Desire2Learn Acquires Course-Suggestion Software Inspired by Netflix and Amazon

The learning software company Desire2Learn Inc. has acquired a new technology that will allow students to choose college courses in much the same way that users of Netflix or Amazon browse movie or product recommendations. An algorithm will generate individual course suggestions for students ranked on a five-star scale and based on their transcripts, prior grades, and standardized test scores. The service even estimates the final grades that students will receive in these courses, based on past performance. The Bill & Melinda Gates Foundation provided funding for the development of this technology in 2011. New, Jake. “Desire2Learn Acquires Course-Suggestion Software...” The Chronicle of Higher Education, 24 Jan. 2013. Read article »

V-c warns of massive threat posed by MOOCs

The vice-chancellor of the University of Cambridge has warned that MOOCs may pose a serious threat to traditional universities, especially those that are less prestigious and focused on teaching. Sir Leszek Borysiewicz believes that MOOCs “will change the nature of higher education” but will not presently affect institutions like Cambridge, where high-quality seminars and tutorials are offered in addition to lectures. Nonetheless, many in the U.K.’s education system believe that universities must not assume that their current business models will last forever. One professor argues that "traditional universities need to get into (MOOCs), rather than be like King Canute trying to hold back the waves." Grove, Jack. “V-c warns of massive threat posed by Moocs.” Times Higher Education, 24 Jan. 2013. Read article »

Learning From MOOCs

Coursera cofounder Andrew Ng makes the case for MOOCs as tools for collaboration, learning, and pedagogic improvement among faculty. He suggests that the professors teaching through Coursera “are constantly learning and growing from their experiences” and quotes professors from Stanford, UPenn, Princeton, and the University of Michigan, all of whom have been surprised by the lessons they’ve learned from online teaching. One UPenn professor described it as the “most extraordinary pedagogical experience” in his 30 years of teaching. Ng argues that because Coursera students vary greatly in educational background, learning ability, and culture, they create many different pathways through the material, forcing educators to think about content in new ways and make their classes more accessible. Ng, Andrew. “Learning From MOOCs.” Inside Higher Ed, 24 Jan. 2013. Read article »

MOOCs for Credit

“Two announcements this week suggest that MOOCs -- massive open online courses -- will increasingly include a route for students to receive academic credit.” Georgia State University announced that it will review MOOCs in a manner consistent with how it would review courses that students have taken at other institutions, “and Academic Partnerships, a company that works with public universities to put their degree programs online, announced an effort in which the first course of these programs can become a MOOC, with full credit awarded to those who successfully complete the course.” Offering the first course in these programs for free, officials at these universities believe, will result in more students signing on for the program at full tuition cost in the long run. The two announcements, along with some made by other institutions in recent months, share in common the idea that “awarding MOOC credit can be a way to help non-traditional students earn degrees.” Jaschik, Scott. “MOOCs for Credit.” Inside Higher Ed, 23 Jan. 2013. Read article »

Skepticism About Tenure, MOOCs and the Presidency: A Survey of Provosts

1,081 college and university provosts in the United States were recently interviewed by Gallup about tenure, MOOCs, and the nature of their jobs. Soft support for tenure, skepticism and fear over MOOCs, and agreement that provosts are no longer strictly focused on academic affairs were the most significant trends to emerge from the data. Many provosts said that their jobs now involve greater financial responsibilities, and over 86% agreed with the statement that “financial concerns ... are prevalent in my institution's discussions about launching new academic programs." Regarding MOOCs, provosts were “divided about whether these courses will have a positive impact, but concerned about a possible impact on their business models.” Jaschik, Scott. “Skepticism About Tenure, MOOCs and the Presidency: A Survey of Provosts.” Inside Higher Ed, 23 Jan. 2013. Read article »

Universities Try MOOCs in Bid to Lure Successful Students to Online Programs

"Since massive open online courses exploded into the public consciousness, college presidents have been trying to figure out how to use higher education’s most hyped innovation to deal with one of its greatest challenges: enrolling and graduating more students at a time of rising costs and declining support. Academic Partnerships, a company that helps traditional institutions build online programs, believes it has found a way. And it involves awarding academic credit to students who take MOOCs—at no charge." "Academic Partnerships is calling the new program MOOC2Degree. The particulars will vary by institution, but in general each participating university will allow students anywhere in the world to take an online course free. If a student then decides to enroll at the university, the university will count the credit hours earned in the MOOC toward a degree without charging the student." Kolowich, Steve. "Universities Try MOOCs in Bid to Lure Successful Students..." The Chronicle of Higher Education, 23 Jan. 2013. Read article »