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Around the world, massive open online courses-MOOCs-are drawing thousands of participants eager to learn sophisticated skills and maybe even pick up some sort of credential or credit. MOOCs are not only becoming a "tool for democratizing higher education," as Tamar Lewin writes in The New York Times, they are also changing educators' atttitudes about teaching.

I have always been intrigued by the promise of online education. It is easy to see how geographic and economic boundaries can be overcome through technology. Educational institutions can compete for students well beyond their traditional local boundaries, growing nationally and internationally while bringing down their per-seat costs. Schools no longer need expensive classrooms and dormitories to grow. Small, innovative institutions can grow globally and as rapidly as they dare to dream. High-quality teaching faculty can be recruited from anywhere on the planet -- to teach thousands of students simultaneously. Students can study anytime and attend classes from anywhere. In addition, growth of free, high-quality education sites such as Khan Academy and open-source courses such as Opencourseware at MIT, along with global satellite and broadband communications networks, have removed economic, social, and geographic barriers to high-quality education.

Pardon the hyperbole, but this may be one of the biggest partnerships in education since chalk met the chalkboard. MIT has officially joined forces with Khan Academy to launch a new set of educational videos. In this new partnership, MIT students will be making videos, not the professors. It's a truly inspiring time in education when you see a school ask its own students to become the teachers. It's like the ultimate flipped classroom. It's a flipped school. "Our students have responded with all the energy and enthusiasm we knew they would. We worked with them to design the program, and the results are fantastic." -Ian A. Waitz, Dean of the School of Engineering and the Jerome C. Hunsaker Professor of Aeronautics and Astronautics.

Earlier today, Harvard and MIT announced edX, an open-source technology platform designed to deliver online courses. Now, anyone from around the world with an Internet connection can have access to, what MIT President Susan Hockfield called, "one of the best kept secrets of Cambridge and the entire higher education community" - the "richness of collaborations" between Harvard and MIT.

As part of a seismic shift in online learning that is reshaping higher education, Coursera, a year-old company founded by two Stanford University computer scientists, will announce on Tuesday that a dozen major research universities are joining the venture. In the fall, Coursera will offer 100 or more free massive open online courses, or MOOCs, that are expected to draw millions of students and adult learners globally.

"A new report by Moody's Investors Service suggests that while MOOCs' exploitation of expanded collaborative networks and technological innovation will benefit higher education in the United States as a whole, their long-term effect on the for-profit sector and smaller not-for-profit institutions could be damaging. MOOCs - massive open online courses - have garnered considerable attention since Stanford University's artificial intelligence course in the autumn 2011 semester attracted nearly 160,000 students. While the course's completion rate was low (15.6%), the scale of the response excited many in the higher education community - from institutions to venture capital companies. Indeed, the report notes that MOOCs represent a "pivotal development" in the evolution of higher education and have the potential to revolutionise the way a centuries-old industry has operated."

In what is shaping up as an academic Battle of the Titans - one that offers vast new learning opportunities for students around the world - Harvard University and the Massachusetts Institute of Technology on Wednesday announced a new nonprofit partnership, known as edX, to offer free online courses from both universities. News, data and conversation about education in New York. Join us on Facebook » Follow us on Twitter » Harvard's involvement follows M.I.T.'s announcement in December that it was starting an open online learning project to be known as MITx. Its first course, Circuits and Electronics, began in March, enrolling about 120,000 students, some 10,000 of whom made it through the recent midterm exam. Those who complete the course will get a certificate of mastery and a grade, but no official credit. Similarly, edX courses will offer a certificate but will carry no credit

" was particularly inspired by the lunchtime keynote - Dr John Moravec, who was kind enough to share his presentation with me… He introduced the idea of knowmads. They… Are not restricted to a specific age. Build their personal knowledge through explicit information gathering and tacit experiences, and leverage their personal knowledge to produce new ideas. Are able to apply their ideas and expertise contextually in various social and organizational configurations. Are highly motivated to collaborate, and are natural networkers, navigating new organizations, cultures, and societies. Purposively use new technologies to help them solve problems and transcend geographical limitations. Are open to sharing what they know, and invite the open access to information, knowledge and expertise from others. Develop habits of mind and practice to learn continuously, and can unlearn as quickly as they learn, adopting new ideas and practices as necessary. Thrive in non-hierarchical networks and organizations. Are not afraid of failure."

Learning today happens everywhere, not just in the classroom. But it's often difficult to get recognition for skills and achievements that happen outside of school. Mozilla's Open Badges project is working to solve that problem, making it easy for anyone to issue, earn and display badges across the web -- through a shared infrastructure that's free and open to all. The result: helping people of all ages learn and display 21st century skills, unlock career and educational opportunities, and find new life pathways.

Open government initiatives are either aimed at providing greater transparency, usually as a reaction to an accusation or perception of excessive secrecy, or at engaging citizens in specific problem solution as well as service delivery. It is probably fair to say that the US federal initiatives are closer to the former, while UK initiatives are closer to the latter. In both cases, though, there is a fundamental lack of confidence - or blatant distrust - in the government workforce. This is rooted in a mixture of reality and perception: laziness, risk aversion, self-preservation, lack of incentives, low salaries, a culture of job security, and so forth, do not contribute to creating a pretty picture of government employees. In countries that are struggling with their finances and economy, civil servants are seen as a cost to be reduced in order to recover resources that should help reignite the economy. At the same time many agree that the retirement or dismissal of experienced government workers may make the situation even worse in areas where government services will be in greater demand going forward (think about education, social care, health care, public safety).

