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http://www.ajc.com/business/more-employers-value-online-1026735.html

Employers value online degrees.Study: 79% of employers had hired online degree holder in past year http://ht.ly/5N9EJ #edumooc #elearning...
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EduMOOC
Vance Stevens dabbles in orienting and declaring in EduMOOC 2011. Networking, anyone?
Curated by Vance Stevens
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Multiliteracies | Scoop.it

Multiliteracies | Scoop.it | EduMOOC | Scoop.it

At http://goodbyegutenberg.pbworks.com and in my associated topic at http://www.scoop.it/t/multiliteracies I've been playing with ideas touching on digital literacies, critical thinking, and learning in social networking and collaborative learning environments. I started filing my EduMOOC findings here in the summer of 2011, but I've moved on to curating here on the topic of MOOCs and other open learning initiatives in general :-)

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Learning in a small, task–oriented, connectivist MOOC: Pedagogical issues and implications for higher education | Mackness | The International Review of Research in Open and Distance Learning

Learning in a small, task–oriented, connectivist MOOC: Pedagogical issues and implications for higher education | Mackness | The International Review of Research in Open and Distance Learning | EduMOOC | Scoop.it
Learning in a small, task–oriented, connectivist MOOC: Pedagogical issues and implications for higher education
Vance Stevens's insight:

This article reports research on FSLT12 MOOC from Athabasca University which I could have used in the book chapter I appended to a report on SMALL here: https://docs.google.com/document/d/1GWVtAH2yfp5tL3bdMg58_M5Deq36Ot_jQ_w8rflsGuA/edit#heading=h.wwfgxw6e65fd

 

As it says in the abstract, "The research shows that small task-oriented MOOCs can effectively support professional development of open academic practice." I also like this quote "Learners new to MOOCs may find working across distributed platforms difficult and disorienting; experienced ‘MOOCers’ expect this (Waite et al., 2013)." The latter citation is 'in press'.

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Podcast filter:

Podcast filter: | EduMOOC | Scoop.it
Vance Stevens's insight:

A collection of 100+ podcasts with "World Class IT leaders" going back to 2008. The most recent are:
January 6, 2014 - Salman Khan, Executive Director and Founder of Khan Academy
December 30, 2013 - Mike Feerick, CEO and Founder of ALISON (touted at the first MOOC? ok, listen and make up your own mind ...)
December 23, 2013 - Rob Lux, Senior Vice President & Chief Information Officer of Freddie Mac
December 16, 2013 - Daphne Koller, Co-Founder and Co-Chief Executive Officer of Coursera
December 9, 2013 - Sebastian Thrun, Chief Executive Officer and Co-Founder of Udacity

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If Even the Genius Godfather of MOOCs Can’t Make Them Work, Can Anyone?

If Even the Genius Godfather of MOOCs Can’t Make Them Work, Can Anyone? | EduMOOC | Scoop.it
Sebastian Thrun, godfather of the massive open online course, has quietly spread a plastic tarp on the floor, nudged his most famous educational invention into the center, and is about to pull the trigger.
Vance Stevens's insight:

This interesting article introduces the latest critic of MOOCs (wait for it) Sebastian Thrun.  According to the author, Thrun has flipped the flipped university right back where it was by blaming failure of Udacity to teach math at SJSC on the poor preparation of its disadvantaged students, which is a complete contradiction of how MOOCs are supposed to revolutionize education for exactly that group. In other words, the beneficiaries of MOOCs are not to be found in the 93% attrition stats, but in the 7% who can afford elite education to begin with.

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Why Online Classes Might Not Be Good for Developing Countries

Why Online Classes Might Not Be Good for Developing Countries | EduMOOC | Scoop.it
This article originally appeared in the New America Foundation’s Weekly Wonk. Future Tense is a partnership of Slate, New America, and Arizona State University.
Vance Stevens's insight:

This article warns of downsides of MOOCs in a balanced way, here's a snippet: " It’s easy to imagine a future in which the educational equivalent of reruns of Baywatch—a limited menu of glossy American fare—comes to dominate the cultural landscape in developing countries around the world, making it more difficult for cash-starved universities in those countries to pursue scholarship relevant to local contexts. This potential undermining of local education becomes especially problematic when the U.S. government takes an official role in promoting the use of MOOCs as a form of public diplomacy.

The trick going forward is to figure out how MOOCs can enhance, instead of just compete with, existing national education systems."

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Talk About Mooc with Stephen Downes

Recorded in Lyon 26 November
Vance Stevens's insight:

In this interview in Lyon, Stephen gives a simple history of MOOCs, the last five years, and the next, with snippets of how he constructs his personal learning networks. The result is an approachable 7 minute introduction to Stephen Downes, and in case anyone was in doubt or needed clarification, a definitive answer to any question of who started MOOCs.

