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Rescooped by Alfredo Calderon from Massively MOOC
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The Value of MOOCs to Early Adopter Universities (EDUCAUSE Review) | EDUCAUSE.edu

The Value of MOOCs to Early Adopter Universities (EDUCAUSE Review) | EDUCAUSE.edu | Aprendiendo a Distancia | Scoop.it

According to research into massive open online courses offered first by elite universities, the public narrative about MOOCs and those universities' goals do not align well.


Via Peter Mellow
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Rescooped by Alfredo Calderon from E-Learning-Inclusivo (Mashup)
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Slides : "The Massive Course Meets the Personal Learner by Stephen Downes"

In this talk I discuss the thinking behind the design of MOOCs and explain how these choices lead to the development of a personal learning environment fraew...

Via uTOP Inria, Brigitte Pierrat, vgpascal, juandoming
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uTOP Inria's curator insight, April 14, 7:14 AM

(Slideshare,  11/04/2014)

Brigitte Pierrat's curator insight, April 15, 2:08 AM

Stephen Downes explique ce qu'il y a derrière la conception des MOOC et explique comment ces choix amènent au développement d'un EPA.

vgpascal's curator insight, April 17, 3:13 AM

Une présentation de Stephen Downes (l'un des co-papa des C-MooC). Ce qui domine dans cet état de l'art c'est la notion d'écosystème et de réseau. Un Mooc est une forme de web, pas un site. Pour supporter ce principe, le développement de l'environnement d'apprentissage personnel est plus que jamais au centre des  futurs enjeux.

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Stephen Downes: The MOOC of One: Personal Learning Technologies - YouTube

What will it happen after the MOOC? How will they influence the next generation technology? Stephen Downes, who built the world's first MOOC software, descri...

Via Susan Bainbridge, Javier Sánchez Bolado
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María Dolores Díaz Noguera's curator insight, April 16, 7:33 AM

Stephen Downes: The MOOC of One: Personal Learning Technologies

Lee Schlenker's curator insight, April 18, 3:04 AM

In moving away from distance teaching to focusing on the idea of proximity learning

Valary Oleinik's curator insight, June 4, 11:43 AM

Who better to discuss MOOCs than one of the founding fathers.

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A free education online: too good to be true? – video debate

Academics discuss whether online courses have fallen short of expectations
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Rescooped by Alfredo Calderon from E-Learning-Inclusivo (Mashup)
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MOOCs for Library and Information Science (LIS) Professional Development


Via Peter Mellow, juandoming
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Rescooped by Alfredo Calderon from Learning & Mind & Brain
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An Experimental “Meta-MOOC” Shaping the Future of Higher Education

An Experimental “Meta-MOOC” Shaping the Future of Higher Education | Aprendiendo a Distancia | Scoop.it

When Professor Cathy Davidson of Duke University agreed to teach a Coursera course on the “History and Future of (Mostly) Higher Education,” which will launch on January 27, 2014, she was determined to see how the course itself could help others to think about the many forms and functions of higher education in the 21st century. Co-founder of the 12,000+ member network HASTAC (hastac.org), an open community dedicated to innovations in learning, Professor Davidson sent a notice around to other network members to see if others might be interested in exploring the same topic in a variety of ways. More than thirty different universities and institutions in North America and internationally responded, offering courses, webinars, hangouts, and conferences on the topic. Along with the participants in Professor Davidson’s Coursera MOOC, they will also be making their research publicly available through a number of collaborative, crowdsourced tools on the hastac.org site, including a wiki of learning resources, pedagogical innovations, and successful institutional changes worldwide.

 

 


Via Miloš Bajčetić
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Miloš Bajčetić's curator insight, January 12, 7:24 AM
History and Future of (Mostly) Higher EducationAbout the CourseThis course is designed for anyone concerned with the best ways of learning and thriving in the world we live in now.  It's for students, teachers, professors, researchers, administrators, policy makers, business leaders, job counselors and recruiters, parents, and lifelong learners around the globe.  The full,  whimsical name of the class is: “The History and Future of (Mostly) Higher Education: Or, How We Can Unlearn Our Old Patterns and Relearn for a Happier, More Productive, Ethical, and Socially-Engaged Future.”  That subtitle is inspired by Nobel Prize-winning economist Amartya Sen who has said that "all education is vocational" in the sense that it is our job, as educators, to help train people for the vocation of leading better lives. 

