MOOCs have made us think. As one of the most fascinating developments in higher education in my lifetime, they are,in many ways, a pioneer of a more ‘open’ spirit in learning. I’d contend that MOOCs, for all their promises and faults, have been at their most effective in forcing a rethink in Higher Education.
Nice example of how a persons life and learning strategies became transformed by an experience at a young age (in this particular case it was an encounter with primitive computer technology, but in general it could have been anything: e.g. hearing the saxophone played well for the first time, or "seeing" the mother of god in a cave)
Alas, also a typical example of unwarranted educational proselytizing. The man is so enthusiastic about his new insight that everybody has to hear the good news. Worse, everybody has to convert and repent. The idea that Catholicism, Jazz or technology enhanced project based learning does not work for everybody, never enters the man's mind.
Lets stop with this kind of "inspirational" stories in educational design. Lets stick to science (mainly cognitive and social psychology). I know it is boring, but it is our best shot at finding out what works for whom under which circumstances.
Interesting insight from Daphne Koller. - MOOCs reach non-traditional students (mainly cont. edu.) - MOOCs are excellent for experimentation with education concepts and tactics - A new question asserts itself: What type of qualification/certification does justice to/formalizes this type of learning?
Join Moodle MOOC 6 and learn to teach online using Moodle course management system and WizIQ live class and active learning video tutorials using technologies such as PoodLL, PresentMe, Movenote, SlideSpeech, and Screencast-o-matic.
three useful pedagogical tactics that can be used in all teaching situations.
- scaffolding (start where the student is, let him do the next steps with your active support, withdraw the support, let her try it alone, repeat for the next steps)
- modeling (show student a product that serves as a good example for his own work, this has two functions 1) explain what it is all about by showing an example -i.e. clarify what it is that should be produced -2) give a blueprint to follow
- coaching: observe what the student is doing, ask questions - and maybe give a hint - that nudge the student in the right direction.
All three tactics presuppose that the student is actively studying and the main role of the teacher is to support the student activities (hence the tactics can not be used when the students refuse to be active)
These are standard practices that teachers productively have used for centuries. So if you are into 21frst century teaching you can forget about this stuff , it is solid old-fashioned practice.
Gráinne ConoleUniversity of LeicesterOLDS MOOC – Week 3
Wilko Dijkhuis's insight:
This is about course design in general (broader than MOOCs). It gives a structured way of working through the design process.
Some interesting idea's, also some very dangerous idea's (e.g you should start the design by embracing the official ideological/pedagogical educational "philosophy" of your institution - that's what a "professional" company man does, a professional pedagogue starts with: student characteristics, goals, and subject content, only after that you may start to think about the most appropriate teaching "ideology" (instructivism, collaberativism, constructivism etc). An other unprofessional bias here is that there should always be collaboration (collaboration is the highest good). That is evidently not true. Collaboration often gets in the way of serious learning.
Turtle projects are infrastructure projects that improve bandwidth in schools, the Open University, Janet & SuperJanet, Wikipedia, Khan Academy, YouTube, MOOCs. Moodle… I could go on all day. None of these initiatives are device-focused. They focus on cognitive ergonomics not consumer electronics. Lesson here – stop the largely wasted research on device-based projects, the endless stream of apps and do not keep on taking (and buying) the tablets. Think about learning and learners not devices.
Only a handful of sessions at SXSWedu this year used “MOOC” in their titles or descriptions, but those four letters were still mentioned quite a bit.It is safe to say, MOOCs have been passed over as the disruptor du jour of higher education. But this is a good thing, because now we can get on with t
Humm . . . lets try positive thinking: . . . Coursera is a silicon valley start up . . . searching for a business model . . . they like to do A/B testing . . . lets hope that this is a B that will be rejected by the fast majority of users. . . .
If not: remember this is a open market: you can switch to edX,, Future learn, Iversity, FUN, etc, etc
Today, Starbucks unveiled a massive expansion to its program granting free college educations to part- and full-time U.S. employees. Called the College Achievement Plan, the $200 million initiative allows employees who don’t have a degree to earn one through Arizona State University’s online coursework.In a wide-ranging discussion from Starbucks’ offices overlooking the Seattle skyline, CEO Howard Schultz said he expects to see 25,000 employees earn their degrees —for many, they will be the firs
Wilko Dijkhuis's insight:
Very interesting interview (have a look at the video): - looks like MOOCs have gone mainstream - . . . gone mainstream outside the traditional higher education market - the Ivy league universities lost the competition from ASU, a state university (this CEO characterizes ASU as a pleasant "anomaly in education", what does this imply about "regular" education . . . also notice that the CEO is not talking about ivy league universities but about blue chip universities)
Why consider community college? They're facing problems that weigh down all of higher education -- and succeeding.
Wilko Dijkhuis's insight:
I like MOOCs, but MOOCs are not the solution for all problems. Here is a solution for a large part of the USA "higher" Ed crisis. (the problems tackled are: high schools fail in preparing students + most students will find little in "higher" education that they really can use (they would be well served by "medium" education). PS did you know that few Swiss top-bankers have a college degree?
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