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Donald Clark Plan B: MOOCs – the flipped University?

Donald Clark Plan B: MOOCs – the flipped University? | EduMOOC | Scoop.it

Via Ana Cristina Pratas
Vance Stevens's insight:

An interesting article that concludes " Like the flipped classroom, MOOCs may be the best thing that’s happened to Higher Education in the last two hundred years. It may encourage growth in higher education, based, not on the paper chase for degrees, the cramming, the poor teaching and primitive assessment but to a newer model, where students are drawn from a wider world and can try and take courses when they want from where they want. "

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OERs and Open Online Courses

Discussion of the role of OERs in MOOCs, with particular attention to the MOOC we are offering with UdeM in French on OERs (RELs in French). Originally planned

Via Ana Cristina Pratas
Vance Stevens's insight:

I'm disappointed both that Stephen didn't make it across to the UAE and that I didn't get enough advance notice of this to make plans to visit my granddaughter in Doha this weekend, but at least we have the artifacts, as always.  Thanks Stephen :-)

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elearnspace › The greatest MOOC conference in the history of MOOCs

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MOOC, meet MOAM (mother of all MOOCs) coming soon live and in person to Arlington, Texas Dec. 5-6 2013, and online of course. Welcome friends to the show that never ends :-)

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The Ed Techie: You can stop worrying about MOOCs now

The Ed Techie: You can stop worrying about MOOCs now | EduMOOC | Scoop.it
I guess we all knew the MOOC bubble would burst sometime, but I'm saying it's happened this week - it just doesn't know it yet. The reason? Commercial MOOC providers have started making noises about becoming elearning courseware providers for...
Vance Stevens's insight:

This article is about xMOOCs and how the venture capitalists are wanting to get their investment back sooner rather than later and open was the first to go, leaving in some instances just C (a course).  Back to square one? "So what about MOOCs, you know, those free, open courses? Is this the end of them? No, I don't think so, but maybe they can now become what we always wanted them to be, focused on access and experimentation and not hype and commercialism." That would be cMOOC; as Stephen Downes predicted: "for xMOOC to be truly viable, it will inevitably have to move in the direction of cMOOC. In his words, “The connectivism model will become the primary model … [xMOOCs] have to grow to become cMOOCS … They will do that over time.” quoted in http://www.tesl-ej.org/wordpress/issues/volume16/ej64/ej64int/

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Half an Hour: The Great Rebranding

Half an Hour: The Great Rebranding | EduMOOC | Scoop.it
Vance Stevens's insight:

Stephen Downes tells it like it is and might get the attention of establishment education with no-holds-barred statements such as this one: "MOOCs were not designed to serve the missions of the elite colleges and universities. They were designed to undermine them, and make those missions obsolete." 

To further clarify, "Yes there has been a great rebranding and co-option of the concept of the MOOC over the last couple of years. The near-instant response from the elites, almost unprecedented in my experience, is a recognition of the deeply subversive intent and design of the original MOOCs (which they would like very much to erase from history)."

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Jason R Levine's curator insight, May 11, 2013 6:07 PM

"MOOCs were not designed to serve the missions of the elite colleges and universities. They were designed to undermine them, and make those missions obsolete. Yes there has been a great rebranding and co-option of the concept of the MOOC over the last couple of years. The near-instant response from the elites, almost unprecedented in my experience, is a recognition of the deeply subversive intent and design of the original MOOCs (which they would like very much to erase from history)."

Helena Capela's curator insight, May 12, 2013 1:42 AM

The  adoption of Moocs by institutions and what they were created for

Robert Farrow's curator insight, May 13, 2013 12:10 AM

"MOOCs were not designed to serve the missions of the elite colleges and universities. They were designed to undermine them, and make those missions obsolete. Yes there has been a great rebranding and co-option of the concept of the MOOC over the last couple of years. The near-instant response from the elites, almost unprecedented in my experience, is a recognition of the deeply subversive intent and design of the original MOOCs (which they would like very much to erase from history)."

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Donald Clark Plan B

Donald Clark Plan B | EduMOOC | Scoop.it
Vance Stevens's insight:

Vanessa Vaille comments on Ryan Tracey's The Moot Point of MOOCs at http://ryan2point0.wordpress.com/2013/01/21/the-moot-point-of-moocs/ with "this may be the best treatment of attrition rate and worrying about that I’ve come across so far".  I was impressed; I left a comment there myself.  But this scoop is from a later comment by Donald Clark. He's not a dropout, he's a drop IN.  Both these posts put the possibly non-issue of attrition in MOOCs in perspective; for example data from Duke's first MOOC showing that despite high attrition, "the number of students who completed the course is over ten times the campus enrollment." As Tracey says, find the right Freemium model and you can live off the fact that learning scales, teaching doesn't: http://advanceducation.blogspot.ae/2013/05/learning-scales-teaching-doesnt.html

