E-Learning, Open Education, and Everything in Between
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Lou McGill et al. - Journeys to Open Educational Practice: HEFCE OER Review Final Report

Lou McGill et al. - Journeys to Open Educational Practice: HEFCE OER Review Final Report | E-Learning, Open Education, and Everything in Between | Scoop.it

HEFCE funding for OER initiatives followed the JISC Good Intentions report in 2009 and has, in many ways, provided some of the scaffolding and support for a variety of individuals, communities and institutions to move forwards in their own journeys, whether they started years before in other contexts or had just joined on the road to open sharing.

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Virtual Universities Abroad Say They Already Deliver 'Massive' Courses - Wired Campus - The Chronicle of Higher Education

Virtual Universities Abroad Say They Already Deliver 'Massive' Courses - Wired Campus - The Chronicle of Higher Education | E-Learning, Open Education, and Everything in Between | Scoop.it

RT @GlobalChronicle: In Africa and Pakistan, virtual universities say they already offer MOOC-like programs: http://t.co/C4fqrPpatA #MOOC #…


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Mooc credit to apply even to students who fail to complete

Mooc credit to apply even to students who fail to complete | E-Learning, Open Education, and Everything in Between | Scoop.it
Futurelearn boss says talk of drop outs ‘very annoying’

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Robert Schuwer's curator insight, June 22, 2013 3:50 AM

Rather logical idea. More and more experiences are seen in MOOC's using badges (e.g. de MOOC on OER of David Wiley and earlier this year the OLDSMOOC of the OU-UK). I am interested in studies showing this really motivates learners to comply tasks and if these badges already have some extracurricular value for the learner.

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Purpose and Quality of MOOCs

Purpose and Quality of MOOCs | E-Learning, Open Education, and Everything in Between | Scoop.it
Thanks to Grainne Conole for the post on MOOCs and a New Classification of MOOCs, where she has critiqued thoroughly on quality assurance of MOOCs from a course and instructional design perspective...

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Alfredo Corell's curator insight, May 28, 2013 2:45 PM

Quality in online education, in particular MOOCs might be defined differently from those quality in classroom education, with a face-to-face teaching environment. What is quality of MOOC from the perspective of educators, learners, and employers?

Ivon Prefontaine's curator insight, May 28, 2013 6:56 PM

Quality might look different but quality still has to meet a high standard. What are we doing to ensure that?

Pamela Bartar's curator insight, May 29, 2013 5:07 AM

thinking about a general quality check list, which coult be helpful.

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Patrick McAndrew: MOOCs "are only a part of what's happening” in Open Education

Patrick McAndrew: MOOCs "are only a part of what's happening” in Open Education | E-Learning, Open Education, and Everything in Between | Scoop.it

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80 Open Education Resource (OER) Tools for Publishing and Development Initiatives in HEI

80 Open Education Resource (OER) Tools for Publishing and Development Initiatives in HEI | E-Learning, Open Education, and Everything in Between | Scoop.it
Many Open Education Resources (OER) have been introduced by governments, universities, and individuals within the past few years.

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Donald Clark Plan B: MOOC on Human-Computer Interaction: 7 fails in screen design

Donald Clark Plan B: MOOC on Human-Computer Interaction: 7 fails in screen design | E-Learning, Open Education, and Everything in Between | Scoop.it

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Robert Schuwer's curator insight, May 18, 2013 5:30 AM

No comments needed ;-)

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Report about 6 MOOCs at Edinburgh 2013


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verstelle's curator insight, May 16, 2013 7:58 AM

Full report on the 6 Edinburgh 2013 MOOCs via @helgerhuis

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MOOCs and Beyond - eLearning Papers 33 released

MOOCs and Beyond - eLearning Papers 33 released | E-Learning, Open Education, and Everything in Between | Scoop.it

Issue number 33 of eLearning Papers focuses on the challenges and future of Massive Open Online Courses (MOOCs), a trend in education that has skyrocketed since 2008.

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Robert Schuwer's curator insight, May 12, 2013 3:37 AM

Several papers very worthwhile to read. My favourites:

- MOOC Design Principles. A Pedagogical Approach from the Learner’s Perspective

- MOOCs and disruptive innovation: Implications for higher education

 

 
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TEDxGlasgow - Donald Clark - More pedagogic change in 10 years than last 1000 years

Search, links, media sharing, social media, Wikipedia, games, open source etc. are ground breaking shifts in the way we learn, says Donald Clark. Unfortunate...

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Anne Whaits's curator insight, March 7, 2013 1:12 PM

The real scalibility in education comes with the Internet....freeing education from a place and from a specific time. With this comes changing pedagogies including peer-learning. Donald makes a case for recording lectures - videos provide opportunity for repeated access to new content. Some familiar messages here and interesting focus on scalibility.

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The MOOC Quality Project

The MOOC Quality Project | E-Learning, Open Education, and Everything in Between | Scoop.it
The MOOC Quality Project will ask 12 experts in 12 weeks for their best thinking on MOOCs and quality.MOOCs represent the latest stage in the evolution of open educational resources. First was open...

