Coursera is an education platform that partners with top universities and organizations worldwide to offer courses online for free. It was started by two Stanford professors in late 2011. In less than three years it has reached 10 million students around the world and raised $85 million in venture capital.
Why have VCs invested so much money in the company? How does offering free online courses generate revenue? Many have asked, so we examined Coursera’s different monetization models and offer estimates based on some known numbers.
Another innocuous tweet last night (below) led to another lengthy, and truly excellent, exchange on Twitter around the merits, format, value, and attitude of eBooks.
On the back of my tweet about my latest book project, The Really Useful #EdTechBook, I tweeted that I am disappointed at how little is written or published about, or by, technical or academic self-publishers:
The purpose of this paper is to compile and analyze the state-of-the-art in MOOC research that has been conducted in the past five years. A template analysis was used to map the conducted research on MOOCs into seven dimensions, namely concept, design, learning theories, case studies, business model, targets groups, and assessment. This classification schema aims at providing a comprehensive overview for readers who are interested in MOOCs to foster a common understanding of key concepts in this emerging field.
Data is confirming what we already know: recruiting is an imprecise activity, and degrees don’t communicate much about a candidate’s potential and fit. Employers need to know what a studentknows and can do.
The universal translator is on every science fiction fan's wish list but it looks as if we're getting close to a breakthrough, at least between the major languages of the world. An article and film report from CNN, Taking a cue from science fiction, Microsoft demos 'universal translator', shows how Microsoft's voice translator technology is being implemented by Skype and the word is that some kind of pilot service will be launched in the near future.
Coursera will soon offer credentials for more than just individual MOOCs. The company, which provides hosting and support for massive open online courses, announced on Tuesday that it planned to give certificates to students who take sequences of MOOCs from its university partners.
Simon Nelson tells Times Higher Education podcast original claims were ‘overhyped and unrealistic
Massive open online courses will not transform education or destroy the university system, and their potential to disrupt has been overhyped, according to the head of the UK Mooc platform FutureLearn.
Simon Nelson, chief executive of the Open University-owned company, said that the early Mooc platforms – such as the US-based Coursera, Udacity and EdX – had overstated the case for what Moocs could be. He also revealed that he is “not a huge fan of the word Mooc”.
Abstract: This theoretical paper attempts to clarify design issues that the field of education has encountered in the context of OER (Open Educational Resources), Massive Open Online Courses (MOOCs) and increased emphasis on informal learning, as examined through the lens of the Interaction Equivalency Theorem. An overview of the core concepts of the Interaction Equivalency Theorem (the EQuiv) is provided and an explanation of how the EQuiv framework can be used to analyze interaction designs for online and distance education. The paper applies EQuiv ideas to categorize three variants of MOOCs (xMOOCs, sMOOCs and cMOOCs), from the perspective of interaction design so as to elucidate the major design differences. In conclusion, this paper explores the changing role of formal education in an era of learning opportunity where online educational resources and opportunities are readily accessible and in many cases completely free of cost to the learner.
Recently my research team observed nearly 300 middle school, high school and university students studying something important for a mere 15 minutes in their natural environments. We were interested in whether they could maintain focus and, if not, what might be distracting them. Every minute we noted exactly what they were doing, whether they were studying, if they were texting or listening to music or watching television in the background, and if they had a computer screen in front of them and what websites were being visited.
How many times has an author cried: ‘Oh, God, I wish I’d never started on this!’? Well, I wanted to have a short section on MOOCs within a chapter on design models for teaching and learning in my online textbook, ‘Teaching in a Digital Age‘ and it is probably poetic justice that the section on MOOCs is now ballooning into a monster of its own. Although I don’t want to inflate the importance of MOOCs, I fear I’m probably going to have to devote a whole chapter to the topic. (Well, I do have to agree that the topic is relevant to teaching in a digital age.) However, whether MOOCs get their own chapter may well depend on how you, my readers, react to what I’m writing, which I’m putting into this blog via a series of posts. - See more at: http://www.tonybates.ca/2014/10/19/the-strengths-and-weaknesses-of-moocs-part-i/#sthash.0pG17gNF.dpuf
When I was trying to decide what to study at university back in the mid-seventies I was told that it didn't matter so much what I studied, the possession of a good degree was enough. Once in a job the organisation would provide me with the training needed for that sector. So I studied English language and literature simply because it was interesting and didn't really think about employment until my final year when I realised that my employment prospects were somewhat limited. That sounds extremely irresponsible and naive today when higher education makes you ready for specific employment and companies expect you to be productive from day one. If degrees are the hard currency of credentials then universities still have the sole right to print that currency, accredited by national bodies and subject to rigorous controls that guarantee the credibility of that currency.
PHExcel aims to support professional higher education (PHE) institutions across Europe to improve their PHE performance. It plans to achieve this by providing them with a Quality Framework that defines best practice in the professional (as compared to academic) elements of their processes.
The proposal derives from the strategic consultations held within EURASHE and its membership, which identify that there is no instrument for measuring, benchmarking or assessing the PHE performance, depriving the sector of a critical method for conducting self-improvement.
Coursera, the online education company, announced on Wednesday that it was expanding a program that awards special certificates to students who pass multiple MOOCs.
The company unveiled the program, called Specializations, earlier this year. The idea was to create certificates that, while not supplanting traditional degrees, carry more weight than a certificate of completion from a single massive open online course.
Webinars can be interactive arenas for learning and sharing ideas but running a successful webinar is more demanding than many expect. What are the key factors behind a successful webinar where everyone feels part of an active community?
Massive Open Online Courses (MOOCs) were among the key topics discussed at the recent ELIG Annual Conference – held, this year, in London. Andy Lane, Professor of Environmental Systems at The Open University, revealed that studies show that MOOC students tend to be drawn from the already privileged in society. Those signing up for MOOCs tend to be confident, top achievers; not the poor, and certainly not those who’re unable, for whatever reason, to access the internet.