Wired for teaching
According to a new survey by Pearson Learning Solutions, 40 percent of faculty members used social media as a teaching tool in 2013, an increase from 33.8 percent in 2012.
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How to make the most of blended learning
ContactNorth provides a brief examination of the benefits and challenges of providing learning through online resources blended with a face-to-face component.
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Blended learning: Promising innovative practice requires strategic approach
BCcampus summarizes a report from Collaboration for Online Higher Education Research, which found that blended learning has the potential to transform Canadian higher education but requires strategy, resources, and a better integration with institutional goals.
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Beyond the essay: Making student thinking visible in the humanities
The Center for Teaching at Vanderbilt University, as part of their focus on the "student as producer" pedagogical model, has created a guide to humanities assignments that make student knowledge and knowledge construction visible, externalize representations of personal understanding, and have students create, produce, or perform their own interpretations or conclusions.
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Europe’s Iversity launches first MOOCs with 100k+ students and curriculum of 24 courses
Berlin-based iversity has recently launched its first round of courses and had reported that initial student sign-ups have passed 100,000 students.
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Coursera partners with The World Bank
Coursera has partnered with The World Bank to offer a selection of courses on development and poverty alleviation.
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MOOC creators criticise courses’ lack of creativity
Times Higher Education explores the Canadian origin of MOOCs and interviews Stephen Downes and George Siemens who are credited with creating the first MOOC.
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Five myths about MOOCS
James Mazoué, the director of online programs at Wayne State University, provides a defence of MOOCs against some of the most often repeated criticisms including, MOOCs are all about money, MOOCs create a two-tier educational system, MOOCs are inherently inferior, and MOOCs are mechanistic.
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Massive open online courses and online distance learning: A review
The Department for Business Innovation and Skills in the United Kingdom have released a 123-page report that "updates our knowledge on the development and impact of massive open online courses on learners and institutions at further education and higher education level.
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Americans’ views of online courses
According to a new Gallup survey of 1,000 adults, the majority of Americans believe online instruction is at least as good as classroom-based courses in terms of providing good value, a format most students can succeed in, and instruction tailored to each individual.
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