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Create, Innovate & Evaluate in Higher Education
All about Educational Innovation, new tools & trends, MOOCs in Higher Education
Curated by Alfredo Corell
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El curso “El diseño instruccional de los cursos abiertos on-line” es un hecho

El curso “El diseño instruccional de los cursos abiertos on-line” es un hecho | Create, Innovate & Evaluate in Higher Education | Scoop.it
Alfredo Corell's insight:

Desde el día 23 de marzo, durante una semana lectiva y otra de vacaciones, ha estado abierto el espacio del curso para que participantes y TA (Teaching Assistants) se ejerciten y se familiaricen con el entorno de la plataforma Open education. Para que se presenten, hagan comentarios y en general visiten las distintas páginas, affordances  y recursos que constituyen el espacio del curso en la plataforma

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Move over MOOCs – Collaborative MOOC 2.0 is coming

Move over MOOCs – Collaborative MOOC 2.0 is coming | Create, Innovate & Evaluate in Higher Education | Scoop.it

Massive open online courses – MOOCs – offered by top universities have expanded worldwide over the last three years, gaining students globally for courses designed in the United States and elsewhere and disseminated globally on platforms like Coursera, edX and the British-based FutureLearn.

Alfredo Corell's insight:

Many conventional MOOCs are developed and designed for Western teaching and learning experiences, says Auh, the lead project designer for MOOC 2.0. “But the general consensus here [among those working on MOOC 2.0] is that MOOCs education must be a collective effort from all parts of the world.” 

What is important, according to Auh, is that to avoid a “type of neo-colonialism”, receiving countries must collaborate in devising the MOOCs their students will study. 

“The stance of MOOC 2.0 is higher education should find ways to address the needs of those at the bottom of the pyramid while being sensitive to their culture,” Auh told University World News.

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Los MOOC en la crisis de la Educación Universitaria. Docencia, diseño y aprendizaje. Un modelo previsible (III)

Los MOOC en la crisis de la Educación Universitaria. Docencia, diseño y aprendizaje. Un modelo previsible (III) | Create, Innovate & Evaluate in Higher Education | Scoop.it

Via Miguel Zapata-Ros
Alfredo Corell's insight:

Esta es la tercera entrada de una serie que, como las anteriores, constituye una parte del capítulo 16, titulado  ”Un modelo previsible”, del libro de próxima publicación Los MOOC en la crisis de la Educación Universitaria. Docencia, diseño y aprendizaje:

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Miguel Zapata-Ros's curator insight, September 3, 2014 2:28 AM

"(...) 

Hay una línea de pensamiento sobre la universidad, sus funciones y su misión, que ha permanecido invariante desde sus inicios. Es la que satisface las expectativas de muchos profesores, gestores, de no pocos alumnos universitarios y de sus familias.

 

Hay unas fórmulas de educación que establecen el vínculo, sólo a través de los materiales con contenidos, entre destacados especialistas y los alumnos aventajados, que constituyen una minoría. Se hace con estos materiales organizados mediante explicaciones tipo conferencia a un auditorio masivo y con exámenes de pruebas objetivas. Según este pensamiento son las formulas correctas. Y para muchos las únicas, lo que no está contemplado en ellas no es educación.

 

Estas fórmulas siempre han asegurado el éxito y han dado satisfacciones a un modelo de profesor. Pero han dejado fuera una gran cantidad alumnos, y por ende de recursos humanos. Son los alumnos que están en la parte central de la Campana de Gauss. La sociedad no puede prescindir de esos recursos, y las situaciones personales de frustración tampoco están en el horizonte de bienestar que toda sociedad debe perseguir para sus miembros."

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Los MOOC en la crisis de la Educación Universitaria. Docencia, diseño y aprendizaje. Presentación.

Los MOOC en la crisis de la Educación Universitaria. Docencia, diseño y aprendizaje. Presentación. | Create, Innovate & Evaluate in Higher Education | Scoop.it

Esta entrada es el preprint de la introducción del libro Los MOOC en la crisis de la Educación Universitaria. Docencia, diseño y aprendizaje.


