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Rescooped by Miloš Bajčetić from Learning with MOOCs
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Udacity’s New Degree Comes With A Money Back Guarantee

Udacity’s New Degree Comes With A Money Back Guarantee | Learning & Mind & Brain | Scoop.it

 

 

For nearly two years, online education startup Udacity has offered a paid training course called a “Nanodegree” for people hoping to land technical jobs like software development. But the question was always whether students would find a job after finishing the course, which costs anywhere from $1,800 to $2,400.

 

To help erase such doubts, Udacity said Wednesday that it would create a new degree called Nanodegree Plus, which comes with a guarantee that students will find a job within six months. If not, the company will return 100% of tuition—a rarity in online education.


Via ColinHickie
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www.cheapassignmenthelp.com's curator insight, January 14, 2:40 AM

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Rescooped by Miloš Bajčetić from Education 2.0 & 3.0
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Introduction to Cyber Security - Free Online Course - The Open University

Introduction to Cyber Security - Free Online Course - The Open University | Learning & Mind & Brain | Scoop.it

Our lives depend on online services. Gain essential cyber security knowledge and skills, to help protect your digital life.


Via Yashy Tohsaku
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Rescooped by Miloš Bajčetić from Learning with MOOCs
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Can blended learning reach superstar status with MOOCs?

Can blended learning reach superstar status with MOOCs? | Learning & Mind & Brain | Scoop.it
Compilation of case studies that describe use of MOOCs as part of blended learning provides insights into new potential for massive online courses.

Via Peter Mellow
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Ten Most Popular MOOCs Starting in January 2016 - Class Central's MOOC Report

Ten Most Popular MOOCs Starting in January 2016 - Class Central's MOOC Report | Learning & Mind & Brain | Scoop.it
The best new free courses from top universities starting in January 2016

Via Peter Mellow
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elearning at eCampus ULg's curator insight, January 3, 11:00 AM

Belle manière de recommencer l'année :-)

 

Rescooped by Miloš Bajčetić from Learning with MOOCs
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MOOCs in 2015: Breaking Down the Numbers (EdSurge News)

MOOCs in 2015: Breaking Down the Numbers (EdSurge News) | Learning & Mind & Brain | Scoop.it

 MOOCs find business models: One of the big trends last year was MOOC providers creating their own credentials: Udacity’s Nanodegrees, Coursera’s Specializations and edX’s Xseries. For Coursera and Udacity, these credentials have become a main source of revenue, and both companies have raised big venture rounds to create more. Currently there are more than 100 credentials available from MOOC providers.

EdX, on the other hand is focusing on creating ways for students to earn credit with MOOCs. Earlier this year in April, the nonprofit partnered with Arizona State University to create the Global Freshman Academy. It is also pursuing partnerships with credit-granting institutions that students can earn credits through schools including the American Council on Education, Charter Oak State College and MIT.

Death of free certificates: The pursuit of revenues has meant that many MOOC providers have stopped offering free certificates. The average course of a Coursera certificate is $56; for edX, $53. Coursera is going one step further and is int


Via Peter Mellow
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What Drives a Successful MOOC? An Empirical Examination of Criteria to Assure Design Quality of MOOCs

Massive Open Online Courses (MOOCs) have gained a lot of attention in the last years as a new technology enhanced learning (TEL) approach in higher education. MOOCs provide more educational opportunities to a massive number of learners to attend free online courses around the globe. Discussions around MOOCs have been focusing on the potential, social, institutional, technological, relevance, and marketing issues and less on the quality design of MOOC environments. Several studies have reported a high drop-out rate in average of 95% of course participants and other pedagogical problems concerning assessment and feedback. Thus, the quality of MOOCs design is worth additional investigation. Although several studies identified a large set of criteria to the successful design of TEL systems in general, not all of them can be used in the MOOC context, due to some unique features of MOOCs. This study is a first step towards identifying specific criteria that need to be considered when designing and implementing MOOCs. The results of this empirical study are based on a large survey targeting learners as well as professors, both with MOOC experience. As a result, we identified and rated 74 indicators classified into our two main dimensions of pedagogical and technological criteria distributed over six categories. From these, the learning analytics and assessment categories were found to be the key features for effective MOOCs.