…reblogged from elearnspace. However over-mooc’d ~ and that’s an understatement ~ with x, c and in between, I’m still registering. It’s part of my ongoing project to tracking higher changes that crosses over between (connects) online learning and New Faculty Majority/higher ed blogging and social media spaces. I count both CMC11 and POT Cert as “3rd way” or in-between and suspect they more focused courses like Ignatia’s mobimooc will be the real laboratories for putting innovations and experiments to work. Carole has yet to ban the M-word. Regarding the imponderables, whatever the answer turns out to be (no doubt both legion and subject to change), I am still working on the question.
We will be running an open online course from Oct 8-Nov 16, 2012, addressing some of the concepts in this post. Registration is free (duh). The discussion below is part of a proposed text with Johns Hopkins University Press that I’m co-authoring with Dave Cormier and Bonnie Stewart.I’ve been interested in changes in higher education since I was at Red River College in the late 1990′s. Our department was the first in Canada to go exclusively laptop. This change resulted in teachers doing what they always did – presenting content, now with PowerPoint instead of overhead slides. Students, in contrast, suddenly had new tools of democratic information access (and distraction) at their fingertips. While educators and education didn’t really change, the learners did.That simple example gets at the heart of what’s happening in higher education: What people do with information determines the types of institutions required in a particular era. (I wrote an article with Kathleen Matheos on this topic in 2009: Systemic Changes in Higher Education). Today, we see half of the education equation (the learners) doing fascinating things with content and ideas, while much of the other half (the faculty) is still taking a dissemination approach to curriculum.
Read the rest at The future of higher education and other imponderables at elearnspace