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Rescooped by Vanessa Camilleri from Quality in Learning, Education and Training
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MOOCs and OERs for web talent: A hybrid open panel at OER15

MOOCs and OERs for web talent: A hybrid open panel at OER15 | Effective MOOCs | Scoop.it

Europe is facing a shortage of a million workers in the web and technology sectors, while youth unemployment remains a persistent societal and economic issue. Are MOOCs the answer to these issues? Or are they one of many means to address the shortage in web talent - but as part of an ecosystem which includes free and paid courses, self-paced learning resources, learning communities, and formal education providers? Are current conceptions of vocational training, certification and acknowledgement fit for purpose, and are MOOCs challenging these conceptions or reinforcing them?

 

Our panel at OER15 will debate these questions. In the spirit of openness, we invite you to participate in this event by contributing to the online discussion. During the conference, we will conduct a live panel with some of the contributors which will be joining us in person or virtually. Panelists will refer to your contributions online, and we will use social media to facilitate live interaction with the audience outside the room.

 

The European Commission has highlighted the potential of web and mobile startups to boost economic growth and well-being in Europe. Yet this potential is threatened by a predicted shortage of over a million skilled workers. The MOOCS for web talent network was initiated by the EC's Startup Europe initiative to address this challenge. During 2014, the network has run webinars, conducted desk research and a survey of employers, employees and MOOC providers, connected a workshop at EC TEL 2014, and a stakeholder meeting adjacent to Slush in Helsinki.

 

The aim of this hybrid open event is to share the findings of our work and open up the network to a wider community. Participate in the online discussion by clicking on one of the following emerging themes:

 

Certification, completion, and measures of success in a MOOC Attributes of an effective MOOC learner Appropriate pedagogies for massive open online vocational learningEmergence of new educational ecosystems 

 

At the OER15 conference, we will conduct a live panel which would draw on and summarise the online discussion. This panel will be attended in person by several contributors and virtually by others, and will also be webcast for remote participants and recorded for use as an OER.

 

Moderated by Yishay Mor and Laia Canals, the panelist include Allison Litlejohn,Carlos Alario, Tom Staubitz, Davinia Hernández-Leo, Mar Pérez Sanagustin, and Catherine Mongenet amongst others.

 

MOOCs are an important means to address the shortage in web talent - but as part of an ecosystem which includes free and paid courses, self-paced learning resources, learning communities (e.g. open source communities), and formal education providers. In order to create sustainable and effective MOOCs for web talent, which address the real needs of web and mobile entrepreneurs, industry, educational providers and MOOC platforms need to collaborate in dynamic and agile partnerships.

 

Web entrepreneurs and their current and potential employees need hands-on learning experiences, grounded in real-life problems - not abstract, passive learning experiences. In order to provide such experiences, providers need to work closely with eLearning pedagogy experts and industry partners. However, MOOCs using professional software development environments to provide hands-on experience to participants have encountered various challenges mainly owing to the varied levels of digital literacy among participants.

 

Employers (and potential employees) need mechanisms for validating the quality of MOOCs and other learning opportunities, and verifying the knowledge of participants. This could be provided by formal credit systems (e.g. ECTS), but also by portfolios and community credits (e.g. stackoverflow badges).

 

Related Readings:Final report for the MOOCs for webskills project.Press release and the full survey report, including policy recommendations.Outputs of the entire project.

 

Milligan, C. and Littlejohn, A. (2014) Supporting professional learning in a massive open online course. The International Review of Research in Open and Distance Learning 15 (5) 197-213. http://www.irrodl.org/index.php/irrodl/article/view/1855/3113  ;

 

 

Margaryan, A., Bianco, M., & Littlejohn, A. (2014). Instructional quality of Massive Open Online Courses (MOOCs). Computers and Education, 80, 77-83  http://www.sciencedirect.com/science/article/pii/S036013151400178X

 

 

Milligan, C., Margaryan, A., and Littlejohn, A. (2014). Workplace learning in informal networks. Journal of Interactive Media Environments, special issue 'Reusing Resources - Open for Learning. http://www-jime.open.ac.uk/article/2014-06/html

 

 

Milligan, C., Margaryan, A., and Littlejohn, A. (2013). Patterns of engagement in connectivist MOOCs. Journal of Online Learning and Teaching, 9 (2) http://jolt.merlot.org/vol9no2/milligan_0613.htm


Via QLET
Vanessa Camilleri's insight:

The validation aspect is very important and one which is being currently discussed in a number of forums. I might add that the proposal of looking at different forms of validation and not just in terms of ECTS, would possibly ensure that the spirit of the MOOCs designed for lifelong learning is maintained.  As it is, if the validation is just accepted for higher education credit value systems, this might limit the MOOC possibilities for people not necessarily interested in higher ed. 

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Rescooped by Vanessa Camilleri from Open Educational Resources (OER)
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David Wiley (ed.) - An Open Education Reader

David Wiley (ed.) - An Open Education Reader | Effective MOOCs | Scoop.it

"A collection of readings on open education with commentary. Created for IPT 515R Introduction to Open Education, a graduate course at Brigham Young University. An Open Education Reader is published under the Creative Commons Attribution 4.0 License."


