More Business Schools Invest In Virtual Learning

November 19th, 2014

by Seb Murray, Business Because

Stanford GSB became the latest leading business school to ramp up its online education offering last week, with a new program for executives that will be delivered entirely through a digital platform. Business schools have been thinking of ways to monetize their free online programs known as Moocs, or massive open online courses, and see off the threat posed by learning technology companies such as Coursera and FutureLearn. Stanford’s new LEAD Certificate program aims to recreate the school’s on-campus experience through instructional video, online exercises, group projects and live-streamed events. It will use technology developed by NovoEd, a distance learning company which also provides tech to business schools Wharton, Darden and Haas.

http://www.businessbecause.com/news/mba-distance-learning/2904/business-schools-bet-on-virtual-learning-for-global-growth

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MOOCs pose a threat to brick and mortar B-schools, but still need a stamp of credibility

November 19th, 2014

by Rozelle Laha, Business World

In the US — the Mecca of business education — student applications to B-schools have been dropping steadily. On investigation, it was found that students are increasingly opting for MOOCs or massive open online courses. MOOCs have, in fact, caused great disruption in higher education since 2012. This has led some to predict that half the B-schools in the US will shut shop in the next few years. According to data from three of the biggest MOOCs aggregators — edX, Coursera and Udacity, India is currently the second largest market for online courses after the US. While edX has 26,000 students from India, Coursera has 6,18,654 Indians enrolled. A recent Technopak report on higher education says the enrolment from India in Coursera and edX is 10 per cent and 13 per cent, respectively, of their totals.

http://www.businessworld.in/news/b-school/surveys/now-in-session-the-digital-classroom/1616473/page-1.html

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Yale’s Former President — Now Coursera’s CEO — Settles Into Silicon Valley

November 19th, 2014

By Nellie Bowles, Re-Code

“Over time, yes, there will be some substitution of online degrees for brick-and-mortar, sure,” he said. “But it’ll happen slowly. Access is first, not disruption.” His next move with Coursera will be to expand its “specializations,” like computer science, which offer certificates recognized by companies, and to expand on-demand course offerings. Right now, most of the Coursera courses are offered the way university classes are (livestreamed Tuesday afternoon, 4 pm to 6 pm or some such), but this mirroring is silly on the Internet, Levin argued. “Professors have this idea that students arrive at one time, work in lockstep,” he said. “That’s not what Internet users want. They might want to binge in one day.”

https://recode.net/2014/11/11/yales-former-president-now-courseras-ceo-settles-into-silicon-valley/

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Beyond the MOOC Model: Changing Educational Paradigms

November 18th, 2014

by James G. Mazoue, EDUCAUSE Review

Four trends – MOOC-based degrees, competency-based education, the formalization of learning, and regulatory reform – are shifting educational practice away from core tenets of traditional education, indicating not a transient phenomenon but rather a fundamental change to the status quo.  It is ironic that at a time when higher education is seemingly more interconnected than ever, deep divisions exist over how best to carry out the core mission. The recent rancor over MOOCs reveals just how sharply divided the disagreement is between those who wish to preserve educational orthodoxy’s traditions and those who seek to abandon legacy practices in favor of more progressive alternatives. What MOOCs and other emergent trends might signify is a developing schism within education between traditionalists and progressives.

http://www.educause.edu/ero/article/beyond-mooc-model-changing-educational-paradigms

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Montana State U online program helps students finish a bachelor’s degree

November 18th, 2014

by MSU

A Montana State University online program that helps students complete their bachelor’s degree online saw its first-ever graduates this past year. Shanna Stanley of Conrad finished her bachelor’s in August through MSU’s online liberal studies bachelor’s degree completion program. Stanley has a 4-year-old daughter and works full time as a certified nursing assistant. The liberal studies bachelor’s degree completion program, developed for students who have completed at least two years of college and would like to earn a bachelor’s degree online, saw its first five graduates this past year. Since its inception, more than 90 students have enrolled in the fully online program. Two more students are expected to graduate this December.

http://www.montana.edu/news/15227/msu-online-program-helps-students-finish-a-bachelor-s-degree

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More students take on J-term, online courses

