In an open letter, the San Jose professors worry that public higher education will suffer if scholar-student interaction is replaced with videotaped content.
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Some states have slashed per-student spending by as much as half.
drsmetty's insight:
If you want to understand the revolution in higher education in the US, just have a look at these graphs on budget cuts. Mooc's are just the beginning. And what a difference with the old continent... Delete the scoop?
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Is it inappropriate to take the word ‘dropout’ from one context and stamp it upon another? With MOOCs I’d call it a category mistake, when a word is used to mean one thing (pejoratively) in the context of a long school, college or University course, then applied with the same pejorative force to a very different type of learning experience Via verstelle
drsmetty's insight:
Is a school dropout = MOOC dropout? Interesting note by Donald Clark. 
verstelle's curator insight,
March 23, 7:03 AM
Great posting! Good MOOCs will allow you to truly go at your own pace, to stop and start, go off on an exploratory path and return again. This is what true adult learning is and should be. They should not copy but complement or construct new models of learning. MOOCs encourage the ‘look see’ approach to learning We need to look at uptake, not dropout. Dropout is a highly pejorative term that comes from ‘schooling’. The ‘high school dropout’. He’s ‘dropped out of ‘University’. It's this pathological view of education that has got us into this mess in the first place. MOOCs are NOT school, they eschew the lecture hall and are more about learning than teaching. MOOCs, like BOOKs, need to be seen as widely available opportunities, not compulsory attendance schooling. via @fagotissimo 
Frederik Truyen's curator insight,
March 23, 7:42 AM
Interesting read point of view from Donald Clark 
Steven Verjans's curator insight,
March 24, 10:19 AM
Maybe the discussion of MOOC 'dropout' can fuel the discussion of mental dropout in traditional face-to-face university education?
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2013 selection of recent research on massive open online courses (MOOCs). Via Robert Schuwer, Mark Smithers, Kim Flintoff Delete the scoop?
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I just finished teaching a Massive Online Open Class (MOOC) titled “Computational Investing, Part I” via coursera.org. 53,000 people “enrolled,” which is to say they clicked... Via Peter Mellow
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Comment: interesting data from a course that ran on Coursera Delete the scoop?
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drsmetty's insight:
Interesting question: Does a student’s personality affect his or her academic performance? Delete the scoop?
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"Are MOOC’s really about FREE education? Coursera reveals how it intends to generate revenue off of “freely” available MOOC’s.". Via Peter B. Sloep 
Peter B. Sloep's curator insight,
December 17, 2012 8:32 AM
In-depth, insightful article on monitization models (@pbsloep) Delete the scoop?
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It's the next step in the evolution of Massive Open Online Courses - MOOCs: People who pass the courses from players such as Coursera, edX or Udacity should be able to receive college credit... not just certificates or badges.
Comment: Hard times coming up for some American colleges. Chances are big that some of them won't survive the MOOC revolution. Delete the scoop?
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Comment: The MOOC story is getting more interesting every day. A week ago, LMS provider Instructure, started a new platform -The Canvas Network - that will compete with Coursera, Udacity and edX.
So, what's new under the sun? Well, this:
The Canvas Network is initiated by an LMS provider and will be used by their existing clients. " The instructional design, the course content, and the technical support for running the online classes occur on the institutional level and are not outsourced or licensed to Instructure (Audrey Watters, 2012).
I see a hugh potential in this way of working. As an instructor, you don't have to switch platforms again. As a student, you get to know how a specific institution works. As an institution, you can controle what's happening. And I guess Instructure will benefit on the sales site as well. Delete the scoop?
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Massive open online courses are the educational happening of the moment. Everyone wants in. No one is quite sure what they’re getting into.
Comment: Must read article in the NYTimes Delete the scoop?
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The State of Minnesota has banned popular free online education site, Coursera, and has sent warning notices to its institutional partners,...
Dr Smetty's comment: oh well, the state of Minnesota will not be able to stop this evolution in education. Keep on going Coursera. Delete the scoop?
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Not an e-learning eagle's view, but very impressive.
Felix Baumgartner attempts to make history with Red Bull Stratos - Mission to the Edge of Space and Supersonic freefall. Delete the scoop?
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The partners will provide 30 TechCrunch-curated courses, including on topics such as “Creating Responsive Web Design” and “Sales and Persuasion Skills for Startups” to “Android Apps in 1 Hour: No Coding Required” and “Raising Money for Startups.”
Udemy, which charges for its marketplace of courses, faces pressure from free MOOC providers such as Coursera, Udacity and edX as well as from paid course rival providers such as Lynda.com. Via Kim Flintoff
drsmetty's insight:
As Mooc's get popular, more and more platforms call themself a 'Mooc'. Even if they aren't by far. So good idea from the author of this article to introduce the word 'MOCFAFs': Massive Online Courses For a Fee. Delete the scoop?
