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New frontier for scaling up online classes: Credit [NYT & AP]

On 11/19/2012, in new business models, online learning, Uncategorized, by Daniel Christian

New frontier for scaling up online classes: Credit – from the New York Times and the Associated Press

Also see:

Degreed wants to jailbreak the college degree — from techcrunch.com by Rip Empson

Excerpt:

One new San Francisco startup, Degreed, is on a mission to “jailbreak the degree” and give learners a new form of academic credentialing. The startup’s free service essentially scores and validates a host of different learning inputs, whether they be from formal institutions, like the University of California, or informal platforms like Khan, Lynda.com, iTunesU, Coursera and so on.

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Taking the next step in online education with credit equivalency [Koller & Ng]

On 11/16/2012, in accreditation, changing business models, cost of getting a degree, game-changing environment, higher education, New "Amazon.com" of Higher Education, online learning, student-related, by Daniel Christian

Taking the next step in online education with credit equivalency — from forbes.com by Daphne Koller & Andrew Ng

Excerpt:

At MOOCs like Coursera, offering web-based courses is the first step in increasing access to education for millions of people around the world.  But for many students, much of the value of taking a course is lost if that course is not helpful in allowing them to obtain a degree.  To help address this limitation, we recently announced a collaboration with American Council on Education (ACE) to begin a credit-equivalence evaluation of some courses offered on Coursera — which means that in the future, students will potentially have the opportunity to receive college transfer credit at institutions choosing to accept the ACE recommendations.  This move is well in line with the current trend to provide students with credit for prior learning (including on-the-job training) and for competency, a trend whose aim is to increase completion rate and reduce time to completion.

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Reflections on “Spanish MOOC”

On 11/16/2012, in dangers of the status quo, Daniel S. Christian, elearning, experimentation, future of higher education, game-changing environment, global / globalization, ideas, innovation, languages and translation, MOOCs -- Massive Open Online Courses, New "Amazon.com" of Higher Education, new business models, real-world assignments, reinvent, staying relevant, web-based collaboration, by Daniel Christian

From DSC:
I wonder how MOOCs focused on language will go…?  It could be great to practice a language from folks all around the world — or will it be chaotic?  Different accents. Real-world speaking and listening. Real world conflict, perhaps, as well.  But it seems like there could be some effective learning going on — at least “on paper”.   I wonder, too, if 1/2 of the time folks could speak one language — and would be the students during that part of the class — while the other 1/2 of the time they speak another language — and would be the “teachers.”

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http://spanishmooc.com/

 

 

And for yet another item on innovation within higher ed! Whew!

  • Excelsior College and three California Community Colleges offer credit for professor-less MOOC — from online colleges.com by Alex Wukman
    Excerpt:
    Excelsior College has partnered with San Diego City College, San Diego Miramar College, and Santa Rosa Junior College to offer credit for a professor-less, or mechanical, massive open online course (MOOC). The course, an introduction to statistics class, is being developed by the 20 Million Minds Foundation and the online learning community OpenStudy.
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New consortium of leading universities will move forward with transformative, for-credit online education program [2U.com]

On 11/15/2012, in 21st century, change, consortiums, Daniel S. Christian, digital learning, disruption, education technology, future of higher education, game-changing environment, higher education, Learning from the Living [Class] Room, new business models, online learning, by Daniel Christian

New consortium of leading universities will move forward with transformative, for-credit online education program — from 2U.com
Semester Online™ will be first of its kind featuring rigorous, innovative, live courses

Excerpt (emphasis DSC)

LANDOVER, Md. — Nov. 15, 2012 — Today, a group of the nation’s leading universities announced plans to launch a new, innovative program that transforms the model of online education. Consortium members include Brandeis University, Duke University, Emory University, Northwestern University, The University of North Carolina at Chapel Hill, University of Notre Dame, University of Rochester, Vanderbilt University, Wake Forest University and Washington University in St. Louis. The new online education program, Semester Online,will be the first of its kind to offer undergraduate students the opportunity to take rigorous, online courses for credit from a consortium of universities. The program is delivered through a virtual classroom environment and interactive platform developed by 2U, formerly known as 2tor.