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The Document: an Open Letter From San Jose State U.'s Philosophy Department

The Document: an Open Letter From San Jose State U.'s Philosophy Department | EduMOOC | Scoop.it
Vance Stevens's insight:

In 4 pages, "Professors in the philosophy department at San Jose State University wrote the following letter to make a direct appeal to Michael Sandel, a Harvard professor whose MOOC on "Justice" they were being encouraged to use as part of the San Jose State curriculum." More insight and link to Dr. Sandel's response here: http://www.boston.com/bostonglobe/ideas/brainiac/2013/05/san_jose_state.html

 

Donald Clark's take? "The philosophy Professors at San Jose, who recently wrote an ‘open letter’, complained that MOOCs undermine the ‘diversity’  of the student mix. How they came to that conclusion beggars belief." http://donaldclarkplanb.blogspot.co.uk/2013/05/moocs-old-narratives-v-new-narrative.html

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Claude Almansi – Google+ - The Diigo group linked below is an example of how great…

Claude Almansi – Google+ - The Diigo group linked below is an example of how great… | EduMOOC | Scoop.it
The Diigo group linked below is an example of how great part of Coursera course contents can be made  lastingly available "without limits".  In fact, the…
Vance Stevens's insight:

Interesting insights from Claude Almansi on Google+ about using Diigo to get around Coursera's "IP block ... for course participants residing in Iran, Sudan and Cuba, just because they (the Coursera team) had forgotten to apply for the available and for-free licenses to offer courses in these countries where US trade sanctions apply to commercial offers: see Donald Gilliland's "U.S. Government's 'bone-headed' decision can be fixed with paperwork, official says" (1) and Stephen Downes' comment about it (2)

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Your unguided tour of Rhizo14

Your unguided tour of Rhizo14 | EduMOOC | Scoop.it
Vance Stevens's insight:

This has got to be the best introduction to a MOOC course ever written, by MOOC MOMMA (Maker of the Moniker MOOC, Apparently) Dave Cormier to introduce Rhizo14, which starts today.  This says with humor what I tried to express in my Intro to MultiMOOC at https://docs.google.com/document/d/1jAlYMhnIijqIhQk-Qz3_AslyAxuMQ6TnmeQYmu7P1T8/edit#heading=h.s2ly30a80kg1. ;

 

Sample salient insights from this post:

First and foremost
Let’s get something straight right out of the get go… it is true that I mostly don’t know what I’m doing. 


Course objectives
Just kidding. There aren’t any. You can have personal objectives. You can have group objectives. But I’m not creating objectives for anyone. 

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Is Massive Open Online Research the Next Frontier for Education?

Is Massive Open Online Research the Next Frontier for Education? | EduMOOC | Scoop.it
Is Massive Open Online Research the Next Frontier for Education?
Vance Stevens's insight:

I got this link from Stephen's Daily http://www.downes.ca/archive/14/01_10_news_OLDaily.htm so I'll repeat his insight:
'MOOR' stands for 'Massive Open Online Research' and is the latest in the list of MOOC-inspired algorithms. In this case, a MOOR is a natural (especially for a cMOOC), as the idea of research is to develop new knowledge, and a network environment is just the environment to do that. This article is focused on the University of San Diego’s Jacob’s School of Engineering, which "announced it was launching what it believed was the first major online course that featured a great deal of massive open online research, or MOOR, in addition to the usual coursework" (that's a standard way to be 'first' - you call your thing the first major thing of its kind). What I like about this project is the way it is stretching the idea of a MOOC into some innovative forms, and that makes it worth a look.

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Curation in Learning | Ben Betts is...

Curation in Learning | Ben Betts is... | EduMOOC | Scoop.it
A framework for using Curation in a learning organisation
Vance Stevens's insight:

This post on using digital curation in learning (the 4 ways are given in the graphic) leads to (surprise!) a 'mini' MOOC (what's a mini MOOC? less than 1000 participants?). The miniMOOC starts Jan 8, 2014 and I'm recommending enrollment for participants in EVO MultiMOOC http://goodbyegutenberg.pbworks.com. as one possible experience with MOOCs that might enhance participation in MultMOOC.

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George Siemens "Designing, development, and running (massive) open Online Courses

The First Unisa International ODL Conference 2012
Vance Stevens's insight:

This is a recording of George at the First Unisa International ODL Conference 2012 giving a 1.5 hour workshop about, in a nutshell, what MOOCs are and what they mean educationally.

