MOOCs: what’s real, what’s hype

I have an article in the new issue of Technology Review, The Crisis in Higher Education, that looks at the phenomenon of massive open online courses, or MOOCs. The free delivery of college classes over the net is stirring a huge amount of excitement this fall, and the organizations pioneering the MOOC model — notably, Coursera, Udacity, and edX — are grabbing a lot of attention and investment. But outsized expectations about revolutions in education have accompanied virtually every major new communication medium in the past, including the postal system, motion pictures, radio, TV, and personal computers. So is today different? Will the combination of breakthroughs in cloud computing, data mining, machine learning, and social networking at last enable distance learning to achieve its grand promise? That’s the question I wrestle with in the article.



About Giorgio Bertini

Director at Learning Change Project - Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
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One Response to MOOCs: what’s real, what’s hype

  1. Pingback: MOOCs: what’s real, what’s hype | B...

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