 

From DSC:
Interesting to see the impact of competition…

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Addendum on 11/16/12:

Elite Online Courses for Cash and Credit— from insidehigheredy.com by Steve Kolowich

Excerpt:

A consortium of 10 top-tier universities will soon offer fully online, credit-bearing undergraduate courses through a partnership with 2U, a company that facilitates online learning.

Any students enrolled at an “undergraduate experience anywhere in the world” will be eligible to take the courses, according to Chip Paucek, the CEO of 2U, which until recently was called 2tor. The first courses are slated to make their debut in the fall.

After a year in which the top universities in the world have clambered to offer massive open online courses (MOOCs) for no credit, this new project marks yet another turning point in online education. It is the first known example of top universities offering fully online, credit-bearing courses to undergraduates who are not actually enrolled at the institutions that are offering them.

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From DSC:
It’s not a stretch to think that we’ll soon be able to take part in this type of thing from our living rooms…

The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

 

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Also relevant here/see:
Attend the Global Education Conference
from your living room

Addendum on 11/19/12:
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College crackup and the online future [Taylor]

On 11/13/2012, in 21st century, 24x7x365 access, business side of he, change, changing business models, dangers of the status quo, Daniel S. Christian, digital learning, disruption, experimentation, future of higher education, game-changing environment, higher education, innovation, New "Amazon.com" of Higher Education, new business models, online learning, reinvent, staying relevant, by Daniel Christian

College crackup and the online future — from bloomberg.com by Mark C. Taylor

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College Crackup

Illustration by Keith Shore

Excerpt:

In the coming decade, emerging technologies will thoroughly transform higher education. Although distance learning and computer-assisted education have been around since the 1960s, financial pressures are forcing institutions to develop aggressive online programs.

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These practical considerations shouldn’t overshadow one of the most promising innovations that online education will bring: The very structure of knowledge will change.

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As students mix and match courses online, pressure will increase for professors to develop classes that integrate different approaches and disciplines.

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asdfsadf

 

 

Also see:

 

From DSC:
Creating “Innovation Labs” within each institution of higher education sounds like a good idea to me…we can experiment with things at smaller scales and see what works and what doesn’t.

Also see:
Take a lesson from Apple: A strategy to keep customers in your ecosystem — from forbes.com by Alonzo Canada

Excerpt (emphasis DSC):

1.     Set focused, strategic targets.
2.     Create a portfolio of experiments. Like Apple or Mercedes Benz, once you have focused, strategic targets set, create a series of experiments.  A general rule of thumb is the 7-2-1 rule:  one experiment should be big and relatively safe.  Two experiments should be slightly more risky and moderately sized.  Then seven experiments should be highly risky and low cost. These experiments can be scaled accordingly across teams, business units, and the entire company. 3M is one of the first companies to mandate that its employees spend 20% of their time thinking up blue sky ideas beyond its current lines of business and this is how Post-It Notes were born.  Art Fry, an engineer at 3M wanted to find a better way to manage notes in his hymnal on Sundays at church.
3.    Leverage learnings to inform new experiments.

 

 

 

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The most important education technology in 200 years [Regalado]

On 11/03/2012, in 21st century, 24x7x365 access, analytics, dangers of the status quo, Daniel S. Christian, data related items, disruption, education technology, future of higher education, game-changing environment, higher education, innovation, intelligent systems, intelligent tutoring, internet, learner profiles, learning agents, learning ecosystem, Learning from the Living [Class] Room, New "Amazon.com" of Higher Education, new business models, online learning, online tutoring, reinvent, staying relevant, by Daniel Christian

 

Excerpt:

Agarwal believes that education is about to change dramatically. The reason is the power of the Web and its associated data-crunching technologies. Thanks to these changes, it’s now possible to stream video classes with sophisticated interactive elements, and researchers can scoop up student data that could help them make teaching more effective. The technology is powerful, fairly cheap, and global in its reach. EdX has said it hopes to teach a billion students.

