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French universities go online with Moocs

French universities go online with Moocs | Social Learning - MOOC - OER | Scoop.it

France's higher education system is going online with an extra eight million euros being invested in Massive Open Online Courses (Moocs). France’s Minister for Higher Education, Geneviève Fioraso announced the new funding on Tuesday in addition to 12 million euros already planned to develop these online courses.
 

 The first eight French Moocs start Thursday, via the French platform called France Université Numérique (Fun).

Some 88,000 people had already signed up for the 25 courses that are due to start this year.

 

These are taught by professors at some of France’s top universities, from the HEC business management school, to Sciences Po, France’sinstitute for political science.

 

Fioraso said that France is lagging behind the US and the UK in developing Moocs.

 

"We are very late," she told RFI. "In the US, in the UK, Moocs have been used for 15 years ... This is a public investment to enlarge the influence of our universities and to improve the average level of knowledge of the whole population."

 

France is targeting Africa with the planned programme.

 

"African people are vey creative and they are very familiar with the oral tradition," she said. "They also have very large countries with not very many campuses. So it is very well adapted to the African culture. We want to be more connected to the African development via Moocs."

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GSE study finds low percentage of MOOC users completing courses

GSE study finds low percentage of MOOC users completing courses | Social Learning - MOOC - OER | Scoop.it

A new study by the Graduate School of Education reveals that completingMOOCs remains a lofty goal for many registered students.

In April 2012, Penn announced a partnership with Coursera, a startup which offers MOOCs, free online classes open to everyone. At the time, administrators praised the courses, arguing that they made a Penn education accessible on a global scale.

 

According to GSE’s research, user engagement drops significantly after the first two weeks of a course — very few users keep taking quizzes and completing homework.

 

The research focused on courses taught by Penn faculty through Coursera. The team tracked one million users who enrolled in 17 first-generation Penn courses from June 2012 to June 2013. Courses ranged from “Introduction to Operations Management” and “Principles of Microeconomics” to “Greek and Roman Mythology.”

 

Related: Study: MOOC students are highly educated, job-oriented

 

Variations in course orientation, structure and approach produced a wide range of results in research findings, according to the presentation presented by GSE professor and principal investigator Laura Perna.

 
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Challenges for conceptualising EU MOOC for vulnerable learner groups

This exploratory paper picks up elements from the European Commission’s educational vision and philosophy behind Opening up Education, the resulting initiative of the OpenupEd.eu MOOC platform and takes this as a starting point to look at potential challenges for developing MOOCs that include vulnerable learner groups. In order to align the future conceptualization of MOOCs  with the vision and philosophy of Europe, potential tensions of contemporary and future education are listed.
The current dichotomy of xMOOC and cMOOC are used to mark some of the unexplored MOOC territory. Practical answers to contemporary,ICT supported educational challenges are provided as options to fuel the debate. The challenges and options for future online education initiatives are based on insights and ideas of international scholars and researchers reflecting on potential barriers for learners and online education. This paper aims to stimulate discussion of the potential for new educational technologies to ensure social inclusion for virtual and physical vulnerable learner groups.
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2 Pros And 2 Cons To Education Technology

2 Pros And 2 Cons To Education Technology | Social Learning - MOOC - OER | Scoop.it

Use of education technology is a somewhat problematic premise, because it has generated a heated debate on whether it helps or hinders learning. Recent dramatic increases in technology in our society have led to proliferation of technology in the learning institutions (from elementary school to the graduate school) at a rapid rate. Integration of technology in schools has changed today’s education and also the way teachers and students use their classrooms. These changes have both positive and negative impact on learning. Here is how technology helps and hinders education.

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After two years of MOOC mania, enthusiasm for online education dips

After two years of MOOC mania, enthusiasm for online education dips | Social Learning - MOOC - OER | Scoop.it

After two years of hype about massive open online courses, academic leaders' expectations of all of online education have taken a small but remarkable step back.

