Formation Continue du Supérieur

15 juillet 2013

Riding The Wave

By Margaret Andrews. How is online executive education like surfing? According to UNICON, whose “Riding the Wave of Online Executive Education” workshop I’m attending this week, “The wave of online education has come crashing onto the shores of the Executive and Higher Education communities. The challenge ahead is to determine whether we will learn to ride the wave, watch the wave from the shore, or be swept under by it.” Much of the discussion in the sessions – and in the hallways – mimics what we read in the media about online education in general and about MOOCs, in particular. Read more...

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14 juillet 2013

Who is open education for? OER, MOOCs, and their subjects

By Marielk. In this guest entry, Jeremy K. Knox from University of Edinburgh examines the current open education resources (OER) and MOOC trends and some of the competing assumptions behind these developments. Furthermore, he highlights two important considerations this can have for educational research in the future.
‘Open education’ has emerged as a loosely defined, but influential theme in higher education, shaping institutional strategies and prompting major international policy. Open Educational Resources (OER) and Massive Open Online Courses (MOOCs) have surfaced at the vanguard of a movement that appears to be establishing itself around a call for widespread institutional transformation, driven by new digital technologies and premised on the idea that higher education is in ‘crisis’. However, while gaining considerable influence, the idea of ‘open education’ remains significantly under-theorised, and themes of economic benefit, teaching efficiency and learner emancipation are tending to dominate the discussion. While important, these interpretations overshadow considerations of the ways that OERs and MOOCs are involved in shaping the learning subject. In other words, how is the practicing of open education implicated in the formulation of particular ideas about what it is to be human, and what does this mean for the project of education? Read more...

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14 juillet 2013

Why the MOOC cannot trump the campus

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By Tom Kvan, University of Melbourne. With higher education increasingly going online and the recent arrival of Massive Open Online Courses (MOOCs), many have predicted the death of the university campus. It’s said that students no longer need to go anywhere; class will come to them. But these predictions are unfounded. The campus will survive the age of online learning, but not without change. Read more...

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14 juillet 2013

University's offer of credit for a MOOC gets no takers

By Steve Kolowich, The Chronicle of Higher Education. It was big news last autumn when Colorado State University-Global Campus became the first institution in the United States to grant credit to students who passed a MOOC, or massive open online course. For students, it meant a chance to get college credit on the cheap: $89, the cost of the required proctored exam, compared with the $1,050 that Colorado State charges for a comparable three-credit course. Read more...

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13 juillet 2013

EMOOCs - Second MOOC European Stakeholders Summit to be held in February 2014

EMOOCs 2014, the Second MOOC European Stakeholders Summit, will be held on February 10-12, 2014 in Lausanne (Switzerland).
Organised by the École Polytechnique Fédérale de Lausanne (EPFL) and P.A.U. Education the event aims to be an opportunity to gather European actors involved in the Massive Open Online Courses (MOOCs) phenomenon, from policy makers to practitioners and researchers.
The goal of the summit is to develop synergies among European universities around themes such as student's assessments, MOOC accreditation, platform interoperability or joint research initiatives. Website: EMOOCS 2014.

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13 juillet 2013

Blackboard Goes MOOC

By Ry Rivard. After a year watching the hype over massive open online courses and keeping its distance, Blackboard said Wednesday it would join in. The company, which is by far the largest provider of classroom management software to American colleges, said it would provide free MOOC hosting for its existing customers, which already use Blackboard for their for-credit courses. Read more...

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10 juillet 2013

More money for MOOCs: Coursera nabs $43M from diverse set of investors

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By Ki Mae Heussner. Just last year, online education startup Coursera raised $22 million in venture funding, but the Mountain View-based company is topping up its coffers once again. On Wednesday, the startup said it had raised $43 million in a Series B round of financing from an impressive and interesting group of investors, including education-centric investors GSV Capital and Learn Capital, well-known Russian investor Yuri Milner, the International Finance Corporation (which is the investment arm of the World Bank) and Laureate Education, a for-profit higher education provider formerly known as Sylvan Learning. The funding comes after a year of huge growth – and hype – for the company. In addition to attracting four million students, Coursera said it’s partnered with more than 80 educational institutions worldwide. Beyond that, along with rivals edX and Udacity, the company has sparked considerable interest in (and debate about) massive open online courses (MOOCs) that can educate tens of thousands of students at once. Read more...

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10 juillet 2013

MOOC mania: when technology and higher education collide

By William Hammonds. The idea of free online courses has not only attracted students - the low-overheads high-volume model of delivery has inevitably also caught the attention of policy-makers concerned about the increasing costs of higher education.
The last year of higher education has been the year of the Massive Open Online Course or 'MOOC'. The arrival of the MOOConto the higher education scene has happened at a pace and with a profile that is not usually associated with pedagogical innovations. The extent of this interest and the innovations at the core of MOOCs have demanded that institutional leaders - and policy-makers - think carefully about what lessons they should heed to be on the right side of what could be the sector's digital moment. Read more...

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9 juillet 2013

Why MOOCS won’t revolutionize higher ed

By Valerie Strauss. Here is a new piece from Stanford University’s Larry Cuban about the latest “revolution” in education: Massive Open Online Courses, known as MOOCs, which, as he explains here, isn’t likely to be as revolutionary as advocates hope. Cuban, a high school social studies teacher for 14 years and a district superintendent (seven years in Arlington, VA), is professor emeritus of education at Stanford University, where he has taught for more than 20 years. His latest book is “Inside the Black Box of Classroom Practice: Change without Reform in American Education.” This post appeared on his blog. Read more...

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8 juillet 2013

Make Way For MOOCs: How Free, Online Courses Could Revolutionize Education

By Richard Solash. It's more than 11,000 kilometers from Shakargarh, a city in northeastern Pakistan, to the venerated halls of the Massachusetts Institute of Technology, one of the top universities in the United States. Twenty-five-year-old Khalid Raza lives in Shakargarh but is taking "The Challenges of Global Poverty," a course taught by a former adviser to the World Bank and a professor of international economics at MIT. Recently, while on the bus, he pulled out his laptop and submitted one of his first assignments. Read more...

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