Auteur : Joshua Kim
Date de l'info : 23 novembre 2014
Were you in Boston last week for the 4th edX Global Forum? What were your big takeaways from the meeting? First, I’d like to say thank you to our Boston University hosts. They did an incredible job of making us all feel welcome and well looked after. I also want to say thank you to the edX team, as they all worked incredibly hard to make this event as productive and enjoyable for all the Consortium members. This edX Global Forum was particularly well timed as my institution is currently developing our first 4 edX DartmouthX courses. I hope that you sign up for our first DartmouthX course, Introduction to Environmental Science, which will launch on February 3rd 2015.
EdX Global Forums 6 Big Takeways:
#1 – The EdX Global Forum Is Now My Favorite (and Most Productive) EdTech Meeting:
The edX Global Forum is now, by a good measure, the best edtech meeting that I attend. Paradoxically (or ironically), the reasons that the edX meeting is so productive has very little to do with open online learning at scale. The reason that the meeting is so good is that open online learning at scale has had a forcing effect to push all of us to think, plan,and act for change. All of us at the edX meeting are in some stage of planning or running open online courses at scale. These shared initiatives have required all of us to develop new capabilities, invest in new types of people, and create new organizational structures. The edX open online courses become the shared means that the edX Consortium members think about the future of our institutions. The edX Global Forums are opportunities to learn from each other about organizational change.
#2 – The Big Discussion Is About The Future of Traditional (Campus-Based ) Higher Education:
The most important outcome of the MOOC movement is a renewed attention on traditional campus-based / credit-bearing teaching and learning. MOOCs did not set out to improve the introductory residential lecture course, but that is what they have done. This is not a story of a few superstar professors taking over the teaching of every large enrolment introductory class. We have some experiments of flipped courses being based on open online courses, but these experiments are still at the margins. What our students want is to be taught by their own professors. They want to form relationships with the people teaching them. What MOOCs have done is raise the quality bar for residential teaching. It is no longer acceptable to have (expensive) residential classes built on a model of information transmission. The price of academic content delivery has quickly dropped to zero, thanks to the MOOCs, meaning that the value add that colleges and universities provide to students must be above and beyond content delivery. That value add is the personalized learning, coaching, and mentoring that comes with relationships. That value add is the educator getting to know the learner as an individual. The paradox (or irony) is that MOOCs make the faculty member more valuable than ever.
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