Jan-April, 928.985 free online lessons taken. Share learning portal with schools around world reach more children! http://t.co/djVXGpBdtp— BizDeansTalk (@BizDeansTalk) May 18, 2015
Jan-April, 928.985 free online lessons taken. Share learning portal with schools around world reach more children! http://t.co/djVXGpBdtp— BizDeansTalk (@BizDeansTalk) May 18, 2015
Project brings together leaders in learning sciences, social sciences, and cognitive sciences to collaborate on a vision for the future of online learning.
Office of Digital Learning
April 14, 2015
Through its newly created Online Education Policy Initiative (OEPI), made possible by a grant from the Carnegie Corporation of New York, MIT aims to catalyze the national conversation on the future of education and online learning...
Spain’s IE Business School has beaten 14 rivals to retain the number one spot in the 2015 Financial Times ranking of online MBAs.
An important factor in IE’s success is that its alumni earn the highest average salary at nearly $153,000, a rise of 43 per cent on their income on graduation three years ago...
March 2, 2015
The main thing teachers constantly lack is time. My new book, Moonshots in Education: Launching Blended Learning in the Classroom addresses just that: how to manage the classroom so it is easier on the teacher and much more effective for the 21st century student.
In writing the book, the big question was: as teachers, how can we be more effective in the classroom and make our lives easier? Sounds contradictory, doesn’t it? But it isn’t with the Blended Learning model supporting teachers.
The goal of Moonshots is to support teachers in the classroom, to make teaching easier and more relevant to today’s world within the existing structure of education while simultaneously making it more effective for students.
Moonshots and Blended Learning
The goal is tied to the Blended Learning movement, which ...
"We must identify the potential and the problems of MOOCs and decide on this basis whether they offer added value for individual universities," says HRK President, Professor Dr. Horst Hippler. To assist universities within this process of orientation and decision-making, HRK now publishes its MOOC-Reader in English. “Due to the importance of the subject and numerous requests of international partners we decided to make our MOOC-Reader available to a broader public,” explains the HRK President.
"MOOCs are very resource-intensive and are therefore not suitable as instruments to save money,” Hippler emphasises. The HRK is in favour of further investigation of the possibilities offered by developing digital teaching formats. These formats include Massive Open Online Courses (MOOCs)...
bravo à @HenriVerdier pour être devenu aujourd'hui le premier Chief Data Officer de la nation France !— Gilles Babinet (@babgi) 21 Mai 2014
Published on the occasion of Richard C. Levin’s retirement as president of Yale University, this captivating collection of speeches and essays from the past decade reflects both his varied intellectual passions and his deep commitment to university life and leadership. Whether discussing the economic implications of climate change or speaking to an incoming class of Yale freshmen, he argues for the vital importance of scholarship and the critical role that universities play in educating students and promoting the overall well-being of our society.
This collection is a sequel to The Work of the University, which contained the principal writings from Levin’s first decade as Yale’s president, and it enunciates many of the same enduring themes: forging a strong partnership with the city of New Haven, rebuilding Yale’s physical infrastructure, strengthening science and engineering, and internationalizing the university. But this companion volume also captures the essence of university leadership. In addressing topics as varied as his personal sources of inspiration, the development of Asian universities, and the university’s role in promoting innovation and economic growth, Levin challenges the reader to be more engaged, more creative, more innovative, and above all, a better global citizen. Throughout, his commitment to and affection for Yale shines through...
The company has named Rick Levin, formerly president of Yale University for two decades, as CEO.
So in case you were still wondering if Coursera might have ambitions of usurping the role of traditional higher education, the answer is no. Levin’s latest book, “The Worth of the University,” argues for the critical role of the university in society...