Via Andreas Link
Vanessa Camilleri's insight:

A fantastic collection of links, articles, insights and resources about Open Ed. 

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Ana Dias's curator insight, December 17, 2014 7:11 AM

open education reader!! 

Rescooped by Vanessa Camilleri from Opening up education
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Two years after the NYT’s ‘Year of the MOOC': how much do we actually know about them? | The Policy and Internet Blog

Two years after the NYT’s ‘Year of the MOOC': how much do we actually know about them? | The Policy and Internet Blog | Effective MOOCs | Scoop.it

Via Robert Schuwer
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Rescooped by Vanessa Camilleri from Voices in the Feminine - Digital Delights
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The thorny issue of MOOCs and OER

The thorny issue of MOOCs and OER | Effective MOOCs | Scoop.it
Along with the news that GCU and the Scottish College Development Network are developing guidelines for the creation and use of open educational resources, another Scottish news item caught my attention this week.

Via Ana Cristina Pratas
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Rescooped by Vanessa Camilleri from Massively MOOC
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MOOC madness: Let's inject a healthy dose of skepticism

MOOC madness: Let's inject a healthy dose of skepticism | Effective MOOCs | Scoop.it
As we in higher ed continue to draw on all the wonderful techie tools at our disposal, it might also be wise to ask tough questions regarding Coursera and MOOCs.

Via Peter Mellow
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Rescooped by Vanessa Camilleri from Massively MOOC
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103 Professors Lift the Curtain Behind the MOOC Hype | Chronicle | WiredAcademic

103 Professors Lift the Curtain Behind the MOOC Hype | Chronicle | WiredAcademic | Effective MOOCs | Scoop.it
Independent news source & thought center for the online education community.

Via Kim Flintoff
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Scooped by Vanessa Camilleri
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MOOCs are here. How should state universities respond? | Dangerously Irrelevant

MOOCs are here. How should state universities respond? | Dangerously Irrelevant | Effective MOOCs | Scoop.it
Here is a short essay on MOOCs that Drs. Steve Vardeman and Max Morris, Statistics faculty at Iowa State University, gave me permission to
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Rescooped by Vanessa Camilleri from MOOCs and Open Educational Resources
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What does the future of design for online learning look like? Emerging Technologies, Openness, MOOCs, digital scholarship #cfhe12

These are the slides of an invited talk I gave at ICEM 2012.

Via R Hollingsworth
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Rescooped by Vanessa Camilleri from MOOCs and Open Educational Resources
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Dataset-driven research to support learning and knowledge analytics by Vert, Manouselis, Drachsler, Duval (June 2012)

Dataset-driven research to support learning and knowledge analytics by Vert, Manouselis, Drachsler, Duval (June 2012) | Effective MOOCs | Scoop.it

by Verbert, Katrien; Manouselis, Nikos; Drachsler, Hendrik; Duval, Erik

Educational Technology and Society vol:15 issue:3  (June 2012) pages:133-148

 

Abstract: In various research areas, the availability of open datasets is considered as key for research and application purposes. These datasets are used as benchmarks to develop new algorithms and to compare them to other algorithms in given settings. Finding such available datasets for experimentation can be a challenging task in technology enhanced learning, as there are various sources of data that have not been identified and documented exhaustively. In this paper, we provide such an analysis of datasets that can be used for research on learning and knowledge analytics. First, we present a framework for the analysis of educational datasets. Then, we analyze existing datasets along the dimensions of this framework and outline future challenges for the collection and sharing of educational datasets.


Via R Hollingsworth
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Rescooped by Vanessa Camilleri from Emerging Learning Technologies
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Ten Terrific Mind Mapping and Brainstorming Tools

Ten Terrific Mind Mapping and Brainstorming Tools | Effective MOOCs | Scoop.it

Via Steve Yuen
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Scooped by Vanessa Camilleri
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Mooc Definition from Financial Times Lexicon

mooc: Mooc is an acronym for “massive open online course”. It refers to a web-based class designed to support a ...
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Scooped by Vanessa Camilleri
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MOOCs will never replace traditional higher ed - Minnesota Daily

MOOCs will never replace traditional higher edMinnesota DailyThe concept of a MOOC predates the digital age.
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Rescooped by Vanessa Camilleri from Digital Delights - Avatars, Virtual Worlds, Gamification
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Infinite Thinking Machine 3.01 - Game On

The premiere of Season 3! Episode 3.01 is all about gaming in education. Call it "gamification" or "serious fun" or whatever else you like, we just know it's...

Via Ana Cristina Pratas
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Rescooped by Vanessa Camilleri from Quality and benchmarking in open learning, OER and UGC
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Social-learning-techs-2.jpg (1025x846 pixels)

Social-learning-techs-2.jpg (1025x846 pixels) | Effective MOOCs | Scoop.it

Via Ebba Ossiannilsson
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Rescooped by Vanessa Camilleri from Opening up education
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elearn Magazine: From MOOCs to Learning Analytics: Scratching the surface of the 'visual'

elearn Magazine: From MOOCs to Learning Analytics: Scratching the surface of the 'visual' | Effective MOOCs | Scoop.it
The visualization of big MOOC data enables us to see trends in student behaviors and activities around the globe, but what is it that we are not seeing?