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Which brings me to this graphic:

 

asdfsadf

 

Also see:

 

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Business model innovation: A blueprint for higher education [Flanagan]

On 11/02/2012, in changing business models, dangers of the status quo, future of higher education, game-changing environment, higher education, innovation, new business models, reinvent, staying relevant, strategy, vision/possibilities, by Daniel Christian

Business model innovation: A blueprint for higher education — from Educause by Christine Flanagan

Excerpt:

Business model innovation is one of the most challenging components of 21st-century leadership. Making incremental improvements to a business model—creating new efficiencies, expanding into adjacent markets—is hard enough. Developing and experimenting with new business models that truly transform how an institution delivers value (while continuing to drive the performance of the current business model) is exceptionally difficult. Yet nowhere is the imperative for business model innovation more prevalent or more relevant than in higher education, which is under intense scrutiny and facing rising costs and potential disruption from all angles.

To compete in a world where the shelf life of business models is shortening, higher education leaders need the tools, skills, and experience to envision, test, and implement new business models. They must believe in the power of experimenting, in the real world, with a network of collaborators who have the audacity to change everything. As the legendary innovation mastermind Clayton Christensen says: “You don’t change a company by giving them ideas. You change them by training them to think a different way.”1

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MOOCs for credit [Kolowich]

On 10/29/2012, in business side of he, cost of getting a degree, MOOCs -- Massive Open Online Courses, new business models, by Daniel Christian

MOOCs for credit — from InsideHigherEd.com by Steve Kolowich

Excerpt:

Coursera, the largest provider of massive open online courses (MOOCs), has entered into a contract to license several of the courses it has built with its university partners to Antioch University, which would offer versions of the MOOCs for credit as part of a bachelor’s degree program.

The deal represents one of the first instances of a third-party institution buying permission to incorporate a MOOC into its curriculum — and awarding credit for the MOOC — in an effort to lower the full cost of a degree for students. It is also a first step for Coursera and its partners toward developing a revenue stream from licensing its courses.

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The future of English higher education: two scenarios on the changing landscape [Huisman, de Boer, Pimentel Botas]

On 10/25/2012, in business side of he, future of higher education, leadership, new business models, strategy, UK, vision/possibilities, by Daniel Christian

The future of English higher education: two scenarios on the changing landscape -- May 2012 by Huisman, de Boer, and Pimentel Botas

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From DSC:
Whether one agrees or not with the scenarios…what’s important here is to promote discussions of the future of higher education across the world. Developing scenarios is an excellent way to jump start such conversations, contribute to strategic plans/visions, and develop responses to the changing higher education landscape.

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The university of the future in Australia [Ernst & Young]

On 10/24/2012, in Australia, dangers of the status quo, Daniel S. Christian, future of higher education, game-changing environment, New "Amazon.com" of Higher Education, new business models, reinvent, staying relevant, by Daniel Christian

 

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“A thousand year old industry on the cusp of profound change”

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Reflections on some items dealing with the future of higher education

On 10/23/2012, in 21st century, 24x7x365 access, changing business models, Daniel S. Christian, disruption, future of higher education, game-changing environment, higher education, innovation, New "Amazon.com" of Higher Education, online learning, by Daniel Christian

The future of higher education: White paper  — from IBM and the American Council on Education (ACE; specifically, the ACE Fellows Program)

Excerpts (emphasis DSC):

The role of higher education is to give students the skills and knowledge they need to succeed in a globally competitive world. Education isn’t just about teaching students to take tests well, but rather to create lifelong learners who can contribute to a thriving society and competitive economy.

From DSC:
We will have a very hard time creating lifelong learners if a large swath of people dislike learning in the first place.  When 20-30%+ of our youth are not even graduating from high school, I can’t help but recall a saying from one of my first coaches:

Always change a losing game. Never change a winning game.

