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A trio of headlines in the Chronicle of Higher Education seem to say it all: in 2013, "A Bold Move Toward MOOCs Sends Shock Waves;" in 2014, "Doubts About MOOCs Continue to Rise," and in 2015, "The MOOC Hype Fades." At the beginning of the 2010s, MOOCs, or Massive Open Online Courses, seemed poised to completely revolutionize higher education. But now, just a few years into the revolution, educators' enthusiasm seems to have cooled. As advocates and critics try to make sense of the rise and fall of these courses, both groups are united by one question: Where do we go from here? Elizabeth Losh has gathered experts from across disciplines-education, rhetoric, philosophy, literary studies, history, computer science, and journalism-to tease out lessons and chart a course into the future of open, online education. Instructors talk about what worked and what didn't. Students share their experiences as participants. And scholars consider the ethics of this education. The collection goes beyond MOOCs to cover variants such as hybrid or blended courses, SPOCs (Small Personalized Online Courses), and DOCCs (Distributed Open Collaborative Course). Together, these essays provide a unique, even-handed look at the MOOC movement and will serve as a thoughtful guide to those shaping the next steps for open education.

MOOCs (Web-based instruction) --- MOOC. --- digital learning. --- digital literacy. --- digital rhetoric. --- higher education. --- open access. --- pedagogy.

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ICLI is an annual International Conference on Learning Innovation (ICLI) hosted byUniversitas Negeri Malang, Indonesia in collaboration with the Islamic Development Bank (IsDB) and Indonesian Consortium for Learning Innovation Research (ICLIR) as well as Univerisiti Teknologi MARA Cawangan Perlis, Malaysia serving as co-organizer this year. The conference aims to gather researchers, practitioners, students, experts, consultants, teachers and lecturers to share their insights and experiences on research not only in constructing innovations in learning but also the knowledge of learner’s capability. The learners who are characterized as creative and competent by having the ability to understand what they have learned and capable of taking initiative and thinking critically. In addition, ICLI is organized on the basis of the trend in the 21st century, categorized by the increasing complexity of technology and the emergence of a corporate restructuring movement. This book is the proceeding of ICLI 2021, containing a selection of articles presented at this conference as the output of the activity. Various topics around education are covered in this book and some literature studies around specific topics on learning and education are covered as well. This proceeding book will be beneficial to students, scholars, and practitioners who have a deep concern in education. It is also futuristic with a lot of practical insights for students, faculty, and practitioners, and also a description of the Indonesian educational system in today’s era.

Educational technology. --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- Aids and devices --- digital learning --- distance learning --- education

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"Course Correction engages in deliberation about what the twenty-first-century university needs to do in order to re-find its focus as a protected place for unfettered commitment to knowledge, not just as a space for creating employment or economic prosperity. The university's business, Paul W. Gooch writes, is to generate and critique knowledge claims, and to transmit and certify the acquisition of knowledge. In order to achieve this, a university must have a reputation for integrity and trustworthiness, and this, in turn, requires a diligent and respectful level of autonomy from state, religion, and other powerful influences. It also requires embracing the challenges of academic freedom and the effective governance of an academic community. Course Correction raises three important questions about the twenty-first-century university. In discussing the dominant attention to student experience, the book asks, "Is it now all about students?" Secondly, in questioning "What knowledge should undergraduates gain?" it provides a critique of undergraduate experience, advocating a Socratic approach to education as interrogative conversation. Finally, by asking "What and where are well-placed universities?" the book makes the case against placeless education offered in the digital world, in favour of education that takes account of its place in time and space."--

Education, Higher --- Aims and objectives. --- Philosophy. --- academic freedom. --- autonomy. --- college. --- digital learning. --- higher education. --- history of the university. --- role of the university. --- student experience. --- undergraduate education. --- university governance. --- university. --- virtual education.

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Educational technology --- Telecommunication in education --- Technologie éducative --- Télécommunications en éducation --- Periodicals. --- Périodiques --- Educational technology. --- Telecommunication in education. --- Conception pédagogique. --- Éducation. --- Technologie éducative. --- Télécommunication. --- Instructional technology --- Technology in education --- Conception pédagogique. --- Éducation. --- Technologie éducative. --- Télécommunication. --- Distance education --- Education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- Aids and devices --- educational technology --- higher education --- computers --- digital learning --- e-learning --- online teaching

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This book is an invitation to informed and critical participation in the current debate on the role of digital technology in education and a comprehensive introduction to the most relevant issues in this debate. After an early wave of enthusiasm about the emancipative opportunities of the digital revolution in education, recent contributions invite caution, if not skepticism. This collection rejects extreme interpretations and establishes a conceptual framework for the critical questioning of this role in terms of concepts, assessments and subversion's. This book offers conceptual tools, ideas and insights for further research. It also provides motivation and information to foster active participation in debates and politics and encourages teachers, parents and learners to take part in the making of the future of our societies.

Internet in education. --- Digital media. --- Education --- Technological innovations --- Electronic media --- New media (Digital media) --- Mass media --- Digital communications --- Online journalism --- Internet (Computer network) in education --- Effect of technological innovations on. --- Internet in education --- Digital media --- Education - Effect of technological innovations on --- Media & Communications --- Educational strategies & policy --- Digital technology --- Digital learning