This document outlines a presentation given by Anthony Picciano on blended learning and MOOCs. The presentation defines blended learning as existing on a continuum between fully face-to-face and fully online instruction. It introduces a multimodal model for blending with pedagogical purpose. MOOCs are discussed as online courses with open enrollment that have millions of students but high dropout rates. The future of education is predicted to involve more non-traditional students and blending MOOC content delivery with face-to-face interaction and support.
ReimaginED 2015: Trends in K12 EducationDavid Havens
We’re living in a time of tremendous technological change. In the next five years, another billion people will gain access to the internet. By 2020, 80% of the adults on Earth will have a smartphone, double what it is today.
We started the Seed Fund to seek out those places where technological change might be leveraged to improve education, and there is much to improve about our current system. One of the most troubling trends of the last decade is the decrease in educational mobility. As a country, we are doing worse than most at educating our neediest kids which now account for just over half of public school children.
For our neediest children, the problems are cumulative. A series of school failures and missed opportunities add up to an education of accumulated disadvantage, a reverse Matthew Effect of sorts. Our team is focused on how technology can be used to reduce and even eliminate these obstacles so that our school system is an escalator to opportunity for all.
We’ve invested in over 40 teams scaling ideas to improve our education system by empowering students, educators and families with the best tools technology has to offer. Through this lens, we share our second ReImaginED deck. Inspired by KPCB’s Mary Meeker’s widely shared Internet Trends deck, we set out to expose data about our K-12 education system and highlight some of the innovations in education technology. The goal of this deck is to draw out high level trends so it doesn’t include the human stories on the other side of these numbers and charts, see here for some of those.
In ReimaginED 2015 (building off the original published over a year ago), we review the latest systemic challenges, landscape shifts, and emerging innovations that are helping to solve these problems.
Let us know about other innovation trends you are seeing in the comments below or by sharing this on twitter, #ReimaginED2015.
(Cross-post from www.newschools.org/blog/reimagined2015, original post by Jennifer Carolan and David Havens)
ReimaginED: The Future of K12 EducationDavid Havens
Catalyzed by technology, education is undergoing major change towards greater personalization and access. Many tools and instructional models are being reimagined using technology, from personalized and interactive literature to credentialing and e-portfolios. New blended learning models like lab rotation and flex rotation combine online and classroom instruction. Venture capital is increasingly flowing into educational technology startups.
This document discusses issues related to the introduction and use of new technologies in schools, specifically related to accessibility and responsibility. It notes that while new technologies are being introduced to engage students, accessibility for students with special educational needs was not considered. It finds that there is no clear structure of responsibility for new technologies, and that accessibility is not monitored. Traditionally, educational consultants acted as "brokers" to ensure smooth implementation, but budget cuts have reduced this support. The document also discusses how students may fail to enforce their accessibility rights due to a lack of empowerment and control over their learning.
The document discusses challenges faced by Queensbury School in Bradford, UK in educating students with special educational needs (SEN) or disabilities. It notes that the school has seen decreased funding in recent years as student numbers dropped after poor OFSTED reviews, despite improvements. This has reduced support staff and resources while the number of students with needs has increased. Key issues include a lack of effective information sharing between staff about students' needs, large class sizes with limited support, insufficient assistive technologies, and accessibility problems with the aging school building. Improving funding is necessary to help address these challenges through increased staffing and resources.
TechnoEduPreneur 30 Mei 2013 Higher Education 21st Century Learning Djadja Sardjana
Future Paradigms in the Education:
- Strong impact of the birth of globalization will result in a change in management strategy of education and training
- For that requires knowledge of education and learning methods are new
- The structure of skills and knowledge to support changing lifelong learning and continuous learning that serves to prepare peoples to meet the demands or institution interests
Building Rigidity that Withstands all types of Formative and Summative Evalua...Jose Luis Sanchez
This research study aims to test the reliability of using 20th century summative assessments without 21st century test preparation methods. It will examine whether the use of e-portfolios as part of homework methodology helps students score higher on state-mandated summative evaluations. The study will involve eight classes, with four using traditional homework methods and four using e-portfolios, monitored by education specialists. Student performance data will be collected and correlated between the control and experimental groups, and with state assessment scores, to determine if e-portfolios have a statistically significant impact. The goal is to help education systems meet accountability mandates while preparing students for 21st century skills.
ReimaginED 2015: Trends in K12 EducationDavid Havens
We’re living in a time of tremendous technological change. In the next five years, another billion people will gain access to the internet. By 2020, 80% of the adults on Earth will have a smartphone, double what it is today.
We started the Seed Fund to seek out those places where technological change might be leveraged to improve education, and there is much to improve about our current system. One of the most troubling trends of the last decade is the decrease in educational mobility. As a country, we are doing worse than most at educating our neediest kids which now account for just over half of public school children.
For our neediest children, the problems are cumulative. A series of school failures and missed opportunities add up to an education of accumulated disadvantage, a reverse Matthew Effect of sorts. Our team is focused on how technology can be used to reduce and even eliminate these obstacles so that our school system is an escalator to opportunity for all.
We’ve invested in over 40 teams scaling ideas to improve our education system by empowering students, educators and families with the best tools technology has to offer. Through this lens, we share our second ReImaginED deck. Inspired by KPCB’s Mary Meeker’s widely shared Internet Trends deck, we set out to expose data about our K-12 education system and highlight some of the innovations in education technology. The goal of this deck is to draw out high level trends so it doesn’t include the human stories on the other side of these numbers and charts, see here for some of those.
In ReimaginED 2015 (building off the original published over a year ago), we review the latest systemic challenges, landscape shifts, and emerging innovations that are helping to solve these problems.
Let us know about other innovation trends you are seeing in the comments below or by sharing this on twitter, #ReimaginED2015.
(Cross-post from www.newschools.org/blog/reimagined2015, original post by Jennifer Carolan and David Havens)
ReimaginED: The Future of K12 EducationDavid Havens
Catalyzed by technology, education is undergoing major change towards greater personalization and access. Many tools and instructional models are being reimagined using technology, from personalized and interactive literature to credentialing and e-portfolios. New blended learning models like lab rotation and flex rotation combine online and classroom instruction. Venture capital is increasingly flowing into educational technology startups.
