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Peerdal: We forced students to enroll in a MOOC... and they liked it!

We made a MOOC, and it was all but easy in backstage. This MOOC was integrated in the regular curriculum of Telecom Bretagne students, so we kind of forced students to follow a MOOC. These students were neither volunteers nor MOOC-enthusiasts.

We just got feedbacks (i) from the traditional survey, which is performed by our administration every semester, and (ii) from a specific survey we conducted. Here is a short analysis.


Via Robert Schuwer, juandoming, CECI Jean-François
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Robert Schuwer's curator insight, July 22, 2013 3:32 AM

Students feedback in what was not a typical MOOC. Actually, the course offered had a MOOC format, but the students were regular students doing this MOOC for credit. Still some nice results. 

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MOOCs in Europe, an overview | Pierre Dillenbourg - slides


Via Peter B. Sloep, Carlos Marcelo
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Peter B. Sloep's curator insight, July 4, 2013 5:53 AM

A useful collection of 51 slides, inventorying the state of MOOC usage in Europe. Of course, the inventory is incomplete in that countries and projects are missing, but it is a good starting point for awareness raising. The collection also contains an invitation to contribute slides. So if you are aware of European MOOC initiatives, contribute! (@pbsloep)

drsmetty's curator insight, August 25, 2013 7:40 AM

Interesting list of MOOC's in Europe.

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MOOCs and Open Education: Implications for Higher Education A white paper

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ETMOOC – The 7 Stage Model for #MOOC's

ETMOOC –  The 7 Stage Model for #MOOC's | About learning and more | Scoop.it
Ron Fredericks writes: I will present my idea for a 7 layer service classification for MOOC's (Massive Open Online Courses) and the new opportunities it might create. I propose that the responsibil...

Via Ana Cristina Pratas
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Posts About MOOCs ~ Stephen's Web

Posts About MOOCs ~ Stephen's Web | About learning and more | Scoop.it
Stephen's Web, the home page of Stephen Downes, with news and information on e-learning, new media, instructional technology, educational design, and related subjects

Via Ana Cristina Pratas
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mrsjgarcia's curator insight, February 21, 2013 10:17 AM

This isn't iPad  related really, but I thought you might be interested anyway.

Jen

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C-MOOC : les compétences clefs

C-MOOC : les compétences clefs | About learning and more | Scoop.it

Superbe carte mentale


Via Gilles Le Page, Frédéric DEBAILLEUL, juandoming, Paulo Simões
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Claire Jovanovic's curator insight, November 19, 2013 5:04 PM

Ecosystème des compétences pour suivre un MOOC

Boris Lecathelinais's curator insight, December 5, 2013 6:55 AM

Un shéma clair et complet qui montre les compétences requises, apprises et développés avec les MOOC. 

Nathalie Porte ( Nathalie FLE)'s curator insight, February 20, 2014 7:12 AM

Le plan du Métro MOOC !

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La calidad y los MOOCs (II): La investigación y la evaluación de la calidad (Miguel Zapata)

La calidad y los MOOCs (II): La investigación y la evaluación de la calidad (Miguel Zapata) | About learning and more | Scoop.it

Ya vimos si los MOOCs son interactivos. Nos podemos plantear ahora si son evaluativos. Un principio básico de la evaluación es que ésta se pueda llevar a cabo en el programa formativo de que se trate. Es decir que el programa sea evaluable. La investigación formativa y la evaluación de la calidad constituyen el medio principal para verificar que el programa cumple sus funciones y para proporcionarnos datos


Via L. García Aretio, Angel Pio Gonzalez Soto
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MOOCs and the AI-Stanford like Courses: Two Successful and Distinct Course Formats for Massive Open Online Courses - European Journal of Open, Distance and E-Learning

MOOCs and the AI-Stanford like Courses: Two Successful and Distinct Course Formats for Massive Open Online Courses - European Journal of Open, Distance and E-Learning | About learning and more | Scoop.it

Open online courses (OOC) with a massive number of students have represented an important development for online education in the past years.

A course on artificial intelligence, CS221, at the University of Stanford was offered in the fall of 2011 free and online which attracted 160,000 registered students. It was one of three offered as an experiment by the Stanford computer science department to extend technology knowledge and skills to the entire world. The instructors were two of the best known experts in the subject of artificial intelligence. Although students would not get Stanford University grades or credit, 20,000 from 190 countries finished the course successfully receiving a “statement of accomplishment” from the tutors Sebastian Thrun and Peter Norvig. Udacity is a start-up from the authors of CS221 delivering similar massive free online courses. EdX, a joint partnership between The Massachusetts Institute of Technology (MIT) and Harvard University to offer online learning to millions of people around the world, is one of the most recent proposals in this realm.

Massive open online courses known as connectivist MOOCs (c-MOOCs) on the other hand have been delivered since 2008. They are based on the explicit principles of connectivism (autonomy, diversity, openness and interactivity) and on the activities of aggregation, remixing, repurposing and feeding forward the resources and learning.

In the research literature, newspaper and magazine articles both types of OOCs, AI-Stanford like courses (AI) and c-MOOCs, have been identified in many occasions as equivalent.

