Industry, the Higher Education sector and government all agree that education is key to our future success. The relatively new phenomena of MOOCs (Massive Open Online Courses), learning enabled by technology, has caused a significant evolution of the traditional education model. This edition of BHERT News asks us to reflect on what has taken place regarding the maturation of MOOCs, their integration into the blended learning model and their value proposition to students, universities and business.
Of special note is that 2015 is BHERT's 25th anniversary; a momentous occasion, especially for a not-for-profit such as BHERT. Looking back much has been achieved over the years, through roundtables, national conferences, ministerial briefings, publications and our annual collaborative awards. Indeed the BHERT awards are of true national significance and continue to grow in stature and quantum of applications received.
John Hewetson talks about the effects of globalisation and digitalisation on Shimadzu Australasia, their collaboration with universities and other businesses, and what he believes will have a big impact on his company over the next five years.
The internet has started to disrupt higher education and that disruption isn't going away. Despite what some might believe, MOOCs will not replace universities, but they will open up learning to millions of people who might not otherwise have had the opportunity to undertake a traditional university course.
Despite numerous arguments that new technologies, and in particular MOOCs, would come to replace the classroom and the need for universities, evidence is mounting that the most impactful technologies enrich the classroom experience and enable instructional pedagogies, but neither dictate nor replace them.
In March 2014, the Learning Transformations Unit at Swinburne University of Technology, Melbourne, Australia, delivered a Massive Open Online Course (MOOC) titled the 'Carpe Diem MOOC' (CD MOOC).
The MOOC was designed to teach participants about designing for learning by creating 'the environment and conditions within which the students find themselves motivated and enabled to learn'.
The experience of implementing the CD MOOC confirmed the view that MOOCs can be utilised to deliver resources and be effective for professional development.
Deakin University set out to find new ways to assure student achievement of graduate capabilities, with a particular focus on evidencing learning and standards for employability in a global economy that is often experiencing disruption.
Online education is often seen as a tool for improving the accessibility, cost-effectiveness and scalability of education. But it's time to start looking at more than the tip of the iceberg. The real potential for online education is its ability to transform learning to align with the future of work and the new skills those jobs will demand.
The rise of the MOOC's has had a disruptive impact on education. However, rather than being negative they, and the wider range of "any time, any place" (ATAP) materials, are greatly expanding the value that universities can bring to their global, federal, state and local communities.
MOOCs have opened our eyes a little wider to the reality that advanced concepts can be designed and delivered as smaller units of learning. MOOCs have challenged our thinking about how a curriculum can be designed and delivered so that participant engagement is maintained.
The higher education sector depends on technology for all facets of its operations: teaching and learning, research and administration. In recent years the focus on opportunities and risks presented by technology have been significant.
Driving collaboration across business, industry and tertiary education.
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