Before Intel giant McAfee revamped its new-hire orientation, it was over 80 hours long and consisted of roughly 40 hours of pre-work, 5 days of on-site training, and a “robust” syllabus of post-work, meant to be completed at home.
"Discussions abound about how to properly differentiate formal and informal learning. To make things even more complicated, some throw in the notion of non-formal learning as a further refinement. On the one hand, the distinction has been made loosely to differentiate between learning in schools (formal) and all the other learning (informal). As long as you don't think to deeply, this works. However, now that some want to start theorizing about informal learning (workplace learning, professional learning, ...) and environments are claimed to be developed for it (such as MOOCs), too loose a definition won't do anymore. I will make a suggestion here for a sharp distinction that is simple to apply yet allows us to continue most of the conversations about formal and informal learning that we have engaged in."
Hybrid Pedagogy is an academic and networked journal of teaching and technology that combines the strands of critical and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education.
"MOOCs, regardless of underlying ideology, are essentially a platform. Numerous opportunities exist for the development of an ecosystem for specialized functionality in the same way that Facebook, iTunes, and Twitter created an ecosystem for app innovation."
Distance Education Pioneer Pursues North American Marketplace with Free Course Offerings.
Armidale, Australia – November 1, 2012 – The University of New England (UNE) in Australia, a leader in online learning and distance education, announced that it will begin researching and pursuing North American partnerships for the deployment of free courses and highly scalable MOOCs. To accelerate the effort, UNE will send representatives to Educause 2012 in Denver, Colorado next week to conduct discussions with interested organizations.
UNE has already developed three significant offerings:
Open pathways programs for underserved and struggling students,Free courses designed to attract students to degree and certificate programs,Low cost MOOCs that remove barriers for students to pursue a master’s degree.
For many, the point of doing a MOOC isn’t to get a university credit in the first place (water’s fine, thank you). For others, the argument is that a MOOC credit, if it comes from an elite institution, is better than a formal qualification from a middle ranking institution, in that it is more likely to impress an employer. This of course is a hypothesis that has yet to be tested, a least on a significantly large scale. But for many current MOOC learners, getting credit from conventional institutions for their MOOC study is irrelevant.
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