MIT and Harvard, two neighboring universities which often compete for top students, are now collaborating on free online courseware technology. Starting next fall, both schools will offer free courses using a platform based on MIT's previously announced MITx technology.  MITx enables the creation of online classes that knit together video segments, embedded quizzes, interactive feedback, online labs and student-ranked Q&A.

"Voici quatre étudiants pris au hasard : On Chi Tang libraire à Kuala Lumpur, Dimitri Popoulas fonctionnaire à Athenes, Shagun Gupta femme au foyer à New Delhi et Michelle étudiante à Sheffield. Des hommes et femmes ordinaires, citoyens du monde, que rien ne devait à priori réunir. Depuis le 27 aout, ils sont pourtant assis sur les mêmes bancs virtuels du cours "Gamification" dispensé par Kevin Warbach, professeur à l'Université de Virginia (USA). Pendant les 6 semaines que compte ce module et comme les 65 000 inscrits de par le monde, ils suivront à l'heure et dans le lieu qui leur conviennent 2 cours hebdomadaires d'une heure en video. Ils pourront s'exercer avec des quizz. A la fin du module, si tout s'est bien passé, ils recevront une certification de Coursera MOOC, émanation de l'université de Standford. Fait étonnant, pour suivre ce module de cours et obtenir la certification, aucun n'aura déboursé un centime !"

"Drawing on an entirely new set of original research conducted with countless collaborators in fields such as healthcare, science, education, energy, government and the media, we tell the stories of some of the world's most dynamic innovators, from a global citizen's movement working to reverse the tide of disruptive climate change to for-profit startups that are turning industries ranging from music to transportation on their head. We argue that collaborative innovation is not only transforming our economy but all of society and its many institutions. Now the onus is now on each of us to lead the transformation in our households, communities and workplaces. After all, the potential for new models of collaboration does not end with the production of software, media, entertainment and culture. Why not open source government, education, science, the production of energy, and even health care?"

Coursera, the brainchild startup of two Stanford professors who found great success with free online classes last year, just secured a $16 million round of funding. Kirsten Winkler and I had a chance to talk with them late last week and their insights on free education, online learning, and the use of data to drive teaching and business are well worth sharing. Check out the interview below:

"Lors d'une conférence au Google Education Summit, cette petite brune à l'énergie adolescente assiste à une présentation de YouTube sur l'éducation. Elle bouscule ses voisins, sort en trombe. Elle tient son idée : jusqu'alors, l'élève écoute la leçon en classe (temps passif) et réalise des recherches, des devoirs à l'extérieur (temps actif). Mais si la leçon est disponible en vidéo, l'élève peut la visionner avant le cours et utiliser la classe pour la partie active (brainstorming, questions, cas). C'est le concept de "flip education", le renversement des tempos et la revalorisation du professeur. Elle n'est pas la première à y penser, elle propose une expérimentation. Le corps professoral dégaine une salve d'a priori : que deviendra l'expérience du face-à-face ? Ne transforme-t-on pas ainsi l'enseignement en marchandise ? Ne va-t-on pas marginaliser un peu plus les Humanités ?"

The world of digital textbooks is more than heating up. It's on fire. Amazon just launched a digital rental option for textbooks. Companies like Chegg are becoming academic hubs that can improve your education experience through more than just textbook rentals. But all of the options to use digital textbooks have cost money. And teachers as well as students simply don't have much. Until now. Boundless just launched the public beta version of its brand new site. What is Boundless? It's a way to easily turn all of the open source information that exists in the world into a simple easy-to-use digital textbook. And it's free. This is one of the most exciting announcements that came across my inbox over the past few weeks. Boundless is shaping up to truly disrupt the digital textbook industry and the newly launched tools are robust enough to do just that. But enough hyperbole and hot air, here's what you should know:

Le mouvement des REL (Ressources éducatives libres ou OER en anglais, Open Educative Resources) se porte relativement bien, surtout dans le monde anglo-saxon. Non seulement les OER sont mieux répertoriées que leurs homologues francophones, mais elles sont également produites par des institutions de grand renom qui, au-delà de la stratégie marketing et de visibilité que décèlent les esprits chagrins dans ces initiatives, assument leur responsabilité de leaders mondiaux en matière d'excellence éducative.

We write to communicate an untenable situation facing the Harvard Library. Many large journal publishers have made the scholarly communication environment fiscally unsustainable and academically restrictive. This situation is exacerbated by efforts of certain publishers (called "providers") to acquire, bundle, and increase the pricing on journals. Harvard's annual cost for journals from these providers now approaches $3.75M. In 2010, the comparable amount accounted for more than 20% of all periodical subscription costs and just under 10% of all collection costs for everything the Library acquires. Some journals cost as much as $40,000 per year, others in the tens of thousands. Prices for online content from two providers have increased by about 145% over the past six years, which far exceeds not only the consumer price index, but also the higher education and the library price indices. These journals therefore claim an ever-increasing share of our overall collection budget. Even though scholarly output continues to grow and publishing can be expensive, profit margins of 35% and more suggest that the prices we must pay do not solely result from an increasing supply of new articles.

In a major development on Tuesday, a dozen highly ranked universities said they had signed on with Coursera, a new venture offering free classes online. They still must overcome some skepticism about the quality of online education and the prospects for having the courses cover the costs of producing them, but their enthusiasm is undimmed.