The Horizon Report showcases a number of different examples of institutions that are using learning analytics in different ways.
Via L. García Aretio
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education policy, emerging movements, school reform
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Linda Alexander
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Rescooped by Linda Alexander from Educación a Distancia (EaD) onto Advancement of Teaching & Learning |
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Via L. García Aretio
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Professors across the U.S. are criticizing a rush to offer free online college courses, challenging a movement designed to spread knowledge and reduce higher-education costs. Via Susan Bainbridge Delete the scoop?
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I am reluctant to review newspaper articles or op-ed pieces in the same way I have handled journal articles, series chapters or literature from the developers of MOOC platforms. However, if utiliz... Via Ken Morrison 
Ken Morrison's curator insight,
January 30, 7:18 AM
This doctoral students talks about flaws that he sees in some of the stats and perceptions surrounding MOOCS Delete the scoop?
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TED Talks Daphne Koller is enticing top universities to put their most intriguing courses online for free -- not just as a service, but as a way to research how people learn.
This is a good TED talk, outlining some of the ways in which MOOCs (Massive open online courses) might change the educational paradigms as collaborative technological resources become increasing ubiquitous. Via Seth Dixon Delete the scoop?
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Less than 10 percent of MOOC students, on average, complete a course. That's the conclusion of Katy Jordan of Open University, who published her analysis, pul Via Nik Peachey, Dennis T OConnor
Linda Alexander's insight:
10% MOOC completion rates--does it matter? If you have 50,000 sign-up for a class, that's still a lot of students completing it. Interesting... 
Patricia LeClaire's comment,
April 8, 12:50 PM
I've enrolled in two MOOC courses - partly because the topics were relevant to my work, but also to experience a MOOC from the "inside" as both a student and an instructional designer. I was particularly interested in opportunities for interaction (student-instructor, student-student, student-content, student-technology) and collaboration.
In one course, focused on a subject area with which I'm very familiar, students formed virtual groups around mutual interests and professional objectives, developed projects which were evaluated according to clear guidelines, and the projects were made available to all enrollees.. This course also had very active student-generated discussions on focused topics. What characterized this MOOC was the flexibility provided to the students for creating multiple ways to interact and collaborate. The second MOOC focused on topics that were highly technical and mostly how-to with little discussion of why-to. Interaction among students was considerably less, and I was unsuccessful in either forming or joining a group (virtual or F2F local) to expand my understanding of context and implementation issues. While the content was interesting ( I particularly liked the video lectures and animations), I found it a much more isolating experience and did not complete the course. 
ManufacturingStories's comment,
April 8, 8:33 PM
Pat, thanks for sharing those first hand experiences. Very valuable insights!
Dawne Tortorella's curator insight,
April 10, 8:02 PM
This blog post does discuss some reasons why students enroll in MOOCs, but doesn't really talk much about why they drop out.
One big reason - FRUSTRATION. When a learner gets stuck and can't get individualized meaningful feedback, it creates a failed learning experience. I think we discount how important those personal encounters are in helping learners.
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Un interesante artículo de Paul Wappett sobre EL FUTURO DE LA EDUCACIÓN, enfocado a cómo deben ser los cursos. Via Marta Torán, juandoming Delete the scoop?
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Extremely interesting research being conducted, especially at Stanford and a few other universities...