Carnegie Mellon University researchers will tap data-driven approaches to improving learning as part of a new Google-sponsored effort to unlock the educational potential of MOOCs...http://www.scoop.it/t/easy-mooc
Randy Schekman: The incentives offered by top journals distort science, just as big bonuses distort banking
'Just as Wall Street needs to break the hold of the bonus culture, which drives risk-taking that is rational for individuals but damaging to the financial system, so science must break the tyranny of the luxury journals. The result will be better research that better serves science and society.'
Coursera's decision to charge learners in some massive open online courses up front -- viewed by some as inevitable -- has critics asking if the MOOC provider is diverging from its mission of universal access.
Online learning is expensive. Nothing comes for free. Hard times ahead for MOOC providers.
Brands generally understand the most engaging lengths for billboard headlines, print copy and TV spots. But what about tweets, Facebook posts and online videos? The infographic below crunches some data to suggest the ideal length of everything online. Rules are made to be broken, of course, and this isn't to say other lengths can't work.
One significant benefit of MOOCs over traditional classroom courses is that they offer the possibility to deliver personal, non-threatening, side-by-side, one-on-one education. The course presenter simply has to design it that way. I believe the huge early success of Khan Academy comes from that one factor. Khan’s pedagogic model is poor (though typical of a lot of classroom teaching) and in some instances his content is flat wrong, but his delivery is superb and he puts people at their ease. The guy has charisma, and it flows at you through the audio channel on your computer. What is more, for many people, what he offers is a lot better than they experienced, or are enduring, in a more traditional education setting. (Disclaimer: I know Sal slightly, and like him a lot, but we are not close friends.)
So, seeing what he had done well, I modeled, as best I could, the videos in my MOOC on Sal’s delivery, modified to work for more advanced, less-procedural mathematics.
Interesting post by Audrey Watters, questioning why the LMS doesn't work. Yes, the technology used will be part of the cause. More specifically the philosophy of the LMS designers and those of the educators using the LMS in the 90s (LMS = administartion, not learning). The solution proposed is ideal (internet needs to be open again) , but not feasible in the short term. If ever again...
Frustrated that Silicon Valley’s entrepreneurs “were not on focused on breakthrough technologies that will take civilization to the next level”, Peter Thiel announced the Thiel Fellowship in September 2010. He paid children $100,000 not to complete their college education. His plan was to have them build world-changing companies instead of [...]
I had almost forgotten about this experiment. Happy to hear that education does help after all for most of us.
As I mentioned in the previous post, I am doing some Gates funded research on MOOCs. My part was learning design analysis, while Katy Jordan has been looking at factors influencing completion rates. All this work is Katy's, I take...
This is the most interesting information I have read so far on MOOCs completion data (but almost no other data has been released on this before). Looking forward to the final article.
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