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Which clippings match 'Harvard University' keyword pg.1 of 2
09 JANUARY 2013

Online Educational Delivery Models: A Descriptive View

"Although there has been a long history of distance education, the creation of online education occurred just over a decade and a half ago – a relatively short time in academic terms. Early course delivery via the web had started by 1994, soon followed by a more structured approach using the new category of course management systems.1 Since that time, online education has slowly but steadily grown in popularity, to the point that in the fall of 2010, almost one–third of U.S. postsecondary students were taking at least one course online. Fast forward to 2012: a new concept called Massive Open Online Courses (MOOCs) is generating widespread interest in higher education circles. Most significantly, it has opened up strategic discussions in higher education cabinets and boardrooms about online education. Stanford, MIT, Harvard, the University of California–Berkeley, and others have thrown their support – in terms of investment, resources, and presidential backing – behind the transformative power of MOOCs and online education. National media outlets such as the Wall Street Journal, the New York Times, and The Atlantic are touting what David Brooks has called "the campus tsunami" of online education.

Unfortunately, a natural side effect of this new interest in education and educational technology is an increase in hype and in shallow descriptions of the potential for new educational models to replace the established system. All too often, the public discussion has become stuck in a false dichotomy of traditional vs. online – a dichotomy that treats all online models as similar and that ignores blended or hybrid approaches. This false dichotomy is even more evident now that discussions are spilling into national media forums. But in fact, as my colleague Molly Langstaff has described, educational technology is interacting with innovative educational courses and programs to create not only new language but also multiple models for delivering education."

(Phil Hill, 1 November 2012, Educause Quarterly)

TAGS

1994Berkeley (University of California)blended learning • course delivery via the web • course management systems • David Brooks • distance educationeducation deliveringeducational technologyEducause QuarterlyHarvard Universityhigher education • hybrid learning • innovative educational courses • MIT • Molly Langstaff • MOOCs • new educational models • online coursesonline delivery • online models • Phil Hill • post-secondaryStanford Universitystructured approach • the campus tsunami • transformative process • University of California

CONTRIBUTOR

Simon Perkins
11 NOVEMBER 2012

Do online courses spell the end for the traditional university?

"The future that [Sebastian] Thrun believes in, that has excited him more than self–driving cars, or sci–fi–style gadgets, is education. Specifically, massive online education free to all. The music industry, publishing, transportation, retail – they've all experienced the great technological disruption. Now, says Thrun, it's education's turn.

'It's going to change. There is no doubt about it.' Specifically, Thrun believes, higher education is going to change. He has launched Udacity, an online university, and wants to provide mass high quality education for the world. For students in developing countries who can't get it any other way, or for students in the first world, who can but may choose not to. Pay thousands of pounds a year for your education? Or get it free online?"

(Carole Cadwalladr, Sunday 11 November 2012, The Guardian)

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CONTRIBUTOR

Simon Perkins
03 NOVEMBER 2012

Australia: people flock online for free university education

"THE NUMBER of people enrolled in free online subjects at Melbourne University has overtaken enrolments at its campuses in less than two months.

The university became the first Australian institute to join online education provider Coursera in September.

Since then more than 52,000 students have enrolled in the university's free massive open online courses, which will begin next year."

(Benjamin Preiss, 3 November 2012, The Age)

TAGS

2012 • academic credit • AustraliaBerkeley (University of California) • certificate of completion • challenges and changesCoursera (provider)coursewaredegree qualification • extend learning out • formal degree • free online education • free online university courses • generate interest • Harvard Universityhigher educationiTunes U • La Trobe University • Margaret Sheil • market regulationmarketizationMassachusetts Institute of TechnologyMassive Open Online CoursesmonitiseMOOCs • MyUniversity (site) • online courseonline education provideropen courseware • outlearning • outreach technology • paid online university courses • qualificationstechnology transforming learningUC Berkeleyuniversity degreeUniversity of Melbourne

CONTRIBUTOR

Simon Perkins
23 OCTOBER 2012

edX: free courses from leading universities

"EdX is a not–for–profit enterprise of its founding partners Harvard University and the Massachusetts Institute of Technology that features learning designed specifically for interactive study via the web. Based on a long history of collaboration and their shared educational missions, the founders are creating a new online–learning experience with online courses that reflect their disciplinary breadth. Along with offering online courses, the institutions will use edX to research how students learn and how technology can transform learning–both on–campus and worldwide. Anant Agarwal, former Director of MIT's Computer Science and Artificial Intelligence Laboratory, serves as the first president of edX. EdX's goals combine the desire to reach out to students of all ages, means, and nations, and to deliver these teachings from a faculty who reflect the diversity of its audience. EdX is based in Cambridge, Massachusetts and is governed by MIT and Harvard."

(edX, 2012)

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TAGS

2012alone together • Anant Agarwal • Computer Science and Artificial Intelligence Laboratory • course materialscoursewaredisruptive innovatione-pedagogyedX • extra-institutional contexts • free materialsfree use • global education • Harvard University • interactive study • knowledge-based economylearninglearning and doing • learning for interactive study • learning resourcelearning toolMassachusetts Institute of TechnologyMITnetworked learning environmentsnot-for-profitOCW • on-campus learning • online coursesonline delivery • online-learning experience • open learningoutreach technologytechnology transforming learning • tribe of one • VLE

CONTRIBUTOR

Simon Perkins
29 APRIL 2012

Citations and impact factors are old hat: the Web 2.0 generation needs metrics to match today's scholarship

"As a young academic, I am reliably informed that the landscape of scholarly communication is not what it was 20 years ago. But, despite all that has changed, it seems that we still largely rely upon the same tired and narrow measures of quality and academic impact – namely, citation counts and journal impact factors.

As someone who has used the internet in almost every aspect of their academic work to date, it's hard for me to ignore the fact that these mechanisms, in predating the web, largely ignore its effects.

By holding up these measures as incentives, we appear to have our eye firmly fixed on the hammer and not the nail, adjusting our research habits in order to maximise scores and ignoring issues such as why we publish in the first place."

(Matthew Gamble, 28 July 2011, Times Higher Education)

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TAGS

academic blogs • academic discussion • academic impactacademic papersacademic work • alt-metrics • alt-metrics community • alt-metrics movement • altmetrics.org • assessing impactassessment of scholarshipblogCERNcitation • citation counts • citation-based measures • citation-based measures of impactdiverse metricsengaged scholars • existing measures • funding decisions • Harvard Universityimpact • impressions of impact • incentive • Internetjournal impact • journal impact factors • journal output • measurementmeasurement of impactMendeleymetricsnarrow measures • narrow measures of academic impact • narrow measures of quality • new measurement frontieronline • online reference-management service • peer review • platform for scholarly communication • practices of scholarly communication • products of scholarly communication • publication of academic papersquantitative study of scholarship • ReaderMeter • readermeter.org • real-time readership • reference manager • research habits • research impactresearch output • Rouse Ball • Samuel Arbesman • scholarly activity • scholarly activity on the web • scholarly communication • scientific discoveries • second scientific revolution • Tim Berners-Lee • timely indications of impact • Timothy Gowers • traces of scholarship • TwitterUniversity of CambridgeUniversity of North Carolina • utility of the web • Web 2.0 • web as a platform • young academics

CONTRIBUTOR

Simon Perkins
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