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Educational Technology in Higher Education
A scoop it magazine focusing on educational technology in higher education.
Curated by Mark Smithers
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The True Power of MOOCs May Have Been Accidental

The True Power of MOOCs May Have Been Accidental | Educational Technology in Higher Education | Scoop.it
Free online college courses haven't sparked the higher-ed revolution advocates envisioned, but perhaps they could reform education in a way that was largely unintentional.
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Top 8 Universities From Around The World That Provide Free Courses Online - EdTechReview™ (ETR)

Top 8 Universities From Around The World That Provide Free Courses Online - EdTechReview™ (ETR) | Educational Technology in Higher Education | Scoop.it
Popular and well-known universities around the world that are offering free online courses.
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Blackboard Announces New MOOC Platform - Wired Campus - The Chronicle of Higher Education

Blackboard Announces New MOOC Platform - Wired Campus - The Chronicle of Higher Education | Educational Technology in Higher Education | Scoop.it
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Chris Carter's curator insight, July 10, 2013 9:45 PM

Do you use blackboard?

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MOOCs, MIT and Magic | Tony Bates - online learning and distance education resources

MOOCs, MIT and Magic | Tony Bates -  online learning and distance education resources | Educational Technology in Higher Education | Scoop.it

Why is MIT ignoring 25 years of research into online learning and 100 years research into how students learn in its design of online courses?


Via Peter B. Sloep
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Peter B. Sloep's curator insight, June 27, 2013 7:14 AM

This blogpost is a detailed account by Tony Bates of why he thinks this is the case and what the implications of this observation are for educational research and instructional design. He first discusses four presentations that were given at MIT's recent LINC 2013 (Learning International Networks Consortium) conference. These presentations (by MIT's Sanjay Sarma, Sir John Daniel, edX's Anant Agarwal and Tony Bates) each cover a different point from which to view online learning, specifically MOOCs. Tony Bates then goes on to focus on how MIT in particular approaches online teaching with its edX platform. As indicated, he is rather disappointed with it, as MIT seem to ignore previous and often excellent past educational research. To single out two of his comments: For its MOOCs MIT uses lecture capturing as its main technology, this fits in with their behaviourist approach to teaching. 25 years of research at open universities, spearheaded by the Open University in the UK, has not only revealed the limited effectiveness of such an approach, it also has come up with a wealth of alternatives. In spite of what MIT seems to think, these can reenact the richness of informal communications that MIT claims their campus-based teaching (and the corridors and coffee corners in its buildings, I would add) offers. 

 

This observation of the state of affairs of educational research at MIT is all the more interesting as it is my impression (see my blogpost on this: http://tiny.cc/tj3bzw) that Harvard, MIT's founding partner institution in edX, takes a much more sophisticated approach to the role educational research could and should play. To them, edX is a means to carry out such research and they are aware of what insights educational research has already brought us. Nevertheless, the lack of impact of educational research could not be a matter of lack of knowledge, but a lack of status of instructional designers (as Tony Bates suggests may be the case at MIT) (@pbsloep)

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Experiences from Massive Open Online Courses (MOOCs) and how the MOOC could potentially increase diversity, social inclusion & learner engagement | Mark Morley

"There is currently much interest and excitement at the emergence of an educational approach commonly termed the ‘Massive Open Online Course’ or MOOC. ... I feel there is much we can learn from the delivery of MOOCs that can be used to enhance the on-campus experience supplemented by online course material and delivery. This format offers us the opportunity to investigate learning and improve teaching processes, perhaps more similar to the edX approach. It would seem appropriate to collect and use data to inform this process; treating learning and teaching as a field ripe for research, tying in to a research-led approach."