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Stanford’s Venture Lab MOOC Platform Goes Private, Relaunches as NovoEd | Matt Enis - Library Journal

Stanford’s Venture Lab MOOC Platform Goes Private, Relaunches as NovoEd | Matt Enis - Library Journal | E-Learning, Open Education, and Everything in Between | Scoop.it

Stanford has become a hotbed of activity in the MOOC field, with NovoEd now the third MOOC platform to emerge from the university during the past two years following Udacity and Coursera. According to Stanford professor and NovoEd founder Amin Saberi, this latest platform is unique in the way it facilitates and emphasizes interaction between students, encouraging the formation of groups and collaboration on projects. Students also rate the work and participation of others within their groups, creating a system of accountability to one’s peers.


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Peter B. Sloep's comment, April 16, 2013 4:46 AM
Glad to be helpful (again apparently ;-)
Parke Muth's comment, April 16, 2013 5:03 AM
Great information. Thank you.
JohnRobertson's curator insight, April 18, 2013 10:10 AM

I can't help wondering how this compares to other efforts. For example, @openstudy who run social structures and support around opencourseware such as some of MIT's OCW. As a clear example I'm still struck by how the Mechanical MOOC ( @MOOC_E ) pulled together 3 or 4 services (including openstudy) to provide a framework around OCW. I'm not sugesting their approach would work for every discipline but I'm a little surprised at the fanfare NovoEd has got in the press. 

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SXSWedu 2013 - MOOC Keynote Conversation

In a special keynote conversation moderated by award-winning writer with The New York Times Laura Pappano, Coursera co-founder Andrew Ng and edX President Anant Agarwal will focus on massive open online courses (MOOCs), a rapidly growing interest in the education space, designed to offer large-scale participation through the web.

http://www.scoop.it/t/easy-mooc


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uTOP Inria's curator insight, April 10, 2013 9:38 AM

(Youtube - 05 avril 2013)

Andreas Sexauer's curator insight, April 11, 2013 2:52 AM

Interessante Diskussion. MOOCs als Katalysator mehr über Lernen neu nachzudenken?

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Motivation and Intention in participating and engaging with MOOCs

Motivation and Intention in participating and engaging with MOOCs | E-Learning, Open Education, and Everything in Between | Scoop.it

Is intention an appropriate measure of success of MOOCs?

 

I reckon each person’s intention in MOOCs is different, though the participation and engagement could likely fall into patterns similar to the four archetypes of MOOCs.

My proposition and assumptions relating to motivation and intention in participating and engaging with MOOCs include:

Psychological factors, Like/dislike of MOOCs (as public/commoditised/monetised goods), credentials achivement, & pedagogy used in MOOC as perceived by people could make a difference.


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Inside a MOOC in Progress - Karen Head on GA Tech freshman comp course - CHE

Inside a MOOC in Progress - Karen Head on GA Tech freshman comp course - CHE | E-Learning, Open Education, and Everything in Between | Scoop.it

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R Hollingsworth's curator insight, June 21, 2013 9:21 AM

The naivete of this instructor is compelling to me: "... MOOC students expect immediate responses, and that means nearly 24/7 monitoring of the course. ... One of the best decisions we made was to embed a Google Map on which we asked students to pin their locations. ... The most rewarding aspect of the course is the weekly “Hangout” session, live-streamed using Google Air. ... Our team realized quickly that we needed to do a better job cross-linking material on the course site. ...underestimated the misunderstandings that can arise from idiomatic and discipline-specific language... One thing I did not anticipate was that students would have trouble distinguishing between our instructional staff and the Coursera platform."

 

These are basic issues known well to experienced online educators who think through quality design and are well versed in how to create a course that is student-centered, not instructor-centered.

 

What is startling to me is the pedagogical issues the instructor reveals (e.g., assuring a student has evidenced adequate performance/competency before moving on to the next level) with the peer-assessment system in Coursera's platform. We at the Kentucky Virtual University worked through these issues nearly 10 years ago when helping ANGEL, Inc. create a pedagogical tool (instead of a content management tool).  Too bad Coursera didn't design its platform to accommodate these important protocols up front.

 

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The Power of Data in MOOCs

The Power of Data in MOOCs | E-Learning, Open Education, and Everything in Between | Scoop.it

In the short video below, Daphne Koller co-founder of the MOOC platform Coursera, discusses the new opportunities lying in the data generated by MOOCs...

http://www.scoop.it/t/easy-mooc


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Rebecca Ferguson's curator insight, June 21, 2013 5:03 AM

Increasing amounts of thought are going into provision of analytics on MOOCs

Goly Rabbanim's curator insight, June 22, 2013 2:20 PM

אפשר לנתח את מוודל מדוייקת, מניחה שכל LMS או CMS ניתן לבדיק

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EdX Expands xConsortium to Asia and Doubles in Size with Addition of 15 New Global Institutions | edX

EdX Expands xConsortium to Asia and Doubles in Size with Addition of 15 New Global Institutions | edX | E-Learning, Open Education, and Everything in Between | Scoop.it

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R Hollingsworth's curator insight, May 22, 2013 10:15 AM

The xConsortium is gaining 15 prestigious higher education institutions, bringing its total to 27, including Tsinghua University and Peking University in China, The University of Hong Kong and Hong Kong University of Science & Technology in Hong Kong, Kyoto University in Japan, and Seoul National University in South Korea, and Cornell University in Ithaca, New York.

