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On OER and College Bookstores | E-Learning-Incl...

On OER and College Bookstores | E-Learning-Incl... | Social Learning - MOOC - OER | Scoop.it
Occasionally an initial concern for institutions considering a major OER initiative is, "What will happen to the revenue the college has traditionally received from the bookstore?" In 2011, NACS (t...
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4 Ways Teachers Can Encourage Online Interaction

4 Ways Teachers Can Encourage Online Interaction | Social Learning - MOOC - OER | Scoop.it
Starting with correspondence courses and ending up with the apparition of MOOCs, education tried to bring closer students from all around the world.
The post 4 Ways Teachers Can Encourage Online Interaction appeared first on Edudemic.
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What I Learned by Flipping the MOOC « The Berkeley Blog

What I Learned by Flipping the MOOC « The Berkeley Blog | Social Learning - MOOC - OER | Scoop.it
Two of the hot topics in education in the last few years have been Massive Open Online Courses (MOOC's) and the flipped classroom. I've been experimenting with both of them. What I've learned (besides being able to use ...
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Why massive open online courses (still) matter

2013 was a year of hype for MOOCs (massive open online courses). Great big numbers and great big hopes were followed by some disappointing first results. But the head of edX, Anant Agarwal, makes the case that MOOCs still matter -- as a way to share high-level learning widely and supplement (but perhaps not replace) traditional classrooms. Agarwal shares his vision of blended learning, where teachers create the ideal learning experience for 21st century students.
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The Career-Boosting Benefits of Lifelong Learning

The Career-Boosting Benefits of Lifelong Learning | Social Learning - MOOC - OER | Scoop.it

ob search got you down? Stuck in a dead-end position? Maybe it's time to learn something new.

 

There is a skills gap in the marketplace. In a 2013 study, only 15% of hiring managers said nearly all or most job seekers had the skills and traits their companies look for. There's no better way to make yourself more attractive to a potential employer than to master something new.

Learning a new skill does't always mean going back to school and racking up debt. If you've been out of school for a while, you might be surprised to learn that there are hundreds of online and offline learning platforms to help you figure out your next career move.

 

Lynda, Dash, Thinkful, Coursera and Udemy are helpful resources. All offer competitively priced online learning for a fraction of the cost of attending a traditional university. Better yet, students who take all or part of these types of courses online perform better, on average, than those taking the same courses through traditional face-to-face instruction.

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Online education platform Coursera blocks students in Syria and Iran

Online education platform Coursera blocks students in Syria and Iran | Social Learning - MOOC - OER | Scoop.it

Coursera has released a statement explaining the blocks on which Wamda reported here, stating that it has reinstated acess in Syria.

"Under [US export control regulations], certain aspects of Coursera's course offerings are considered services and are therefore subject to restrictions in sanctioned countries, with the exception of Syria," the statement says.

 

Since learning about an exception to these regulations from the US State Department, "which authorizes certain services in support of nongovernmental organizations' activities in Syria, particularly as they pertain to increasing access to education," Coursera has restored full access to students in Syria.

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Personalize Learning: 10 Trends for Personalized Learning in 2014

Personalize Learning: 10 Trends for Personalized Learning in 2014 | Social Learning - MOOC - OER | Scoop.it

2014 is the year for Personalized Learning to take center stage in national and international discussions. The buzz is out. Yet, the information around personalized learning is still confusing. This new year will be the year that defines the term where we focus on the learner first. The Top 10 Trends for Personalized Learning in 2014 are that more educators will:


- See more at: http://www.personalizelearning.com/2014/01/10-trends-for-personalized-learning-in.html#sthash.jva34Ryy.dpuf

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Stanford Economist: Elite Colleges Should Not Give Credit for MOOCs

Stanford Economist: Elite Colleges Should Not Give Credit for MOOCs | Social Learning - MOOC - OER | Scoop.it

If highly selective colleges begin awarding credit to students who pass massive open online courses created by their faculty members, the institutions could undermine their ability to invest in promising students, according to an analysis by a well-known Stanford University economist.

 

Caroline M. Hoxby rose to prominence with her research into helping talented, low-income high-school students make better decisions about where to apply to college. In a new working paper published online by the National Bureau of Economic Research, Ms. Hoxby takes on the subject of MOOCs and what they could mean for colleges.