Via Peter B. Sloep, Paulo Simões
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Rose Heaney's curator insight, January 12, 2013 6:30 AM

comprehensive indeed - author has participated in a lot of moocs. Very readable intro for those who have never heard of moocs

Patricia Daniels's curator insight, January 13, 2013 9:17 AM

Interesting and detailed personal insight into cMOOCs and xMOOCs from a participant. I sincerely hope more learners take the time to reflect and share the experiences they have with this kind of learning context. I find as an educator that the student voice is important and assuming that the developers of MOOCs are prepared to listen to critique, both postive and negative, then this is a valuable factor which can lead to improvements which hopefully will have a positive effect on the learner experience and quality of learning.

 

 

 

Hamline CTL's curator insight, February 6, 2013 4:22 PM

MOOCs are not going away!

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Journal of Interactive Media in Education

Journal of Interactive Media in Education | Educational Technology in Higher Education | Scoop.it
Article: Designing for Educational Technology to Enhance the Experience of Learners in Distance Education: How Open Educational Resources, Learning Design and Moocs Are Influencing Learning
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Infographic: Why Aren't Students Completing MOOCs?

Infographic: Why Aren't Students Completing MOOCs? | Educational Technology in Higher Education | Scoop.it

MOOCs (free online courses that are open to anyone) are more popular than Justin Bieber right now, but why aren't students finishing the courses they signed up for?


Via SusanBat , Dominique Demartini, Pierre Levy, juandoming
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Elaine Watkins's curator insight, October 24, 2013 10:29 PM

I was one of the 36% of students who completed the Equine Nutrition course. I can tell you why I was able to... It was because there was excellent support from the lecturers, easy to access video lectures, no hard deadlines until the end of the course, meaning there was much more flexibility for people, like me, who work full time and can't always complete quizzes by 6pm each Monday for example. I could do it in my own time, as long as I stayed within the course duration and I found that some weeks I had much more time and could complete 2 weeks worth of readings & quizzes. 

In contrast, I just attempted to complete an Animal Behaviour course, but unfortunately due to hard deadlines each Monday, I was unable to complete quizzes on time and therefore could not achieve the marks necessary to pass, so I gave up halfway through. I have still completed readings and watched lectures, but with no result as the quizzes did not count after the weekly hard deadlines. Obviously many people had the same issue as me, because out of 24950, only

1428 people completed the course.

I believe course designers need to revisit their courses and ensure they are flexible enough for full time workers to do in their own time. 

Christine Aizpurua's curator insight, October 31, 2013 11:57 AM

Me ! 

Patricia Christian's curator insight, February 8, 2014 5:45 AM

An integral part of any online learning environment is the social synergy created via communication and discussion.  This is where deep reflection and learning take place.  Are students not feeling connected.  Are they collaborating and creating something new with the knowledge they have gained and sharing it with others?  Learning must me meaningful and applicable.

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MOOCSs: 20 ways to monetise

MOOCSs: 20 ways to monetise | Educational Technology in Higher Education | Scoop.it

No one should deliver a MOOC without considering income but pure ‘monetisation’ is the wrong term, as a MOOC is an activity that needs to be seen in terms of both costs and income over time. So I’ll come at this as if it was both an income and cost issue, namely its impact on your profit & loss account. Note also that an institution could position its financial goal as an investment, aim for break-even or go for profit. Monetisation is ot just about profits.


Via Nik Peachey, Dennis T OConnor
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Karen Hochberg's curator insight, June 29, 2013 1:02 PM

Great list of Mooc revenue opportunities 

verstelle's curator insight, June 30, 2013 5:02 AM

Comprehensive overview of current thinking about MOOC monetisation

Veronika Wuyts's comment, July 14, 2013 10:16 AM
is used in every Covey workshop because of that reason!
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Academic Administration - Running a MOOC: Secrets of the World’s Largest Distance Education Classes - Magna Publications

Academic Administration - Running a MOOC: Secrets of the World’s Largest Distance Education Classes - Magna Publications | Educational Technology in Higher Education | Scoop.it

What can distance education do that traditional classroom instruction cannot? Among other things, it can master time, space, and physical capacity on a scale impossible for a face-to-face class. The best example of this is the MOOC.

 


Via Dennis T OConnor
Mark Smithers's insight:

Intersting insights into running a MOOC.

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