November 18th, 2014

By Corinne Hazen, The Miami Student

Miami University students have happily welcomed the addition of the winter term to the university’s calendar. With a total student enrollment increase of 29 percent from last J-term, the administration sees the addition as an overall success. According to Provost and Executive Vice President for Academic Affairs David Sauter, there are changes being made to this upcoming winter term. “[There will be] increased online and hybrid classes, more study abroad and more entrepreneurial offerings by faculty” Sauter said. Sauter said both students and faculty have found the additional term to be beneficial.

http://miamistudent.net/?p=17002979

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New Modes of Learning and Teaching in Higher Education

November 17th, 2014

by the European Commission

The higher education landscape is undergoing significant change as a result of technological innovations. We are witnessing changes in the way higher education is taught and in the way students learn…. There is enormous potential for widening access to higher education and increasing the diversity of the student population. Online technologies provide opportunities to learn anywhere, anytime and from anyone. This flexibility is essential for non-traditional learners and will enable a shift change in the engagement of higher education institutions in lifelong learning and continuing professional development. This will provide an important tool to governments in ensuring a diversity of provision within higher education systems to meet the needs of all learners. It also provides a platform for reaching international markets and complements existing developments in cross-border education.

http://web.docuticker.com/go/docubase/71949
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5 lessons from job-training programs: The original competency-based experts

November 17th, 2014

By Dian Schaffhauser, eCampus News

Some community colleges have succeeded in converting their job training programs into full-fledged competency-based degrees. One success story shares five lessons. Community colleges, which have been offering occupational education for decades, have long understood how to address the skills needed by local employers. Now they’re also learning how to integrate competency-based assessment into those courses.

http://www.ecampusnews.com/funding/job-training-competency-927/

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Online professional development gets industry prestige

November 17th, 2014

by eCampus News

According to the U.S. Department of Education’s National Center for Education Statistics, demand for continuing education for adults aged 35 or older will continue to grow through 2016. “Despite compressed national median family income and claims that higher education might be over-promising and under-delivering, the underlying value proposition for continuing education persists,” said the School. TDJ-SOL’s courses and programs, including The Women’s Leadership Institute and The Daymond John Certificate in Entrepreneurship with marketing classes taught by ABC-TV Shark Tank star Daymond John, are “engineered for adult learners seeking concentrated continuing education opportunities that will help them grow and excel in their professional and personal development,” explained the School.

http://www.ecampusnews.com/business-news/online-industry-regent-571/

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Saying No to Fully Online

November 16th, 2014

by Carl Straumsheim, Inside Higher Ed

UF Online, the University of Florida’s online education arm, won’t offer a political science degree after the department, concerned about quality and the state’s shifting leadership, voted against the idea. Unlike many online education initiatives, which target adult learners and other groups of students not normally served by course offerings on campus, UF Online is meant to educate first-time-in-college students — high school graduates between the ages of 18 and 22. When a department at UF declines to participate, it creates a hole in UF Online’s lineup. The decision wasn’t based on passionate opposition to online education, said Ido Oren, associate professor and chair of the political science department.

https://www.insidehighered.com/news/2014/11/10/u-florida-political-science-department-declines-build-fully-online-degree

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New Initiative Aims to Teach People to Code—Then Find Them Jobs

November 16th, 2014

BY ISSIE LAPOWSKY, Wired

Codecademy already makes it easy for anyone, anywhere to learn how to program a computer. Now, the New York City-based startup wants to make it just as simple for this new generation of coders to find jobs, as well. On Friday, the company announced the launch of a new workforce development initiative called ReskillUSA, which will help connect people in cities from Los Angeles to Detroit to Miami with employers in need of tech talent. Codecademy is partnering with some of its fellow skills education startups, including Flatiron School, DevBootcamp, Sabio.la, Grand Circus, Wyncode, and Thinkful. Together, they’ve created an online platform where people can find coding classes and bootcamps across the country. The partners are also actively urging employers to tap ReskillUSA’s graduate pipeline for potential employees. The goal, says Codecademy CEO Zach Sims, is to streamline what has become a fragmented industry of coding classes and camps.

