The 18-year-old college freshman is an endangered species.
Today, three in four undergrads are considered “non-traditional” students. They may work while taking classes. They may have started families or served in the military. Or, as is often the case at my institution, the University of Utah, they may have done missionary work for as long as two years after high school.
The on-campus model doesn’t work for this growing group of students. They can’t raise families in dorms. And morning classes aren’t compatible with full-time jobs.
Some new entrants to the college marketplace believe they can deliver an education entirely online. But the evidence suggests otherwise.
The hype around the free online courses called MOOCs has drawn millions of students, who are all essentially part of a teaching experiment of unprecedented scale. These days, researchers are increasingly checking in on that experiment.
A new report, released on Thursday, seeks to answer the question “Where is research on massive open online courses headed?”
In free online courses offered by Harvard University and the Massachusetts Institute of Technology, teachers are increasingly the students. A study by the two universities has found that teachers are enrolling in their MOOCs in high numbers.
The study examines data from some one million MOOC students who enrolled in courses at edX, the nonprofit learning platform started by Harvard and MIT. Some one-fifth of participants answered a survey about their background in teaching, and 39 percent of them said they were current or former teachers.
Education technology is a term loaded up with venture-capital-funded hype men and a longer, more tangled history than those folks usually acknowledge. Over the past several years, few journalists have been as critically and historically minded in their coverage of ed tech’s complex story than Audrey Watters, the freelance journalist who writes Hack Education. Her blog is an invaluable resource for anyone seeking to understand the history of education and technology, or even just marvel at the farcical repetitions of ed tech hype cycles.
Traditionally, physical education courses take place in a face-to-face setting and because of their nature, present unique challenges when transforming them into an online format. In this presentation, I will share how an online walking course was created and elaborate on the role of technology in this course.
If you were to ask what the top must-have skills to becoming an e-learning master are, you would more than likely get a wide variety of answers. Being able to design instructional, online training courses requires some very definite skill sets. However, there are actually a few specific skills that are integral to mastering the creation of online e-learning courses.
Three years ago, this headline appeared in The New York Times:“Virtual and Artificial, but 58,000 Want Course.” We all know the rest of the story. When the artificial-intelligence class at Stanford University started that fall, 160,000 students in 190 countries had signed up, touching off MOOC mania on campuses around the world.
The new fall television season gets under way this week, and newspapers are full of roundups of the hottestnewshows. It’s also the season for a new lineup of MOOCs, or massive open online courses, and in recent days several colleges have touted new offerings boasting star professors or popular subject matter.
One of the most neglected areas of online learning is the skills of online instructors. Like face-to-face instructors, online instructors need strong formation in content, instruction and assessment. But since they are teaching through technology, they also need formation in other areas (managing online learners, technology skills). These areas include:
The Innovation in Teaching and Technology initiative is happy to announce the continuation and expansion of the ITT Faculty Academy. We will be offering two faculty academies in both the fall and spring semesters. The faculty participation stipend has also been increased to $500 (for travel, materials, etc.) to support up to 10 faculty in each academy.
Please follow the links below for more details about these Academies and instructions for how to apply.