Online education providers say university and college clients considering developing MOOCs as a long-term strategy need to think about the economies of scale gained and how long courses can last before the content gets out of date.
It won’t quite be describable as a MOOC at first. But that’s one direction that Georgia Tech’s College of Computing can imagine going with its soon-to-be-rolled-out online master’s program, which will start as a pilot in January.
The program has received national attention in part because of a $2 million investment from AT&T—and because Georgia Tech is charging only $6,600 in tuition, compared to $45,000 that traditional master’s students from out-of-state would pay.
Submitted by Lynn Russo Whylly on Wed, 11/20/2013 - 2:39pm
Cuyahoga Community College is among the increasing number of colleges and universities that are offering MOOCs, but few have crunched the numbers to determine whether these online courses can succeed as a business proposition. Where ROI conversations are happening, they generally aren’t leading to comprehensive analysis. Some institutions, however, are paving the way by analyzing MOOCs' potential as a business model.
William G. Bowen is a name familiar to anyone who works in higher education today. Bowen was president of Princeton University from 1972 to 1988, and president emeritus of The Andrew W. Mellon Foundation, where he served for nearly 20 years.
The technological revolution sweeping higher education may not be carrying all students with it equally. MOOCs, lecture capture, and other digital platforms are being designed with varying degrees of accessibility for students with mobility restrictions, hearing and visual impairments, and learning disabilities.
Unlike MOOCs, lecture capture platforms are used widely in for-credit courses. Providers of the technology have built in many accessibility features in the past several years.
Lecture capture platforms designed by Echo360, Panopto, and Sonic Foundry, for instance, can all accommodate human-generated closed captions, and are compatible with screen-reading software used by students with visual impairments. Students who cannot use a mouse can use keyboard commands to navigate the platforms.
“Generation C” is demanding video in all aspects of their lives, including in their learning experiences. Universities ought to harness the power of academic video not only to meet these expectations, but to realize the power of lecture capture, personalized education, and flipped classrooms. In this web seminar hosted by Sonic Foundry vice president Sean Brown and originally presented on August 20, 2013, JD Solomon of University Business presented some findings from a new white paper about how academic video is at a tipping point and what its future looks like.
Submitted by Lynn Russo Whylly on Tue, 10/01/2013 - 9:16am
The exploding popularity of MOOCs is beginning to open up a mother lode of data about prospective students that colleges and universities can use for marketing and recruitment purposes. MOOCs are still in their infancy stages, and the concept of leveraging their reach as a data-rich marketing vehicle for the institution is even newer. But it’s beginning to gain a foothold.
Submitted by Lynn Russo Whylly on Fri, 09/27/2013 - 4:06pm
In this UBTech 2013 featured session, Mark Greenfield, director of the office of web services at University of Buffalo, explores how the forces of technology and globalization will redefine higher education. He provides guidance not only on how to survive, but how to thrive in this new paradigm.