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Massive Open Online Courses (MOOCs) burst into the public consciousness in 2012 after feverish press reports about elite US universities offering free courses, through the Internet, to hundreds of thousands of people worldwide. A Massachusetts Institute of Technology (MIT) course on Circuits and Electronics that had attracted 155,000 registrations was a typical example. Pundits proclaimed a revolution in higher education and numerous universities, fearful of being left behind, joined a rush to offer MOOCs.
The post MOOCs and higher education: evolution or revolution? appeared first on OUPblog.
In its recent report, Privacy and Security: A modern and transparent legal framework, the Parliamentary Intelligence and Security Committee pondered on the scale of public concern about digital surveillance. A feature of the current controversy is its narrow chronology. The decades before 9/11 correspond to the medieval period and the centuries before the internet are lost in the mists of time. The legislation that controls the behaviour of the security agencies, particularly the Acts of 1989, 1994 and 2000, is generally seen as obsolete.
The post Surveillance and privacies appeared first on OUPblog.
The seemingly unassailable rise of the MOOC – the Massive Open On-Line Course – has many universities worried. Offering access to millions of potential students, it seems like the solution to so many of the problems that beset higher education. Fees are low, or even non-existent; anyone can sign up; staff time is strictly limited as even grading is done by peers or automated multiple-choice questionnaires. In an era of ever-rising tuition fees and of concerns about the barriers that stop the less well-off from applying to good universities, the MOOC can seem like a panacea.
The post Does the MOOC spell the end for universities? appeared first on OUPblog.