Via Miguel Zapata-Ros
Alfredo Corell's insight:

Adelanto de una nueva aportación del Prof. Miguel Zapata-Ros

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Miguel Zapata-Ros's curator insight, August 14, 2014 2:13 PM

Con esto no estamos diciendo que estos procesos sean inevitables. Según la teoría de Christensen (2012 y 2013) hay un núcleo extensible (la parte del sistema que no aumenta el costo con la extensión) y la parte no extensible, en la que el coste es función de la extensión (ahí es donde reside el valor propio del servicio o del negocio). En este trabajo hacemos énfasis en que se trata de determinar y de cuidar la parte de nuestro sistema que no es extensible, la que constituye el valor genuino. Y concluiremos afirmando que las instituciones tendrán que responder a esta supuesta democratización de la educación con una apuesta mayor. Eso significa incorporar eficiente y rigurosamente teorías pedagógicas que han estado probadas en otros entornos pero que deben desarrollarse y tienen mucho que decir, aunque sea distinto, en estos ámbitos.

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La pregunta de los MOOC | edu & tec

La pregunta de los MOOC | edu & tec | Create, Innovate & Evaluate in Higher Education | Scoop.it

Reflexion sobre los MOOC del formidable Jordi Adell. 

Jornadas JUTE 2014 - 15 y 16 de mayo en Toledo

Alfredo Corell's insight:

El otro día leí no se dónde [véase Addenda 1] que, si los MOOC son la repuesta, ¿cuál es la pregunta? Supongo que dependerá mucho que quién se hace dicha pregunta. Yo tengo la mía, naturalmente. Pero es un poco larga. De hecho, me costó casi dos horas explicarla en las JUTE 2014 (Jornadas Universitarias de Tecnología Educativa) celebradas en Toledo el 15 y 16 de mayo. Aquí está la presentación que utilicé, por si le sirve a alguien.


slideshare: https://www.slideshare.net/epdrntr/el-aprendizaje-en-los-mooc 

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The MOOC of One - One of the MOOC concept designer thoughts

The MOOC of One - One of the MOOC concept designer thoughts | Create, Innovate & Evaluate in Higher Education | Scoop.it
I want to talk about the MOOC of one. What I mean by that is I want to talk about the development of the MOOC or the Massive Open Online Course. I'm one of the people who designed the concept originally in 2008.
Alfredo Corell's insight:

"Even the MOOCs, the Massive Open Online Courses, that have followed the MOOCs that were developed by George Siemens and myself, the courses offered by Khan Academy, Coursera, Udacity, Udemy, and the rest are all based on the idea of some body of content.

Is being one being the same? That's kind of a hard question. It's not even clear what I mean when I ask that. Let's take doctors. Does being a doctor mean having exactly the same knowledge as every other doctor? No."
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Open Education | Open Education Europa

Open Education | Open Education Europa | Create, Innovate & Evaluate in Higher Education | Scoop.it
Alfredo Corell's insight:


The aim of this scoreboard is to highlight the huge potential that European institutions have in the world of MOOCs and to help visualize this potential by compiling the existing European-provided MOOCs and open courses available on different open websites. 

 

European MOOCs are those provided by European institutions, regardless of the platform that hosts them. Each and every MOOC provider was contacted individually to get the most comprehensive and up-to-date information available. Many of the MOOCs accounted for in the scoreboard are also listed in the MOOCs aggregator on this website. Efforts are underway to make the aggregator even more comprehensive and include every MOOC from the scoreboard.

 

The world of MOOCs is dynamic and growing, and Open Education Europa aims to be the leading online resource for open education innovation. Anyone with additional sources or updates is welcome to contribute to the MOOC scoreboard by contacting us.

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E-Learning in 2014: The Four "M" #trends

E-Learning in 2014: The Four "M" #trends | Create, Innovate & Evaluate in Higher Education | Scoop.it
This post is gonna party like it’s January 1, 2014 The new year is still so—well, new during the first month. It’s still trying to get its footing. Find a sense of purpose. Point the way. Tread the...
Alfredo Corell's insight:
1. Mobile compatibility2. Mo-mo-mo-more MOOCs3. Miniaturizing Content4. Microcredentials




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A student designs her own 3 year MOOC-MBA while driving a rural enterprise from Rwanda.

