The arrival of MOOCs: Massive Open Online Courses

Summary: Internationally, a number of emerging technologies and associated developments are becoming available that could have far‐reaching effects on the delivery of tertiary education. One of these developments is Massive Open Online Courses (MOOCs). The opportunities MOOCs present include the ability for institutions to extend their brand and reach to large international audiences, experiment with innovative pedagogical approaches, an ability to offer niche provision at scale, and a potential reduction of costs. Its challenges and risks include that they are not widely recognised as formal qualifications, the absence of an established business model, and their pedagogical approaches. We have developed this paper as the start of a conversation between and among government agencies, institutions, employers and learners on the appropriate policy settings and ways to support the introduction of these emerging technologies in the delivery of tertiary education. This paper also supports the 2014 Innovations in Tertiary Education Delivery Summit, being held in Auckland on 5 and 6 June 2014, which looks at the future of tertiary education and the role of technology in it

Get yourself connected: conceptualising the role of digital technologies in Norwegian career guidance

This report outlines the role of digital technologies in the provision of career guidance. It was commissioned by the c ommittee on career guidance which is advising the Norwegian Government following a review of the countries skills system by the OECD. In this report we argue that career guidance and online career guidance in particular can support the development of Norwa y’s skills system to help meet the economic challenges that it faces.The expert committee advising Norway’s Career Guidance Initiativ

Just in Time: The Beyond-the-Hype Potential of E-Learning

Based on a year of conversations with more than 100 leading thinkers, practitioners, and entrepreneurs, this report explores the state of e-learning and the potential it offers across all sectors of our economy -- far beyond the confines of formal education. Whether you're a leader, worker in the trenches, or just a curious learner, imagine being able to access exactly what you need, when you need it, in a format that's quick and easy to digest and apply. Much of this is now possible and within the next decade, just-in-time learning will likely become pervasive.This report aims to inspire you to consider how e-learning could change the way you, your staff, and the people you serve transfer knowledge and adapt over time

EU–originated MOOCs, with focus on multi- and single-institution platforms

No abstract available

How to design for persistence and retention in MOOCs?

Design of educational interventions is typically carried out following a design cycle involving phases of investigation, conceptualization, prototyping, implementation, execution and evaluation. This cycle can be applied at different levels of granularity e.g. learning activity, module, course or programme. In this paper we consider an aspect of learner behavior that can be critical to the success of many MOOCs i.e. their persistence to study, and the related theme of learner retention. We reflect on the impact that consideration of these can have on design decisions at different stages in the design cycle with the aim of en-hancing MOOC design in relation to learner persistence and retention, with particular attention to the European context

A journey through MOOCs (Massive Open Online Courses), the future of education for both the corporate and academic sectors. Special focus on the corporate sector and the field of information technology

https://www.ester.ee/record=b5366823*es

Mapping Australian higher education 2013 version

Over the last 40 years, higher education has moved from the periphery to the centre of Australian life. As recently as the mid- 1970s, only three out of every hundred working-age Australians had a higher education qualification. By 2012, the proportion had increased to 25 per cent. If current policies are successful, by 2025 40 per cent of young Australian adults will hold a bachelor degree or above. Many people study out of interest. But the main factor in this shift towards greater degree attainment – and the main reason governments give for their involvement in higher education policy – is a structural change to the labour market. More jobs require, or are more easily carried out, with the knowledge and skills higher education courses set out to teach. These professional and managerial occupations are now a third of all employment