In 2011, the respective roles of higher education institutions and students worldwide were brought into question by the rise of the massive open online course (MOOC). MOOCs are defined by signature characteristics that include: lectures formatted as short videos combined with formative quizzes; automated assessment and/or peer and self–assessment and an online forum for peer support and discussion. Although not specifically designed to optimise learning, claims have been made that MOOCs are based on sound pedagogical foundations that are at the very least comparable with courses offered by universities in face–to–face mode. To validate this, we examined the literature for empirical evidence substantiating such claims. Although empirical evidence directly related to MOOCs was difficult to find, the evidence suggests that there is no reason to believe that MOOCs are any less effective a learning experience than their face–to–face counterparts. Indeed, in some aspects, they may actually improve learning outcomes.
If you're teaching a large class, how can you avoid being featured on the social media networks in this kind of video: http://www.youtube.com/watch?v=Ij91X-Mm1Ow? Large lecture classes have been around for a long time, recently evolving into large online sections.
Diana Laurillard explains why a model based on unsupervised learning is not the answer.
"Free online courses that require no prior qualifications or fee are a wonderful idea but are not viable. … Moocs are depicted as a disruptive technology because they involve no ongoing teaching expenses and cost the same to run no matter how many students enrol. But the idea that “content is free” in education is one of several myths that have helped to inflate the bubble of hype. … Another myth is that students can support each other. … Nor will Moocs solve the problem of expensive undergraduate education or educational scarcity in emerging economies. This is just a cruel myth. … [Finally], education is not a mass customer industry: it is a personal client industry."
Socrative is a smart student response system that empowers teachers to engage their classrooms through a series of educational games and exercises via smartphones and tablets. Our apps are super simple and take seconds to load and run. Teachers control the questions and games on their laptop, while students respond and interact through their smartphones/laptops. Run it as an app or on any web browser
Claire Brooks's insight:
heard reports it functions best on chrome? need some local user stories.
In “We’re All to Blame for MOOCs,” Patrick J. Deneen proposes a transformation away from global universities and toward identity-driven colleges as a defense against the coming shakeup from novel forms of online education. While developing this theme, he quotes me on the rise of MOOCs, and imagines this makes me an opponent of his views.