Are we fulfilling that educational objective, from kindergarten to professional school?  Or are we training students with the methods, philosophy, and metrics designed for the Fordist era of the Model T?  Since 1993, when scientists made the Internet widely available, our lives, our work, our occupations, our culture, and our entertainments have changed tremendously.  Far too little has changed inside our educational institutions, in the US and internationally, to prepare us for the demands, problems, restrictions, obstacles,  responsibilities, and possibilities of living in the world we inhabit outside of school.  This course addresses one key question:  How can we all, together, work to redesign higher education for our future... not for someone else’s past?

Bonus: Students enrolled in this Coursera course will also be invited to many onsite and online events, workshops, and conferences offered by more than fifty learning institutions around the world, as part of an initiative on Shaping the Future of Higher Education.

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U.S. Teams Up With Operator of Online Courses to Plan a Global Network

U.S. Teams Up With Operator of Online Courses to Plan a Global Network | Aprendiendo a Distancia | Scoop.it

Coursera, a California-based venture that has enrolled five million students in its free online courses, announced on Thursday a partnership with the United States government to create “learning hubs” around the world where students can go to get Internet access to free courses supplemented by weekly in-person class discussions with local teachers or facilitators.


Via Dennis T OConnor
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Paula King, Ph.D.'s curator insight, November 1, 2013 5:44 PM

This looks promising. 

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World Bank, Coursera to take MOOCs to developing world - University World News

World Bank, Coursera to take MOOCs to developing world - University World News | Aprendiendo a Distancia | Scoop.it

"Developing countries worldwide are to benefit from an agreement signed last Tuesday by the World Bank Group and Coursera, a leading provider of MOOCs – massive open online courses."


Via Susan Bainbridge
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Rescooped by Alfredo Calderon from Massively MOOC
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Disruptive Education: Technology -Enabled Universities


Via Peter Mellow
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Peter Mellow's curator insight, September 25, 2013 8:16 PM

Last paragraph in the Excutive Summary:

 

"The greatest value of the disruptive education revolution led by MOOCs is that it is forcing universities to focus on their core competence for which they have long been revered and cherished. That core competence, to paraphrase Plutarch, is to kindle the fire to learn in young minds."

Rescooped by Alfredo Calderon from Networked Learning - MOOCs and more
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In Connectivism, No One Can Hear You Scream: a Guide to Understanding the MOOC Novice | Keith Brennan - HYBRID PEDAGOGY

In Connectivism, No One Can Hear You Scream: a Guide to Understanding the MOOC Novice | Keith Brennan - HYBRID PEDAGOGY | Aprendiendo a Distancia | Scoop.it

This article is an attempt to address a possible gap in Connectivist thinking, and its expression in cMOOCs. It’s to do with the experience of technology novices, and unconfident learners in cMOOC environments. It comes from a phenomenon, and experience I identified in a recent MOOC I participated in and the experience is best described like this:

To learn in a cMOOC you need to connect.

To connect in a cMOOC you need to learn.


Via Peter B. Sloep
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Caroline Kuhn H's curator insight, August 2, 2013 6:08 AM

following a MOOCs can get really hard!

Rose Heaney's curator insight, May 15, 4:12 AM

Love the title. Check the article itself but also the commentary by curator with further links.

Lia Goren's curator insight, May 23, 2:06 AM

Comparato lo que dice Keith Brennan

" Al igual que muchos educadores, yo soy un pragmático. Coqueteo descaradamente con toda teoría que me atrae. Soy ideológicamente promiscuo. Voy con lo que funciona y soy implacable en eliminar a lo que no funciona. Hago esto porque no existe una teoría de " talla única ". Debido a que no existe una "talla única " de estudiantes. Esto es así, debido a que los estudiantes, los participantes y los aprendices son la métrica final que mide cualquier teoría y la experiencia es el campo de pruebas de las teorías. La fe en una teoría, la monogamia ideológica, se interpone en el camino de la evidencia."

