I will be speaking at the NATO e-learning Forum on September 23, 2014, about some of the impact of online learning on higher education. I want to include a word cloud from researchers and practitioners in the field. Tell me your thoughts. How has online learning impacted higher education? Post your comments below and I will give you all credit as a community, of course.
https://jadl.act.nato.int/
I spoke about online learning strategic planning at the 30th Annual Conference on Distance Teaching & Learning held August 12-14 in Madison, Wisconsin. Sponsored by the University of Wisconsin-Madison, this event is a great place to hear leading experts and share best practices with colleagues from around the world in the field of online education and training. Plus, Madison is a beautiful place to visit in the summer. If you’re not familiar with this event, and want to find out more, I encourage you to visit their website at www.uwex.edu/disted/conference
Sloan-C Conference 2013 was a beneficial experience. Interesting to have both the Coursera and Edx keynotes. Couldn't help but compare and contrast the two after it was over. They both have made some advances in computer-grading of assignments. Edx grades chemical formulas. Does Coursera? It is also interesting to see how they both approach credentialing and credit.
Anyone other thoughts about these two keynotes or about how Coursera and Edx differ or compare? Please add in comments.
Distance Teaching and Learning Conference is in full swing! I participated in a workshop today by Michael Quinn Patton on Evaluating Innovative and Complex Projects: Developmental Evaluation.
Here are some of my musings and "wonderings"? Do we evaluators serve the online learning innovators well when we do not ask the hard questions that move online learning innovators from simple conceptualizations that we and they know from our preliminary analyses are truly complex? Look at how many have moved to the assembly line, formulaic approaches to course development and lessening faculty control. We can't afford to see what might emerge? Are we so afraid of our demise as institutions that we are willing to reduce the art and science of teaching entrusted to our most valuable resource our faculty to moderating and monitoring neatly designed master courses?
https://jadl.act.nato.int/
I spoke about online learning strategic planning at the 30th Annual Conference on Distance Teaching & Learning held August 12-14 in Madison, Wisconsin. Sponsored by the University of Wisconsin-Madison, this event is a great place to hear leading experts and share best practices with colleagues from around the world in the field of online education and training. Plus, Madison is a beautiful place to visit in the summer. If you’re not familiar with this event, and want to find out more, I encourage you to visit their website at www.uwex.edu/disted/conference
Sloan-C Conference 2013 was a beneficial experience. Interesting to have both the Coursera and Edx keynotes. Couldn't help but compare and contrast the two after it was over. They both have made some advances in computer-grading of assignments. Edx grades chemical formulas. Does Coursera? It is also interesting to see how they both approach credentialing and credit.
Anyone other thoughts about these two keynotes or about how Coursera and Edx differ or compare? Please add in comments.
Distance Teaching and Learning Conference is in full swing! I participated in a workshop today by Michael Quinn Patton on Evaluating Innovative and Complex Projects: Developmental Evaluation.
Here are some of my musings and "wonderings"? Do we evaluators serve the online learning innovators well when we do not ask the hard questions that move online learning innovators from simple conceptualizations that we and they know from our preliminary analyses are truly complex? Look at how many have moved to the assembly line, formulaic approaches to course development and lessening faculty control. We can't afford to see what might emerge? Are we so afraid of our demise as institutions that we are willing to reduce the art and science of teaching entrusted to our most valuable resource our faculty to moderating and monitoring neatly designed master courses?
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