 

Her conclusions—that MOOCs provide a more suitable substitute for certain nonselective-college programs than for selective ones—are not necessarily as intriguing as her analysis, which frames the issue in economic terms.

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MOOCagogy: Assessment, Networked Learning, and the Meta-MOOC - Hybrid Pedagogy

MOOCagogy: Assessment, Networked Learning, and the Meta-MOOC - Hybrid Pedagogy | Social Learning - MOOC - OER | Scoop.it

Instruction does not equate to learning. This is the fundamental fly in the ointment of instructional design, and the epistemological failing of learning management systems and most MOOC platforms. Learning, unfortunately, is something no instruction has ever quite put its finger on, and something that no methodology or approach can guarantee. Instead, pedagogical praxis creates roads along which learning may take place (along with plenty of other experiences); and assessment is merely a system of checkpoints along the way to evaluate how well the road, the vehicle, and the driver are cooperating. In other words, assessment doesn’t measure learning. Assessment measures the design of the instruction.

According to old systems of instruction, massive open online courses are no different from other forms of online learning (which are no different from correspondence courses). They are click-to-read-the-next-lesson environments that guide readers/students down a specific path where information (in the guise of learning material) has been contained so that it may be mastered. Learning is meant to happen in coordinated steps, and as long as preconceived outcomes appear to be met, it’s a supposed win-win for students and teachers.

 
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Udacity founder: MOOCs can help the economy, even if they can't replace college

Udacity founder: MOOCs can help the economy, even if they can't replace college | Social Learning - MOOC - OER | Scoop.it

Udacity Founder and CEO — and famed inventor of self-driving cars and wearable technologies at Google — came on the Structure Show podcast this week to talk about the promise, limitations and future of online education. Here’s what he had to say.

 

Sebastian Thrun was instrumental in building Google’s self-driving car and Glass projects, and helped launch the company’s Google X wing to spearhead “moonshot” projects like Project Loon. But, as he explained on this week’s Structure Show podcast, Thrun’s latest endeavor, online-education startup Udacity, might have an even bigger impact on the world than his futuristic technologies.

 
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Government is considering using MOOCs in classrooms, says Gove (Wired UK)

Government is considering using MOOCs in classrooms, says Gove (Wired UK) | Social Learning - MOOC - OER | Scoop.it
Massive open online courses, known as MOOCs, could soon be used to augment the depth and variety of the curriculum taught in British schools, said education secretary Michael Gove speaking at the BETT conference in London today
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World’s first Community Journalism MOOC | Centre for Community Journalism

World’s first Community Journalism MOOC | Centre for Community Journalism | Social Learning - MOOC - OER | Scoop.it

Cardiff University will offer a five week MOOC through FutureLearn (starting April 14) delivered by the Centre for Community Journalism part of the School of Journalism, Media and Cultural Studies. The course is led by Professor Richard Sambrook, Director of the Centre for Journalism, the top ranking centre for postgraduate vocational training in the UK. Professor Sambrook is a former Director of Global News at the BBC and will be joined by other expert media industry commentators and practitioners as well as fellow Cardiff academics.

 

FutureLearn is the first UK-led provider of massive open online courses (MOOCs), Community Journalism is one of the new courses to be added to its free, web-based offering.

 

The MOOC is aimed at people interested in creating their own community news service as well as those wishing to study this new media sector. It provides an overview of both emerging theory and of practical skills, ranging from digital publishing and community building to more traditional core journalism techniques.

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The corridor of uncertainty: Bursting the MOOC bubble

The corridor of uncertainty: Bursting the MOOC bubble | Social Learning - MOOC - OER | Scoop.it

After a couple of years basking in the spotlight the tide seems to have turned in MOOCland and we seem to be heading for the dreaded trough of disillusionment (now that's what I call a metaphor-rich opening!).