 

That’s the main takeaway from "Grade Change: Tracking Online Education in the United States," an annual survey of more than 4,700 colleges and universities performed by the Babson Survey Research Group. The annual study was previously known as the Sloan Survey of Online Learning. The data, collected in partnership with the College Board, suggest online enrollment growth is slowing -- though not yet plateauing -- and that a divide is forming between institutions that offer online courses and degree programs and those that don’t.

 

Since the report debuted in 2003, the number of academic officers who have said online education is a critical component of their long-term strategy has grown steadily, peaking at 69.1 percent in 2012. Last year, the number dropped to 65.9 percent, a decrease the report attributes entirely to officials at institutions without any online offerings. Among those institutions, the share of responses calling online education a critical component has plummeted from 32.9 percent in 2012 to 14.3 percent in 2013.



Read more: http://www.insidehighered.com/news/2014/01/15/after-two-years-mooc-mania-enthusiasm-online-education-dips#ixzz2qfW8d4mB ;
Inside Higher Ed 

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Worldfloat social network now offering 5,000 free video tutorials for students | NDTV Gadgets

Worldfloat social network now offering 5,000 free video tutorials for students | NDTV Gadgets | Social Learning - MOOC - OER | Scoop.it

Worldfloat, India's homegrown social networking site with nearly 45 million users, has introduced free video tutorials for schools and university students.


"We have introduced a new feature. We are now offering over 5,000 video courses and tutorials for schools as well as higher education," Worldfloat founder Pushkar Mahatta said.

 

He said initially the focus is on the courses related to computer science, and that other areas like accounting and law, would gradually be covered.

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Tendencias educativas TIC para este 2014

l 2014 ya ha llegado... ¡y se nos ha pasado! Atrás quedaron las vacaciones de Navidad y el año nuevo. Ya estamos metidos tan de lleno en este trimestre que el año se nos ha puesto algo viejo, como usado, lo mismo le ocurren a las tendencias educativas, sobre todo a las tecnologías, mes tras mes, se pasan de moda en un abrir y cerrar de ojos.
Así que sin querer sentar un precedente sólido, sino más bien versátil, ¿cuáles son las grandes líneas de trabajo a las que habría que echarles un ojo para estar al tanto de lo último en este 2014? Dando por supuesto, redes sociales, twitter, edmodo, moodle, PLEs, PDIs, MOOCs y otros "palabros" que nos vienen asustando desde el 2000 y que seguirán con nosotros, ¿qué se impone para este año?

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25 Ways To Use Pinterest In The Classroom

25 Ways To Use Pinterest In The Classroom | Social Learning - MOOC - OER | Scoop.it
25 Ways To Use Pinterest In The Classroom According To Bloom's Revised Taxonomy
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33 Best eLearning Posts Of 2013 | The Upside Learning Blog

33 Best eLearning Posts Of 2013 | The Upside Learning Blog | Social Learning - MOOC - OER | Scoop.it
Find List of 33 Best, Most Popular & Noteworthy eLearning Posts of 2013 broadly divided into 3 categories: Mobile Learning‚ LMS & Learning & Technology
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The 'hype cycle’ of Moocs and other big ideas

The 'hype cycle’ of Moocs and other big ideas | Social Learning - MOOC - OER | Scoop.it

A high-powered group of marketing and communications directors visited the University of Greenwich recently. In my welcome talk, I introduced this forward-thinking bunch to a device called the “hype cycle”. Originally developed by the IT research consultancy Gartner to describe emerging technologies, I thought it would stimulate debate if I applied it to university marketing communications.

 

The classic hype cycle follows new ideas or technologies as they track though five development phases: initial trigger; “the peak of inflated expectations” when things are talked up as the latest and greatest; “the trough of disillusionment” when commentators seek to bring them back down to earth; “the slope of enlightenment” when people begin to find out that new things are good in some ways but less useful in others; and finally “the plateau of productivity” when realism sets in and people see how things can actually be applied in a useful way.

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MIT to offer its first professional MOOC in big data

MIT to offer its first professional MOOC in big data | Social Learning - MOOC - OER | Scoop.it

The Massachusetts Institute of Technology has been involved in online education since the early days, and now it’s taking it a step further. Yesterday, the college announced its first online, professional-leaning Massively Open Online Course (MOOC), entitled “Tackling the Challenge of Big Data.”

