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Dyslexia, Literacy, and New-Media Literacy
Is the Internet changing how we read and think? What are the implications for those with dyslexia? For educators? (Find me on TWITTER: https://twitter.com/cdcowen. See my other SCOOP-IT pages http://www.scoop.it/t/dyslexia-diablogue-ida-examiner AND http://www.scoop.it/t/dyslexia-literacy )
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Rescooped by Carolyn D Cowen from Connectivism
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The Direction of MOOC Research

The Direction of MOOC Research | Dyslexia, Literacy, and New-Media Literacy | Scoop.it
After 2 years of MOOC mania, the time has come for increasing the output of MOOC research. But what direction is that research taking – what direction should it take? At the beginning of the month ...

Via Dr. Susan Bainbridge
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Abi James's curator insight, December 19, 2013 3:43 AM

Mooc research needs to consider inckusion - how to include those excluded from traditional university study particularly those with disabilities and accessibility needs. so far we are struggling to capture their needs and requirements. 

Rescooped by Carolyn D Cowen from Networked Learning - MOOCs and more
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Higher ed leaders urge slow down of MOOC train | Ry Rivard - Inside Higher Ed

Higher ed leaders urge slow down of MOOC train | Ry Rivard - Inside Higher Ed | Dyslexia, Literacy, and New-Media Literacy | Scoop.it

As scores of colleges rush to offer free online classes, the mania over massive open online courses may be slowing down. Even top proponents of MOOCs are acknowledging critical questions remain unanswered, and are urging further study.


Via Peter B. Sloep
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Peter B. Sloep's comment, July 9, 2013 9:46 AM
hmm, that's an interesting take. I agree that some (often particular politicians) out there are only too happy to have a go at universities as wasteful, unproductive, etc. I also know that seriously thinking about ICT in education (see my blog below), or perhaps I should say alternative ways of teaching some of which involve the online, is something not all lecturers are willing to explore. What I don't like about hyped discussions is that room for serious arguments, which include pause for thought and the collection of empirical data - rapidly gets depleted. So I am not a MOOC critic per se, but I am very critical of many of the discussions around them.
Frederik Truyen's comment, July 9, 2013 10:40 AM
I agree fully with that! I particular there is some promise in Learning Analytics to see if we can actually measure effectiveness of learning. MOOC criticism and serious study is certainly justified, often I have the impression the fire is somewhat misdirected. Anyway it offers a great opportunity to rethink, and as you say, study more deeply.
timokos's curator insight, July 9, 2013 11:55 AM

Great quote by Carol Geary Schneider, the head of the Association of American Colleges and Universities: 


"MOOCs can amplify the “least productive pedagogy” in American higher education, which she calls lectures followed by multiple-choice tests. But she does see potential for MOOCs to help flip classrooms so professors can spend less time lecturing in class and more time engaging students.

 

It would be a tragedy if you substituted MOOCs in their current form for regular courses,” she said in an interview. “But it would be a creative breakthrough if you take advantage of MOOCs and other forms of online coverage to make more space and more time for students to apply concepts and methods appropriate to their field to real problems.”