Distance education (DE) pedagogy can be classified through the evolution of three categories: cognitive-behaviourist, social constructivist, and connectivist. These three current and future generations of DE pedagogy have an important place in a well-rounded educational experience. To a large extent, the generations have evolved in tandem with the technologies and all three models are very much in existence today and are categorized by a set of conditions.

In this paper we study in detail representative courses from AI and c-MOOC formats. We establish that although they share the use of distributed networks the format associated with c-MOOCs, which are defined by a participative pedagogical model, are unique and different from AI. We further assign to the AI to a cognitive-behaviourist (with some small contribution of social constructivist) and MOOCs to connectivist pedagogy.

Keywords: Massive Open Online Course, MOOC, Distance Education Pedagogy.

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MOOC's and the McDonaldization of Global Higher Education - WorldWise - The Chronicle of Higher Education

MOOC's and the McDonaldization of Global Higher Education - WorldWise - The Chronicle of Higher Education | About learning and more | Scoop.it
We’ve been treated to a rash of stories about how new technological models for higher education raise questions about the viability of the traditional campus. After all, why invest in an elaborate physical plant when virtual education can effectively expand your reach exponentially?
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Ken Morrison's comment, October 11, 2012 8:22 PM
Thanks for sharing this. I don't love MOOCS of 2012. I like where the arrow is pointing. I am certain that it is not a silver bullet. But I haven't heard many proponents claim that it is. It is a great way to connect a certain type of teacher with certain types of students who would never connect due to locations, schedules, economic situations, etc. I hope that it does not replace traditional classrooms completely. I do hope it causes all universities to rethink some of their approaches.
LaiaJoana's comment, October 12, 2012 7:30 AM
Hi Ken, thanks for your comments. I hope that it will be a way that (some) teachers and universities think about teaching and learning and exploring new ways of doing. We still have to learn a lot!!
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The Future of MOOCs according to Sir John Daniel, Tony Bates, Anant Agarwal & Sanjay Sarma

The Future of MOOCs according to Sir John Daniel, Tony Bates, Anant Agarwal & Sanjay Sarma | About learning and more | Scoop.it
Earlier this week I watched a selection of the proceedings from The Learning International Networks Consortium’s (LINC) two-day conference held at MIT that hosted 300 participants from over fifty c...
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What do Librarians Need to Know About MOOCs? | EDUCAUSE.edu

What do Librarians Need to Know About MOOCs? | EDUCAUSE.edu | About learning and more | Scoop.it
Abstract

Over the past several months, the proliferation of MOOCs (Massive Open Online Courses) has been hailed as a potent defense against the rising cost and insular culture of attending a traditional college. The courses, which are generally taught by experts with affiliations to elite universities, are characterized by their unique pedagogy and unlimited enrollment. To date, no course has been accepted for transfer credit at a major on-campus institution; however some administrators and higher-education experts predict their gradual integration into university curriculum. This article, written by Forrest Wright, examines the MOOC phenomenon, identifying aspects that academic librarians should consider in the coming years, including how these courses interact with scholarly resources and library services. Methods for integrating library services in these courses are evaluated, with recommendations for the best course of action.

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Education Outrage: MOOCs: The New York TImes gets it wrong again; Europe is not lagging behind the U.S. @Rogerschank

Education Outrage: MOOCs: The New York TImes gets it wrong again; Europe is not lagging behind the U.S. @Rogerschank | About learning and more | Scoop.it

Via juandoming
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How Does Collaborative Learning Work in Closed Online Courses vs. MOOCs?

How Does Collaborative Learning Work in Closed Online Courses vs. MOOCs? | About learning and more | Scoop.it
My previous post about the MOOC disaster at Coursera with the Fundamentals of Online Education [FOE] course generated constructive and worthy discussions among readers that focused on the value and...
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"To mooc or not to mooc", co.labora.red, @c_magro

"To mooc or not to mooc", co.labora.red, @c_magro | About learning and more | Scoop.it
La novedad ¿Son los MOOCs la tecnología educativa más importante y disruptiva de los últimos 200 años? ¿Será el 2012 el año de los MOOCs? ¿Se convertirán este año en la portada anual del Time? ¿Rev...

Via Educación INTEF
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Fabian Belledi's curator insight, December 19, 2012 9:49 AM

What Is a MOOC? 

A massive open online course (MOOC) is a model for delivering learning content online to any person who wants to take a course, with no limit on attendance. This ELI 7 Things You Should Know About MOOCs (November 2011) provides additional key facts about MOOCs.

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Designing and running a MOOC (in 9 easy steps) | By George Siemens

Presentation, University of South Africa (Pretoria)...
Via Vladimir Burgos, IES Consaburum, Mohsen Saadatmand, Score Project
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cafel23mooc's curator insight, March 4, 2013 5:00 AM

Un diaporama qui permet de cheminer dans l'histoire des MOOC, la compréhension des formes de MOOC. Présentation des grandes données chiffrées des MOOC (le tendances en matière de fréquentation, de nationalités, d'outils utilisés sur le Web...). Pour finir, des conseils : les étapes d'une mise en oeuvre réfléchie du dispositif.