 

Led by a dozen faculty from the university’s Computer Science and Artificial Intelligence Laboratory (CSAIL) at the School of Engineering, the four-week course starts at the beginning of March and is directed specifically at technical professionals and executives — not academic-types. The course is the first in a new set of courses offered by the university called Online X, which offers professional classes through the edX platform.

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Academic Social Networking

Academic Social Networking | Social Learning - MOOC - OER | Scoop.it

Online social networking was basically unheard of just a decade ago, now it’s integrated into the fabric of American society. Facebook pages advertised on the national news and twitter hashtags pop up everywhere. And it’s not just American society either, as evidenced by the use of Twitter for social organization during the Arab Spring.

 

From what I’ve observed, the use of social networking appears to be extremely varied in academia. This isn’t surprising given the high demands already placed on academics and the slow turnover rate among faculty (older faculty are less likely to adapt new tools of questionable utility but there are numerous exceptions, of course).

I have found blogging to be useful for improving my quick writing skills, thinking through new ideas, getting feedback on ideas and computer code, and making new contacts. My blog is networked through r-bloggers and the International Network of Next Generation Ecologists (INNGE) supported Ecobloggers, which both help create a community of users. I have found a tremendous amount of useful R code and statistical advice on other people’s blogs.

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George Siemens Gets Connected

George Siemens Gets Connected | Social Learning - MOOC - OER | Scoop.it

When George Siemens was in the seventh grade, in the early 1980s, he committed what his parents believed to be a sin: He used a computer.

It was a Commodore PET, a precursor of the personal computers that would soon reshape the world and everything in it. To his parents, conservative Mennonites, the computer was akin to a false idol. They held that technology—and higher education, for that matter—steered people away from God.

 

But Mr. Siemens had made his choice. And decades later—in 2008, when he was a researcher at the University of Manitoba—he helped invent the massive open online course, or MOOC.

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Udemy takes the ed tech MOOC mobile war to Android with new app

Udemy takes the ed tech MOOC mobile war to Android with new app | Social Learning - MOOC - OER | Scoop.it

About 18 months ago, establishing the capability to connect millions of students to online courses through a standard Web connection on a computer was a big deal.

 

But vast international markets with spotty Internet access and increasingly smartphone-dependent U.S. consumers are now pushing the education technology sector toward better mobile accessibility.

 

On Wednesday, San Francisco-based ed tech startup Udemy will debut its first Android application — a new frontier for providers of Massive Open Online Courses, or MOOCs, which have only recently started experimenting with apps for iPhones and iPads.

 

The mobile push comes as online education providers face new scrutiny about the long-term viability of courses that have so far demonstrated relatively limited reach beyond already well-educated consumers. Limited established revenue streams are another nagging issue for ed tech startups that have quickly amassedtens of millions of dollars in venture capital funding.

 

Udemy's new free Android app is nearly identical to the company's iOS offfering, which was launched in April of 2013. Users can browse the company's more than 10,000 available courses, see information about classes they are enrolled in and download content so that it can be accessed without connecting to Wi-Fi or draining data usage.

 

“Mobile in my opinion is one of those things where you’re probably always a little too late,” Udemy COO Dennis Yang told me of the new offering. "Android is now easily one of the most requested capabilities."

 

Udemy, which is backed by $16 million in venture capital and angel funding, offers a mix of free and paid online courses taught by academics and other enterprising instructors. The company counts roughly 1.5 million users, which includes a mix of individual students andemployees whose companies use online courses as a high-tech corporate training tool.

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Brazilian MOOC seeks to focus on Portuguese market

Brazilian MOOC seeks to focus on Portuguese market | Social Learning - MOOC - OER | Scoop.it

An online education platform in Brazil could become a major player in the competition for massive open online course students by tapping into a key emerging market.

 

Veduca was launched in March 2012 and provides online courses aimed at Portuguese speakers. The platform features video lectures from universities such as Harvard, Stanford and Princeton Universities in the United States and Oxford University in Britain, translated into Portuguese.