A student designs her own 3 year MOOC-MBA while driving a rural enterprise from Rwanda. | Create, Innovate & Evaluate in Higher Education | Scoop.it
One ambitious student's MOOC degree plan
Alfredo Corell's insight:

Laurie Pickard blog and courses: http://www.nopaymba.com/


She is learning a lot (from her experiences in her blog), but she is not getting accreditation of her completion.

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It was inevitable: a MOOC with a tuition fee

It was inevitable: a MOOC with a tuition fee | Create, Innovate & Evaluate in Higher Education | Scoop.it
New Big Data course offered by MIT will cost $495 to enroll. But that's still an incredible bargain.
Alfredo Corell's insight:

It was inevitable?

it was pretented on the long run?

is this supoused free eduation still a bargain?


Is this the MOOC's future?

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@Ignatia Webs: Tips for planning Your #MOOC, start MOOCing is that easy?

@Ignatia Webs: Tips for planning Your #MOOC, start MOOCing is that easy? | Create, Innovate & Evaluate in Higher Education | Scoop.it
Don't miss this slide deck! @Ignatia Webs: Tips for planning Your #MOOC #OEB13 http://t.co/9sBwhPgLxf
Alfredo Corell's insight:

Is it that easy to plan your own MOOC?

and start moocing?

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Online Education: More Than MOOCs - Inside Higher Ed

Online Education: More Than MOOCs - Inside Higher Ed | Create, Innovate & Evaluate in Higher Education | Scoop.it
Online Education: More Than MOOCs Inside Higher Ed "Online Education: More Than MOOCs" is a collection of news articles and opinion essays -- in print-on-demand format -- about the many forms of online learning that continue to develop outside the...
Alfredo Corell's insight:

"More than one-third of all college students are taking at least one online course, according to the Babson Survey

Research Group’s most recent Survey of Online Learning. That’s more than 6.7 million students. And those students are

taking courses that have been tested by years of experience and that have been reviewed as part of regular accreditation

reviews of colleges. Some students are entirely online, while others are traditional students, enrolled at physical campuses,

but taking some of their education online."

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DONALD CLARK: Taxonomy of 8 Types of MOOC

DONALD CLARK: Taxonomy of 8 Types of MOOC | Create, Innovate & Evaluate in Higher Education | Scoop.it
What are MOOCs? “The future is already here, it’s just not very evenly distributed” said William Gibson, that is certainly true of MOOCs. We have MOOC mania but ‘all MOOCs are not created equal’ an...
Alfredo Corell's insight:

A proposal of MOOC's classification: you could find out that a give course could be simultaneousely in a couple of types.

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How ‘Elite’ Universities Are Using Online Education

How ‘Elite’ Universities Are Using Online Education | Create, Innovate & Evaluate in Higher Education | Scoop.it
Privileged institutions have accepted that they, too, will be transformed by the web. But what will that look like?

Via John Shank
Alfredo Corell's insight:

So how exactly does online education figure into the future of elite higher education? Judging by what we’ve seen so far, the answer can be divided into three parts:


1. Free online courses for everyone.

2. Paid online courses for professional graduate programs.

3. Online components in face-to-face undergraduate courses. 

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Why MOOCs are Failing the People They're Supposed to Help

Why MOOCs are Failing the People They're Supposed to Help | Create, Innovate & Evaluate in Higher Education | Scoop.it
MOOCs and online education are a technology with potentially revolutionary implications—but without a precise plan for realizing that potential.
Alfredo Corell's insight:

In 2012, Stanford president John Hennessy pronounced that the MOOC was going to be “transformative to education.” But, he added, “We don’t really understand how yet.” Two years later, the landscape remains much the same:MOOCs are a technology with potentially revolutionary implications for education, but without a precise plan for realizing that potential. One way of getting there could be for the leaders of the MOOC movement to look more closely at old methods, from when education was less massive, less open, and entirely offline.