This document discusses issues related to the introduction and use of new technologies in schools, specifically related to accessibility and responsibility. It notes that while new technologies are being introduced to engage students, accessibility for students with special educational needs was not considered. It finds that there is no clear structure of responsibility for new technologies, and that accessibility is not monitored. Traditionally, educational consultants acted as "brokers" to ensure smooth implementation, but budget cuts have reduced this support. The document also discusses how students may fail to enforce their accessibility rights due to a lack of empowerment and control over their learning.
The document discusses challenges faced by Queensbury School in Bradford, UK in educating students with special educational needs (SEN) or disabilities. It notes that the school has seen decreased funding in recent years as student numbers dropped after poor OFSTED reviews, despite improvements. This has reduced support staff and resources while the number of students with needs has increased. Key issues include a lack of effective information sharing between staff about students' needs, large class sizes with limited support, insufficient assistive technologies, and accessibility problems with the aging school building. Improving funding is necessary to help address these challenges through increased staffing and resources.
TechnoEduPreneur 30 Mei 2013 Higher Education 21st Century Learning Djadja Sardjana
Future Paradigms in the Education:
- Strong impact of the birth of globalization will result in a change in management strategy of education and training
- For that requires knowledge of education and learning methods are new
- The structure of skills and knowledge to support changing lifelong learning and continuous learning that serves to prepare peoples to meet the demands or institution interests
Building Rigidity that Withstands all types of Formative and Summative Evalua...Jose Luis Sanchez
This research study aims to test the reliability of using 20th century summative assessments without 21st century test preparation methods. It will examine whether the use of e-portfolios as part of homework methodology helps students score higher on state-mandated summative evaluations. The study will involve eight classes, with four using traditional homework methods and four using e-portfolios, monitored by education specialists. Student performance data will be collected and correlated between the control and experimental groups, and with state assessment scores, to determine if e-portfolios have a statistically significant impact. The goal is to help education systems meet accountability mandates while preparing students for 21st century skills.
This document outlines criticisms of education technology in the classroom. It argues that the addition of technology has not been properly researched, and that studies show no significant difference in learning with or without technology. Specifically, it claims that technology has not transformed teaching methods, may disadvantage remote learners, and lacks evidence of benefits for reading or special education. It also argues that technology has not produced the cost savings or student outcomes promised and that schools often adopt obsolete or overpriced programs. The document concludes by calling for more carefully designed research on the impacts and trends of education technology.
Next Generation Engineering Education White Paper (2)Andy Lau
- Engineering education and training is virtually non-existent in K-12 education in most states according to a Purdue University study, and many educators believe engineering concepts should be introduced at an earlier age.
- New standards and programs aim to improve STEM education beginning in middle school through hands-on learning opportunities, but misconceptions still limit girls' and women's participation in the field.
- At the university level, flipped classroom models and virtual learning tools are helping to engage students and make the most of limited classroom time for technical subjects like engineering.
Edtech 2.0: Tokenizing and Gamification of the Education SystemVeronica Andrino
In line with the Government's goal of promoting and enhancing Education in The Philippines, there are other factors that also need to be addressed such as managing the enrollment system every semester and year. With limited manpower in each and every University, accommodating a large number of students is a tough challenge, not to mention managing the data and funds, both sent and paid, which are still mostly manually processed. The situation in the Philippines is similar to many other countries.
Unifinity Application is an Edtech at its core where the Application is created to help the other institutions who can’t afford to pay for expensive software cost. Unifinity aims to provide the solution to Government schools which relatively host 87% of the population of the students are enrolled on a Government institution while the rest of the students are enrolled in Middle-Class schools which are Semi-Private and the rest will be in a Private Class where the population of the students belongs to the First Class.
Unifinity aims to support the Institutions and Students who can't afford to pay for their school fees by giving them access to an application that offers accessibility by using their mobile phones and they can still attend the class, study even at home, making sure that the students will never miss a single lesson submitted by the teachers and the students can still study at home without the need of downloading an application.
Unifinity aims to create the first blockchain-based decentralized application (Dapp) built to enhance security, operational efficiency, cost-effectiveness, and transparency in the entire value chain of educational institutions.
Blockchain technology can be used as a powerful tool to improve the current education system by creating a simplified process and automation of all administrative processes including the authentication of data and identity of users as well as Tokenizing the traditional grading system by utilizing the smart contract on issuing remarks using ERC777 Tokens.
The Tennessee Technology Center system has achieved high graduation (75%) and job placement (83%) rates through a highly structured academic model. Students are enrolled in predetermined programs with set schedules rather than choosing individual courses. Remediation is embedded in coursework rather than a separate requirement. This structured approach contrasts with the typical community college model and has attracted interest from other institutions. While not a perfect fit for all students or colleges, incorporating aspects of Tennessee's rigid structure could help increase completion rates at other schools.
This document summarizes Brian Butler's presentation on challenges and opportunities in higher education and edtech. Butler has over 10 years of experience in international education and has founded companies like CourseChunks and Summit Global Education. The presentation discusses issues like rising costs and student debt burden in US higher education. It also notes opportunities to innovate through new models and technologies that can address skills gaps. Potential areas discussed include lifelong learning platforms, virtual/augmented reality tools, and focusing more resources on vocational training alternatives to traditional 4-year degrees. The document provides an overview of recent edtech investing trends and the large potential market size. It encourages attendees to think ambitiously about problems in higher education and how new businesses could create meaningful impact
This literature review examines trends in K-12 virtual schools using peer-reviewed articles and reports. It discusses the history of virtual schools emerging in the 1920s, types of virtual schools including state-funded, charter, and private models. The review also covers the purpose of providing innovative education and flexible course options. Student experiences varied with synchronous classes generally more positive than asynchronous. Benefits included access to classes and instructors worldwide while challenges involved accreditation, resistance to change, and funding models. It is predicted virtual school enrollment will grow significantly in coming years.
Today NewSchools Ignite is releasing “Promising Developments in Science Edtech,” a summary report of our findings and the lessons learned from the Science Learning Challenge market research and cohort experience. The report compiles the key insights we’ve gleaned, and presents them in three sections: why science education matters, challenges facing K-12 science learning, and opportunities for edtech to support science learning.