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Online education has been around for a long time. But massive open online courses are finally making it respectable. Maybe even cool. Let’s not forget, though, that they are still experiments. Via Susan Bainbridge
drsmetty's insight:
Interesting remarks on the future of online learning. Mobile is the way to go, but... 
Roberto Ivan Ramirez's comment,
April 11, 7:55 PM
Why boring? not is enough the online tools and activities, or need other innovative systems and models
Andreas Kuswara's curator insight,
April 17, 9:38 PM
“Before smartphones, we went online roughly five times a day, in long chunks, according to Joe Kraus, a partner at Google Ventures. Today, with smartphones, it’s 27 times, in much shorter bursts. Twentieth century instructional methods just don’t work as well for busy, distracted 21st-century learners.”
Well written and concise sobering and critical opinion piece; can help us refocus on few critical points in designing MOOCs or any online learning actually, especially when you are in the high euphoric phase. Delete the scoop?
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MOOCs love and hate fest, SXSWEdu, Peer Grading, Bandwith Divide, Who are MOOCers anyway? Via Peter Mellow Delete the scoop?
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"There is no shortage of news about MOOCs in the media. ... Many of the recent editorials, blogs and press releases focus upon three things. The first is about new MOOCs and new MOOC initiatives. ... A second popular type of news focuses upon the concept of the MOOC as a disruptive innovation. ... The third is the MOOC critique, as people consider some of the potential dangers or limitations of this type of learning environment. All of these have their place, but I am looking for more discussion about the “why” of MOOCs. Let’s briefly consider a few of them here." Via Peter B. Sloep
drsmetty's insight:
Comment: 6 good reasons to start a MOOC
Peter B. Sloep's curator insight,
January 10, 7:46 AM
Bernard Bull (@bdean1000) then discusses six reasons for why MOOCs have arisen. They go from wanting to do research on them (edX, see my blogpost in October 2011: http://pbsloep.blogspot.nl/2012/10/how-to-improve-teaching-with.html) via scaling education, open education, marketing, college readiness to digital citizenship. The last is the vision that the work of a university should be of service to the people and communities. What is conspicuously missing is 'making money', although that may be implicit in scaling education. But obviously, venture capitalists have invested twenties of millions to make a good return on it. Nevertheless, the list is useful as an overview. Another why-list I would be interested in doesn't inquire after intentions but looks for causes. How come that MOOCs rose to prominence so fast, unpredicted by anyone (certainly not the Horizon reports)? What mix of economic, societal, ideological, and what-have-you factors made their rapid advance possible? Such an analysis would be useful in order to allow us better to predict and plan the future of online education. (@pbsloep) Delete the scoop?
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University of Phoenix owner, Apollo Group, is the biggest advertiser on Google, spending $400,000 a day.
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Comment: the end is near for some colleges... Delete the scoop?
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The heavy hitting and innovative Open University is majority owner of FutureLearn Ltd.
Not to be outdone by US consortiums, the United Kingdom announced its own massive open online course (MOOC) provider on Friday called “FutureLearn”, kicking up the battle of the MOOCs to a trans-Atlantic affair. The heavy hitting and innovative Open University is majority owner of FutureLearn Ltd. But it says the organization will run independently, offering a wide range of free, open, online courses from a roster of UK universities that includes: The universities of Birmingham, Bristol, Cardiff, East Anglia, Exeter, King’s College London, Lancaster, Leeds, Southampton, St Andrews and Warwick. Via Kim Flintoff
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The UK starts his own MOOC provider, I guess France and Germany will follow soon. Delete the scoop?
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Comment: it has been published already some time ago. But if you're not familiar with it: it's the best report out there describing emerging technologies likely to have an impact on learning, teaching, and creative inquiry in higher education. Delete the scoop?
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Comment: Very interesting comparison between the music industry and education. Unfortunately, the post is way too long. Just skip some paragraphs now and then. Delete the scoop?
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Blogs, Wikis, Podcasts and Facebook: How Today’s Higher Education Faculty Use Social Media.
Comment: Very interesting report published by the Pearson Learning Solutions and the Babson Survey Research Group.
Direct report link: http://www.pearsonlearningsolutions.com/higher-education/social-media-survey.php Delete the scoop?
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"Coursera founder presents the impact and justification of MOOCs and the opportunities they provide for researching how students learn. Addresses the question how critical thinking taught in humanities and social sciences could be assessed in large online classes via peer and self grading. Gives examples for personalization and feedback, deconstructs traditional face-to-face lecturing as ineffective, inefficient, and elite. Vision: 1. Education is a fundamental human right, for everyone around the world, not just the elites in first-world countries. 2. Enabling live-long learning with available content. 3. Creating wave of innovation: talent can be discovered no matter where it is."
Comment: These guys from Coursera deserve a noble price. Via Astrid Klocke Delete the scoop?
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Interesting case: San Jose State University starts pushing their faculty members to use other professor's Mooc's. They refused.