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4 cursos gratuitos para educadores que inician su labor docente

4 cursos gratuitos para educadores que inician su labor docente | Create, Innovate & Evaluate in Higher Education | Scoop.it
En nuestra lista de cursos gratuitos para este mes, hemos compartido 10 propuestas en formación online para educadores, teniendo en cuenta diferentes niveles y necesidades.
Alfredo Corell's insight:
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Peer Grading in a MOOC: Reliability, Validity, and Perceived Effects

Peer Grading in a MOOC: Reliability, Validity, and Perceived Effects | Create, Innovate & Evaluate in Higher Education | Scoop.it
Volume, Issue - Date: 
 Volume 18, Issue 2 - July 2014
Author(s): 
 Heng Luo, John A. Dutton E-Education Institute, Pennsylvania State University
 Anthony C. Robinson, Pennsylvania State University
 Jae-Young Park, Pennsylvania State University
Alfredo Corell's insight:

download pdf: http://onlinelearningconsortium.org/sites/default/files/429-2286-1-LE.pdf 


Abstract

Peer grading offers a scalable and sustainable way of providing assessment and feedback to a massive student population. However, currently there is little empirical evidence to support the credentials of peer grading as a learning assessment method in the MOOC context. To address this research need, this study examined 1,825 peer grading assignments collected from a Coursera MOOC with the purpose of investigating the reliability and validity of peer grading, as well as its perceived effects on students’ MOOC learning experience. The empirical findings provide evidence that the aggregate of student graders can provide peer grading scores fairly consistent and highly similar to instructor grading scores. Student survey responses also indicate peer grading activities to be well received by a majority of MOOC students, who believe it was fair, useful, beneficial, and would recommend it to be included in future MOOC offerings. Based on the empirical results, this study concludes with a set of principles for designing and implementing peer grading activities in the MOOC context.

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Moving Forward without a Backward Glance: MOOCs and Technological Innovations

Moving Forward without a Backward Glance: MOOCs and Technological Innovations | Create, Innovate & Evaluate in Higher Education | Scoop.it
In a recent commentary on the rock star Sting's dipping back into his childhood to revitalize his song writing, David Brooks said: "how important it is to ground future vision in historical conscio...
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10 Big Education Stories You Should Know About

10 Big Education Stories You Should Know About | Create, Innovate & Evaluate in Higher Education | Scoop.it
Here are our picks for the must-read education stories of the past few days. You can see all these stories, some witty remarks, and more over at Learn Egg. Enjoy!
The post 10 Big Education Stories You Should Know About appeared first on Edudemic.
Alfredo Corell's insight:
Where are Educators in the Edtech Revolution?

Why veteran teachers are every bit as ‘lean’ and ‘agile’ as the whippersnappers.

Digital Badges Need Mass to Matter

The next iteration of badges will need to be more than just pretty buttons.

No More MOOCs: Pay Attention to Beyonce

The beauty of personalized, passion-based learning.

What Does The Google Investment in Renaissance Learning Mean?

Personalized learning paths are rapidly becoming a reality – and the big guys will play a key role in innovation.

5 Tips for Classroom Management With Mobile Devices

Do you know how to lock down your classroom iPad?

Despite Low Completion Rates, Harvard And MIT Say MOOCs Work

Did you walk away before it was over?

Writing a digital school strategy

Don’t throw money at EdTech. Plan it.

Ten reasons why handheld devices should be banned for children under the age of 12

There’s research and everything.

Eliminate Tech from the Education Discussion

When will we reach a point where we will discuss Education, teaching and learning without having to debate technology?

Snooping professor or friendly don? The ethics of university learning analytics

Could education data be used in ways undesirable to students?

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Online learning is 'the blackboard of the future' - The Independent

Online learning is 'the blackboard of the future' - The Independent | Create, Innovate & Evaluate in Higher Education | Scoop.it
The Independent Online learning is 'the blackboard of the future' The Independent Children in nurseries will soon be learning through Moocs (Massive Open Online Courses) as the internet revolution changes the face of learning, according to the man...
Alfredo Corell's insight:

Today's two- and three-year-olds have been born with keyboards "pinned to their fingers", Dr Anant Agarwal, from the Massachusetts Institute of Technology, insists. As a result, it makes sense to utilise the skills they had acquired and give them a basic start to literacy and numeracy through computer games in the kindergarten or nursery schools.

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4 Lessons We Can Learn from the "Failure" of MOOCs

4 Lessons We Can Learn from the "Failure" of MOOCs | Create, Innovate & Evaluate in Higher Education | Scoop.it
Recently NPR did a story that had the general title The Online Education Revolution Drifts Off Course. And yet the article was focused solely on MOOCs (massive open online courses).
Alfredo Corell's insight:

A pessimistic view of the MOOC era.

