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Category Archive for 'E-Learning Perspectives'

In previous postings we have identified the potential and risk of schools responding to disruptive technological change in higher education by building their own online courses or by giving their students credit for MOOCs.  We have shown that both responses have significant costs and risks that outweigh benefits, so that neither course of action can […]

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The value added to students by a college or university in learning (as opposed to sports or socialization or networking) arises from good instruction and the interaction of each student with other students about academic topics.  This value added has long been recognized to be consistent with the provision of most if not all content […]

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Should a school give academic credit toward its own degree(s) to students who successfully complete MOOCs?   It might seem that to do so is a way for a school to broaden its academic offerings and improve the quality of its online courses.   For a school to give credit to students for a few MOOCs might […]

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  Let us evaluate the quality of what we may consider a representative MOOC against the list of the characteristics of good online courses which we have offered previously. 1.  A GOOD ONLINE COURSE IS COMPLETE, NOT JUST A GROUP OF COURSE MATERIALS Many MOOCs are complete courses, but some are essentially a group of […]

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Considering MOOCs

If a college takes seriously the challenges offered by disruptive technological innovations in higher education, it has three options: A.   BUILD ONLINE COURSES B.   GIVE CREDIT FOR MOOCs C.   ACQUIRE PROFESSIONALLY-BUILT ONLINE COURSES We have discussed in previous postings the opportunities, complexities and risks of a school trying to build its own online courses. MOOCs, particularly […]

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If schools decide not to insist that faculty members produce their own online courses, for the many cogent reasons we’ve set forth in previous posts, then deans may ask, “What will I do with my faculty members?” The answer to this question is let them teach. Yes, faculty members should teach.   They should teach well.  […]

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There is a confusion that thinks that the key to building good online courses is a software platform or software that can capture content off the web for inclusion in online courses to be built at a school.   The notion is that if a school has a good, up-to-date platform and learning system, it can […]

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Could the intellectual property embedded in online courses which is owned by a school be monetized directly — that is, could it be sold in the course?   Possibly, if the course is sold to students either at the school or at others schools which might offer the course.   In either case, the school effectively becomes […]

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There are two significant issues to be addressed in obtaining a reliable answer to the question of whether or not schools can capture significant amounts of value from the intellectual property in the content of online courses. First, for most schools, will there be significant quantities of intellectual property embodied in online courses built by […]

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The content of online courses is intellectual property.  Does it have significant value?   If so, who owns it?   If it is the college or university, can the value be captured for the benefit of the school? These are important considerations that will concern us at this point in our discussion of institutions’ alternative responses to […]

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