1. IE Business School (Spain)
2. Warwick Business School (UK)
3. North Eastern University: D'Amore-McKim (U.S.A)
"I have become a Mooc-aholic." Read for free our online learning special report and find the best degree for you http://t.co/kHX7Yp5hTW— Financial Times (@FT) March 10, 2014
Preparing for the Winter Olympics, as any athlete (and many an NBC TV segment) will tell you, is grueling work. How do competitors at Sochi, many of whom are college-aged, balance intense training with education? One way is to find a campus in a snowy place. Another is to use online education to bring college to the mountain—or in the case of speed skater Allison Baver, the ice rink...
Photograph by Chris Leaman for Bloomberg Businessweek
Rolf Strom-Olsen earned his BA from the University of Pennsylvania, his MA from McGill University and his PhD from Northwestern University, all in history. A Fulbright scholar and SSRC fellow, and the author of several articles on ritual and state-building in Early modern Europe, he has been responsible for developing the Humanities curriculum in the highly-ranked MBA program of IE Business School in Madrid, where he has taught since 2009. Professor Strom-Olsen has received several teaching awards and his class is amongst the most popular in the MBA curriculum at IE.
Jan 13, 2014, www.coursera.org/course/criticalmanagement
Week 1 - The Lessons from Rome (I)
In Ancient Rome, merchant organisations very similar to modern firms were critical to capitalising key markets and to solving serious logistical problems to enable a vibrant trading network across the Mediterranean, including, critically, supplying the city of Rome itself with the food its citizens needed to survive. We will examine the Roman grain market and the organisations that operated within that market to ask: what, exactly, is a firm? What led to the firm's evolution? And what is the issue of agency that a firm inevitably entails?
Week 2 - The Lessons from Rome (II)
This lecture expands upon the first discussion, drawing from the insights gained about firm organisation in the Ancient world to ask about the effectiveness of the Forced Distribution Ranking Scheme (also known as "stack and rank", "up and out", etc...) to evaluate and promote or terminate employees, widely used by many of today's leading corporations.
Week 3 - What is Innovation?
Update of DeansTalk version of May 2013 (350K viewers)
Presentation: mobile is eating the world. 70 or so slides on mobile, tablets, social and ecosystems.. http://t.co/Cd23hPbXAA ♻️— Benedict Evans (@BenedictEvans) November 6, 2013
ONLINE EDUCA BERLIN is the largest global conference on technology supported learning and training for the corporate, education and public service sectors. Now in its 19th year, the conference will bring together over 400 speakers and more than 2000 participants from over 100 countries. In this environment which promotes international networking for all sectors ONLINE EDUCA BERLIN is the event for learning professionals to discover innovative solutions, absorb new thinking and bring home ideas in order to take action, implementing change in the field of technology and learning.
Learning is changing. Learning is also changing us. The world seems ever more complex, presenting education with new challenges. New technology can seem complicated too but it offers unparalleled opportunities, changing learning and enabling us to inspire others to learn. How is the world of learning changing? How does technology help us to change the world? With a particular emphasis on how Learning Moves, ONLINE EDUCA BERLIN 2013 will focus on change and the role of technology in promoting creativity and innovation...
School officials consider the consequence of a massive, rare study which indicates that a blended learning algebra curriculum can significantly improve student scores.
(EDUCAUSE® is a nonprofit association and the foremost community of IT leaders and professionals committed to advancing higher education)
The United States Naval Academy was founded in 1845. Today it is an accredited undergraduate institution with a student body of approximately 4,500 midshipmen. Located in Annapolis, Maryland, the Naval Academy offers a four-year undergraduate curriculum leading to a Bachelor of Science degree. In so doing, it blends required and elective courses similar to those offered at leading civilian colleges with professional subjects.
...In Ireland we see the success of Hibernia (YouTube), which operates a blended approach with mostly online lectures and some on the ground practical instruction in required areas...
...Despite the doom that is poured out that we have no university in the top 100, every single Irish university is in the top 5% of the THES rankings. Every one is world class. We have a world-class industry here. Within disciplines we have world-class researchers and teachers, in pretty much ever-single discipline.