Diana Laurillard, Five myths about Moocs, bursts some of the inflated claims made about MOOCs in recent months. The main point is that education is not mass production. MOOCs offer a well-designed content package for self-study but providing thousands of students with qualified guidance and facilitation simply does not scale. Many MOOC providers are experimenting with peer learning, encouraging participants to give feedback to each other and assess each other's work. While it is true that more experienced students are able to provide competent peer review and assessment, this is not true of inexperienced learners unused to both higher education and the online environment. Students are not as self-sufficient as we sometimes imagine. In reply to this it could be argued that many undergraduate campus courses are not so good at providing qualified feedback and face-to-face tuition. All higher education requires the student to be highly self-sufficient and success depends very much on developing good peer networks for discussion and feedback. MOOCs of course take this self-sufficiency to an extreme. However as the focus in education moves towards learning how to learn I believe we will certainly see future generations becoming more self-sufficient and better at peer learning. We aren't there yet but that movement has already started.

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How To Create Dynamic Learning Environments Using Gamification

How To Create Dynamic Learning Environments Using Gamification | Social Learning - MOOC - OER | Scoop.it
Gamification can enhance learning in college-level coursework. Using characteristic elements that play a significant role in gameplay can create a more dynamic learning environment where students more fully understand targeted concepts.
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Harvard U. Will Offer Exclusive MOOCs to Alumni

Harvard U. Will Offer Exclusive MOOCs to Alumni | Social Learning - MOOC - OER | Scoop.it
Todas las actividades online de Harvard se llamarán MOOC a partir de ahora http://t.co/XWjW6s1j7p
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What’s next for MOOCs? | TED Blog

What’s next for MOOCs? | TED Blog | Social Learning - MOOC - OER | Scoop.it

“Questions Worth Asking” is a new editorial series from TED in which we’ll pose thorny questions to those with a thoughtful, relevant (or irrelevant but still interesting) take. This week: “What’s next for MOOCs?”, those online courses that have thrown a techno-bomb at traditional higher education. Here, a primer to catch you up if you’ve somehow managed to miss catching MOOC madness:

“MOOC,” or Massive Online Open Course, refers to a large

 

online class open to an unlimited number of people. Dave Cormier from the University of Prince Edward Island in Charlottetown, Canada and Bryan Alexander from the National Institute for Technology in Liberal Education in Georgetown, Texas, are credited with coining the phrase in 2008. The first known MOOC was “Connectivism and Connective Knowledge,” taught by Stephen Downes and George Siemens in partnership with the University of Manitoba in Canada.

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Millennials Speak Out: We Don’t Need Classrooms to Learn

Millennials Speak Out: We Don’t Need Classrooms to Learn | Social Learning - MOOC - OER | Scoop.it

Many college kids in America feel they don't need to be inside a classroom to get an education. For them, virtual education is the wave of the future.


A recent survey by Millennial Branding, a Gen Y research and consulting firm, and Internships.com brought this to light.

 

Out of the 1,345 millennials surveyed, only half felt they needed to actually be inside a classroom to get an education. Thirty-nine percent of students said virtual education is what's next for colleges, and 19 percent think that in the future, students will engage with classrooms via social media.

 

So is all this just about laziness, or is this really the way education is headed?

 

Well, as we know from the growth of MOOCs, online education is not something that should be readily dismissed. Even Secretary of Education Arne Duncan is a fan. He said a few weeks ago that he is, "very, very, very interested in MOOCs."

 
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Adventures in MOOC Demographics

Adventures in MOOC Demographics | Social Learning - MOOC - OER | Scoop.it

A new study released earlier this month is challenging our assumptions about MOOC users.

 

Late last year, the University of Pennsylvania released a study looking at the demographics of students taking its courses on Coursera. The students were older, disproportionately male, and better educated than the public at large, and MOOC critics swiftly concluded that online ed was catering to the elite rather than expanding educational opportunity.

 

Well, not so fast. EdX, Harvard’s and MIT’s nonprofit MOOC venture, released a similar profile of its user base last week, with markedly different results. At Penn, for example, just under 80 percent of all students had at least a bachelor’s degree. At edX, by contrast, that number was only 66; 33 percent had only a high school diploma. At Penn, 41 percent of students were female, compared to only 29 percent at EdX. And although men with college degrees above 26 years old are still edX’s most common users, only one in three actually fits that description. The two groups had similarities as well, the data show clear differences between the two institutions.

