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Moocs are free – but for how much longer?

Moocs are free – but for how much longer? | Learning & Mind & Brain | Scoop.it
Monetising career development courses could be the next step for the university, says Stanford professor

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Fortnightly Mailing: New research on how MOOC video production affects student engagement

Just at the point where we are "going firm" on video production for the first phase of the Ufi Charitable Trust funded Citizen Maths course, I come across this 10 page research report [PDF] which substantially develops some earlier findings, and which reinforces nearly all my mainly experience-based knowledge of what kinds of instructional video are most effective. (The report is oddly silent on whether there is a relationship between audio quality and learner engagement, which has always struck me as being also of crucial importance.)

The list of seven main findings:

1. Shorter videos are much more engaging - engagement drops sharply after 6 minutes
2. Videos that intersperse an instructor’s talking head with PowerPoint slides are more engaging than showing only slides
3. Videos produced with a more personal feel could be more engaging than high-fidelity studio recordings
4. Khan-style tablet drawing tutorials are more engaging than PowerPoint slides or code screencasts
5. Even high-quality prerecorded classroom lectures are not as engaging when chopped up into short segments for a MOOC
6. Videos where instructors speak fairly fast and with high enthusiasm are more engaging
7. Students engage differently with lecture and tutorial videos

 

 

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Rescooped by Miloš Bajčetić from Learning with MOOCs
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▶ Success in a MOOC - YouTube

#Humanities A description of the five steps that will help you succeed in a MOOC.Written and Narrated by Dave CormierVideo by Neal GillisResearchers:Dave Cor...

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EMOOCs 2014 Proceedings of the European MOOC Stakeholder Summit 20…

Proceedings of the European MOOC Stakeholder Summit 2014

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Who uses MOOCs and how?

Who uses MOOCs and how? | Learning & Mind & Brain | Scoop.it

Given that millions of people register for MOOCs (Massive Open Online Courses), it is perhaps not surprising that much has been written to date about these still-evolving education platforms.

But what do we know about who is enrolled in MOOCs? Or how these platforms are (or aren’t) supporting learning? In today’s article we take a look at some fresh studies from the field to sketch out early observations about the usage and impacts of MOOCs. http://ow.ly/zrs0H


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Massive open online courses: does the rhetoric match the reality?

Massive open online courses: does the rhetoric match the reality? | Learning & Mind & Brain | Scoop.it

According to technologists and digital education evangelists, massive open online courses, or MOOCs as they’re known, represent the future of education. That may be so, but why is it that Oxford University sees them as the very antithesis of quality education? Antony Funnell reports.

 

 

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Onlea - Canadian, not-for-profit MOOC company

Onlea - Canadian, not-for-profit MOOC company | Learning & Mind & Brain | Scoop.it

We are a Canadian, not-for-profit company producing flexible, mobile-friendly, interactive learning courses, educational experiences, and assessment solutions that can be distributed across the wide variety of Massive Open Online Course (MOOC) platforms, open source learning platforms, and Learning Management Systems (LMS) used by academia and industry.


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Evaluating MOOCs - what is rally happening? Grainne Conole

Evaluating MOOCs – what is really happening? Gráinne Conole, University of Leicester 11th June 2014 EDEN conference, Zagreb 


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After grappling with data, MOOC Research Initiative participants release results

After grappling with data, MOOC Research Initiative participants release results | Learning & Mind & Brain | Scoop.it

Massive open online course providers are collecting troves of data about their students, but what good is it if researchers can't use the information?

The MOOC Research Initiative formally released its results on Monday, six months after researchers met in Arlington, Texas, to brief one another on initial findings. The body of research -- 22 projects examining everything from how social networks form in MOOCs to how the courses can be used for remedial education -- can perhaps best be described as the first chapter of MOOC research, confirming some widely held beliefs about the medium while casting doubt on others.

Common to many of the projects, however, were the difficulties of working with MOOC data.

“It’s a huge issue,” said John Whitmer, program manager of academic technology and analytics in the Office of the Chancellor at the California State University System. “We spent about 80 to 90 percent of our time on fundamental data transformation.”

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Graded Discussion Forums on Coursera

Graded Discussion Forums on Coursera | Learning & Mind & Brain | Scoop.it
Coursera students often reject graded discussion forums. This blog post explores their reasons.

 

In several Coursera classes, including two from Duke University, course instructors and staff have attempted to motivate students to interact in the forums through a participation component to the final grade. In every instance I have observed, this choice resulted in a vocal backlash from some students against the idea. The response at times has been so heated that the course staff have completely removed the participation requirement, while in other courses the weight of the participation grade has been reduced. I’d like to present in this post some of the common objections to graded forums presented by MOOC students, as well as some data from forum participation in Duke courses.

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Rescooped by Miloš Bajčetić from Learning with MOOCs
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MIT and Harvard release de-identified learning data from open online courses

MIT and Harvard release de-identified learning data from open online courses | Learning & Mind & Brain | Scoop.it

A research team from Harvard University and MIT has released its third and final promised deliverable — the de-identified learning data — relating to an initial study of online learning based on each institution’s first-year courses on the edX platform.

