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Jon Breitenbucher

Online Learning and Liberal Arts Colleges - 0 views

www.insidehighered.com/...e-uses-blended-online-learning

learning online learning liberal-arts

shared by Jon Breitenbucher on 09 Oct 12 - No Cached
  • Jon Breitenbucher on 09 Oct 12
     
    Liberal arts colleges explore uses of 'blended' online learning
Jon Breitenbucher

MOOCs do not represent the best of online learning (essay) | Inside Higher Ed - 0 views

www.insidehighered.com/...ent-best-online-learning-essay

higher education MOOCs learning

shared by Jon Breitenbucher on 25 Apr 13 - No Cached
  • Jon Breitenbucher on 25 Apr 13
     
    "But thus far little attention has been paid to the quality of MOOCs. Quality in online learning can be defined in many ways: quality of content, quality of design, quality of instructional delivery, and, ultimately, quality of outcomes."
Amyaz Moledina

The Coursera Effect - 0 views

search.ebscohost.com/login.aspx

MOOCs revenue model

shared by Amyaz Moledina on 10 Oct 12 - No Cached
  • Amyaz Moledina on 10 Oct 12
     
    The article discusses the online learning website Coursera, which was founded by Stanford University professors Andrew Ng and Daphne Koller in an attempt to provide free online courses. The services are offered to and taken by students from around world, and Ng and Koller believe that their method is changing traditional standards for lecturing by forcing students to be interactive and engaged during the lecture. Topics include how Coursera will ultimately earn revenue, the economic benefit of online education for top-level universities, and a list of other free online education programs, including EDX, the Minerva Project, and Udacity
Amyaz Moledina

Learning in the Open: Networked Student Identities | theory.cribchronicles.com - 0 views

theory.cribchronicles.com/...n-networked-student-identities

learning network future faculty higher education technology professoriate

shared by Amyaz Moledina on 12 Feb 13 - No Cached
  • But I believe learning – whether in online social networks or straight from the canon, bound in leather – involves being able to read and make sense of the codes and signals being given off by those you interact with, particularly those you expect to learn from. These are what I refer to when I talk about “legitimacy structures” within academia and networks in the final slide of the presentation above. They are, in a sense, literacies. They’re what I’m stumbling towards when I talk about the networked or digital literacies that MOOCs – if they connect people – help develop.
  • that the filters and structure aren’t the whole challenge: how to translate and signal what I’m learning to two different audiences is also a process I’m going to have to address overtly. Because there are power structures that support and prop up societal views of knowledge that make networked knowledge and practices appear invisible or illegitimate.
  • The lack of face-to-face is not a void, only a lack of literacy
    • Amyaz Moledina
      Amyaz Moledina on 12 Feb 13
       
      I could not have said it better!
Jon Breitenbucher

ACE doubles down on prior learning assessment | Inside Higher Ed - 0 views

www.insidehighered.com/...down-prior-learning-assessment

higher education future credit learning

shared by Jon Breitenbucher on 04 Mar 13 - No Cached
  • Jon Breitenbucher on 04 Mar 13
     
    "The council says it wants more students to earn college credit for learning that occurs outside the college classroom." - It may be time to examine our stance on accepting online credits.
Jon Breitenbucher

CIC Online Learning Collaboration: A Vision and Framework - 0 views

www.documentcloud.org/...ollaboration-a-vision-and.html

MOOCs higher education online learning cic collaboration vision framework

shared by Jon Breitenbucher on 19 Jun 13 - No Cached
  • Jon Breitenbucher on 19 Jun 13
     
    An interesting position paper from some of the largest universities in the country on online collaboration, MOOCs and educational technology companies.
Jon Breitenbucher

Online Education May Make Top Colleges More Elite, Speakers Say - Technology - The Chro... - 0 views

chronicle.com/...137687

online education technology higher education MOOCs learning faculty

shared by Jon Breitenbucher on 05 Mar 13 - No Cached
  • Jon Breitenbucher on 05 Mar 13
     
    "Professors might be surprised by what the data tell them. Eric Mazur, a professor of physics at Harvard, drew murmurs from the crowd-which mostly consisted of Harvard and MIT faculty members-when he showed research indicating that students at a lecture have brain activity roughly equivalent to when they watch television." - this doesn't seem to surprising. There are some other interesting ideas mentioned like "Maybe we could have 100 people register for a seminar," Mr. Rabkin said. The students could work through the first 12 weeks independently and online, "and that teacher can finish the seminar five different times in the course of a 15-week semester, spending the last three weeks with each of those groups of 20."
  • Amyaz Moledina on 13 Mar 13
     
