A Practical Response to Massive Open Online Courses (MOOCs)
If you haven’t heard the hype about MOOCs (Massive Open Online Courses), you soon will.
These free classes are only offered online and they’re wide open to anyone who wants to sign up. Some of the biggest brands in academia have announced impressive MOOC plans, and a few superstar instructors have jumped in with both feet. Skeptics call MOOCs outliers, but most people agree that whatever happens, MOOCs will make an impact on the way we teach both students and adult learners in the future.
So what does this trend mean for you, your faculty and your campus?
Join our live webinar, hosted by Casey Green of The Campus Computing Project, to participate in a lively discussion on how to take advantage of the MOOC buzz to get your own courses online, right now.
Our panel will discuss:
- Where do MOOCs fit in the larger online learning ecosystem?
- What impact will MOOCs, flipped and hybrid classes have on traditional, synchronous face to face education?
- Can the MOOC model help unlock the online teaching potential for every instructor on your campus right now?
- How does online instruction and video knowledge fit into the personal learning environment of your existing students? And how will it be captured, distributed and delivered in a post-MOOC world?
Pamela A. Havice, Ph.D., is an Associate Professor at Clemson University. She has been an integral part of developing a distributed learning environment for the delivery of the Student Affairs/Counselor Education program. Pam’s primary areas of research include distance and distributed learning applications, multicultural issues, and faculty and student development. In her 30 years in higher education, she has published numerous articles, book chapters, professional presentations and an edited book on distance and distributed learning.
Kenneth C. Green is the founding director of The Campus Computing Project, the largest continuing study of the role of information technology in American colleges and universities. The project is widely cited by both campus officials and corporate executives as the definitive source for information about information technology issues affecting American higher education. Green is the author/co-author or editor of a dozen books and published research reports and more than 100 articles and commentaries that have appeared in academic journals and professional publications. Green also serves as the senior research consultant to INSIDE HIGHER ED and developed INSIDE HIGHER ED's surveys of college presidents, financial officers, and admissions officers. In October 2002 Green received the first EDUCAUSE Award for Leadership in Public Policy and Practice. The EDUCAUSE award cites his work in creating The Campus Computing Project and recognizes his "prominence in the arena of national and international technology agendas, and the linking of higher education to those agendas."