Open education and MOOCs: a quick assessment from late 2013

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Very brief talk on open education and MOOCs, for the
Midwestern Higher Education Compact's 9th Annual Policy Summit:
http://www.mhec.org/events/9th-annual-policy-summit

Published in: Education
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  • The National Institute for Technology in Liberal Education (NITLE) works with a diverse community of liberal arts colleges and universities. This national network is focused on developing a deep understanding of the undergraduate student experience, the impact of the broader technological environment on teaching and learning, and the future of liberal education.
  • Open education and MOOCs: a quick assessment from late 2013

    1. 1. Image by Alan Levine
    2. 2. Monthly environmental scan report Trends identified, tested, projected
    3. 3. Some concepts: 1. 2. 3. Open education vs MOOCs; cMOOCs vs xMOOCs; Selected strategic uses of MOOCs
    4. 4. “…Open education seeks to create a world in which the desire to learn is fully met by the opportunity to do so, where everyone, everywhere is able to access affordable…”
    5. 5. “…educationally and culturally appropriate opportunities to gain whatever knowledge or training they desire.” “About Open Education,” Open Education Week, February 2012, http://www.openeducationweek.org/about-openeducation/.
    6. 6. educational resources (OER) courseware (OCW) learning tools (Moodle) scholarship
    7. 7. assessment (badges) learners universities courses (MOOC)
    8. 8. Why open? Cost savings Access boost Academic profile and conversations
    9. 9. Flexibility, creativity International reach Rising trendlines
    10. 10.  Expand curriculum, formal and in Professional development – all staff  Use MOOCs content as OER materials for classes
    11. 11. Photo by Tony Fischer, http://www.flickr.com/photos/tonythemisfit/4099700944/
    12. 12. Explore online teaching and learning Outreach: public scholarship, new students
    13. 13. Perceived lower quality learning experience Increased adjunctification (lecture-TA analog) Non-adjunct faculty resistance
    14. 14. Perceived lower quality learning experience Increased adjunctification Costs (except North Dakota) Faculty resistance
    15. 15. Bryan’s email bryan.alexaner@gmail.com Bryan’s thinking http://bryanalexander.org Bryan on Twitter http://twitter.com/BryanAlexander

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