 

Specifically, the dataset contains the original learning data from the 16 HarvardX and MITx courses offered in 2012-13 that formed the basis of the first HarvardX (http://harvardx.harvard.edu/harvardx-working-papers) and MITx ( http://odl.mit.edu/mitx-working-papers/) working papers (released in January) and underpin a suite of powerful open-source interactive visualization tools (released in February).


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Megatrends in MOOCs: #7 Gamification

Megatrends in MOOCs: #7 Gamification | Learning & Mind & Brain | Scoop.it

"As digital learning environments, MOOCs are ideal for incorporating game elements. In fact, many MOOCs already have some kind of gamification, such as digital badges, which are becoming preferred alternative credentials in both the education and training spheres.

Gamification in MOOCs can take a variety of forms, from merely introducing a progress bar into courses (these now come standard in many learning management systems) to full-scale gamified training programs, with competitions, levels, content unlocking, rewards, and more…"


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Conventional Online Higher Education Will Absorb MOOCs, 2 Reports Say

Conventional Online Higher Education Will Absorb MOOCs, 2 Reports Say | Learning & Mind & Brain | Scoop.it

Massive open online courses will not fundamentally reshape higher education, nor will they disappear altogether. Those are the conclusions of separate reports released this week by Teachers College at Columbia University and Bellwether Education Partners, a nonprofit advisory group.

...

MOOCs are like free gyms, says Mr. Kelly. They might enable some people—mostly people who are already healthy and able to work out without much guidance—to exercise more. But they won’t do much for people who need intensive physical therapy or the care of a doctor.

...

“Some institutions are unclear as to why they are embarking on MOOC initiatives,” write the authors of the report, Fiona M. Hollands and Devayani Tirthali, “and until they can agree internally on suitable and realistic goals, they will struggle to justify the expense and effort.”

The Columbia researchers nevertheless predict that MOOCs will not disappear. More likely, they will “evolve to more closely resemble regular online courses,” with some elements—such as one-on-one tutoring, estimable credentials, and qualitative feedback on assignments—available at a price.


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Special edition on research on MOOCs in the journal ‘Distance Education’

Special edition on research on MOOCs in the journal ‘Distance Education’ | Learning & Mind & Brain | Scoop.it

The August 2014 edition of the Australian-based journal, Distance Education (Vol.35, No. 2.), is devoted to new research on MOOCs. There is a guest editor, Kemi Jona, from Northwestern University, Illinois, as well as the regular editor, Som Naidu.

 

The six articles in this edition are fascinating, both in terms of their content, but even more so in their diversity. There are also three commentaries, by Jon Baggaley, Gerhard Fischer and myself.

 

My commentary provides my personal analysis of the six articles.


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▶ George Siemens "Designing, development, and running (massive) open Online Courses - YouTube

The First Unisa International ODL Conference 2012

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Future Learn + 4 Universities + BBC= 4 Amazing WW1 MOOCs

Future Learn + 4 Universities + BBC= 4 Amazing WW1 MOOCs | Learning & Mind & Brain | Scoop.it
FutureLearn has announced an amazing collaboration between 4 University Partners and the BBC which gives learners a chance to learn about World War 1 in a whole new way!  The BBC has opened its arc...

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Will SOOCs eat MOOCs for breakfast? | Pearson Labs

Will SOOCs eat MOOCs for breakfast? | Pearson Labs | Learning & Mind & Brain | Scoop.it

An evolution on the idea of MOOCs is the “selectively open online course” (or SOOC) – simply, a MOOC with an entrance requirement designed to reduce the “unwanted diversity.” This could be proven competency (e.g., pass an entrance quiz), a credential (e.g., have a degree), or membership (e.g., be in the university’s alumni network). The theory is that a more uniform student body will lead to improved peer-to-peer collaboration and higher learner outcomes.

Higher quality is also likely to increase learners’ willingness to pay for an online course, which in turn will increase a university’s willingness to invest in better professors, facilities, and/or pedagogy. The Harvard Business School, long a stalwart of pedagogical innovation, has taken bold steps to build its own SOOC. The school designed the program with the intention to replicate, but not precisely copy, the much vaunted in-classroom experience. In fact, the new platform even allowed the school to improve many aspects of the program (e.g., peer feedback). They are also targeting non-core demographics to minimise the risk of cannibalisation. It will be exciting to see the outcomes data from this first set of students.

Education pundits are already predicting SOOCs will replace MOOCs. But, it doesn’t have to be that way. Similar to the way Russian dolls nest within one another, MOOCs, SOOCs, and even brick-and-mortar campuses can co-exist. In fact, universities may even find that to survive the avalanche ahead, they may have no choice but to build all three programs.