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Patrick McAndrew: MOOCs "are only a part of what's happening” in Open Education

Patrick McAndrew: MOOCs "are only a part of what's happening” in Open Education | E-Learning, Open Education, and Everything in Between | Scoop.it

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The pedagogical foundations of massive open online courses | David G. Glance, Martin Forsey & Miles Riley - First Monday

In 2011, the respective roles of higher education institutions and students worldwide were brought into question by the rise of the massive open online course (MOOC). MOOCs are defined by signature characteristics that include: lectures formatted as short videos combined with formative quizzes; automated assessment and/or peer and self–assessment and an online forum for peer support and discussion. Although not specifically designed to optimise learning, claims have been made that MOOCs are based on sound pedagogical foundations that are at the very least comparable with courses offered by universities in face–to–face mode. To validate this, we examined the literature for empirical evidence substantiating such claims. Although empirical evidence directly related to MOOCs was difficult to find, the evidence suggests that there is no reason to believe that MOOCs are any less effective a learning experience than their face–to–face counterparts. Indeed, in some aspects, they may actually improve learning outcomes.


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Maria Persson's comment, May 26, 2013 9:00 PM
Appreciate your comments Paulo - insightful and provokes further thought. Thanks for the comment.
Peter B. Sloep's comment, May 31, 2013 6:46 AM
Great comment Paulo!
Hein Holthuizen's curator insight, September 29, 2013 3:27 AM

A great outcome for those who don't like travelling (not me) and want to train/teach those who are in need of knowledge they are able to give.

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Learning Theories for the Digital Age

A slidedeck created for the ELESIG webinar on 9 May, 2013 hosted by Nottingham University

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edX MOOC Software Goes Open Source

edX MOOC Software Goes Open Source | E-Learning, Open Education, and Everything in Between | Scoop.it

EdX, the not-for-profit online learning enterprise founded by Harvard University and the Massachusetts Institute of Technology (MIT), today released its XBlock SDK to the general public under the Affero GPL open source license.  XBlock is the underlying architecture supporting the rich, interactive course content found in edX courses.  With XBlock, educational institutions are able to go far beyond simple text and videos to deliver interactive learning built specifically for the Internet environment.  The release of the XBlock source code marks the first step toward edX's vision of creating an open online learning platform that mirrors the collaborative philosophy of MOOCs themselves and is an invitation to the global community of developers to work with edX to deliver the world's best and most accessible online learning experience.


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Marco Bertolini's curator insight, May 14, 2013 2:30 AM
edX, l'association sans but lucratif fondée par l'Université de Harvard et le MIT publie le code de sa plateforme MOOC. Chacun va désormais pouvoir mettre son propre MOOC en ligne en utilisant cette architecture.
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Half an Hour: Assessment in MOOCs

Half an Hour: Assessment in MOOCs | E-Learning, Open Education, and Everything in Between | Scoop.it

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:


Via Kim Flintoff
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Jan Zanetis's curator insight, May 5, 2013 1:32 AM

You don't hear much about this side of MOOC's

Jean Jacoby's curator insight, May 5, 2013 4:46 PM

Excellent overview with useful links to exemplars.

Amparo Toral's curator insight, May 6, 2013 3:37 AM

A must read on assessment in MOOC, with very useful links and reflections.

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MOOCs and Libraries Event Summarized in Series of Six Hangingtogether.org Blog Posts

MOOCs and Libraries Event Summarized in Series of Six Hangingtogether.org Blog Posts | E-Learning, Open Education, and Everything in Between | Scoop.it

The "MOOCs and Libraries: Massive Opportunity or Overwhelming Challenge?" event took place 18-19 March at the University of Pennsylvania and was broadcast live online. Hosted by OCLC Research and University of Pennsylvania Libraries, the event featured thoughtful and provocative presentations about how libraries are already getting involved with MOOCs, and engaged attendees in discussions about strategic opportunities and challenges going forward.


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Missing Perspectives on MOOCs -- Views from developing countries | A World Bank Blog on ICT use in Education

Missing Perspectives on MOOCs -- Views from developing countries | A World Bank Blog on ICT use in Education | E-Learning, Open Education, and Everything in Between | Scoop.it

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New Survey Uncovers Big Trends In Online Learning

New Survey Uncovers Big Trends In Online Learning | E-Learning, Open Education, and Everything in Between | Scoop.it

The HotChalk Education Index surveyed more than 25,000 students, teachers, parents, and tutors over a period of 90 days. They then looked at more than 5 billion data points (with a b) to uncover the biggest trends in online learning that you may not yet know about. The Education Index is the first in what will become a series of reports from the HotChalk folks. They intend to build up their database, compare and contrast information, and more...

http://www.scoop.it/t/easy-mooc


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