How to MOOC: design and participation
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How to MOOC: design and participation
How does one set up a large-scale online course, and what are the strategies of the participants?
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Coursera's Online Insight: Short Classes Are Education's Future

Coursera's Online Insight: Short Classes Are Education's Future | How to MOOC: design and participation | Scoop.it

Coursera's co-founder, Andrew Ng, argues that most college-level classes don't need to run 12 weeks. In many cases, shorter is better. ... Coursera’s average student age is about 30, which means a big percentage of its user base consists of people with full-time jobs, who are trying to carve out a little personal time in the evenings or weekends to take a class. For such people, the longer that a class is scheduled, the more likely their initial good intentions are likely to be overwhelmed by unexpected personal obligations.

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Michael W. Allen

Michael W. Allen | How to MOOC: design and participation | Scoop.it
An interview with Michael W. Allen, CEO and Chairman, Allen Interactions Mendota Heights, Minnesota

 

SAM is much more practical and less tedious. It's more natural, too, in that it encourages experimentation, changes, and new ideas as you go along, rather than trying to lock in designs and content as early as possible. Successive approximation recognizes, first of all, that no project is going to be perfect. It also recognizes that your best ideas are going to come late in the process, which used to upset everybody.

A big contrast between ADDIE and SAM is that ADDIE asks the difficult question, "What should we do?" While SAM asks the easier question, "Why shouldn't we do this?" And it's this latter question that helps people get creative and specific at the same time.

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How This Course Works ~ MOOC

MOOC.ca: Stephen Downes explains to the participants how the PLENK2010 course will work: Aggregate, remix, repurpose, feed forward

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How Collaborative Learning Works in Closed Online Courses vs. MOOCs

How Collaborative Learning Works in Closed Online Courses vs. MOOCs | How to MOOC: design and participation | Scoop.it
In this post I explore how collaborative learning works in two types of online courses—one in the all-familiar massive, open and online course, MOOCs, and the other a closed, fee-based course, COLC, which is the acronym I’m using to label a closed, online, for-credit learning, course. There are hundreds of COLCs available from virtually all higher education institutions within the U.S. Visit any higher education institution’s website (Ivy schools excluded) and search for online learning. Following are just a few examples of schools and the availability of COLCs—University of Central Florida, Arizona State University, Michigan State University, University of Delaware, and Penn State University.
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40 Tips for running an Open Online Course or MOOC from those who have experienced them

40 Tips for running an Open Online Course or MOOC from those who have experienced them | How to MOOC: design and participation | Scoop.it
To coincide with the announcement of a new Learning Design MOOC (now confirmed as starting in January 2013) some of those registering have been invited to tell us about their previous experiences o...
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How to Fuel Students’ Learning Through Their Interests | MindShift

How to Fuel Students’ Learning Through Their Interests | MindShift | How to MOOC: design and participation | Scoop.it
For David Preston, the term “open source learning” -- a variation on inquiry learning or passion-based learning --  is about helping students choose thei
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The Most Thorough Description (to date) of University Experience with MOOC -

The Most Thorough Description (to date) of University Experience with MOOC - | How to MOOC: design and participation | Scoop.it

A recap of a report from Duke University on their first MOOC, Bioelectricity: A Quantitative Approach, delivered through Coursera.

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Brainstorm in Progress: MOOCs: Why Do We Need Instructional Design?

Brainstorm in Progress: MOOCs: Why Do We Need Instructional Design? | How to MOOC: design and participation | Scoop.it

Siemens says that it is difficult to take all of this and try to build some mechanistic formula for creating learning experiences. This paper will introduce a new rubric of connectivist learning theory as applied to instructional design in order to examine and explain how successful learning takes place in MOOCs.

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Analyzing institutes online presence for increased competitiveness

Analyzing institutes online presence for increased competitiveness | How to MOOC: design and participation | Scoop.it

During the last few weeks I was asked to see where my current institute was in terms of innovation, digital identity, online visibility... and more of those knowledge age connected characteristics. This lead me to set up a presentation with some options to find out where your institute or organization is placed among its competitors or partners. Where is your institute at? Mine is now working on a strategy to enhance its visibility and online presence based on the results ... exiting and fun stuff!

Sara Roegiers's insight:

A presentation by Ignatia De Waard: An institution's online presence, reputation and identity become crucial in attracting the crowds to online courses.

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Feminist professors create an alternative to MOOCs | Inside Higher Ed

Feminist professors create an alternative to MOOCs | Inside Higher Ed | How to MOOC: design and participation | Scoop.it

The DOCC aims to challenge MOOC thinking about the role of the instructor, about the role of money, about hierarchy, about the value of "massive," and many other things. The first DOCC will be offered for credit at 17 colleges this coming semester, as well in a more MOOC-style approach in which videos and materials are available online for anyone.

"We're not saying bad bad MOOCs, but we're asking how else we might innovate," said Anne Balsamo, co-facilitator of the DOCC and dean of the School of Media Studies at the New School.

"A DOCC is different from a MOOC in that it doesn't deliver a centralized singular syllabus to all the participants. Rather it organizes around a central topic," Balsamo said. "It recognizes that, based on deep feminist pedagogical commitments, expertise is distributed throughout all the participants in a learning activity," and does not just reside with one or two individuals.



Read more: http://www.insidehighered.com/news/2013/08/19/feminist-professors-create-alternative-moocs#ixzz2eWROLolS ;
Inside Higher Ed 

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Through the Open Door: Open Courses as Research, Learning, and Engagement (EDUCAUSE Review) | EDUCAUSE.edu

Through the Open Door: Open Courses as Research, Learning, and Engagement (EDUCAUSE Review) | EDUCAUSE.edu | How to MOOC: design and participation | Scoop.it
EDUCAUSE Review Online
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The corridor of uncertainty: Organizing freedom

The corridor of uncertainty: Organizing freedom | How to MOOC: design and participation | Scoop.it

One of my favourite songs by Björk has a great line: "I thought I could organize freedom, how Scandinavian of me." Although massive open online courses are not very Scandinavian the folly of trying to organize freedom comes to mind when considering the criticism that MOOCs are facing from many quarters.

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Learning through blogging as part of a connectivist MOOC | Sue Waters Blog

How you learn through blogging

It’s an easy trap to focus too much on publishing posts while failing to appreciate that reading other people’s posts and commenting on posts are a very important part of the learning process as a blogger.

Blogging is a constant cycle of:

EvaluateReviewReflectRevise

The idea of reflective blogging is you’re evaluating, reviewing, reflecting, revising while reading other people’s posts, commenting on their posts, writing  your own posts and commenting back on comments made by others on your own blog.

By following this process you’re learning at a deeper level and differently from how you’ve learnt previously; and you’re doing it as part of a community.

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Learning in the Open: Networked Student Identities | theory.cribchronicles.com

Learning in the Open: Networked Student Identities | theory.cribchronicles.com | How to MOOC: design and participation | Scoop.it
As students in conventional academic settings extend their learning into participatory networked environments, what benefits and conflicts do they encounter?
Sara Roegiers's insight:

On "visibility" for participant in open courses

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Facilitating a Massive Open Online Course

In this (nearly 2 hour online) talk Stephen Downes, one of the originators of the Massive Open Online Course (MOOC) format, described the organization and manag
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