Higher education, especially in public institutions is complex—yet at the very least, stakeholders familiar with the current issues and events affecting higher education and their respective institution will benefit greatly—personally and as a voice in their institution.
Imagine if all faculty, administrators, policymakers, and board members participated in a MOOC or online course as a student?
I close with this excerpt from Professor Head’s blog piece. She’s nailed it— “the positive conversation is just beginning” —will you be part of it?
“I’d like to close with this challenge: Please continue to think about the process and practice of teaching MOOCs as objectively as possible, using constructive academic discourse. We frequently hear this topic talked about in terms of “disruption,” a word I really disdain. I wonder how such a term—meaning disorder, turmoil, destruction —became the preferred way to talk about improving education. Why haven’t we gravitated instead to words like augment, extend, progress, or strengthen? Our MOOC has ended, but a larger, more positive conversation is just beginning.”
This post originally appeared on the blog Online Learning Insights. The author, Debbie Morrison, has an M.A. in Education and Human Development, focus on Educational Technology Leadership, George Washington University, B.A. Organizational Management, The Master’s College, Diploma: Business Administration, Ryerson University.
- Learner agency comes first in AI-driven digital literacy - October 7, 2026
- Authority, responsibility, and accountability for AI in higher ed - October 5, 2026
- Why AI doesn’t replace education—it demands it - October 2, 2026