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The MOOC on Learning how to Learn | MOOC Report

The MOOC on Learning how to Learn | MOOC Report | Learning & Mind & Brain | Scoop.it

Barbara shares that she has had a great time developing this MOOC. She is not a fan of boring lectures, and noted that some professors simply replicate their classroom lectures in their MOOC, and so do not take full advantage of the online medium. Thus, in this MOOC, she has put in the extra effort to design the content to be as rich as possible to convey each concept:


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Universities are still standing. The MOOC revolution that never happened.

Universities are still standing. The MOOC revolution that never happened. | Learning & Mind & Brain | Scoop.it

If universities do eventually experience a revolution, it will not be because of MOOCs.


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Carmenne K. Thapliyal's curator insight, July 15, 2:07 AM

Two years, is by no standards, sufficient time to evaluate the effects of MOOCs in education. Give it some time.

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MOOCs in the developing world – Pros and cons - University World News

MOOCs in the developing world – Pros and cons - University World News | Learning & Mind & Brain | Scoop.it

Massive open online courses have brought education from top universities to armchair scholars across the globe. Now some are wondering whether MOOCs, as they are called, could help elevate developing nations.

Advocates say the MOOC could bring quality instruction to poverty-stricken places where university attendance is little more than a fantasy. But critics worry that the largely Western-style courses could equate to a new form of imperialism and push out more effective forms of education.


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EduGeek Journal » Designing a Dual Layer cMOOC/xMOOC

EduGeek Journal » Designing a Dual Layer cMOOC/xMOOC | Learning & Mind & Brain | Scoop.it

The main design issue seems to revolve around having multiple paths through the content, mostly focused on creating a connectivist, learner-centered group work approach for those that prefer it, and also an instructor-centered path that guides the learners through the process for those that want that.

 

Easy, right?

 

So the basic idea is that learners would enter the course and be presented with the option of going through one of the two routes. Maybe at some point an Artificial Intelligence data-driven program will even be able to recommend the path for them. Learners would enter one of the two paths and follow the paradigm presented. At any time that the learners on the cMOOC track need help (or at some point, when the AI data identifies a need), they can be directed towards the appropriate part of the xMOOC track for help. At any time the learners on the xMOOC track start to get comfortable with the idea of interacting with others (or the AI data identifies this), they can move into the cMOOC track. These movements could be a one time switch at any point, or a constant movement back and forth depending on the learner. Or the leaner could stick on the track they prefer the most. Or do both. Or lurk on one or the other or both. The system would basically look something like this:

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How can universities stop students cheating online?

How can universities stop students cheating online? | Learning & Mind & Brain | Scoop.it
From keyboards that recognise your typing style to university honour codes – course providers are finding new ways to stop plagiarism among students

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Daniel Tan's curator insight, June 13, 3:52 AM

Students are ahead of technology of faculty and campus management in this game. The good ones (like good hackers) do not get caught.

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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

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What Professional Fields are Ready for MOOC Disruption? - MOOCs - Think Massively

What Professional Fields are Ready for MOOC Disruption? - MOOCs - Think Massively | Learning & Mind & Brain | Scoop.it

In a recent article at The Evolllution, Advanced Informatics Director of Business Development Matt Jensen explores the relationship between MOOCs and industry. He notes the convergence of several factors that are fueling the growing relationship: MOOC providers facing pressure to make money, companies looking for new ways to recruit and train employees, MOOC awareness growing, and professionals interested in increasing their skill sets.


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The MOOC Problem - Hybrid Pedagogy

The MOOC Problem - Hybrid Pedagogy | Learning & Mind & Brain | Scoop.it

The purpose of education is in large part linked to its standing as a social science. Philosophers dating back to Socrates have linked education to a purpose beyond the individual, one where accrual of facts and training in skills is not the outcome or objective for the individual nor society; rather, a deeper relationship with thought and reason is necessary for the development of each person and in turn their community. This is at the heart of much great philosophy:  luminaries such as Locke, Milton, Rousseau, Hume and others saw education as a continuation of society through means greater than memory recall and skilled competencies. The education discipline is built upon this theory and is at the heart of its mission: through pedagogy and methodology education can foster the growth of our culture through each person.


This is not the methodology from which most outside interests view education. Rather than endeavoring to improve the practice, their stated goal is to solve education, noting that education is in crisis and its survival requires tautological changes to the status quo. This is the rallying cry most recently seen around the movement of massive open online courses (MOOCs), where a cavalcade of venture capitalists, politicians, computer scientists and media pundits have chosen to define education through analytics and instrumentation, the MOOC representing an opportunity to democratize education on a global level while at the same time undercutting the cost behemoth of a contemporary higher education. This argument reads like a win-win, but in reality the MOOC as a learning system has underperformed traditional models and shows no large-scale cost benefit to education providers. At this point, the MOOC as an instrument is a failure.  However, the MOOC as a landscape-altering educational phenomenon is a fascinating success, in large part due to shifting the definition of education away from its historical roots to a skills-based, instrumentally-defined exercise.

 

 

Miloš Bajčetić's insight:

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