Category Archives: Online Best Practices

MOOCs: The Adult Learning Renaissance

Posted on February 15, 2014 by Bruce Rosenbloom

More and more it is becoming evident that the impact MOOCs will have is on adult (lifelong) learners and not on your typical undergraduate. I am currently participating in Kathy Davidson’s wonderful MOOC entitled, “History and Future of (Mostly) Higher … Continue reading →

Posted in A Learning Pedagogy, Envisioning Online, Online Best Practices, Online Learning Policies, Procedures, Systems, Paradigm Shift | 6 Comments

Can CUNY Thrive with “Disruption”?

Posted on January 26, 2014 by Bruce Rosenbloom

Clayton Christensen, the Harvard professor who coined the term “disruptive innovations,” has followed his book with a recent Chronicle article entitled, “How Disruption Can Help Colleges Thrive.” Although his theme is that such “disruptions” produce better outcomes in the long … Continue reading →

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Re-envisioning the Vision (Part 2): The Vision of Ubiquity U

Posted on January 7, 2014 by Bruce Rosenbloom

“A whole new kind of education for a whole new kind of world . . .” Quote from Jim Garrison (Founder and CEO of Ubiquity University) What does a transformative vision of education look like?  I can think of no … Continue reading →

Posted in A Learning Pedagogy, Envisioning Online, Online Best Practices, Online Trends, Paradigm Shift | 1 Comment

Re-envisioning the Vision (Part 1)

Posted on January 7, 2014 by Bruce Rosenbloom

In the past few months this blog has been in a hibernation of sorts.  I just have not been motivated to write any more about MOOCs, online learning, strategic planning for instructional technology or such things. There are many reasons … Continue reading →

Posted in A Learning Pedagogy, Envisioning Online, Online Best Practices, Online Trends, Paradigm Shift | 4 Comments

Move Over MOOCs: The Real Revolution is Personalized Learning

Posted on September 6, 2013 by Bruce Rosenbloom

Given the hype about MOOCs in the past two years, it was inevitable that a reassessment would happen.  In an article entitled, “The MOOC Disruption Proves Less Than Revolutionary After All” in last month’s Chronicle, some of the hot air … Continue reading →

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Digital Pacifiers

Posted on August 3, 2013 by Bruce Rosenbloom

There are certainly benefits to the new digital technologies — cell phones, tablets, eReaders and a host of other devices.  But this post looks at the shadow side of these developments. On any subway, bus, or sidewalk in New York … Continue reading →

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MOOCs and Magical Thinking

Posted on April 11, 2013 by Bruce Rosenbloom

During the dot-com bubble a decade ago, an astute trader decided it was time to get out of those heady stocks the moment he heard a cab driver speaking about them.  Recently I got a similar feeling upon hearing a professor at … Continue reading →

Posted in Envisioning Online, Online Best Practices, Online Learning Policies, Procedures, Systems, Online Trends, Paradigm Shift, Strategic Planning for Online | 1 Comment

Top 10 Tips for Online Instructors

Posted on March 25, 2013 by Bruce Rosenbloom

As one who makes lists, a list about online learning would be a natural for me.  Admittedly, my Top 10 List for online instructors is limited by a fault in all such lists; namely, it merely reflects the thinking of … Continue reading →

Posted in Envisioning Online, Online Best Practices, Online Learning Policies, Procedures, Systems, Online Trends | 1 Comment

New York Times — Say It Isn’t So!

Posted on February 21, 2013 by Bruce Rosenbloom

So the “paper of record” weighed in on online learning in its February 18th editorial entitled “The Trouble with Online College.” Overall, the editorial paints with a wide brush and distorts the reality of online teaching and learning. Below is … Continue reading →

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Evolution of a Course

Posted on February 13, 2013 by Bruce Rosenbloom

I have been fortunate to teach a capstone course for the CUNY Online B.A. program. Capstone courses in many programs are the culmination of work toward a B.A. degree, taught in small classes. Students are asked to produce a project … Continue reading →

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