This is Prof. Tan Eng Chye's, (Vice President, Provost NUS) presentation at the Workshop "What is a Good University?" organized by VNU in Hanoi under sponsored of the British Embassy in Hanoi. The NUS shows its clear and powerful road to the future that meets a high level development of human resources and the goals of contributing to the Singapore socio economic development, providing quality services to the communities as well as global integration and development. The NUS has prepared a bright future for its students with entrepreneurial minds.
Educational Technology is becoming increasingly important in the higher education sector as innovative educators are using technology to improve pedagogy and student learning. This is not limited to academic institutions as corporate trainers also seek to leverage their people development resources to improve the operating performance of their organizations.
As a result the field of EdTech has been growing rapidly over the past decade as entrepreneurs see the opportunities to use technology to improve the speed and depth of learning. The drive ultimately stems from the transition to a knowledge economy where information is the vital fuel and improved learning can provide breakthrough insights that have substantial public or private value.
This presentation will look at the trends impacting and being impacted by EdTech, student and faculty perceptions, economics, adoption success, factors, investment patterns and the major technologies that are being used in higher educational institutions.
160405 zuyd hogeschool video teaching and blended learning (slideshare)Zac Woolfitt
Using educational video as part of a blended learning strategy. Flipping the classroom. A Webinar for Zuyd Hogeschool April 5th 2016. Thinking outside the box with video
2010 Congressional Briefing K12 Students Parents FINAL3Julie Evans
This document summarizes the key findings from the Speak Up 2009 survey on leveraging emerging technologies to improve education. It discusses the top recommendations from students and parents, which center around three elements: social-based learning using communications/collaboration tools, un-tethered learning beyond the classroom using mobile devices, and digitally-rich learning with tools, content, and resources. Over 370,000 K-12 students, teachers, parents, and administrators participated in the survey.
Announcement Major Tech Initiative Reinventing the Academic Experience for St...Terry Vahey
San Jose State University has launched a five-year, $28 million initiative to upgrade its technology infrastructure by partnering with Cisco and Nexus IS Inc. The initiative aims to reinvent teaching, learning, and the academic experience for students by developing 51 next-generation learning spaces, making technologies like Cisco Show and Share and TelePresence available campus-wide, and supporting faculty innovation with new technologies. The upgrades are designed to improve the learning experience and prepare students for careers in Silicon Valley's technology industries.
Group B
Group C
Group D
41
This model allows for more individualized instruction and practice time using technology, while still having face-to-face teacher support. The rotation ensures equitable access to both online and offline learning experiences.
Flipped Classroom
42
Students watch video lectures at home as homework
Class time is spent on projects, exercises and collaboration
Homework:
Watch lecture videos
Class time:
Projects, exercises, collaboration
Reach Capital: 2021 ReimaginED Report on U.S. Education TrendsTony Wan
The pandemic forced the world to conduct the biggest experiment with online education ever. And what we've learned will fundamentally shape the future of teaching and learning.
Out of necessity, schools adopted online tools at unprecedented levels. But this will be the new reality, now that more educators, students and parents got a taste of how technology can empower and scale the best of human teaching and learning. It will allow schools to extend their village of support beyond the resources available in their communities.
This is our data-informed overview of the trends shaping U.S. K-12 and higher education beyond the pandemic.
This document discusses using social media to engage students, especially girls, in STEM subjects. It identifies several issues with current STEM engagement, including lack of funding, focus on standardized testing, and subjects being seen as uninteresting. The document suggests ways to address these issues, such as using blogs and podcasts to connect students with STEM careers, and teaching Internet usage to provide access to technology. The goal is to attract more students to STEM fields to address the shortage of qualified professionals in these important areas.
This document discusses online teaching and learning. It begins by defining online learning as instruction delivered over the internet by faculty, which can be synchronous (real-time) or asynchronous (anytime access). It then discusses the advantages of online learning for both students and teachers, such as flexible access, use of multimedia, and opportunities for collaborative work. Challenges of online teaching are also addressed, like maintaining student engagement and providing timely feedback. Overall assessments in online courses need to evaluate not just tests but also student interaction through discussions and group projects.
The document discusses the Open Learning Initiative (OLI) at Carnegie Mellon University, which develops online learning environments based on learning science and technology. OLI aims to improve learning outcomes while facilitating research on learning. Key points include:
- OLI uses data analytics and feedback loops to continuously evaluate and improve its online courses. Studies show OLI students learn as much or more than traditional students in half the time.
- OLI is working to define the new field of "learning engineering" to advance the design and development of effective online learning environments through research, collaboration, and graduate education.
- Advances in online learning have the potential to help make higher education more affordable and productive while maintaining or improving quality.
This document discusses the advantages and disadvantages of online learning versus traditional face-to-face learning for adult students. It notes that traditional classrooms can result in large class sizes that limit interaction, a lack of availability of teacher's aids, and anxiety about criticism from peers and teachers. However, online learning allows more flexibility, reduces anxiety through asynchronous options, and better fits the constructivist learning needs of adult students. While online formats change how knowledge is delivered, innovation and change have always occurred in education. Overall, the document argues that online learning is a viable option for adult students and aligns with theories of adult learning.
This document discusses the need for changes in technology education in the United States. It notes that US students are falling behind international peers in areas like math and science. The document outlines goals of providing new technology for students and teachers, training teachers to use technology effectively, and improving student achievement through technology integration. It also briefly discusses potential funding sources for educational technology and strategies for teacher training, such as demonstrations and site visits. The overall message is that improving technology education can help raise the quality of US teachers and student outcomes.
The document advertises an Android app called "Geet Ramayan Facebook Page App" created by Shridhar Phadake. It provides links to download the app and links to 3 blog pages about the app. The app allows users to access content from the Geet Ramayan Facebook page.
This document provides an introduction and overview of PCO (Project Controls Online), a website for project controls practitioners. In 3 sentences: PCO aims to be the leading online resource for the global project controls community, providing knowledge sharing, networking and recruiting; Since launching in 2010, PCO has grown to over 6,000 members from over 150 countries who use its library, forums, blogs and other tools; Key features and benefits include a job board connecting recruiters and job seekers, as well as information and opportunities for both employers and individuals.
This document outlines criticisms of education technology in the classroom. It argues that the addition of technology has not been properly researched, and that studies show no significant difference in learning with or without technology. Specifically, it claims that technology has not transformed teaching methods, may disadvantage remote learners, and lacks evidence of benefits for reading or special education. It also argues that technology has not produced the cost savings or student outcomes promised and that schools often adopt obsolete or overpriced programs. The document concludes by calling for more carefully designed research on the impacts and trends of education technology.
