Just recently, a group of academics, venture capitalists, and entrepreneurs gathered at New York University’s Stern School of Business to discuss educational technologies and their effects on the future of higher education. A critical question was posed about the future of higher education as technology continues to play a crucial role in the accessibility and distribution of education: How will higher education and/or the notion of “college” change as platforms, such as MOOCs, become common for others to use as alternatives to the traditional classroom and campus environment?
Stepping in to learn more about what was discussed during the meeting, Issie Lapowsky, a writer for Inc.com, explains how, even though many posed opposing viewpoints on the topic of technology and higher education, all came to a consensus on the simple fact that higher education will have to be restructured and that the “status quo is not an option”, as stated by NYU’s President John Sexton.
In an article written by Carl Straumsheim for Inside Higher Ed, the Berklee College of Music will offer their two music programs, music business and music production, as fully online accredited bachelor’s degree programs.
Berklee, for some time now, has had established online courses and has made subsequent steps in bundling these courses together to create certification programs. They have now made the next major step in providing two full online degree programs where students can receive a bachelor’s degree in music business and music production at a reduced cost.
Education Dive has posted an infographic, created by Jones eGlobal Library, that helps illustrate the importance of librarians in the digital age.
As online learning expands, librarians play a pivotal roll in assisting students in their education. 68% of college students have stated that they feel that their best chance at succeeding is when they participate in individual sessions with librarians to better define their research topics.
Check out the infographic below to find out more.
Having been around for some time now, MOOCs have generated a considerable amount of hype, especially with its professors being perceived as “rock stars”. Kevin Werbach, an associate professor of legal studies and business ethics at the University of Pennsylvania’s Wharton School, recently wrote an article in The Chronicle of Higher Education detailing his opinion of the “rock star” title and its many implications to the education system, its professors, and the ideas of education as a whole. Having already taught two MOOCs, and although his experience with MOOCs has been overwhelmingly positive, he believes that those who have deemed professors teaching MOOCs as “rock stars” need to consider the implications of that title.
In The Chronicle of Higher Education’s report on Campus Computing Project’s annual senior technology administrator survey, the biggest concern (a whopping 80% from those who responded) was the capability of instructors to use emerging technology within the next few years.
It is very likely that students have witnessed this before: an instructor has pledged to make a grand presentation in the class, yet cannot seem to load PowerPoint. On countless occasions, more time is spent troubleshooting instructor’s technological flop than time spent teaching and learning.
With technology rapidly unfolding and the integration of classroom online learning resources such as Canvas, instructors need to have enough knowledge in technology in order to have an effective learning environment. Just as owning a camera does not make one a photographer, having a tablet does not make one a better instructor. Now more than ever, instructors need to catch up in this cat and mouse game before students begin to teach their teachers.