http://www.wired.com/2014/11/reskillusa/

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‘India is great potential market for online education’

November 16th, 2014

by Vanita Srivastava, Hindustan Times

India has a huge market for online education and this should be tapped to meet the demand and supply gap for employment, says Rick Levin, the Chief Executive Officer of Coursera, a leading online learning platform worldwide. “ India is one of the fastest growing markets. In fact, after the US, the maximum number of Coursera learners come from India and China. In just two years we have around 8 lakh Indian learners and this will grow in the coming years,” Dr Levin, who was the President of Yale University for almost 20 years before joining Coursera, told HT. Most of the Indian learners prefer courses on business management and technology, he said, adding: “Another unique feature is that more than 50% of the Indian learners are under 30.” Coursera signed a memorandum of understanding (MoU) with Hyderabad-based Indian School of Business (ISB) on Monday, to develop content and design courses for Coursera’s 10-million-plus learners.

http://www.hindustantimes.com/india-news/india-is-great-potential-market-for-online-education/article1-1284217.aspx

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Online courses are getting TV network brands

November 15th, 2014

by eCampus News

A+E Network®’s HISTORY® Channel will partner with the University of Oklahoma (OU) to offer the first TV Network-branded online course for transcripted college credit or for the lifelong learner. HISTORY® Channel’s “United States, 1865 to the Present” course enrollment will launch on October 28 at History.com/courses and will be taught by teacher, OU professor, and historian Steve Gillon. “United States 1865 to the Present” will provide an interactive way for college students to earn three transcripted credits, and life learners the opportunity to learn U.S. History from one of the country’s “leading institutions of higher education,” said the University.

http://www.ecampusnews.com/top-news/online-courses-tv-919/

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Distance Learning: Internet Opened “Pandora’s Box” On Education

November 15th, 2014

by Seb Murray, Business Because

The vice chancellor of the Open University and founder of FutureLearn, the massive open online course, or Mooc, platform, said that the internet has opened “Pandora’s box” on education, as the learning technology revolution begins to take hold of the business education world. “Disruptive innovation is forcing so many of us to reconsider the very foundations of our learning and teachings,” said Marin, speaking to a crowd of education heads from across the UK. “There isn’t a higher education institution in the world that shouldn’t be thinking about the role of technology and innovation…. This is something that’s going to be a massive shift,” he said.

http://www.businessbecause.com/news/mba-distance-learning/2898/distance-learning-internet-opened-pandoras-box-on-education

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Move over MOOCs – Collaborative MOOC 2.0 is coming

November 15th, 2014

by Yojana Sharma, University World News

A new type of MOOC – dubbed MOOC 2.0 – could even disrupt the way courses are devised, altering the top-down university designed curriculum and the professor-to-student course structure that is still part of the MOOC model. MOOC 2.0 is currently in alpha form to test its functionality – “we had a group travelling in the Congo who tested it from there, and we have also tested it in South Asia”, said Yoonil Auh, a professor of instructional technology at Kyung Hee Cyber University. The platform will move into beta version with a course on global citizenship education for teachers in Korea, developed collaboratively with community groups and NGOs. The two-way platform is expected to launch early next year with not just institutions but also community groups, including civil society organisations, providing input for learning. “MOOC 2.0 will act as an academic mediator,” Auh said. “The MOOC 2.0 technology is such that students can actually learn from each other and the MOOC is the facilitator.”

http://www.universityworldnews.com/article.php?story=20141105144147849

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Cornell to add massive open online courses in 2015

November 14th, 2014

By: Priscilla Alvarez, USA Today

“We want to engage our faculty in efforts like this to want to continue to offer four each year,” says Joseph Burns, dean of the University Faculty at Cornell University. Cornell University offered their first four MOOCs last spring, serving more than 55,000 people worldwide, according to a university news release. While the courses are still available for viewing, the university is adding courses to go live in the spring. The response from faculty encouraged the addition of courses. Professor Marianne Krasny is preparing for her first MOOC at the university in the spring. Krasny is teaching Civic Ecology: Reclaiming Broken Places, which will cover human interaction with ecological systems as well as provide service learning opportunities.