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Vance Stevens's comment, December 22, 2013 3:57 AM
I'm sure Nellie is aware of this distinction but for others following this thread it is important to recognize two kinds of MOOCs (1) xMOOC which George talks about to some extent, and (2) cMOOC which is what he and Stephen Downes and Dave Cormier have pioneered. The learner is dead center of the latter. xMOOC is the startup variety, and the pedagogy varies with these. Oddly this is what many people think about when they think of MOOCs. This article for example furthers two misconceptions, (1) that MOOC started in 2012 with Coursera, and (2) that Dave Cormier coined the term in 1985. He was 11 years old at the time.
Vance Stevens's comment, December 22, 2013 3:58 AM
Forgot to give the link for the article ;-) http://www.quicklessons.com/blog/2013/12/are-moocs-the-future-of-online-education/
Vance Stevens's comment, December 22, 2013 9:39 AM
And interestingly, Stephen Downes has just posted a tweet characterizing the difference between a university course, xMOOC, and cMOOC in a food metaphor <br>https://twitter.com/Downes/status/414782424506068993/photo/1
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These MOOCs Will Make You Reconsider Everything About PD -- THE Journal

These MOOCs Will Make You Reconsider Everything About PD -- THE Journal | EduMOOC | Scoop.it
Will massive open online courses revolutionize professional development?
Vance Stevens's insight:

While focusing on xMOOCs, this article nevertheless articulates what those considering acquiring or setting up PD professional development should be considering and perhaps taking for granted when plotting such ventures this far into the 21st century

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Half an Hour: MOOCs will ultimately play a transformational role

Half an Hour: MOOCs will ultimately play a transformational role | EduMOOC | Scoop.it
Vance Stevens's insight:

A gaze into the crystal ball over the shoulders of someone who knows more about MOOCs than (multiple choice: anyone / most people / you and me)

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Karen E Smith's curator insight, November 7, 2013 3:25 PM

MOOC on the increase.

 

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Mooc creators criticise courses’ lack of creativity

Mooc creators criticise courses’ lack of creativity | EduMOOC | Scoop.it
Original vision lost in scramble for profit and repackaging of old ideas, say pair
Vance Stevens's insight:

This is an interesting short article because, without mentioning c or xMOOC, it takes the perspective of the creators of cMOOC and applies their take on what is essentially the marketing of some aspects of what the cMOOC creators innovated.  Siemens is quoted as 'believing' (not 'saying') "attitudes towards Moocs are in a period of flux and that criticism is mounting because of what he calls the “biggest failing of the big Mooc providers”: they are simply repackaging what is already known rather than encouraging creativity and innovation."

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MOOCs: A systematic study of the published literature 2008-2012 | Liyanagunawardena | The International Review of Research in Open and Distance Learning

MOOCs: A systematic study of the published literature 2008-2012 | Liyanagunawardena | The International Review of Research in Open and Distance Learning | EduMOOC | Scoop.it
MOOCs: A systematic study of the published literature 2008-2012
Vance Stevens's insight:

Those who complain of lack of research on MOOCs can take comfort in the fact that at least someone is keeping track of it :-)

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Moocs for L2 Writing

Moocs for L2 Writing | EduMOOC | Scoop.it
How the Mooc discussion may affect L2 writing teaching
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Joel Bloch is curating MOOCs for L2 Writing on Scoop.it

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Six Ways the edX Announcement Gets Automated Essay Grading Wrong - e-Literate

Six Ways the edX Announcement Gets Automated Essay Grading Wrong - e-Literate | EduMOOC | Scoop.it
Vance Stevens's insight:

I've been meaning to Scoop this post by Elijah Mayfield (pictures) on busting myths about robo-grading for some time.  Interesting insights here on how it works, statistically or learning analytically speaking

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[Expletive Deleted] Ed-Tech #Edinnovation

[Expletive Deleted] Ed-Tech #Edinnovation | EduMOOC | Scoop.it
Vance Stevens's insight:

This is an interesting post on the credit given the Canadian contributions to the origin of MOOC vs. the more corporate takeover of the term, with parallels made to the movie Argo, but more happily, evidence gleaned from the revision history in Wikipedia showing contention over the definition of MOOC and it's origins, which Audrey Watters dubs the "wikiality" of the term.  An interesting read!

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Why c and x MOOCs are attracting different number of participants?

Why c and x MOOCs are attracting different number of participants? | EduMOOC | Scoop.it
Here is a post on FB on a discussion on the question: Why are xMOOCs attracting tens or hundred thousands of students? Thanks to Ana and Steve for their comments and conversation. Here are my refle...
Vance Stevens's insight:

This is a useful comparison of cMOOC and xMOOC, with observations like: "xMOOCs are much easier compared to cMOOCs.  This is grounded on that in xMOOCs, the instructors would have done most, if not all of the ground work necessary for teaching and learning for the learners.  What the learners are normally expected to do would be to consume the knowledge transmitted or broadcasted to them, and to confirm their understanding of the concepts through repeated quizzes or assignments." This is antithetical to how Siemens characterizes cMOOC here: http://goodbyegutenberg.pbworks.com/w/page/61341664/Getting_Started_2013evo

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