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Until last year, the number of students in my classes at MIT numbered 50 or so. Less than twelve months later, I have just completed my first class wit 
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One of my Phd students is studying how parents make decisions about education for their children (you can participate in his survey here). Via Peter Mellow, Miloš Bajčetić
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Many technologies have promised to revolutionize education, but so far none has. With that in mind, what could revolutionize education?
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In her first year as principal of the all-girls Fontbonne Hall Academy, Mary Ann Spicijaric was leading a grand experiment that couldn't be discussed outside the halls of her Catholic high school in Brooklyn. The 38 teachers, along with school administrators and attendees, were under strict rules to keep quiet about the new Web-based software they were testing that helped educators manage assignments, grade papers and communicate with students.
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High-speed broadband networks will not only accelerate learning, but they will also enable students to acquire the skills that they need to flourish in a post-industrial society
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MIT has been a leader in online education for more than a decade, and many leading thinkers in the evolution of education technology have emerged from the Cambridge, Massachusetts campus. MOOC leader, edX, is run by Anant Agarwal, who is a professor at MIT, for example.
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The first MOOC began life in Canada in 2008 as an online computing course. It was 2012, dubbed the "year of the MOOC", that generated vatic excitement about the idea. Three big MOOC-sters were launched: edX, a for-profit provider run by Harvard and the Massachusetts Institute of Technology (MIT); Coursera, partnered with Stanford University; and Udacity, a for-profit co-founded by Sebastian Thrun, who taught an online computing course at Stanford. The big three have so far provided courses to over 12m students. Just under one-third are Americans, but edX says nearly half its students come from developing countries (see chart 2). Coursera’s new chief executive, Richard Levin, a former president of Yale University, plans an expansion focusing on Asia.
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The hype about massive open online courses, or MOOCs, has faded somewhat. The revolution, in some ways, is becoming more of an evolution. The notion sometimes bandied about that the emergence of these free online courses will break the business model of higher ed remains wholly unproven.
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During the last two years, the public and some academic insiders crowned Massive Open Online Courses (MOOCs) as the amazing disruption that was going to transform education. One of the founders of Coursera has, on multiple occasions, proclaimed that its “innovation” was no less radical than the printing press.
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The room is dark and silent. Inside, a young computer scientist with a shaved head and intense blue eyes sits alone at a desk facing a pane of sound-absorbent foam. Above him a video camera points straight down at a high-tech tablet; his right hand is poised to scribble out code on its screen. Taped to the camera’s microphone is a yellow Post-it with one word scrawled on it—“ENERGY”—a curious message to the professor in his own handwriting.
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The key opportunity for institutions is to take the concepts developed by the MOOC experiment to date and use them to improve the quality of their face-to-face and online provision, and to open up access to higher education. Most importantly, the understanding gained should be used to inform diversification strategies including the development of new business models and pedagogic approaches that take full advantage of digital technologies.
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Research findings challenge common misconceptions, offer surprising insights about how students engage with MOOCs.
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In her first year at UBC, Ennas Abdussalam took an introductory computer science course, “Computation, Programs and Programming.” Abdussalam sat with hundreds of others in a large lecture halls with hundreds in attendance, went to lab sections, wrote midterms, submitted projects and eventually completed the course — and like most students, she paid for the credits she received. Now a computer science major, Abdussalam is in her fourth year and the introductory course that she took is now offered online — for free.
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Tell me if this sounds familiar: You’ve been reading EdSurge for years now. You’ve closely followed the rise of Khan Academy, the MOOCs, and every other hot education technology trend. And now you’re considering getting into edtech yourself.
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A couple of things about online learning service Platzi immediately set it apart from the other companies in Y Combinator’s latest batch. First, it is from Latin America — Colombia to be precise. Second, it is profitable.
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Andrew Rossi’s documentary Ivory Tower prods us to think about the crisis of higher education. But is there a crisis?
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From
qz
On a Friday morning in April, I strapped on a headset, leaned into a microphone, and experienced what had been described to me as a type of time travel to the future of higher education. I was on the ninth floor of a building in downtown San Francisco, in a neighborhood whose streets are heavily populated with winos and vagrants, and whose buildings host hip new businesses, many of them tech start-ups. In a small room, I was flanked by a publicist and a tech manager from an educational venture called the Minerva Project, whose founder and CEO, the 39-year-old entrepreneur Ben Nelson, aims to replace (or, when he is feeling less aggressive, “reform”) the modern liberal-arts college.
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"Stanford, pioneer into high-profile free MOOCs have just launched a new course on "Open Knowledge: Changing the Global Course of Learning"
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On Friday afternoons, the team at Much Better Adventures, a UK company that helps people plan vacations without having to hunt for lodging, stops what they're doing and spends some time learning about sustainability via massively open online courses (MOOCS) Coursera and Future Learn.
MOOC Pro's curator insight,
June 24, 2014 5:42 PM
Another article highlighting the corporate MOOC march. Interesting to hear how Saba are preparing to integrate MOOC data into internal Corporate LMS
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Robert Hall doesn’t consider himself an expert on massive open online courses, otherwise known as MOOCs. But after creating learning content through MOOC vendor Udemy, Hall is the go-to guy at Marek Bros., a Houston-based construction company.
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Facebook is on a mission to prove that social media-empowered education can help some of the poorest nations on Earth. It recently announced a big industry and Ivy League alliance to bring experimental educational software to Rwanda, providing Internet access and world-class instructional resources to their country’s eager students.
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"There are certainly Mooc junkies, who take them for no other reason than they're free and they like hanging out," grins Dr Ben Brabon of Edgehill university, whose massive open online course in vampire fiction is one of only two accredited Moocs currently on offer in the UK.
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Questions about MOOCs’ financial viability didn’t irk investors during 2012, when venture capitalists poured $1 billion into education technology. But a recent report by CB Insights found a relatively low follow-on investment rate in the sector.
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