慕课以及和教改-何山.pptx

现代教育技术中心 何山;要求：2013年秋，第一批课程上线；5年，100门;2013年5月;2013年9月;2013年9月;2014年1月;2014年1月;2014年4月;2014年8月;2014年9月;2014年10月;工作具体进展;教改;为什么是在线教育技术？;为什么是慕课？;为什么是慕课？（二）;参与教师的感受;参与教师的感受;参与教师的感受;The Big Discussion Is About The Future of Traditional (Campus-Based ) Higher Education: The most important outcome of the MOOC movement is a renewed attention on traditional campus-based / credit-bearing teaching and learning. MOOCs did not set out to improve the introductory residential lecture course, but that is what they have done. This is not a story of a few superstar professors taking over the teaching of every large enrollment introductory class. We have some experiments of flipped courses being based on open online courses, but these experiments are still at the margins. What our students want is to be taught by their own professors. They want to form relationships with the people teaching them. What MOOCs have done is raise the quality bar for residential teaching. It is no longer acceptable to have (expensive) residential classes built on a model of information transmission. The price of academic content delivery has quickly dropped to zero, thanks to the MOOCs, meaning that the value add that colleges and universities provide to students must be above and beyond content delivery. That value add is the personalized learning, coaching, and mentoring that comes with relationships. That value add is the educator getting to know the learner as an individual. The paradox (or irony) is that MOOCs make the faculty member more valuable than ever. ;Blended and Online Learning Capabilities Are Increasingly Viewed as Infrastructure: All of us at the edX Global Forum are thinking about the long-term sustainability (funding) of our open online learning at scale initiatives. Creating high quality online courses that will be delivered at scale is expensive. These costs, however, are largely viewed as part of a portfolio of investments that we are all making in teaching and learning. The costs are