Via Robert Schuwer
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Rescooped by Vanessa Camilleri from Opening up education
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Two years after the NYT’s ‘Year of the MOOC': how much do we actually know about them? | The Policy and Internet Blog

Two years after the NYT’s ‘Year of the MOOC': how much do we actually know about them? | The Policy and Internet Blog | Effective MOOCs | Scoop.it

Via Robert Schuwer
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Rescooped by Vanessa Camilleri from Massively MOOC
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Essay suggests that MOOCs are losing their original worthy goals | Inside Higher Ed

Essay suggests that MOOCs are losing their original worthy goals | Inside Higher Ed | Effective MOOCs | Scoop.it
RT @GWjaredwj: The Hijacking of MOOCs via @insidehighered #MOOC #OER http://t.co/HP0rKTS3La

Via Dr. Susan Bainbridge, Peter Mellow
Vanessa Camilleri's insight:

Can it be that MOOCs have reached the climax of the hype cycle and they are now on their descent. I think that after all the fact that they're free is not such a great incentive to continue and finish the course. 

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Rescooped by Vanessa Camilleri from Massively MOOC
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Marrying Into MOOCs -- Campus Technology

In a Q&A, the CIO of the University of Maryland discusses his school's involvement with Coursera, its institutional goals, and what it takes to create a MOOC.

Via Judy Schrape
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Judy Schrape's curator insight, March 22, 2013 1:14 AM

The article also talks about the effects MOOC thinking and flipped classroom are having on the way staff teach.

Rescooped by Vanessa Camilleri from Must-See Education Technology
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6 Steps To Becoming A Better Twitter User - Edudemic

6 Steps To Becoming A Better Twitter User - Edudemic | Effective MOOCs | Scoop.it
There are many ways teachers can leverage Twitter to enhance their PLN. But what are the best steps to becoming a better Twitter user?

Via Edudemic
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Edudemic's curator insight, February 4, 2013 5:05 PM

As I began to build my personal learning network (PLN) I didn’t know a hashtag from a MT. But I knew something exciting was happening for educators on Twitter. The road to a robust PLN begins with the signing up for Twitter – then the journey begins…

Rescooped by Vanessa Camilleri from serious fun - serious learning
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Video Games in the STEM Classroom

Video Games in the STEM Classroom | Effective MOOCs | Scoop.it
Is there anything quite so vilified as our students' love of video games? The slightly lame-sounding trope in the teachers lounge is, "If they'd just study and stop playing those games!

Via Maria Margarida Correia, Clare Atkins
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Rescooped by Vanessa Camilleri from MOOCs and Open Educational Resources
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Networked Student (VIDEO) by Wendy Drexler's students 2008 Connectivism course taught by Siemens & Downes

The Networked Student was inspired by CCK08, a Connectivism course offered by George Siemens and Stephen Downes during fall 2008. Referred to by with Yvonne Simon (Chief Learning Architect in I-Lab) – College for America @Southern New Hampshire University because it's happening this way there - and, to sustain this, they ask students to participate in the system design of the College for America (and improvement of the design)


Via R Hollingsworth
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Rescooped by Vanessa Camilleri from Emerging Learning Technologies
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Digital differences

Digital differences by Kathryn Zickuhr, Research Analyst, Pew Research Center’s Internet & American Life Project, Wichita State University, Elliott School of Commun...


Via Steve Yuen
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Rescooped by Vanessa Camilleri from Augmented Collective Intelligence
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Chorus: The digital assistant powered by people, not computers

So much work on augmented intelligence is about the technology. This approach appears to combine the social and technological aspects -- truly augmented collective intelligence. -- Howard

 

"Computer scientists are looking to improve on the performance of artificially intelligent personal assistants by devising a way to use the power of a human crowd to chat you instead. The system, known as Chorus, was designed by researchers at the University of Rochester to allow a number of users to act as a single agent that converses with a single end user in real time.

Chorus was made to try and deal with a couple of problems - the limited knowledge base of a single human user, and the often stilted conversational ability of AI that can leave you feeling like you would be better off talking to your dog.

The use of a multitude of human users means that everyone can suggest answers, providing a large pool of possible responses, with the crowd voting to reach a consensus about the best way to proceed."


Via Howard Rheingold
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For-Profit Higher Ed and the MOOC Opportunity | Inside Higher Ed

For-Profit Higher Ed and the MOOC Opportunity | Inside Higher Ed | Effective MOOCs | Scoop.it
For-Profit Higher Ed and the MOOC Opportunity | Inside Higher Ed http://t.co/DNSkyLJJ...
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How people are using online learning and crowdlearning to change education

By Jacques Coetzee, Memeburn Author and New York Times columnist Thomas Friedman has said that “big breakthroughs happen when what is suddenly possible meets what is desperately necessary.” Then it would be no surprise pointing out the exciting...
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