Recomiendo este post del portal Hybrid Pedagogy de Keith Brenann sobre las cosas que hay que considerar para proteger, asegurar y promover la motivación y la autoconfianza de los estudiantes en aulas y cursos. Vale para cualquier entorno de aprendizaje que se quiera considerar.

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Grants for MOOC Research

Grants for MOOC Research | Aprendiendo a Distancia | Scoop.it
Ann Priestley's list of legal MOOCs now enables researchers in the legal community to identify a sizeable number of law-related MOOCs offered by several different providers, and to design studies o...

Via Susan Bainbridge
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iNACOL | Research in Review

iNACOL | Research in Review | Aprendiendo a Distancia | Scoop.it

Researching the Potential of K-12 MOOCsTuesday, June 18, 2013, 3:00-4:00 PM ET

MOOCs, also known as Massive Open Online Courses, have been called the Innovative Disruption and Top Tech Trend of the year (Watters, 2012). MOOCs can offer a break from the traditional system. Instead of offering elite education to a selected few, education is being offered to the masses, for free. By offering “open” online courses by qualified instructors from around the world, any learner can learn. What are the best practices of MOOCs and how can connectivist theory be applied to K-12 learning environments? This session will investigate open learning and how MOOCs have led to innovation and new opportunities in K-12 learning environments. Current research as well as potential for future research will be examined.


Via Dennis T OConnor
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Making Sense of MOOCs -- A Reading List - A World Bank Blog on ICT use in Education

Making Sense of MOOCs -- A Reading List - A World Bank Blog on ICT use in Education | Aprendiendo a Distancia | Scoop.it

Via Susan Bainbridge, Helen Wybrants
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Helen Wybrants's curator insight, April 18, 2013 4:31 AM

Rounding up some resources for research purposes...

Rescooped by Alfredo Calderon from Learning & Mind & Brain
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Are MOOCs the answer?

Are MOOCs the answer? What is the question? Yvonne Belanger MOOCs in STEM: Exploring new educational technologies June 5 – 6, 2014 San Jose State University

Via Peter Mellow, Miloš Bajčetić
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Who Does What in a Massive Open Online Course?

Who Does What in a Massive Open Online Course? | Aprendiendo a Distancia | Scoop.it
Student-participation data from the inaugural MITx (now edX) course — 6.002x: Circuits and Electronics — unpacks MOOC student behavior.

Via Susan Bainbridge
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Special Issue of eLearning Papers just published on latest MOOC research

Special Issue of eLearning Papers just published on latest MOOC research | Aprendiendo a Distancia | Scoop.it

eLearning Papers Issue 37 is a special issue dedicated to the latest research on MOOCs (what is a MOOC?). The papers are based on the research contributions made to the recent European MOOCs Stakeholders Summit (EMOOCs2014).

 

In-depth

Dropout Prediction in MOOCs using Learner Activity Features

Encouraging Forum Participation in Online Courses with Collectivist, Individualist and Neutral Motivational Framings

Cultural Translation in Massive Open Online Courses (MOOCs)

Characterizing Video Use in the Catalogue of MITx MOOCs

 

From the field

Toward a Quality Model for UNED MOOCs

The Discrete Optimization MOOC: An Exploration in Discovery-Based Learning

Designing Your First MOOC from Scratch: Recommendations After Teaching “Digital Education of the Future”

Offering cMOOCs Collaboratively: The COER13 Experience from the Convenors’ Perspective

Mathematics Courses: Fostering Individuality Through EMOOCs

Analyzing Completion Rates in the First French xMOOC


Via Miloš Bajčetić
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Desojando los mitos sobre los MOOC’s- lo que hemos aprendido a mitad de camino.