A MOOC or 10 would demonstrate that to the public and to the wider world. Every international student is an export — lets place ourselves in the world shop window
The fact that MOOCS and online courses have sparked new conversations on your campus about teaching and learning is a terrific development. We should be grateful whenever attention is paid to teaching.
The problem is that neither MOOCS or online courses are, in themselves, a strategy to meet the challenges we all face in higher ed. MOOCS and online courses are a means, not an end, and should be understood as such.
The real conversation that you should be having on campus is about your institutions' goals around teaching and learning.
Articles about how free online courses, or MOOCs, could disrupt higher education dominated the headlines last year here at the Wired Campus blog, and they were the most popular with readers as well. Several articles about e-textbooks also topped our list of most-read articles of 2012, highlighting what has been a time of change, and anxiety, for colleges and universities.
The American college system is staggeringly large: 2,421 four-year institutions enroll about 18.5 million college students. The proportion of Americans with a bachelor’s degree is at an all-time high — a social victory if they’re able to enjoy a positive return on their degrees, which the Pew Research Center estimates at about $550,000 on average.
And the very existence of that system is threatened, as we are to believe it, by the massive open online course, or MOOC, offered by new ventures from the likes of Stanford, Harvard and MIT. In an essay last week, Clay Shirky compared universities and MOOCs to record companies and Napster: in both cases, the incumbents operated by providing something inconveniently and locally that could be provided conveniently and universally on the web. I don’t agree with the entire essay, but Shirky is absolutely right to point out that the college industry is made up of several markets, and they’ll be disrupted in different ways.
American higher education is deeply divided: it’s outstanding for a relative small handful of students and pretty bad for everyone else. The disruption of MOOCs will likely start at the bottom and move up from there. The question on which we should meditate is: how far up will it move?...
Pearson, a major textbook publisher, continued its push into digital education on Monday by introducing a service that allows instructors to create e-textbooks using open-access content and Pearson material.
A beta version called Project Blue Sky will begin in the spring with the help of Gooru, a nonprofit search engine. When an instructor enters keywords for the subject he or she is teaching, the system sends back a list of Pearson content, free educational content, and material from other commercial providers...
James Dean, dean and Sarah Graham Kenan distinguished scholar and professor of organizational behavior at the University of North Carolina Kenan-Flagler Business School will discuss the incorporation of online learning into management education.
Online MBA programs may be losing some of the stigma they have in the marketplace, as more employers say they are increasingly open to hiring graduates of these programs, according to a study published in this summer’s Online Journal of Distance Learning Administration...
In New York City on 12 June, the World Economic Forum brought together senior university administrators, faculty staff and entrepreneurs in online education and university ventures to discuss online learning. Everyone is talking about this “tsunami”, which could have the same impact on higher education as the Internet has had on printed newspapers.
The debate centred on what future universities will look like as a whole, not just their online components. The participants strongly agreed that education is broader than content. There is still some concern that the physical intimacy and intellectual proximity found on a real-world campus would be lost in the virtual space. But the conclusion is that some blend of offline and online education is inevitable.
It is already happening
There are several reasons these conversations are happening now, and we face an inflection point for institutions that have otherwise been thriving for many decades – centuries, in some cases. These reasons are being debated at length in academic circles and mainstream media.
Online is already an accepted norm
All agreed that students’ expectations are changing now that the digital world has become a reality. For this generation, teaching and interaction within the online space is as natural as offline. Evidence suggests that rates of placement, retention and academic performance are just as good online as offline. Online degrees are now well-tested and proven....
The student at centre stage
Students learn just as much in a course that’s taught partly online as they would in a traditional classroom, but such courses won’t reach their potential until they are both easier for faculty members to customize and more fun for students, according to a report released today.
The report, “Interactive Learning Online at Public Universities: Evidence From Randomized Trials,” is based on a study conducted by Ithaka S+R, a consultancy on the use of technology in teaching.