Next Generation Engineering Education White Paper (2)Andy Lau
- Engineering education and training is virtually non-existent in K-12 education in most states according to a Purdue University study, and many educators believe engineering concepts should be introduced at an earlier age.
- New standards and programs aim to improve STEM education beginning in middle school through hands-on learning opportunities, but misconceptions still limit girls' and women's participation in the field.
- At the university level, flipped classroom models and virtual learning tools are helping to engage students and make the most of limited classroom time for technical subjects like engineering.
Edtech 2.0: Tokenizing and Gamification of the Education SystemVeronica Andrino
In line with the Government's goal of promoting and enhancing Education in The Philippines, there are other factors that also need to be addressed such as managing the enrollment system every semester and year. With limited manpower in each and every University, accommodating a large number of students is a tough challenge, not to mention managing the data and funds, both sent and paid, which are still mostly manually processed. The situation in the Philippines is similar to many other countries.
Unifinity Application is an Edtech at its core where the Application is created to help the other institutions who can’t afford to pay for expensive software cost. Unifinity aims to provide the solution to Government schools which relatively host 87% of the population of the students are enrolled on a Government institution while the rest of the students are enrolled in Middle-Class schools which are Semi-Private and the rest will be in a Private Class where the population of the students belongs to the First Class.
Unifinity aims to support the Institutions and Students who can't afford to pay for their school fees by giving them access to an application that offers accessibility by using their mobile phones and they can still attend the class, study even at home, making sure that the students will never miss a single lesson submitted by the teachers and the students can still study at home without the need of downloading an application.
Unifinity aims to create the first blockchain-based decentralized application (Dapp) built to enhance security, operational efficiency, cost-effectiveness, and transparency in the entire value chain of educational institutions.
Blockchain technology can be used as a powerful tool to improve the current education system by creating a simplified process and automation of all administrative processes including the authentication of data and identity of users as well as Tokenizing the traditional grading system by utilizing the smart contract on issuing remarks using ERC777 Tokens.
The Tennessee Technology Center system has achieved high graduation (75%) and job placement (83%) rates through a highly structured academic model. Students are enrolled in predetermined programs with set schedules rather than choosing individual courses. Remediation is embedded in coursework rather than a separate requirement. This structured approach contrasts with the typical community college model and has attracted interest from other institutions. While not a perfect fit for all students or colleges, incorporating aspects of Tennessee's rigid structure could help increase completion rates at other schools.
This document summarizes Brian Butler's presentation on challenges and opportunities in higher education and edtech. Butler has over 10 years of experience in international education and has founded companies like CourseChunks and Summit Global Education. The presentation discusses issues like rising costs and student debt burden in US higher education. It also notes opportunities to innovate through new models and technologies that can address skills gaps. Potential areas discussed include lifelong learning platforms, virtual/augmented reality tools, and focusing more resources on vocational training alternatives to traditional 4-year degrees. The document provides an overview of recent edtech investing trends and the large potential market size. It encourages attendees to think ambitiously about problems in higher education and how new businesses could create meaningful impact
This literature review examines trends in K-12 virtual schools using peer-reviewed articles and reports. It discusses the history of virtual schools emerging in the 1920s, types of virtual schools including state-funded, charter, and private models. The review also covers the purpose of providing innovative education and flexible course options. Student experiences varied with synchronous classes generally more positive than asynchronous. Benefits included access to classes and instructors worldwide while challenges involved accreditation, resistance to change, and funding models. It is predicted virtual school enrollment will grow significantly in coming years.
Today NewSchools Ignite is releasing “Promising Developments in Science Edtech,” a summary report of our findings and the lessons learned from the Science Learning Challenge market research and cohort experience. The report compiles the key insights we’ve gleaned, and presents them in three sections: why science education matters, challenges facing K-12 science learning, and opportunities for edtech to support science learning.
This is Prof. Tan Eng Chye's, (Vice President, Provost NUS) presentation at the Workshop "What is a Good University?" organized by VNU in Hanoi under sponsored of the British Embassy in Hanoi. The NUS shows its clear and powerful road to the future that meets a high level development of human resources and the goals of contributing to the Singapore socio economic development, providing quality services to the communities as well as global integration and development. The NUS has prepared a bright future for its students with entrepreneurial minds.
Educational Technology is becoming increasingly important in the higher education sector as innovative educators are using technology to improve pedagogy and student learning. This is not limited to academic institutions as corporate trainers also seek to leverage their people development resources to improve the operating performance of their organizations.
As a result the field of EdTech has been growing rapidly over the past decade as entrepreneurs see the opportunities to use technology to improve the speed and depth of learning. The drive ultimately stems from the transition to a knowledge economy where information is the vital fuel and improved learning can provide breakthrough insights that have substantial public or private value.
This presentation will look at the trends impacting and being impacted by EdTech, student and faculty perceptions, economics, adoption success, factors, investment patterns and the major technologies that are being used in higher educational institutions.
160405 zuyd hogeschool video teaching and blended learning (slideshare)Zac Woolfitt
Using educational video as part of a blended learning strategy. Flipping the classroom. A Webinar for Zuyd Hogeschool April 5th 2016. Thinking outside the box with video
2010 Congressional Briefing K12 Students Parents FINAL3Julie Evans
This document summarizes the key findings from the Speak Up 2009 survey on leveraging emerging technologies to improve education. It discusses the top recommendations from students and parents, which center around three elements: social-based learning using communications/collaboration tools, un-tethered learning beyond the classroom using mobile devices, and digitally-rich learning with tools, content, and resources. Over 370,000 K-12 students, teachers, parents, and administrators participated in the survey.
Announcement Major Tech Initiative Reinventing the Academic Experience for St...Terry Vahey
San Jose State University has launched a five-year, $28 million initiative to upgrade its technology infrastructure by partnering with Cisco and Nexus IS Inc. The initiative aims to reinvent teaching, learning, and the academic experience for students by developing 51 next-generation learning spaces, making technologies like Cisco Show and Share and TelePresence available campus-wide, and supporting faculty innovation with new technologies. The upgrades are designed to improve the learning experience and prepare students for careers in Silicon Valley's technology industries.