Read more: 

http://www.insidehighered.com/news/2014/01/16/brazilian-mooc-seeks-focus-portuguese-market#ixzz2qfZEPT2i ;
Inside Higher Ed 

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The 7 Biggest Advantages Of eLearning - Edudemic

The 7 Biggest Advantages Of eLearning - Edudemic | Social Learning - MOOC - OER | Scoop.it
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The Current State Of MOOCs - Edudemic

The Current State Of MOOCs - Edudemic | Social Learning - MOOC - OER | Scoop.it

MOOCs are still eliciting buzz in the academic world. But MOOCs are about more than just education – they are a huge social presence and inhabit a network of their own. Big name universities have signed on to back many of the courses, lending some credibility to the land of online learning. With MOOCs gaining traction quickly and millions of learners signing on, the appeal is quite powerful. The handy infographic below takes a look at some interesting facts and statistics about MOOCs – keep reading to learn more!

Did You Know?Coursera drew a million users in just 4 months after their launch.Coursera now has 3.3 million students in 196 countries and 62 university partners.61.5% of students enrolled in a MOOC are from outside the US.Brazil, China, India, Canada, and the UK boast high % of enrolled students.70% already have a bachelor’s degree or higher.80% take courses online for credit.50% are age 26 or older.MOOCs are free, and the majority (86%) don’t require textbooks.Most MOOCs do not offer credit (but that may change soon).Professors73.3% of MOOC professors own their course content.2/3 are tenured.The majority have 10 years experience or more.71.8% taught a MOOC to make higher education more accessible.They spend about 100 hours per class in prep timeAbout 8 hours per week are spent “in class”There are about 33,000 students enrolled per classAbout 50% think their online class is as hard as the same in-person class, but over 70% don’t think the students deserve credit from their home institution.

 

 

 

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Las bibliotecas americanas alcanzan 102 millones de préstamos digitales durante 2013: nuevo record

Las bibliotecas americanas alcanzan 102 millones de préstamos digitales durante 2013: nuevo record | Social Learning - MOOC - OER | Scoop.it

Overdrive es el mayor distribuidor de libros electrónicos y audiolibros para préstamo en bibliotecas de todo el mundo. Actualmente trabajan con este distribuidor más de 28.000 bibliotecas y escuelas en 42 países, lo que representa el 90 por ciento de las bibliotecas públicas de Estados Unidos que utilizan OverDrive, siendo la ganadora por quinto año consecutivo de galardón que ofrece la lista EContent 100 como la empresa más importante en la industria de los contenidos digitales para el año 2013.

 

Según los datos aportados por Overdrive las bibliotecas públicas norteamericanas han vuelto a romper el record de prestamos digitales con un total de 102 millones de transacciones. OverDrive considera que 2013 ha sido un año excepcional para las bibliotecas y las escuelas americanas con un número récord en cuanto al descubrimiento y participación de los ciudadanos en la descarga y disfrute de contenidos digitales en bibliotecas.

 

La tendencia en la lectura digital continúa creciendo rápidamente. Los lectores pidieron prestado más de 102 millones de títulos digitales a través de la red de OverDrive en 2013, un 44% más que el 2012. Se tardaron 10 años en llegar a los primeros 100 millones de prestamos digitales desde 2003-2012. Y está previsto que para el próximo año esta cifra sea superada con amplitud.

 
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A vueltas con el aula sin muros

Me entrevistó Iván Fombella de El Mundo sobre profesores universitarios y redes sociales para su artículo “Profesores 2.0: la comunidad docente sale al encuentro de la sociedad en el entorno digital” (PDF). Esto es lo que le conté:

 

¿Cómo cree que deberían usar los profesores universitarios las redes sociales?

Las redes sociales pueden utilizarse como recurso didáctico para extender las clases más allá de las aulas y como plataforma de difusión para mejorar la visibilidad de la marca personal de los docentes.

 

¿Es difícil compaginar el ser ameno (para tener un buen número de seguidores) con ser riguroso en lo que se dice? ¿Cuál es la ‘fórmula’ (o las ‘fórmulas’)?

En las redes sociales se pueden hacer muchas cosas, salvo complacer a todo el mundo. Es preferible enfocar bien el contenido para construir redes de calidad.

