Full Product Details
Author: Paul Kim (Stanford University, USA)
Publisher: Taylor & Francis Ltd
Imprint: Routledge
Dimensions:
Width: 15.20cm
, Height: 1.00cm
, Length: 22.90cm
Weight: 0.249kg
ISBN: 9780415733090
ISBN 10: 041573309
Pages: 166
Publication Date: 24 November 2014
Audience:
College/higher education
,
General/trade
,
Tertiary & Higher Education
,
General
Format: Paperback
Publisher's Status: Active
Availability: In Print
This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us.
Reviews
New technology-based models for postsecondary learning have the potential to disrupt higher education, military and industry training, and even parts of the high school curriculum. This important book describes the types of advances needed in current MOOCs to reach their full potential. Appropriately, its focus is predominantly on teaching and learning models, including the complex issues of faculty professional development and of increasing peer interaction to offset reduced instructional support. Chris Dede, Wirth Professor in Learning Technologies, Harvard University, USA Like several disruptive innovations in the long history of higher education, MOOCs have been both over- and under-sold. For some commentators, everything has changed; for others, they represent another fad which will soon be swallowed by the mainstream. This first-class collection of essays will assist practitioners, students, sponsors, and policy-makers to reach a balanced and critical point of view. Paul Kim's outline of the MOOC impact on the 'educational ecosystem' is admirably cashed out from the perspectives of technology, pedagogy, investment, governance, design, delivery, marketing, and impact. Perhaps most importantly, the contributors are unified in their conclusion that MOOCs cannot and will not be un-invented. Sir David Watson, Professor of Higher Education and Principal of Green Templeton College, Oxford, UK I welcome the appearance of this volume of expert reviews as a significant contribution to digital scholarship. Martin G. Bean, Vice-Chancellor, The Open University, UK This book will align us all around the importance of student success. Its conclusion-that the significance of MOOCS lies not in their technologies but rather in their teaching and learning capabilities-sends a critical message to educators. In my role as Dean of Continuing Education and University Extension at Harvard, I see MOOCs delivering two important outcomes: courseware to facilitate global access to education in the twenty-first century, and the wider, better use of technology by faculty and teachers to support learning. In a future where great content is free, only great learning outcomes delivered via research-driven learning ecosystems will be sustainable. Huntington D. Lambert, Dean, Harvard Division of Continuing Education and University Extension, Harvard University, USA
I welcome the appearance of this volume of expert reviews as a significant contribution to digital scholarship. Martin G. Bean, Vice-Chancellor, The Open University, UK Like several disruptive innovations in the long history of higher education, MOOCs have been both over- and under-sold. For some commentators, everything has changed; for others, they represent another fad which will soon be swallowed by the mainstream. This first-class collection of essays will assist practitioners, students, sponsors, and policy-makers to reach a balanced and critical point of view. Paul Kim's outline of the MOOC impact on the 'educational ecosystem' is admirably cashed out from the perspectives of technology, pedagogy, investment, governance, design, delivery, marketing, and impact. Perhaps most importantly, the contributors are unified in their conclusion that MOOCs cannot and will not be un-invented. Sir David Watson, Professor of Higher Education and Principal of Green Templeton College, Oxford, UK New technology-based models for postsecondary learning have the potential to disrupt higher education, military and industry training, and even parts of the high school curriculum. This important book describes the types of advances needed in current MOOCs to reach their full potential. Appropriately, its focus is predominantly on teaching and learning models, including the complex issues of faculty professional development and of increasing peer interaction to offset reduced instructional support. Chris Dede, Wirth Professor in Learning Technologies, Harvard University, USA This book will align us all around the importance of student success. Its conclusion-that the significance of MOOCS lies not in their technologies but rather in their teaching and learning capabilities-sends a critical message to educators. In my role as Dean of Continuing Education and University Extension at Harvard, I see MOOCs delivering two important outcomes: courseware to facilitate global access to education in the twenty-first century, and the wider, better use of technology by faculty and teachers to support learning. In a future where great content is free, only great learning outcomes delivered via research-driven learning ecosystems will be sustainable. Huntington D. Lambert, Dean, Harvard Division of Continuing Education and University Extension, Harvard University, USA
Author Information
Paul Kim is the Chief Technology Officer and Assistant Dean of the Graduate School of Education at Stanford University. Dr. Kim serves on the Board of Directors of WestEd, the Committee on Grand Challenges in International Development for the National Academies of Science, and the advisory committee for the National Science Foundation's Education and Human Resources Directorate.
