Open education and MOOCs: a quick assessment from late 2013
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Open education and MOOCs: a quick assessment from late 2013

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Very brief talk on open education and MOOCs, for the

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

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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 Open education and MOOCs: a quick assessment from late 2013 Presentation Transcript

  • Image by Alan Levine
  • Monthly environmental scan report Trends identified, tested, projected
  • Some concepts: 1. 2. 3. Open education vs MOOCs; cMOOCs vs xMOOCs; Selected strategic uses of MOOCs
  • “…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…”
  • “…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/.
  • educational resources (OER) courseware (OCW) learning tools (Moodle) scholarship
  • assessment (badges) learners universities courses (MOOC)
  • Why open? Cost savings Access boost Academic profile and conversations
  • Flexibility, creativity International reach Rising trendlines
  •  Expand curriculum, formal and in Professional development – all staff  Use MOOCs content as OER materials for classes
  • Photo by Tony Fischer, http://www.flickr.com/photos/tonythemisfit/4099700944/
  • Explore online teaching and learning Outreach: public scholarship, new students
  • Perceived lower quality learning experience Increased adjunctification (lecture-TA analog) Non-adjunct faculty resistance
  • Perceived lower quality learning experience Increased adjunctification Costs (except North Dakota) Faculty resistance
  • Bryan’s email bryan.alexaner@gmail.com Bryan’s thinking http://bryanalexander.org Bryan on Twitter http://twitter.com/BryanAlexander