Group B
Group C
Group D
41
This model allows for more individualized instruction and practice time using technology, while still having face-to-face teacher support. The rotation ensures equitable access to both online and offline learning experiences.
Flipped Classroom
42
Students watch video lectures at home as homework
Class time is spent on projects, exercises and collaboration
Homework:
Watch lecture videos
Class time:
Projects, exercises, collaboration
Reach Capital: 2021 ReimaginED Report on U.S. Education TrendsTony Wan
The pandemic forced the world to conduct the biggest experiment with online education ever. And what we've learned will fundamentally shape the future of teaching and learning.
Out of necessity, schools adopted online tools at unprecedented levels. But this will be the new reality, now that more educators, students and parents got a taste of how technology can empower and scale the best of human teaching and learning. It will allow schools to extend their village of support beyond the resources available in their communities.
This is our data-informed overview of the trends shaping U.S. K-12 and higher education beyond the pandemic.
This document discusses using social media to engage students, especially girls, in STEM subjects. It identifies several issues with current STEM engagement, including lack of funding, focus on standardized testing, and subjects being seen as uninteresting. The document suggests ways to address these issues, such as using blogs and podcasts to connect students with STEM careers, and teaching Internet usage to provide access to technology. The goal is to attract more students to STEM fields to address the shortage of qualified professionals in these important areas.
This document discusses online teaching and learning. It begins by defining online learning as instruction delivered over the internet by faculty, which can be synchronous (real-time) or asynchronous (anytime access). It then discusses the advantages of online learning for both students and teachers, such as flexible access, use of multimedia, and opportunities for collaborative work. Challenges of online teaching are also addressed, like maintaining student engagement and providing timely feedback. Overall assessments in online courses need to evaluate not just tests but also student interaction through discussions and group projects.
The document discusses the Open Learning Initiative (OLI) at Carnegie Mellon University, which develops online learning environments based on learning science and technology. OLI aims to improve learning outcomes while facilitating research on learning. Key points include:
- OLI uses data analytics and feedback loops to continuously evaluate and improve its online courses. Studies show OLI students learn as much or more than traditional students in half the time.
- OLI is working to define the new field of "learning engineering" to advance the design and development of effective online learning environments through research, collaboration, and graduate education.
- Advances in online learning have the potential to help make higher education more affordable and productive while maintaining or improving quality.
This document discusses the advantages and disadvantages of online learning versus traditional face-to-face learning for adult students. It notes that traditional classrooms can result in large class sizes that limit interaction, a lack of availability of teacher's aids, and anxiety about criticism from peers and teachers. However, online learning allows more flexibility, reduces anxiety through asynchronous options, and better fits the constructivist learning needs of adult students. While online formats change how knowledge is delivered, innovation and change have always occurred in education. Overall, the document argues that online learning is a viable option for adult students and aligns with theories of adult learning.
This document discusses the need for changes in technology education in the United States. It notes that US students are falling behind international peers in areas like math and science. The document outlines goals of providing new technology for students and teachers, training teachers to use technology effectively, and improving student achievement through technology integration. It also briefly discusses potential funding sources for educational technology and strategies for teacher training, such as demonstrations and site visits. The overall message is that improving technology education can help raise the quality of US teachers and student outcomes.
The document advertises an Android app called "Geet Ramayan Facebook Page App" created by Shridhar Phadake. It provides links to download the app and links to 3 blog pages about the app. The app allows users to access content from the Geet Ramayan Facebook page.
This document provides an introduction and overview of PCO (Project Controls Online), a website for project controls practitioners. In 3 sentences: PCO aims to be the leading online resource for the global project controls community, providing knowledge sharing, networking and recruiting; Since launching in 2010, PCO has grown to over 6,000 members from over 150 countries who use its library, forums, blogs and other tools; Key features and benefits include a job board connecting recruiters and job seekers, as well as information and opportunities for both employers and individuals.
Sony ha per il momento deciso di lanciare solo due smartphone Xperia nei primi mesi del 2013, lasciando i propri utenti in attesa di ulteriori novità. Novità che sembra arriveranno a breve: un nuovo telefono sta per aggiungersi alla famiglia di smartphone Android e si chiama Sony Xperia L. Secondo quanto trapelato in questi giorni, però, il telefono non ha nulla di eccitante a livello di specifiche tecniche: inizialmente pensato per essere lanciato sul mercato con un display da 4 pollici, ne monterà invece uno leggermente più grande, da 4.3 pollici.
11.a focus on a common fixed point theorem using weakly compatible mappingsAlexander Decker
The document presents a common fixed point theorem that generalizes an earlier theorem by Bijendra Singh and M.S. Chauhan. It replaces the conditions of compatibility and completeness with weaker conditions of weakly compatible mappings and an associated convergent sequence. The theorem proves that if self-maps A, B, S, and T of a metric space satisfy certain conditions, including (1) A(X) ⊆ T(X) and B(X) ⊆ S(X), (2) the pairs (A,S) and (B,T) are weakly compatible, and (3) the associated sequence converges, then the maps have a unique common fixed point. An example is given where the
MSI International is an employee-owned recruiting firm that has been in business since 1968, placing professionals in various industries including accounting, banking, engineering, healthcare, and more. With offices throughout the US and affiliates in Europe, MSI provides recruiting services worldwide, focusing on direct-hire and contract professionals. MSI specializes in recruiting for specific industries, such as accounting, engineering, IT, and others, filling a wide range of positions within each field.
Larry explains to Joe how Six Sigma transformed American Pizza's business 10 years ago when Cathy Baker took over. At the time, American Pizza was losing money and had poor customer satisfaction. Baker committed the company to Six Sigma and selected Larry as a Black Belt to lead improvement projects, giving him extensive training. Larry was skeptical at first but became convinced when Baker explained the company's commitment and invested $15,000 in his training, expecting him to help save $250,000. Larry learned to analyze processes in new ways through Six Sigma. He is set to explain the Five Steps of Six Sigma to Joe next week to continue the story.
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Career night blended learning 2016 print versionAnthony Picciano
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This document provides an overview of a presentation given to ACS Athens parents about the i2Flex program. It begins with an agenda that includes an i2Flex overview, demonstrations by faculty, and discussion. It then discusses agreements to focus on the learner and learning with technology. The remainder of the document provides context about educational reform trends, frameworks for 21st century skills, responses to reform through programs like i2Flex, benefits of blended learning models, and potential benefits of ACS Athens' i2Flex program.
