On assiste depuis quelques années à une véritable transition numérique qui a bouleversé l’écosystème de la formation et les méthodes pédagogiques pour laisser place au digital-learning. Ce passage à l’ère #numérique a transformé notre manière de consommer l’information. L’écosystème de la #formation classique prenant en compte un certain nombre d’ingrédients comme un environnement fixe en autre la classe et/ou salle , un formateur, et des apprenants animés par des interactions relationnelles se modifie pour tendre vers des formations digitalisées Quels […]The post Les communautés virtuelles | Miss MOOC.Paris appeared first on La Digital Learning Academy .
Via Xavier Van Dieren
Coursera, the education tech platform that offers online courses from prestigious colleges and universities, is branching into corporate learning and development and has officially launched Coursera for Business today.
Coursera CEO Rick Levin, formerly the president of Yale University, told TechCrunch that the move was a natural one for the startup.
A popular MOOC from MITx, Introduction to Philosophy: God, Knowledge and Consciousness, will enable students to obtain a verified ID certificate and have their work graded and commented upon by MIT philosophers.
We report on a study conducted on a Massive Open Online Course (MOOC) to explore and improve understanding and practice about MOOC learning design and participant motivations and expectations. The “Carpe Diem” MOOC was designed, developed and delivered in 2014. The MOOC participants' experiences were studied through surveys and interviews, and the analysis was triangulated. Three dominant motivations to complete the MOOC were found: to further existing knowledge, to acquire skills in the learning design process and to apply the learning design methodology in practice. We describe the relationship between participant motivations and expectations in this MOOC, which was undertaken mainly by participants who were themselves educators, and make recommendations for pedagogical design in MOOCs to promote and enable participant engagement and completion.
Depuis deux mois, je suis grandement les pieds.. et la tête dans la mise en place d’un projet de réalisation de MOOC au bureau. Cela fera bientôt 15 ans que je fais de la vidéo pédagogique à l’Université de Liège et depuis quelques années nous vivons un joli BOOM de production, une petite visite du studio s'impose !
elearning at eCampus ULg's insight:
Plus qu'un simple post, un vrai article qui va en profondeur dans de nombreux aspects qui intéresseront tous ceux qui gravitent autour du multimédia pédagogique ;-) L'orientation technique de la fin remet aussi l'église au milieu du village pour tous les réalisateurs et techniciens multimédia qui sont systématiquement dans l'ombre et dont le travail formidable a toujours besoin d'être rappelé tant il est la pierre angulaire de la réussite de ce genre de projet. Pour moi, Pierre est un collègue, un chevalier de l'innovation avec qui j'ai la chance de réaliser de belles épopées depuis maintenant 12 ans. La suite dès septembre
... We interviewed nearly 100 online MOOC students to better understand how they make sense of their learning experiences. For me, the most important take away was the changing notion of what it means to be a participant in a course...
Dr Qian Tang, UNESCO’s assistant director-general for education, highlighted the benefits of online learning and MOOCs.
He said: “MOOCs are excellent for promoting lifelong learning – courses offered free to countless people offer access to higher education to those who can’t afford formal education and are disadvantaged; this is democratisation of higher education.”
In addition, MOOCs reduced the disconnect between skills and aptitudes of most university graduates and the needs of industry in many developing countries, he said. There was high use among adults, especially women, so greater gender equality in areas where women were under-represented.
Tang recognised it might be too costly for higher education institutions in some countries to offer high-quality content, but MOOCs could help deal with this challenge.
The first ever MOOC I took had 160,000 people signed up for it. The forums were buzzing with activity. New posts were being added every few minutes. If I had any question at all, it had already been asked and answered by someone else. But recently I have noticed forum activity and interactions in MOOCs have declined drastically.
L’université de Leeds et l’Open University de Londres proposent des cours en ligne permettant d’acquérir des crédits dans le cadre d’un cursus classique d’études supérieures. Une première au Royaume-Uni.
This course introduces you to deep learning: the state-of-the-art approach to building artificial intelligence algorithms. We cover the basic components of deep learning, what it means, how it works, and develop code necessary to build various algorithms such as deep convolutional networks, variational autoencoders, generative adversarial networks, and recurrent neural networks. A major focus of this course will be to not only understand how to build the necessary components of thes
Join us as Josu Abrego-Sanz from Charles Sturt University offers an overview of the newly created Massive Open Online Course (MOOC): What’s Uni Like? The session will include time for discussion, as well as the opportunity for networking following the event.
What’s Uni Like? is a MOOC in which participants build pre-tertiary achievement levels and explore aspects of the transition to university. The course addresses the key areas of student expectations, transition to university life, academic writing and reading, digital literacy and online learning skills. As a non-branded course, it promotes university study in general. The course is free-of-charge, easily accessible and self-paced.
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