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A Federated Approach Could Make OER More Numerous, Findable, and Attributable

A Federated Approach Could Make OER More Numerous,  Findable, and Attributable | Social Learning - MOOC - OER | Scoop.it

For as long as I have been involved in the Open Education Resources community there’s always been that moment in a conversation where someone comes up with the “brilliant” idea of building a central OER repository to solve the OER “findability problem”. I usually bite my tongue until it bleeds at that point and do math problems in my head to avoid saying something rude.

 

The repository approach to OER gets findability exactly backwards. Imagine you wanted to make a certain genre of novels more findable; say, science fiction novels dealing with interstellar trade. You have a meeting with fellow authors, who tell you that they always bump into potential readers who say they would love to read more sci-fi novels about interstellar trade, but they can never find any good ones at the online bookstores they frequent. There’s one author available at this store, another at this one. None of the 28 stores seems to have everything. You have at this point two strategies available to you:

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3 Skills to Improve Before Applying for MOOC

3 Skills to Improve Before Applying for MOOC | Social Learning - MOOC - OER | Scoop.it

Online coursework is becoming more and more popular, and there are a number of colleges that offer free classes. Even popular and well known schools like MIT offer most of their coursework online for free, for people to do in their spare time. Here are the top 3 skills to improve before applying for MOOC (Massive Open Online Course).

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MOOCs and Microlearning: How They Work Together

MOOCs and Microlearning: How They Work Together | Social Learning - MOOC - OER | Scoop.it
Whether you label them buzzwords or trends, both MOOCs and microlearning have changed and shaped the way the average person sees education.
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MIT and Harvard release working papers on open online courses - MIT News Office

MIT and Harvard release working papers on open online courses - MIT News Office | Social Learning - MOOC - OER | Scoop.it

MIT and Harvard University today announced the release of a series ofworking papers based on 17 online courses offered on the edX platform. Run in 2012 and 2013, the courses analyzed drew upon diverse topics — from ancient Greek poetry to electromagnetism — and an array of disciplines, from public health to engineering to law.

The working paper series features detailed reports about individual courses; these reports reveal differences and commonalities among massive open online courses (MOOCs). In the coming weeks, data sets and interactive visualization tools will also be made available.

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EdX enrollment data shows online learners are more browsers than finishers

EdX enrollment data shows online learners are more browsers than finishers | Social Learning - MOOC - OER | Scoop.it

Online course participants are more likely to browse lesson material than stick around to earn a completion certificate, according to a report examining enrollment and usage data from edX, an online learning platform jointly launched by Harvard University and the Massachusetts Institute of Technology (MIT) in the fall of 2012.

 

Of the 841,687 people who registered for classes on edX during its first year, 469,702 saw less than half of the course content. An additional 35,937 viewed at least half or more of the course material. And 43,196 people engaged the material enough to earn a completion certification. The remaining 292,852 registrants never accessed the content, said the report, which was released Tuesday.

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Penn State MOOC strives for sustainability | Penn State University

Penn State MOOC strives for sustainability | Penn State University | Social Learning - MOOC - OER | Scoop.it

Whether people admit it or not, the way the world uses energy is unsustainable: Energy demand keeps going up as fossil fuel reserves go down, and science is racing to find an answer. Penn State’s latest MOOC — Energy, the Environment and Our Future — is exploring some of the proposed solutions by delving into the science behind energy alternatives such as solar and wind power.

 

Instructing the course, which began Jan. 6 and will run through March 3, is Richard Alley, a Penn State researcher and professor well known for his research on ice cores and what they can tell us about how climate has changed in the past. The MOOC will expand on material covered in a PBS series Alley hosted in 2011 called "Earth: The Operators’ Manual." SethBlumsack, an associate professor of energy policy at Penn State, will also be contributing to instructing the course.


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105 MOOCs starting in Feb 2014 - EdTechReview™ (ETR)

105 MOOCs starting in Feb 2014 - EdTechReview™ (ETR) | Social Learning - MOOC - OER | Scoop.it

This is a list of 105 MOOCs starting this February (Feb 2014) and the list covers a variety of domain like Business & Management, Humanities, Medical Science, etc. We hope this list turns out to be very useful for you and your colleagues. Let us know your thoughts about this list in the comment box.

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