Blended learning pace march 2013 slideshare versionapicciano
This presentation was delivered as the keynote at a conference held at Pace University, New York in March 2013. It examines blended learning and MOOCs as harbingers of education's digital future.
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This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
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Prof. Gerald KNEZEK: Implications of Digital Generations for a Learning Society CITE
Keynote:
Implications of Digital Generations for a Learning Society: New Technologies, Pedagogies, and Assessments
Speaker: Prof. Gerald Knezek, University of North Texas
Time: 14:30 – 15:30, 29 May 2015 (Friday)
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citers2015.cite.hku.hk/keynote-knezek/
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3) Educators must define clear intentions and objectives for technology implementation to ensure cost-effectiveness and success.
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The document discusses the importance of technology in education and outlines several key points:
1) Technology can help address the challenge of attracting high-quality teachers, especially in STEM subjects, by supplementing classroom instruction.
2) Research shows that when utilized properly, technology can boost student scores, appreciation for courses, and mastery of subjects while increasing time spent on academic topics.
3) Educators must define clear intentions and objectives for technology implementation to ensure cost-effectiveness and success.
4) Many students already use personal devices, so schools should embrace available technologies and understand the net generation of digital natives.
Learning Analytics (or: The Data Tsunami Hits Higher Education)Simon Buckingham Shum
Keynote Address to The Impact of Higher Education: Addressing the Challenges of the 21st CenturyEuropean Association for Institutional Research (EAIR) 35th Annual Forum 2013, Erasmus University, Rotterdam, the Netherlands, 28-31 August 2013. http://www.eair.nl/forum/rotterdam
This was presented in the "rapporteur session" of the international conference on Evaluation and accountability in education held in Rome, 3-5 October 2012.
Full papers of the conference are posted here: http://www.invalsi.it/invalsi/ri/improving_education/
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Blended learning meets MOOCs: Education's Digital Future
1. Blended Learning Meets MOOCs:
Education’s Digital Future
presentation at the CUNY IT Conference
December 2013
Anthony G. Picciano
CUNY Graduate Center
5. Blended Learning Conceptualization
Blended
Conventional
Face to Face
Classroom
Fully
Online
Source: Picciano, A.G, & Dzuiban, C. (2007). Blended learning: Research perspectives. Needham, MA:
The Sloan Consortium.http://www.sloan-c.org/publications/books/index.asp
6. Blended Learning Conceptualization
Minimal Technology/Media
Students meet online teacher uses simple
technology such as
CMS, electronic
bulletin boards.
Students meet f2f
– teacher uses
simple technology
such as email, or
web for e-lectures.
Blended
Blended
Conventional
Face to Face
Classroom
Fully Online
Students meet f2f – Blended
teacher uses
technology such as
simulations, tutorials,
digital video.
Blended
Technology/Media Infused
Students meet online –
teacher uses multiple
asynchronous and
synchronous technology
such blogs,wikis and
interactive
videoconferencing
7. Blending with Pedagogical Purpose: A Multimodal Model
Content
(LMS/CMS/Media/
Reflection
Games/MUVE)
Social/Emotional
(F2F)
(Blog,Journal)
Blending with
Purpose
Collaboration/Student
Generated Content
(Wiki, Mobile Tech) Synthesis/ Evaluation
(Assignments/Assessment)
Papers, Tests, Student
Presentations (PPT,
Youtube), E-Portfolios
Source: Picciano (2009).
Dialectic/Questioning
(Discussion Board)
8. Blending with Purpose – The Multimodal Model
Content
(LMS/CMS/Media/
Games/MUVE)
Reflection
Social/Emotional
(F2F)
(Blog,Journal)
Blended
Ecosystem
Dialectic/Questioning
Collaboration/Student
Generated Content
(Wiki, Mobile Tech)
(Discussion Board)
Synthesis/ Evaluation
(Assignments/Assessment)
Papers, Tests, Student
Presentations (PPT,
Youtube), E-Portfolios
9. Blended Learning as Ecosystem
As blended learning matures and develops, it is
evolving into a seamless, organic environment or ecosystem
It is the artful design of a teaching and learning experience that
leverages instruction, technology, administrative and support
services, into a natural experience for learner and teacher.
9
10. Enter the MOOCs – Massive Open Online Courses
.The term MOOC is used for the first time in 2008 at
the U. of Manitoba.
.Sebastian Thrun offers a MOOC in 2011 at Stanford University
and 160,000 students enroll.
.MOOC consortia/companies (Udacity, edX, Coursera) are
formed.
.Millions of students are now enrolling every year in MOOCs.
10
11. MOOCs - Pros and Cons!
Pros
Worldwide student access
Cons
Taking a course is not
equivalent to an education
to courses and materials
Scalability will drive
down higher education costs
Convenience for adults/
Some MOOCs are poorly
designed and lack
substantive interaction
High attrition rates (as much
as 90%)
Financial sustainability
(most MOOCs are free).
11
12. The Future of Technology
- Easy to Get it Wrong!
"I think there is a world market for maybe five computers."
– Thomas Watson, Chairman of IBM, 1943
"There is no reason anyone would want a computer in their home."
– Ken Olson, Chairman Digital Equipment Corp., 1977
"640K ought to be enough memory for anybody."
– Bill Gates, Chairman of Microsoft, 1981
12
13. The Future – Higher Education
Source: U.S. Department of Education - NCES (January 2013). Projections of Education Statistics to 2021.
13
14. Non-Traditional Students are Now Traditional!
SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data
System, “Fall Enrollment Survey” Spring 2010; Enrollment in Degree-Granting Institutions Model, 1970–2020; and U.S. Department
of Commerce, Census Bureau, Current Population Reports, "Social and Economic Characteristics of Students," various years.
14
15. The Future - One Size Does Not Fit All!
.Different strokes for different folks.
.Different types of schools will approach
Online and Blended Learning and MOOCs differently.
.Different programs/disciplines/courses will approach
Online and Blended Learning and MOOCs differently.
.Different students will approach
Online and Blended Learning and MOOCs differently.
15
16. The Future – Allen & Seaman Survey of
Chief Academic Officers (N=2,820)
2012 survey finds only 2.6 percent report they currently offer MOOCs and slightly less than
ten percent (9.4%) have plans to offer them.