http://college.usatoday.com/2014/11/05/cornell-to-add-massive-open-online-courses-in-2015/

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Professor’s online course delves into all things ‘Doctor Who’

November 14th, 2014

by Anthony Domanico, CNet

A new MOOC, short for massive open online course, from a Syracuse University professor will take “Doctor Who” fans on an epic journey. The course, titled “Doctor Who in the Digital Age,” will be taught by Professor Anthony Rotolo, director of the online masters in communications program at Syracuse University’s S.I. Newhouse School of Public Communications. It will run from January through April and will explore the history, evolution and cultural impact of the long-running BBC series, Rotolo tells the Daily Orange. The free course will be offered both in-person to Syracuse students as an independent study class and online for Whovians across the universe.

http://www.cnet.com/news/a-new-mooc-dives-into-the-timey-wimey-world-of-doctor-who/

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Can Libraries Save the MOOC?

November 14th, 2014

By Irene Gashurov, Curtis Kendrick, Campus Technology

MOOCs are experiencing an existential crisis. They have demonstrated their capacity to spread learning beyond traditional populations and to make learning both less expensive and more efficient. On the other hand, MOOCs can suppress student engagement, compromise the educational mission with the profit motive, and raise hosts of unanswered questions about the integrity of data in the unpoliced realm of the Internet. At their essence, MOOCs are about the flow of information in digital form, not only confidential data about students but also the intellectual property that is the university’s stock in trade. And it is in this management of information flows that libraries can make their greatest contribution to the debate about the future of MOOCs, both in encouraging student engagement and managing the dissemination of knowledge.

http://campustechnology.com/articles/2014/11/06/can-libraries-save-the-mooc.aspx

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6 reasons why institutions offer MOOCs—and whether or not they’re working

November 13th, 2014

By Meris Stansbury, eCampus News

According to a new report, there are six main reasons why institutions are offering MOOCs, but only two of them are actually working. The report, conducted by Columbia University and Brown University, interviewed over 80 online learning and MOOC-knowledgeable administration and faculty from a wide range of colleges and universities to determine why institutions are offering MOOCs. What the researchers found was that many of the reasons institutions list as the motivators behind MOOC offerings aren’t accomplishing intended goals, and there are often logistical considerations as to why these goals are going unmet.

http://www.ecampusnews.com/top-news/why-offer-moocs-828/

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Changing demographics prompt changed tactics in higher ed

November 13th, 2014

by Sam Bonacci, Worcester Business Journal

The influence of declining freshman-age students in New England, increased use of technology and the importance of a continued commitment to the community were highlighted Wednesday morning during a discussion of the future of higher education as part of the Worcester Business Journal Power Breakfast Series. Worcester State University (WSU) President Barry Maloney says “Technology comes in and plays a key role for us moving forward … online learning and other forms of expanded course offerings will allow us to go into other parts of Massachusetts and other parts of New England in a way that we couldn’t afford to do otherwise.” Online courses, and the ability they have to reach different students, were highlighted throughout the discussion. In the case of edX, certificate courses are available in a multitude of areas and bring free education anywhere there is a computer. Johnson highlighted the value of Becker’s blended courses, where online and in-person teaching meld, saying that it can create a better benefit for the students than if there was only one of the components.

http://www.wbjournal.com/article/20141105/NEWS01/141109981/1002

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Levin grows Coursera’s presence in China

November 13th, 2014

BY EMMA PLATOFF AND RACHEL SIEGEL, Yale Daily News

During his two decades as University President, Richard Levin focused much of his attention on China. Now, only eight months after taking over as the CEO of the online education platform Coursera, Levin is looking to expand the company’s user base in the country, according to Bloomberg Businessweek. The effort continues Levin’s work at Yale, where he built a stronger relationship between the University and China, which he calls the world’s fastest growing educational market. Despite Levin’s vision for China as an academic frontier, Chinese education experts differ in their predictions for the success of Coursera’s planned expansion. “China is our fastest growing market, and our team is building initiatives and travels there all the time,” Levin told the China Daily in October.

http://yaledailynews.com/blog/2014/11/06/levin-grows-courseras-presence-in-china/

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