I think that our biggest gift to students is not what they were able to get on an ACT or SAT test — though I realize how important that can be in getting into College ABC or University of XYZ (and thus hopefully helping them get started on a solid footing/career).  Rather, on a grander scale, our biggest gift to our students is that they would enjoy learning; that we could help students identify their God-given passion(s), talents, gifts, abilities — and then go develop them and use them to serve others. Everyone will benefit if they do so; and the students will know joy and purpose in their lives. These are the types of WIN-WIN situations that square up with the thinking of many economists —  “Do what you do best and everyone benefits.”

 

College is dead. Long live college! — from nation.time.com by Amanda Ripley

Excerpt:

From DSC:
Whether MOOCs make it or not, the key contribution (at least as of fall 2012) about them for me is that they are helping usher in much more innovative ways of thinking and are helping us to experiment more within higher education.
Also see:
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Keynote address for Sloan Conference: “Democratizing Higher Education” by Sebastian Thrun

On 10/18/2012, in accreditation, business side of he, career development, higher education, innovation, marketplaces, MOOCs -- Massive Open Online Courses, workplace, by Daniel Christian

Keynote Address: Democratizing Higher Education by Sebastian Thrun, VP & Fellow Google

From DSC:
Sebastian Thrun gave a great keynote at last week’s Sloan-C Conference in Orlando, Fl.  An especially interesting item:

One of the business models Sebastian is considering is to have Udacity act as a job placement organization.  That is, Udacity can run courses, identify the top performers worldwide, and then match employers up with employees.  Udacity would get ___% of these placements’ first year salaries. Very interesting model.

 

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Some items re: the business of higher ed

On 10/16/2012, in business side of he, changing business models, New "Amazon.com" of Higher Education, new business models, by Daniel Christian

First university system joins edX — from by Tanya Roscorla

Excerpt:

Huge online courses will be coming to the University of Texas System next year, the system announced Monday, Oct. 15.

 

Who’s investing in ed-tech?: Tech investors and their education portfolios — from hackeducation.com by Audrey Watters

Excerpt:

Below is by no means a complete list of technology investors who have education companies in their portfolio. Nor is it a list of the “top” or the “best” or the “most profitable” or “most active” ones, although for what it’s worth the list does match closely the answer on Quora to “Who are the top (active) VCs in the education technology space?”

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Student loan default rates jump — from money.cnn.com by Blake Ellis
The Department of Education said 218 schools had three-year default rates of 30% or more, putting the schools at risk of losing their federal student aid.

Excerpt:

NEW YORK (CNNMoney) — Borrowers are having a harder time repaying their student loans.

The percentage of borrowers who defaulted on their federal student loans within two years of their first payment jumped to 9.1% in fiscal year 2011, up from 8.8% the previous year, according to U.S. Department of Education data released Friday.

 

Too high a price? — from InsideHigherEd.com by Kevin Kiley

Excerpt:

Grinnell College, which this year reported the fifth-largest endowment of any liberal arts college, announced Thursday that it would spend the next few months engaged in a conversation with campus stakeholders about changing its financial aid policies – including potentially, but probably not, going as far as making changes to need-blind admission. That makes it the second high-profile liberal arts college, following Wesleyan University this summer, to broach the topic in recent months.

Grinnell’s announcement stands out for two major reasons. Grinnell is one of the wealthiest liberal arts colleges in the country, so the idea that it would view its current financial aid model as unsustainable could be a bellwether that the sector as a whole is reconsidering the model. Second, the college’s administrators are taking an unusually public approach to a discussion that arouses strong emotions, trying to educate all campus constituents on why they think change might be necessary and hoping that, in doing so, they can mollify potential critics.

