LWMOOC 2016 - LEARNING WITH MOOCS III

Since the dramatic arrival of MOOCs on the higher education landscape,
universities globally have started to grapple with how digital learning
functions within their existing missions. Some systems have responded
through a significant investment in MOOCs and new online learning programs.
Other systems have responded through taking a more cautious research
approach. Colleges, liberal arts schools, and smaller universities are
currently evaluating how the MOOC phenomenon will influence their existing
offerings and what unique experiences remain for local, on-campus learning.
More recently, virtual reality and other wearable technology indicate a
future with expanded data collection and increasingly authentic learning
experiences. They also raise concerns about how technology will influence
privacy and who has ownership of, and access to, our learning and related
biometric data.
The growth of digital learning, both in terms of research and practice, is
part of a broader societal transition to a digital and data-driven world.
Reports of future mass upheaval in employment driven by artificial
intelligence are starting to cause alarm. Today, cognitive technologies can
learn and in some cases outperform humans. Against this backdrop, the theme
and guiding focus for LWMOOC3 is: *What does it mean to be human in a
digital age? What does it mean to learn in a digital age?*