    I agree with this brain activity finding. Students constantly come to me and say "I understand what you are saying in class but when you ask me questions outside of class I do not know what to do." They are not paying attention. Even when I teach to the test, the results from online questions are equivalent (I need to check this formally). This has forced me to rely more on solving open ended problems in groups and getting students to write their own answers. So my principles class is turning into a first year problem solving seminar!
Jon Breitenbucher

MOOCS, Online Learning, and the Wrong Conversation | Inside Higher Ed - 0 views

www.insidehighered.com/...earning-and-wrong-conversation

MOOCs higher education

shared by Jon Breitenbucher on 04 Jan 13 - No Cached
  • Amyaz Moledina on 04 Jan 13
     
    the focus of the conversation about MOOCs should be teaching. what do we do best, what can we do better?
Jon Breitenbucher

MOOCs prompt some faculty members to refresh teaching styles | Inside Higher Ed - 0 views

www.insidehighered.com/...embers-refresh-teaching-styles

higher education MOOCs teaching

shared by Jon Breitenbucher on 05 Mar 13 - No Cached
  • Jon Breitenbucher on 05 Mar 13
     
    "Amid the various influences that massive open online courses have had on higher education in their short life so far -- the topic of a daylong conference here Monday -- this may be among the more unexpected: The courses may be prompting some faculty to pay more attention to their teaching styles than they ever have before." - this was something that administrators from Stanford mentioned in the Educause Learning Initiatives conference when discussing the biggest benefits they had seen from developing MOOCs
Amyaz Moledina

MOOCs and disruptive innovation: The challenge to HE business models - 0 views

www.obhe.ac.uk/...view_details

MOOCs

shared by Amyaz Moledina on 10 Oct 12 - No Cached
  • Amyaz Moledina on 10 Oct 12
     
    All industries have to cope with the disruption of the unfolding digital revolution, and education is no exception. This multi-faceted disruption can be seen in the new wave of MOOCs. The arrival of 'massive open online courses' appears to be another tectonic shift in the evolution of higher education and HE internationalisation. MOOCs are free of charge, designed for large numbers of people to take them at once, encourage peer-to-peer learning, and award certificates rather than academic course credit. This article, the first of a short series on disruptive innovation in HE, describes three new start-ups - Coursera, edX and Udacity - and explores the challenges they pose to traditional models of delivery in higher education.
Jon Breitenbucher

Udacity's Sebastian Thrun, Godfather Of Free Online Education, Changes Course | Fast Co... - 0 views

www.fastcompany.com/...y-sebastian-thrun-uphill-climb

MOOC udacity thrun liberal-arts

shared by Jon Breitenbucher on 20 Nov 13 - No Cached
  • "From a pedagogical perspective, it was the best I could have done," he says. "It was a good class." Only it wasn't: For all of his efforts, Statistics 101 students were not any more engaged than any of Udacity's other students. "Nothing we had done had changed the drop-off curve," Thrun acknowledges.
  • Among those pupils who took remedial math during the pilot program, just 25% passed. And when the online class was compared with the in-person variety, the numbers were even more discouraging. A student taking college algebra in person was 52% more likely to pass than one taking a Udacity class,
  • "At the end of the day, the true value proposition of education is employment," Thrun says, sounding more CEO than professor. "If you focus on the single question of who knows best what students need in the workforce, it's the people already in the workforce. Why not give industry a voice?"
  • ...3 more annotations...
  • Learning, after all, is about more than some concrete set of vocational skills. It is about thinking critically and asking questions, about finding ways to see the world from different points of view rather than one's own. These, I point out, are not skills easily acquired by YouTube video.
  • Thrun seems to enjoy this objection. He tells me he wasn't arguing that Udacity's current courses would replace a traditional education--only that it would augment it. "We're not doing anything as rich and powerful as what a traditional liberal-arts education would offer you," he says. He adds that the university system will most likely evolve to shorter-form courses that focus more on professional development. "The medium will change," he says.
  • "I wish to do away with the idea of spending one big chunk of time learning."
  • Jon Breitenbucher on 20 Nov 13
     
    Some interesting thoughts on the impact of MOOCs and the relevance of Liberal Arts.
Jon Breitenbucher

Can IT Be the Core of Higher Ed? - Online Universities.com - 0 views

www.onlineuniversities.com/...can-it-be-core-higher-ed

higher education technology learning future

shared by Jon Breitenbucher on 11 Jan 13 - No Cached
  • Jon Breitenbucher on 11 Jan 13
     
    I found Shirky's keynote at Educase to be very interesting and the quote this article builds upon was one that I had made a not of as well.
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