-*+It seems to be generally agreed that young people have shorter attention spans now than those a generation ago, but learning is still typically delivered in the same sized chunks. Some educationalists suggest that we need to address this disparity by reducing the size of the learning chunks, others by increasing the attention span. Roman Kostochka, …
... The Online Learning Lab, which is part of the Leiden Centre for Innovation at Campus the Hague, is continuously exploring methods by which research into learning and the integration of online and on-campus education can be better facilitated. Recently, we started exploring the wealth of data made available to us via Coursera. For researchers and MOOC organizers, this data offers an exciting way to explore the behavioral patterns of online learners...
Looking for a way to avoid boredom when you build your elearning strategy? We can think of (at least) five reasons why you should use elearning games as a strategy: creativity, structure, collaboration, expansion and engagement.
Last month my colleagues and I completed a pilot of what well may be the most interesting project of my life. It was the pilot of a new type of MOOC that pushes the MOOC design envelope by blending a globally transformative platform with an eco-system of deep personal, locally grounded learning communities.
When The New York Times proclaimed 2012 to be “The Year of the MOOC,” companies large and small became intrigued with the potential of this learning approach and began experimenting with massive open online courses. As the early pioneer...
The participants of #NumericalMOOC will have noticed that we made only one video for the course. I thought that maybe I would do a handful more. But in the end I didn’t, and I don’t think it matters too much.
Why didn’t we have more videos? The short answer is budget and time: Making good-quality videos is expensive, and making simple yet effective educational videos is time consuming, if not necessarily costly.
The Question: Do MOOCs cost-effectively produce desirable educational outcomes compared to face-to-face and other online options?
The Study: Based on extensive research and interviews, The Centre for Benefit-Cost Studies of Education at Teacher’s College, Columbia University responded to key questions concerning MOOCs, including:
What is a MOOC? How and why are institutions engaging with MOOCs? What are the resource requirements and costs of MOOCs? What data is available from MOOCs? Where are MOOCs going over the next five years?
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