The finding that hybrid courses are no better or worse than traditional ones isn’t, as it might appear, “a bland result,” said one of the co-authors, William G. Bowen, president emeritus of the Andrew W. Mellon Foundation.
“One of the responses most frequently raised in efforts to experiment with this kind of teaching is that it will expose students to risk,” he said in an interview. “The results of this study show that such worries are overblown.”
The results do indicate that such courses, as they exist today, “do no harm,” said Mr. Bowen, who serves as a senior adviser to the Ithaka group. “But surely these courses are going to improve dramatically as they become more customizable and more fun.”...
Amazon, "Inside the Leader’s Mind: Five Ways to Think Like a Leader", FT Press; 1 edition (June 30, 2011), 232 pages
Elizabeth Mellon has been Executive Director of Duke Corporate Education, a global learning and development corporation, since 2004. Previously she spent twelve years in the Department of Trade and Industry before taking a MBA and PhD at LBS. At LBS she was Professor of Organizational Behaviour and also served as Director of the Senior Executive Programme, the London Business School's flagship program for senior executives. During the same period, she also taught on, and directed, the School's Global Consortium Programme.
Wired Campus, of The Chronicle of Higher Education, February 6, 2012
The recent announcement that Massachusetts Institute of Technology would give certificates around free online course materials has fueled further debate about whether employers may soon welcome new kinds of low-cost credentials. Questions remain about how MIT’s new service will work, and what it means for traditional college programs...
Q. You refer to what’s being given by MITx as a certificate. But there’s also this trend of educational badges...
Jan. 31, 2011 – As online education becomes pervasive, emerging research guides rapidly developing practice in online teaching and learning. The new issue of the Sloan Consortium’s (Sloan-C’s) Journal of Asynchronous Learning Networks, Volume 16.1, focuses on factors that increase student and faculty success online,(http://sloanconsortium.org/publications/jaln_main).
...students reveal what services they really want and use; what they want is not always what websites typically provide...
...Evidence-based practice is also evolving for faculty and for institutions. Authors Paula Mae Bigatel, Lawrence C. Ragan, Shannon Kennan, Janet May, and Brian F. Redmond present phase one of a multi-phase research project: "The Identification of Competencies for Online Teaching Success" compares and evaluates factors for effective faculty professional development...
The Sloan Consortium (Sloan-C) is an institutional and professional leadership organization dedicated to integrating online education into the mainstream of higher education, helping institutions and individual educators improve the quality, scale, and breadth of education.
“Shying away from Internet-based education because it is too impersonal to be effective is nonsense. Nothing is easier than building feedback and direct contact into the Internet.”
— Peter Drucker, “Taking Stock,” November/December 2001
(then with Claremont Graduate University in California; passed away in 2005)
Delivering courses in cyberclassrooms has gained broad acceptance among top college leaders, but the general public is far less convinced of online education's quality, according to new survey data released this week by the Pew Research Center, in association with The Chronicle...
Top-20 Business School Aims to Extend Its Global Reach With Internet M.B.A.
The University of North Carolina's Kenan-Flagler Business School is taking its brand online.
While online programs are still mostly seen as the purview of for-profit schools, like the University of Phoenix and Capella University, UNC is hoping to change that image.
The business school this Monday launched an online M.B.A. program with 19 students, dubbed MBA@UNC, that will offer the same core curriculum as its regular full-time M.B.A. program. It is the first online program of its kind from a top-20 U.S. business school.
On 16 June, in the framework of the Digital Agenda Assembly, we will have the opportunity to discuss with Member States’ representatives, experts and stakeholders how to support the mainstreaming of eLearning in national policies as an agent for modernization of education, for all subjects and skills. Mainstreaming eLearning is one of the key actions of the Digital agenda for Europe.
