Just got back from East China Normal University in Shanghai, where I gave this presentation. It frames the possible success of MOOCs (their demise is not yet a fait accompli) in terms of what I describe as “institutional learning.” In developing this notion, I refer to “pedagogical” or “school knowledge” that occurs in educational institutions, and which is articulated by the early Jerome Bruner, by the late Klaus Mollenhauer, and currently, also by Daniel Troehler. More...

In all the discussion about learning management systems, open educational resources (OERs), massive open online courses (MOOCs), and the benefits and challenges of online learning, perhaps the most important issues concern how technology is changing the way we teach and - more importantly - the way students learn. For want of a better term, we call this “pedagogy.”
What is clear is that major changes in the way we teach post-secondary students are being triggered by online learning and the new technologies that increase flexibility in, and access to, post-secondary education. Printer-friendly version. More...

By Jason Rhode. UPCEA has made freely available the recording of Cable Green’s general session presentation titled, “Innovation, Access, and Open Education: The Business & Policy Case for OER” at the recent Summit for Online Leadership and Strategy. While the slides are available here, the recording is now available here. See more...

By Alex Usher. You may have noted the gradual proliferation of rankings at the Times Higher Education over the last few years.  First the World University Rankings, then the World Reputation Rankings (a recycling of reputation survey data from the World Rankings), then the “100 under 50” (World Rankings, restricted to institutions founded since the early 60s, with a methodological twist to make the results less ridiculous), then the “BRICS Rankings” (World Rankings results, with developed countries excluded, and similar methodological twists). More...

By Jenny Mackness. This is an open letter to Keith Hamon. Since it is open anyone is welcome to respond, but the thoughts here have been prompted by contact with Keith.
Hi Keith – I have been thinking about your invitation to discuss some of the ideas around rhizomatic learning with you further.
I am still finding it difficult to get my head round it – but maybe that’s because I haven’t read enough of ‘A Thousand Plateaus’. On one level it all seems so obvious. More...