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The number of people needing assistance in their later years is growing rapidly. These courses discuss health and care issues common in older people or outline ways to improve your chances of keeping healthy for longer. 
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Applications are surging for New York University’s School of Medicine after the university announced last year that its medical program would b
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Providing free training, tools and in-person coaching to help people in Europe get the skills they need to grow their career or business.
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Have the major American platforms already won the day, or is there still room for outsiders?
This does not necessarily represent a threat for the instructional players in the field already, because the latter have an educational reputation and offer certification of users, but also because a ‘good’ MOOC requires enormous efforts before going on line: hours and hours of pedagogical video recording and a really solid course content.
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Is it possible to gain the education and the intellectual development associated with a traditional bricks-and-mortar university curriculum through a largely online course of study?
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According to a team of researchers from Canadian University Dubai, Lancaster University and the University of Adelaide, a review of literature found that massive open online courses can provide flexible learning, address rapidly changing skills needs and deliver credentials.
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Staff of the university’s Wicking Centre wanted to know what impact their MOOC had, so they surveyed a sample of the 42,000 people who have completed it. Claire Eccleston and colleagues report the results in the journal Science of Learning.
Using Wicking’s Dementia Knowledge Assessment Scale, they discovered that people, with all sorts of experience in dealing with dementia and different levels of education increased their knowledge.
This is very good indeed. “The current data indicate that the UDMOOC is effective in improving awareness and understanding of dementia, across groups including informal carers, care workers, health professionals and the general public,” the team suggest.
So, listen-up ministers and mandarins, what works for dementia may also be delivered by MOOCs a bunch of other community needs where the state relies on citizen carers to carry the burden.
Peter Mellow's insight:
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The question remains: What lies ahead for universities and schools that offer a general education? Instead of creating MOOCs, perhaps it would make more sense for them to invent the school of tomorrow. They might favor hands-on learning and experimentation, further students' confidence to take on the role of teacher by entrusting them with the freedom to devise and design, foster learning, exchange, and synergy by bringing people together to share and swap theories and applications, be it in small groups, or workshops. In this way they would fuel and feed the creative appetite, giving us the means and mental force to imagine a different world, a world that puts the environment on a pedestal, respects its moral obligations, where technology rhymes with humanity, and the economy champions progress and not simply financial gain.
As director of the École de Design, I have no chance of putting together a better MOOC than Stanford and Tim Brown has done on Design Thinking. But in our workshops our students. taught by excellent designers will know how to put together the world of tomorrow, using information of the world, from around the world. - By Christian Guellerin
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Digital disruption has required quick and massive change at universities, according to Glyn Davis, vice-chancellor of the University of Melbourne.
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