 
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From Textbook to Tablet | Ideas@Beedie

From Textbook to Tablet | Ideas@Beedie | Social Learning - MOOC - OER | Scoop.it

Many academics have a presence in social media these days – but whether they are actually using it well is often debatable.

One person who is undeniably fluent in the language of social media is Ian McCarthy, Professor and Canada Research Chair in Technology & Operations Management at the Beedie School of Business.

Using the handle @Toffeemen68, McCarthy’s tweets have amassed nearly 18,000 followers since 2011. He has since been recognized on numerous lists of influential tweeters, including LDRLB’s Top 50 Professors on Twitter; Innovation Excellence’sTop 50 Innovation Tweeters of 2013; Business Insider’s 54 Smart Thinkers Everyone Should Follow on Twitter; and OnlineMBA’s 50 Business Professors You Should Follow on Twitter.

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INNOVACIÓN 6.0: DISTRIBUCIÓN GLOBAL DE LA I+D


La inversión mundial en I+D en el mundo se ha incrementado en 60.000 millones de dólares (42.000 millones de euros), lo que significa un aumento del 3,8% en el último año. Recordemos que en España, se ha reducido un 5,6%. Vamos exactamente en dirección contraria, retrocediendo hacia posiciones de país emergente. En valor absoluto, USA es el país líder en inversión en I+D, destinando un 2,8% de su producto interior bruto, lo que equivale a unos 320.000 M€ anuales de inversión en I+D. Recordemos que esa cifra, en España, es sólo de unos 13.400 M€ (y decreciendo). China es ya la segunda potencia inversora en I+D, superando a Japón. Aunque destina únicamente el 1,8% de su PIB a I+D, su inversión agregada es ya la mitad de la de USA. Su tasa de crecimiento hace prever que se convierta también en la potencia líder en ciencia y tecnología hacia 2020, superando a USA.
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Top 12 TED Ed Lessons of 2013 ~ Educational Technology and Mobile Learning

Top 12 TED Ed Lessons of 2013 ~ Educational Technology and Mobile Learning | Social Learning - MOOC - OER | Scoop.it
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Project-Based Learning vs. Problem-Based Learning vs. X-BL

Project-Based Learning vs. Problem-Based Learning vs. X-BL | Social Learning - MOOC - OER | Scoop.it

The term "project learning" derives from the work of John Dewey and dates back to William Kilpatrick, who first used the term in 1918. At BIE, we see project-based learning as a broad category which, as long as there is an extended "project" at the heart of it, could take several forms or be a combination of:

Designing and/or creating a tangible product, performance or eventSolving a real-world problem (may be simulated or fully authentic)Investigating a topic or issue to develop an answer to an open-ended question

So according to our "big tent" model of PBL, some of the newer "X-BLs" -- problem-, challenge- and design-based -- are basically modern versions of the same concept. They feature, to varying degrees, all of BIE's 8 Essential Elements of PBL, although each has its own distinct flavor. (And by the way, each of these three, along with project-based learning, falls under the general category of inquiry-based learning -- which also includes research papers, scientific investigations, Socratic Seminars or other text-based discussions, etc. The other X-BLs might involve some inquiry, too, but now we're getting into the weeds . . .)

 
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NU Content Strategy MOOC Best Practice Example: Philips Meaningful Innovation Project About Video - YouTube

The About Video highlights the Philips Meaningful Innovation Project's goals for Asia-Pacific. See more at: https://class.coursera.org/contentstrategy-001/wi...
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5 Social Networks For Students To Get Academic Help

5 Social Networks For Students To Get Academic Help | Social Learning - MOOC - OER | Scoop.it

With the growing use of social networking sites like Facebook and twitter, the methodology of education for students is finding new and improved ways. Students are getting more prone to the commodities these platforms offer. Therefore this advancement in social networking platforms is providing students with much better options to engage with their contemporaries, enhance their skills and access a wide variety of academic tools and resources which will most definitely add up to their convenience.

 

Enlisted below are a few social networking platforms that offer a wide variety of student friendly tools and assistance to help them academically.

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