teachers." The question the group asked was a simple one: Do education schools teach classroom management? The answer was: not very much. The group examined 122 teacher-preparation programs and found that while most programs could say they had classroom management as part of their curriculum, classroom management strategies rarely received "the connected and concentrated focus they deserve." What's more, "instruction is generally divorced from practice (and vice versa) in most programs, with little evidence that what gets taught gets practiced." Education schools, says Kate Walsh, who leads the group, "don't see their job as training teachers. They see their job as creating professional identity.""

"One of the key components of the IT&DML program is that we're big believers in "open" and to that end as much of the content of our program is open, and available online for your use. The rationale for this is two-fold. I believe this helps us adapt and react to changes in the industry and classroom. I also believe that if our materials are open and online, then anyone can use them…but also they can be critiqued and reviewed by anyone. To that end, I have been, and will continue to reflect on the texts and tools, and the components of the program here on this blog."

"While distance-learning programs are not likely to replace the traditional college experience for everyone, the rate of growth in online enrollment is outpacing that for campus enrollment. The market for online programs is crowded and relatively easy to enter, but traditional name-brand universities now claim a larger share of it than in the past. This means smaller institutions with less-established programs will struggle unless they can set themselves apart, according to the report."

"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."

"Graduate programs should incorporate more courses focused explicitly on pedagogy. If teaching is 40 - 90% of most full-time faculty jobs in higher ed., pedagogical study should constitute at least 40% of the work graduate students do toward a graduate degree. I was recently laughed at by someone in a traditional academic discipline when I offered this as a provocation, but it feels hardly provocative to me. For some programs, even requiring a single graduate course in pedagogy would be a step in the right direction, but 40% of coursework seems an incredibly reasonable bar (even if also well out of current reach for many programs)."

Dev Bootcamp, a nine-week intensive program that takes students with no programming background and turns them into world class beginner, job-ready software engineers. More than 90 percent of all Dev Bootcamp graduates, who are called "Boots," have found jobs in the tech community within three months after graduation.

"Software Secure, Inc. and the International Center for Academic Integrity (ICAI) have partnered to offer the Trusted Seal Program™, a set of standardized criteria with which the integrity practices of online courses can be evaluated. An industry first, the program is endorsed by leaders in online academic integrity solutions and best practices."

"The debate over whether the Net is good or bad for us fills the airwaves and the blogosphere. But for all the heat of claim and counter-claim, the argument is essentially beside the point: it's here; it's everywhere. The real question is, do we direct technology, or do we let ourselves be directed by it and those who have mastered it?"

Washtenaw Community College is the first community college in Michigan to put a textbook-free learning program in place. The Kaleidoscope Project uses open educational resources - basically online textbooks - to help make higher education more affordable. She says the project will be in place in one reading and one intermediate algebra class this fall, but the hope is that it can be expanded in the future.

"Regardless of the goal of MOOCs - be it for profit or idealism - there are genuine educational concerns that need to be closely monitored. A course with 10,000 (or even 1,000) students enrolled cannot foster any significant discussion. Yes, teaching assistants (TAs) can be employed to groups of 100-200 students for online questions etc, but that may not be so simple. About 100 TAs would be needed for a modest-sized MOOC of 10,000 students. Even for the lecturer to organise 100 TAs would be a Herculean task. Another serious concern is evaluation. How can one evaluate 20,000 students taking a course? Yes, electronic quizzes and multiple-choice tests can be given to monitor progress - if the material is suitable for such types of questions. But what about material in the social sciences and humanities that might be harder to evaluate (than science) without essay-style answers? I've already seen that companies are attempting to write computer programs that will grade essays. But as one educator put it, how can a programmer include wit and style for evaluation in such a program?"

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).

NetSmartz Workshop is an interactive, educational program of the National Center for Missing & Exploited Children® (NCMEC) that provides age-appropriate resources to help teach children how to be safer on- and offline. The program is designed for children ages 5-17, parents and guardians, educators, and law enforcement. With resources such as videos, games, activity cards, and presentations, NetSmartz entertains while it educates.

" It's a #MOOP ormassive open online program, apparently looking to run on volunteer teacher power. Phu Vu, PhD candidate in CI at Southern Illinois University, Carbondale.

"Instead of paying tuition and fees, students in the program would sign a contract to pay a percentage of their gross income to the state or their college or university after graduation for a specified number of years. The program would be available only to Rhode Island residents, and students would be required to graduate on time in order to remain eligible."