MOOCs, MIT and Magic

By Tony Bates. In my previous post, there were two sessions at the LINC 2013 conference that referred specifically to MIT’s own strategies for technology-enabled learning within MIT. These resulted in my asking the following question towards the end of the conference:
Why is MIT ignoring 25 years of research into online learning and 100 years research into how students learn in its design of online courses?
This post then will discuss both why I think this is the case, based on MIT’s own presentations at the conference, and the broader implications for educational research and instructional design. Read more...