Some analysts nowadays think that MOOC revolution is over.


More thoughts about MOOCs evolution:

  1. Beyond the Hype: Have MOOCs Missed The Mark?:  http://www.edudemic.com/moocs-hype-update/ 
  2. MOOCs as Disruptive Innovation?:  http://www.edutopia.org/groups/community-bulletin-board/695501
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MOOCs in 2013: Breaking Down the Numbers

MOOCs in 2013: Breaking Down the Numbers | Create, Innovate & Evaluate in Higher Education | Scoop.it
In November 2011 I was taking one of the first MOOCs from Stanford. At that time, many new MOOCs were being announced and I started Class Central as a way to keep track of them and figure out what I should take next.
Alfredo Corell's insight:

The number of courses offered has grown from about 100 MOOCs in 2012 to almost 700 starting in 2013, with an average of nearly two new MOOCs starting every day. More than 1200 courses have been announced so far. 


2013 MOOCs numbers: providers, trends, languages, subjects, etc... by Class Central

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MOOC Fad is Over: Long live Synchronous Online Learning

MOOC Fad is Over: Long live Synchronous Online Learning | Create, Innovate & Evaluate in Higher Education | Scoop.it
Like with so many fads, MOOC's are coming under intense scrutiny. New research by MOOC Research and funded by the Gates Foundation shows mooc fad is over. (New post: The Fad of MOOC's is over: Synchronous online learning comes forward.
Alfredo Corell's insight:

Is this the begining of the end?

Is this the end of the trend?

Some universities are planning their future MOOCs while others consider them as a past and useless tool?

 

On the other hand, the title of this assay could be misleading: what about the good quality offered asynchronous online learning courses? why the reflexion is that after MOOC online education should be only "synchronous"???? On my opinion, one of the most powerful characteristics of online education is the point of 

asynchronicity.

 

More thoughts about the possible ends of MOOCs at the Whashington Post: http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/12/12/are-moocs-already-over/

 

the post-MOOC-hype landscape: what’s REALLY next?: http://theory.cribchronicles.com/2013/12/10/the-post-mooc-hype-landscape-whats-really-next/

 

 

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Define 'MOOC' - Huffington Post

Define 'MOOC' - Huffington Post | Create, Innovate & Evaluate in Higher Education | Scoop.it
Define 'MOOC'
Huffington Post
And since I'm writing a title for the same book series on massive open online courses, I've been trying to similarly define MOOC in a way that would clarify what should be covered by that term and what shouldn't.
Alfredo Corell's insight:

"So if all of our empirical attempts to define a MOOC are ending up in contradiction or absurdity, perhaps we should embrace a definition that puts purposeful educational research and experimentation at the heart of the MOOC project and then take a look at who gets to be (or stay) in the club and who has not yet paid the entrance fee." by Jonathan Haber

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Se pueden hacer MOOCs como churros?: Mi postura es NO: Siete pasos para crear un MOOC de calidad.

Se pueden hacer MOOCs como churros?: Mi postura es NO: Siete pasos para crear un MOOC de calidad. | Create, Innovate & Evaluate in Higher Education | Scoop.it
Seguramente, a estas alturas, ya conoces qué es un MOOC (si no, mira este enlace), o incluso participas en alguno. Pero es posible que, además, te hayas planteado crear tu propio curso masivo. Si es tu caso, este post es para ti.
Alfredo Corell's insight:

Observatorio MOOC propone una quizás excesivamente simple regla de 7 pasos para crear un MOOC de calidad.

 

Para realmente proponer un MOOC de calidad no tienes que elegir ninguna materia (paso 1) ni buscar un equipo de calidad (paso 2) ni crear un buen programa (paso 3). Realmente, si eres experto en ese campo... estos 3 pasos ya están dados. 

 

No se puede pretender crear MOOCs de calidad como churros.

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María Dolores Díaz Noguera's curator insight, December 8, 2013 8:03 AM

Estupendo.

melpece's curator insight, April 29, 2014 8:38 PM

Plantearse crear un MOOC propio.