Desojando los mitos sobre los MOOC’s- lo que hemos aprendido a mitad de camino. | Aprendiendo a Distancia | Scoop.it
Por: Buck Goldstein, University Entrepreneur in Residence, University of North Carolina Holden Thorp y yo estamos a mitad de camino de nuestro curso en línea (MOOC massive online course), What’s Your Big Idea? Según los estándares de los MOOC’s, nuestra matrícula es modesta (34.000) pero el nivel de participación es relativamente alto contando con mas…
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The Tricky Task of Figuring Out What Makes a MOOC Successful

The Tricky Task of Figuring Out What Makes a MOOC Successful | Aprendiendo a Distancia | Scoop.it
Why traditional metrics like completion rates aren't a good way to evaluate online courses

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CUED: Cuatro herramientas para crear un Mooc en Facebook

CUED: Cuatro herramientas para crear un Mooc en Facebook | Aprendiendo a Distancia | Scoop.it

Via Marta Torán, Javier Sánchez Bolado
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Marta Torán's curator insight, November 30, 2013 4:33 PM

Facebook como plataforma para impartir MOOCs complementado con herramientas muy conocidas.

gustavo salazar's curator insight, December 4, 2013 1:10 PM

excelente

Rescooped by Alfredo Calderon from Higher Education in the Future
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Developing a MOOC Framework

"MOOCs as a keystone concept in helping higher edudcation transition to digital networked learning"


Via SusanBat , John Shank
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SusanBat 's curator insight, October 27, 2013 9:29 PM

A slideshare presentation by George Siemans with references to the 'MOOC Canvas model' (Alario-Hoyos et al) and 'Design and Evaluation Framework' (Grover et al) 

MIT OEIT's curator insight, November 16, 2013 8:14 AM

A good summary of key words/topics relevant to MOOC development and delivery from a number fields.

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MOOC completion rates

Massive Open Online Courses (MOOCs) have the potential to enable free university-level education on an enormous scale. A concern often raised about MOOCs is that although thousands enrol for courses, a very small proportion actually complete the course. The release of information about enrollment and completion rates from MOOCs appears to be ad hoc at the moment - that is, official statistics are not published for every course. This data visualisation draws together information about enrollment numbers and completion rates from across online news stories and blogs.


Via Dennis T OConnor
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Dennis T OConnor's curator insight, October 5, 2013 5:50 PM

The interactive data map helps you see completion rates at a clance. Most courses covered in this graphic had less than a 10% completion rate.


Readers with Mooc completion data are invited to contribute to this research. 

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How MOOCs Will Revolutionize Corporate Learning And Development

How MOOCs Will Revolutionize Corporate Learning And Development | Aprendiendo a Distancia | Scoop.it
Before Intel giant McAfee revamped its new-hire orientation, it was over 80 hours long and consisted of roughly 40 hours of pre-work, 5 days of on-site training, and a “robust” syllabus of post-work, meant to be completed at home.

Via Susan Bainbridge, Javier Sánchez Bolado
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A University's Offer of Credit for a MOOC Gets No Takers

A University's Offer of Credit for a MOOC Gets No Takers | Aprendiendo a Distancia | Scoop.it

A University's Offer of Credit for a MOOC Gets No Takers


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Online Courses Have Reached A Turning Point That Should Seriously Scare Colleges

Online Courses Have Reached A Turning Point That Should Seriously Scare Colleges | Aprendiendo a Distancia | Scoop.it
Colleges around the country should be worried. The quality of online courses is catching up fast.

Depending on whom you talk to, MOOCs (massively ope...

Via Peter Mellow
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Peter Mellow's curator insight, June 12, 2013 6:52 PM

Thanks to Jeff Borland for pointing out this article.

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CUED: Cómo "virtualizar" la Educación a Distancia y los MOOCs

CUED: Cómo "virtualizar" la Educación a Distancia y los MOOCs | Aprendiendo a Distancia | Scoop.it

Via tic-educacion MZ
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