 

Addendums/also see:

  • White House: FY 2012 Deficit $1.089 Trillion — from  finance.yahoo.com
  • Higher Ed Shrinks — from InsideHigherEd.com by Doug Lederman
  • Let’s make a deal— from InsideHigherEd.com by Kevin Kiley
  • What’s driving debt — from InsideHigherEd.com by Kevin Kiley
    Excerpt:
    In a new paper released by the Cornell Higher Education Research Institute, University of Richmond business professor James Monks finds that when it comes to getting burdened by debt, the increase in price isn’t an innocent bystander, but it has several accomplices, particularly the admissions and financial aid policies at a given institution.
  • Pearson doubles down online — from InsideHigherEd.com by Doug Lederman
  • Apollo Group to close 25 University of Phoenix campuses — from bizjournals.com
    Excerpt:
    The majority of its 328,400 students take classes online, which means those campuses aren’t in demand, said Alex Clark, spokesman for the Phoenix-based Apollo (Nasdaq: APOL). Plans call for closing 115 locations, impacting 13,000 students. Of those, 90 are learning centers and 25 are campuses. Following the closure, 112 locations in 36 states will remain.
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I wonder, are we in higher ed already owning the development of our own ***personal*** brands more and more?

On 10/15/2012, in career development, changing business models, Daniel S. Christian, marketplaces, professional development, research, by Daniel Christian

After hearing Sebastian Thrun’s keynote last week at the Sloan Consortium Conference on online learning — where he at one point alluded to the creation of “rockstar professors” arising from the current day MOOCs — and after reading the following item, I wonder…

…are we already owning our own personal brands more and more…?

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Academia.Edu overhauls profiles as the onus falls on researchers to manage their personal brands — from techcrunch.com by Kim-Mai Cutler

 

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Apple TV and the transformation of web apps into tablet and TV dual screen apps [Allaire]

On 10/04/2012, in Apple, Bring your own device (BYOD), change, changing business models, cloud-based computing / apps / other cloud-related, computer science, convergence, corporate universities / corporate training, cost of getting a degree, Daniel S. Christian, education technology, educational games / serious games, emerging technologies, engagement / engaging students, future of higher education, game-changing environment, immersion, innovation, interactivity, learner profiles, learning agents, learning ecosystem, Learning from the Living [Class] Room, learning spaces, lifelong learning, machine-to-machine communications, mirroring and/or multiple devices, mobile learning, mobile technologies, MOOCs -- Massive Open Online Courses, more voice more choice more control, multimedia, New "Amazon.com" of Higher Education, new media literacies, online learning, online media, online tutoring, personalized/customized learning, second screen apps, smart/connected TV, social learning / networks, streams of content, student-related, tablets, technologies for your home, telepresence, television, transmedia, trends, videoconferencing, virtual field trips, virtual K-12 schools, Virtual Reality (VR) / worlds / learning, virtual tutoring, web-based collaboration, workplace, by Daniel Christian

Apple TV and the transformation of web apps into tablet and TV dual screen apps — from brightcove.com by Jeremy Allaire

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Excerpts:

Importantly, designers and developers need to shed the concept that “TVs” are for rendering video, and instead think about “TVs” as large monitors on which they can render applications, content and interactivity that is supported by a touch-based tablet application.

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The key concept here is that this pervasive adoption of TV monitors is the tip of the spear in creating a social computing surface in the real world.

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Specifically, Apple has provided the backbone for dual screen apps, enabling:

  • Any iOS device (and OSX Mountain Lion-enabled PCs) to broadcast its screen onto a TV. Think of this as essentially a wireless HDMI output to a TV. If you haven’t played with AirPlay mirroring features in iOS and Apple TV, give it a spin, it’s a really exciting development.
  • A set of APIs and an event model for enabling applications to become “dual screen aware” (e.g. to know when a device has a TV screen it can connect to, and to handle rendering information, data and content onto both the touch screen and the TV screen).

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[Jeremy listed several applications for these concepts:  Buying a house, buying a car, doctor’s office, kids edutainment, the classroom, retail electronics store, consuming news, consuming video, sales reporting, board games.]

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Also see:

 
From DSC:
Graphically speaking — and approaching this from an educational/learning ecosystems standpoint — I call this, “Learning from the Living [Class] Room.

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The Living [Class] Room -- by Daniel Christian -- July 2012 -- a second device used in conjunction with a Smart/Connected TV

 

 

 

Learning from the living room -- a component of our future learning ecosystems -- by Daniel S. Christian, June 2012

 

 

Related item:

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