Source: Allen, I.E. & Seaman, J. (2013).
16
17. The Future – MOOCs -> Blended Cs
.San Jose State University entered into an agreement with Udacity to
develop remedial and introductory courses (2013-2016).
.Courses were limited to 300 students.
.Tuition was $150. per course.
.Provision for faculty involvement in a blended format.
.Efforts will be made to overcome the biggest failure of MOOCs
— their 90 percent dropout rate.
17
18. Preliminary Evaluation – Spring Semester
Source: Collins, E.D. (2013). Preliminary Summary SJSA+ Augmented Online Learning Environment Pilot Project.
Note: MATH 6L - Remedial algebra survey course
MATH 8L - Introduction to college-level algebra
STAT 95 - Introduction to college-level statistics
19. The Future!
.Put part of the course (i.e., lecture) in online/MOOC environment
.Put discussion/interaction part of the course in a f2f or blended
environment.
19
22. References
Allen, I.E. & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States.
Wellesley, MA: Babson College Survey Research Group.
Knowles, M., Holton, E.F., & Swanson, R. (1998). The adult learner. Woburn, MA: Butterworth-Heinemann.
Lin, L., Cranton, P., & Bridglall, B. (2005). Psychological Type and Asynchronous Written Dialogue in Adult
Learning.
Teachers College Record Volume 107 Number 8, 2005, p. 1788-1813
http://www.tcrecord.org ID Number: 12096, Date Accessed: 1/25/2008 3:15:54 PM
Picciano, A.G. & Dzuiban, C. (2007). Blended learning: Research perspectives. Needham, MA: The Sloan
Consortium.
Picciano, A.G. (2009). Blending with purpose: The multimodal model. Journal of the Research Center for
Educational Technology, 5(1). Kent, Oh: Kent State University.
U.S. Department of Education - NCES (January 2013). Projections of Education Statistics to 2012.
U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data
System, “Fall Enrollment Survey” (IPEDS-EF:94–99), and Spring 2001 through Spring 2009; Enrollment in DegreeGranting Institutions Model, 1980–2008; and U.S. Department of Commerce, Census Bureau, Current Population
Reports, "Social and Economic Characteristics of Students," various years. (This table was prepared February
2010.)
22
23. The Future
When examined by Carnegie classification, it is the research universities (Doctoral/
Research institutions) that are in the lead. They are almost twice as likely to be
offering MOOCs or planning to offer MOOCs (9.8% vs. the next highest of 4.5%
for Specialized institutions in offerings and 21.4% vs. the next highest of 11.8% for
Master’s level institutions for planning).
Source: Allen, I.E. & Seaman, J. (2013).
23
24. The Future
Overall, academic leaders are split in their opinions about MOOCs as a sustainable
method for offering courses with 27.8 percent agreeing, 27.0 percent disagreeing,
and most Chief Academic Officers (45.2%) neutral.
Source: Allen, I.E. & Seaman, J. (2013).
24
Editor's Notes
The above model incorporates approaches/possibilities that require writing about one’s ideas, thoughts, and positions or as Michel Foucault would say writing to show one’s self. This is an incredibly powerful pedagogical technique that is a fundamental basis for teaching and learning in online learning environments especially via the ALN model.
Incorporate Michel Foucault’s of Writing for Self into the Powerpoint Presentation:
Foucault regards writing as a form of meditation and sees this as proceeding in two different ways:
The first is linear, where the work of thought and working through writing takes one to work through reality. The second is the reflexive function of writing…to write is thus “to show oneself, male oneself seen, make one’s face appear before the other. Reading is also implied by the practice of the self.”
Murphy, M. (2013). Social Theory and education research. London: Routledge. p. 29.
Foucault, M. (1997b). Writing for self. In Foucault and his interlocutors, ed., A Davidson. Chicago: Chicago University Press. p. 243
Udacity established by Sebastian Thrun and colleagues from Stanford
edX established by M.I.T. and Harvard
Coursera – consortium of over 30 universities (Feb. 2013) are members.
Compared to the Blended Model, I would argue that the MOOC is fundamentally a scalability model not a pedagogical model.
The increased enrollment since 1996 is in part due to the large-scale entry of for-profit colleges into the higher education market.
The American higher education system is made up of a multitude of institutions from community colleges that have done an incredible job of providing access to an education but struggle mightily with graduation rates to research universities and medical schools that are the envy of every country in the world. We have for-profits, not-for profits, private, public, and religious-affiliated schools. No one size will fit all. Furthermore, the students who attend these institutions are different also. The student who is 18 years old, who attends an Ivy Leagues school and scores in the 90 percentile her/his SATs and aspires to go to law school upon graduation is not the same student who might be 35 years old who attends a community college, who needs to take remedial courses in basic skills and hope to be a dental assistant.
Summit held this past Monday in Cambridge and sponsored by MIT and Harvard.
The Chronicle of Higher Education is reporting on a private summit held in Cambridage, Massachusetts, on Monday and sponsored by the Massachusetts Institute of Technology and Harvard University, at which many of online education's heaviest hitters discussed the future of residential higher education, particularly at elite institutions, in a digital age.
The article comments:
“while online education may have arrived at the upper echelons of higher education, it's not going to make elite colleges any cheaper to attend. Massive open online courses and other online tools, however, may change many aspects of top undergraduate campuses. That was the conclusion of a private summit, After years of standing by while the online wave gathered momentum at lower-tier institutions, MIT and Harvard last year gave online education a $60-million bear hug by collaborating to found edX, a nonprofit MOOC provider that could also serve as a laboratory for studying the dynamics of virtual classrooms. The universities made it clear then that they intended to use their MOOCs to improve, not supplant, traditional courses.
Furthermore,
“Some attempts to use MOOCs to improve the experience of traditional students have not panned out. One panelist said early attempts at his university to foster interaction between learners in the traditional and MOOC versions of a course met with resistance from the tuition-paying students, who wanted a distinct experience for their money.
Those students may eventually come around, but the amount they are paying for a traditional college experience probably will not—at least not at top colleges. None of the institutions represented at the summit is likely to use any revenue or savings from the use of online tools to lower tuition, said one provost. No one at the session disagreed.
It's more likely that online tools will be used to increase value at the same price, said another provost. That means more seminars, more project-based courses, and more mentorship opportunities, he said.”
