"Great report from the University of Edinburgh on their six 2013 Coursera MOOCs. The report has good data, tries to separate out active learners from window shoppers and not short on surprises. It’s a rich resource and a follow up report is promised. Well done Edinburgh – this is in the true spirit of HE – open, transparent and looking to innovate and improve.Introduction to Philosophy: 98,129Critical Thinking: 75,884E-learning & Digital Cultures: 42,844Equine Nutrition: 23,332 Rather than summarise the report, I’ve plucked out the Top Ten surprises, that point towards the future development of MOOCs:1. Large no of enrolments (309,628)3. Huge subject-sensitive gender range (13-87%)4. Low no. students/ in teaching & education (36.8%)5. Learners from 176 countries (61% outside US/UK)6. Close to zero from China7. Main driver – learning, low interest in certification9. Big range on SoA across courses (4-44%)10. Expectations – met more or completely (77%)"
"The ultimate destination is to align education with the requirements of a process-based world. This means we need to invent and agree on a set of clearly prescribed methods that promote inquiry, permeate the learning environment, and become as embedded in education as the current content standards. The move to integrate 21st century skills into the curriculum is a start. But to really advance the cause, the following ideas will need to take root."
"Students in Chris Haskell’s teacher training classes at Boise State University learn by completing digital “quests.” If an assignment has mistakes, Haskell will return it to the student to correct. If it doesn’t, the student will be rewarded a certain number of “experience points” counting toward the final grade.
This is how learning takes place in a quest-based classroom, which Haskell, a clinical assistant professor of educational technology, has helped develop at Boise State. In 2010, Haskell and Lisa Dawley, an educational technology professor, created an online gaming, quest-based learning platform called 3D GameLab, which is now being tested by 560 teachers at secondary schools and higher educational institutions around the world..."
Ease of joining meetings: Adobe Connect is much more user friendly for attendees to join meetings because there is no download required for attendees. That means just about anyone can instantly access meetings without ...
First of all, the MOOCs I have worked on have not focused on assessment - they have been courses, yes, with a small number (20 or so) taking them for credit, but the vast majority of participants auditing. So the question of marking term papers never came up. And like you, I would not contemplate multiple-choice exams in humanities and literature courses.
If you really need assessment, a few solutions have been proposed and, to a limited extend, tried out:
From Web-enhanced face-to-face courses to MOOCs, flipped, blended, and fully online courses, videos are an integral component of today’s educational landscape—from kindergarten all the way through higher education.
Good overview of how to better produce instructional videos and why some of the current video layouts in MOOCs cause low information retention. Tips for better design of in-video quizzes are also covered. Links to further research and references are provided.
Mind mapping is a method that works for quite a lot of people. Brain storming, idea mapping, thought generation, think tanks – call it what you will. Traditionally done on large pieces of paper, why not use your iPad to create mind maps? You could use these for your own purposes, or “convert” those large flip charts into a smaller, digital version.
Preview and download the course iTunes U: A Course Creation Guide for Educators on iTunes U. (RT @sjunkins: An iTunes U Course on How to Create an iTunes U Course from the brilliant mind of @TresslerTech.
Great concept: "TeachingTree works by allowing its users to add videos and tag concepts at specific points in long lectures. Other users can then jump to the exact moment when an idea is being explained, easily view other teachers' explanations of a concept, and skip to related topics without delay. With data collected from over 2000 tags and 900 videos, TeachingTree is also able to present concepts in a unique way using "the Tree", which maps the connections between each tag on the site. This allows users to naturally work their way through subjects without being constrained by a single lecturer or a course's linear structure..."