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Which clippings match 'University Enrolment' keyword pg.1 of 1
15 NOVEMBER 2012

Elite Online Courses for Cash and Credit

"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."

(Steve Kolowich, 15 November 2012, Inside Higher Ed)

TAGS

2012 • 2tor • 2U • academic integrity • admissions criteriabrand recognition • Brandeis University • consortiumCoursera (provider) • credit-bearing courses • disruptive innovationDuke UniversityedX • Emory University • free content • Georgetown University • high-touch • higher educationinstitutions • intellectual rigour • like-mindedMassive Open Online CoursesMOOCs • Northwestern University • on-campus course • online contentonline educationonline learningopen access higher educationopen coursewarepartnershippricereputation • revenue sharing • selective admissions criteria • top-tier universities • traditional university model • undergraduate courses • undergraduate experience • undergraduate programme • Universities of North Carolina • university brand • university enrolmentUniversity of North Carolina at Chapel Hill • University of Notre Dame • University of Southern California • Vanderbilt University • virtual classroom experience • Wake Forest University • Washington University • Washington University in St. Louis

CONTRIBUTOR

Simon Perkins
19 SEPTEMBER 2011

Opening up UCAS Data

"The 'Big Idea' behind my entry to the TSO competition was a simple one–make UCAS course data (course code, title and institution) available as data. By opening up the data we make it possible for third parties to construct services and applications based around complete data skeleton of all the courses offered for undergraduate entry through clearing in a particular year across UK higher education.

The data acts as scaffolding that can be used to develop consumer facing applications across HE (e.g. improved course choice applications) as well as support internal 'vertical' activities within HEIs that may also be transferable across HEIs.

Primary value is generated from taking the course code scaffolding and annotating it with related data. Access to this dataset may be sold on in a B2B context via data platform services. Consumer facing applications with their own revenue streams may also be built on top of the data platform.

This idea makes data available that can potentially disrupt the currently discovery model for course choice and selection (but in its current form, not in university application or enrolment), in Higher Education in the UK."

(Tony Hirst, 2011)

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TAGS

annotationapplicationsB2B • consumer facing applications • course choice • course choice applications • course code • course data • course selection • course title • coursesdatadata integration • data platform • data platform services • dataset • discovery model • enterpriseentrepreneurship • entry through clearing • HEHEIhigher educationinformation in contextinnovationintegrationJISCmash-uporganisations • revenue streams • services • third parties • TSO • TSO OpenUP Competition • UCASUKundergraduateuniversity applications processuniversity enrolmentvisualisation

CONTRIBUTOR

Simon Perkins
08 MAY 2011

Inconsistent design curricula and inexperienced guidance counsellors

"The vicissitudes of the market rarely dictate how many students will enroll in any given year because students' rationale for choosing a design major is not entirely pragmatic. They go to art and design schools to follow a 'creative' path, even though it may be a vague one. They could be 'natural–born artists' encouraged by family and friends to follow their muse, or they might be academically poor 'underachievers' for whom liberal arts holds little promise. Those enrolled in state or private universities or colleges majoring in graphic design may do so by default. Some enroll in fine arts programs because they love to paint, but they compromise (sometimes at the insistence of their parents) by entering communication arts programs. They may even concentrate on painting or printmaking as a minor, but graphic design is their degree goal because employment is necessary.

Despite increased visibility and recognition in the press, however, most students actually know very little about graphic design other than it pays better than fine art. A New York City high school guidance counselor consulted for this article admitted that she routinely sends her art students to art schools for 'general art' rather than focused design because she does not understand the distinction. 'I believe the student will figure out their major once in a program,' she says. But inconsistent design curricula adds to confusion, and when counselors and students are not familiar with the field itself, they cannot make informed decisions about which schools to attend, some of which are much more professionally oriented than others. Some entry requirements will only favor students who exhibit quantifiable potential, though considerably more have rather lenient enrollment policies, presuming that if a student can make a competent photograph or an imaginative collage, they can also be a graphic designer."

(Steven Heller, 08 September 2005)

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TAGS

academic scholarshipadmissions criteriaAIGAart and design schoolsart schoolsart studentscompromise • confusion • creative career • curriculum definition • design curriculadesign disciplineemployment • enrolment policies • entry requirements • fine art • general art • graphic designgraphic designer • guidance counsellors • high schoolinconsistencyliberal artsmarket forces • muse • NASAD • National Association of Schools of Art and Design • obfuscatepaintingpragmatismprintmaking • professional orientation • Steven Heller • student enrolment • university enrolmentvisibility and recognitionvisual communication

CONTRIBUTOR

Simon Perkins
23 APRIL 2011

Australian youth advice website: Get Out There!

"Get out there is the Queensland government's youth website. The website is designed to help young consumers tackle some of the big issues affecting their life during and after high school. It features practical advice and tips from a number of government agencies and organisations. It includes information on: budgeting, buying a mobile phone, enrolling to vote, renting, enrolling in a university degree or TAFE course, finding a job, joining a sporting club and schoolies."

(Queensland Government Office of Fair Trading, 2011)

Fig.2 http://getoutthere.qld.gov.au/ website

Fig.3 Department of Justice and Attorney–General (8 April 2011). 'Youth urged to take care online'

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TAGS

2011Australia • budgeting • commodityempowerment • enrolling to vote • finding a job • game • Get Out There! • high schoolinformationinteractiveisometric projectionmobile phone • Office of Fair Trading • OFT • practical adviceQueensland • Queensland Government • renting • schoolies • sports club • TAFE • TAFE course • The Sims (2000)tipsuniversityuniversity enrolmentwebsite • young consumers • youth

CONTRIBUTOR

Simon Perkins
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