Taking another view was William G. Bowen, the former president of Princeton University, who:
“reminded the audience that they occupied "really rarefied air" in deciding how they might want to use online education.
But professors who are serious about reaching the masses online, he said, will have to think about innovation and design with a broader, more diverse audience in mind.
"I would humbly suggest that the kinds of assessment and standards and all the rest that I'm sure are appropriate at MIT and Harvard and so forth," Mr. Bowen said, "have very little relevance for the large parts of American higher education, particularly in the state systems, that are under genuine siege."
Tony
http://chronicle.com/article/Online-Education-May-Make-Top/137687/?cid=at&utm_source=at&utm_medium=en
Allen & Seaman Annual Survey of Chief Academic Officers – For 2012 - 4,527 institutions were surveyed; total of 2,820 responded were
included in the analysis, representing 62.3 percent of the sample universe.
This year’s survey finds only 2.6 percent report they currently
offer MOOCs and slightly less than ten percent (9.4%)
have plans to offer them. An additional one-third
of all institutions report they have no plans for
adding MOOCs (32.7%), leaving the bulk of all
institutions (55.4%) still undecided. Matching the
pattern of offerings of online courses and
programs over the last ten years, it is the public
universities that currently have the higher rates of
offering MOOCs (4.7%) and the private, for profit
schools are most likely to be in the planning stages (15.0%).
Remedial algebra survey course (Math 6L);
Introduction to college-level algebra (Math 8);
Introduction to college-level statistics (Stat 95).
What I have presented sees Blended Learning and MOOCs as the future for the next 7-10 years. Just as we saw an expansion of large lecture halls at American colleges and universities in the late 1970s and 1980s, we will see the expansion of blended learning/MOOCs.
It occurred to us that asynchronous written dialogue is just as rich and as evolved a communication art form as verbal discourse, which was analyzed by Goffman (1967) and Gumperz (1982) in detail from a sociological perspective. The notion that written interactive dialogue can be an effective learning opportunity for adults is supported by the hypothesis of Davydov (1990), who proposed that conceptualization must come before visualization in human thought and meaning making, and by Vygotsky (1978), who suggested that conceptualization comes better through writing than speaking. A simple example of such a conceptualization process can be seen in our daily lives. Sometimes when we want to concentrate on our thoughts and try to articulate accurately what we really think, we lower our head or break our eye contact from others because the visual eye contact becomes a distraction rather than stimulation of an attentive thought. Only when we have completed forming the thought do we feel the satisfaction of the eye contact in the dialogue. This hypothesis is also intriguing because oftentimes, we try to concretize and visualize a subject matter to help people learn. Yet we are also familiar with instances when concrete or visual objects limit our imaginations, and we sometimes must distance ourselves from them in order to acquire a more flexible and in-depth understanding of the subject matter.
In addition, Vygotsky (1962) pointed out that one of the difficulties that a learner has in writing is that he or she addresses “an absent or an imaginary person or no one in particular” and thus has no motivation or feels no need to write, whereas in oral conversation “every sentence is prompted by a motive” (p. 99). We can probably all recall a difficult experience writing an essay or book report in school. However, the writing is different in the online learning environment. The writing is usually intended for a finite number of participants and with particular purposes; the writing becomes a tool for exchanging information, interacting with the others, and challenging opinions among a group of learners.
The dialectic and complex relationships between visualization and conceptualization, between spoken and written languages discussed by Davydov and Vygotsky provide us with food for thought when we look into how adults learn through online asynchronous written dialogue.
As we become accustomed to the use of many different channels for communication (such as face-to-face, regular mail, phone, cell phone, video-teleconference, email, blog, wiki, and chat), the paradigm becomes not necessarily one of obvious downgrading of preferences, but rather one of availability, convenience, and effectiveness, as long as both parties are equipped with the tools. As a result, we flex to the channel that is available or often open two or more channels at once: simultaneously surf online, chat through instant messenger, and talk on the phone. In these formats, learners do not currently enjoy many of the basic characteristics of copresence such as being able to see body language or facial expressions or hear the intonations in the voice, as highlighted by Boden and Molotch's “compulsion of proximity” (1994, p. 258). However, there are distinct advantages of communicating through asynchronous written dialogue (Lin & Cranton, 2004; Yoon, 2003). Some include:
• Allowing the writer to clarify thoughts before stating his or her points
• Allowing participants to review previous dialogues, examine what has been said, make new discoveries, and share their meanings in a deeper and clearer way
• Allowing time for participants to support a point of view with new or compelling information through various resources including the Internet
• Allowing for reflection
Although these points highlight only a few benefits of learning through asynchronous written dialogue, they invite reflection on how the online environment influences traditional practices. When moving from a physical to a virtual space, the learners are subject to a change in context as well as a change in the principles and premises of being and acting.
Lin, L., Cranton, P., & Bridglall, B. (2005). Psychological Type and Asynchronous Written Dialogue in Adult Learning.
Teachers College Record Volume 107 Number 8, 2005, p. 1788-1813http://www.tcrecord.org ID Number: 12096, Date Accessed: 1/25/2008 3:15:54 PM
Copy kept as Adult Learning in CUNY ITP Folder
Specialized schools according to the Carnegie Classification – medical schools, law schools, schools of engineering (i.e., Cooper Union)
When examined by Carnegie classification, it is the research universities (Doctoral/
Research institutions) that are in the lead. They are almost twice as likely to be
offering MOOCs or planning to offer MOOCs (9.8% vs. the next highest of 4.5%
for Specialized institutions in offerings and 21.4% vs. the next highest of 11.8% for
Master’s level institutions for planning).
Allen & Seaman Annual Survey of Chief Academic Officers – For 2012 - 4,527 institutions were surveyed; total of 2,820 responded were
included in the analysis, representing 62.3 percent of the sample universe.
This year’s survey finds only 2.6 percent report they currently
offer MOOCs and slightly less than ten percent (9.4%)
have plans to offer them. An additional one-third
of all institutions report they have no plans for
adding MOOCs (32.7%), leaving the bulk of all
institutions (55.4%) still undecided. Matching the
pattern of offerings of online courses and
programs over the last ten years, it is the public
universities that currently have the higher rates of
offering MOOCs (4.7%) and the private, for profit
schools are most likely to be in the planning stages (15.0%).