The Digital Agenda Assembly workshop dedicated to the eLearning thematic is a good opportunity to build momentum for change; the times are difficult, budget cuts are present everywhere. The challenge is greater …
Imagine you are an analyst at an international investment bank whose job it is to predict the daily price of a barrel of oil. What happens if members of Opec, the oil cartel, refuse to sell oil to allies of Israel or if extreme weather conditions hit Europe?
These are the “hypothetical events” of the World Oil Prices Game, a management flight simulator developed by IE Business School in Madrid. The simulator, an interactive model that reproduces real-life business conditions, aims to help students forecast supply and demand in the world petroleum market.
“We’ve always tried hard to put reality into the teaching, but it’s hard to do that with just words,” says Gayle Allard, professor of economic environment and country analysis at IE, who created the simulator in collaboration with professional oil traders. “In a case study, you can talk about possible outcomes and discuss them, but with simulators students can see events unfold before their eyes.”...
Students want hybrid programs that blend online and face-to-face experiences. But colleges don’t seem to be providing enough of them to meet the demand.
That’s one message that emerges from the results of a national survey of more than 20,000 current and prospective adult students that were just released by Eduventures, a consulting firm...
In a recent speech to a group of students at TechBoston in Dorchestor, Massachusetts. President Obama had this to say about video games:
I'm calling for investments in educational technology that will help create ... educational software that is as compelling as the best video game. I want you guys to be stuck on a video game that's teaching you something other (than) just blowing something up.
When I started my career in video games in the early 1990s, the idea of a sitting President saying anything positive about video games was pretty much unthinkable...
To thrive in the business world today, you must rapidly create newer and better products and experiences—more engaging, more what people want or like. But how do know how people feel? You can already track their clicks, but how do you know that you’re connecting with them emotionally?
The author of nearly two hundred scientific articles and chapters in multidimensional signal modeling, computer vision, pattern recognition, machine learning, human-computer interaction, and affective computing, Picard is an international leader in envisioning and inventing innovative technology. She holds multiple patents, having designed and developed a variety of new sensors, algorithms, and systems for sensing, recognizing, and responding respectfully to human affective information, with applications in autism communication, human and machine learning, health behavior change, marketing, advertising, customer service, and human-computer interaction.
Fast Company, How Bill Gates' Favorite Teacher Wants to Disrupt Education, February 16, 2011.
Gates- and Google-funded Sal Khan seeks to make his popular YouTube lessons universally accessible, and change the nature of education in the process...
+ "pause and repeat", "do homework in the classroom"
On April 4, 2001, MIT announced it would publish educational materials from all of its courses freely and openly on the Internet. Ten years later, OCW has shared materials from more than 2000 courses with an estimated 100 million individuals worldwide. Join us in celebrating the 10th anniversary of this groundbreaking effort.
MIT Faculty Newsletter, September/October 2010
—Shigeru Miyagawa, Chair, MIT OpenCourseWare Faculty Advisory Committee: "Among the many milestones we will celebrate during the Institute's 150th anniversary year, I am particularly proud of the 10th anniversary of MIT OpenCourseWare, which was announced on the front page of the New York Times on April 4th, 2001. Since the announcement, MIT has published materials from more than 2,000 courses, presenting the undergraduate and graduate curricula from all 33 of MIT's academic departments."...
Sandel has taught the famous "Justice" course at Harvard for two decades. More than 14,000 students have taken the course, making it one of the most highly attended in Harvard's history. The fall 2007 class was the largest ever at Harvard, with a total of 1,115 students. The fall 2005 course was recorded, and is offered online for students through the Harvard Extension School. An abridged form of this recording is now a 12-episode TV series, Justice: What's the Right Thing to Do?, in a coproduction of WGBH and Harvard University. Episodes are available on the Justice with Michael Sandel website. There is also an accompanying book Justice: What's the Right Thing to Do?, and the sourcebook of readings Justice: A Reader.