On Friday and Saturday, Penn hosted hundreds of university professors and administrators from around the world to discuss the future of massive open online courses.
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consider this picture MOOCs -- massively open online courses of the sort that can simultaneously enroll thousands, even tens of thousands, of learners simultaneously -- have been a hot topic of discussion for a few years now in both the worlds of education and 'international development' (and, for what it's worth, the subject of numerous related posts here on the World Bank's EduTech blog).
Recent news that edX, one of the prominent MOOC platforms, is to start offering courses aimed at high school students suggests that the potential usefulness and impact of things like MOOCs may soon extend beyond the realm of higher education, out of which MOOCs originally emerged and where most related activity has occurred to date. There is much (potentially) to be excited about here.
Few would argue against having greater access to more learning opportunities, especially when those opportunities are offered for 'free', where there is latent unmet demand, and where the opportunities themselves are well constructed and offer real value for learners.
As with MOOCs at the level of higher education, however, we perhaps shouldn't be too surprised if these new opportunities at the high school level are first seized upon *not* by some of the groups with the greatest learning needs -- for example, students in overcrowded, poorly resourced secondary schools in developing countries, or even students who would like a secondary education, but for a variety of reasons aren't able to receive one -- but rather by those best placed to take advantage of them.
This has been largely been the case for initial adopters of MOOCs. (One of the first studies of this aspect of the 'MOOC Phenomenon', which looked at MOOCs from the University of Pennsylvania, found that students tended to be "young, well educated, and employed, with a majority from developed countries.")
“I was interested in the idea of reaching a lot of people,” Linden said, adding that she believes the class fits well into a contemporary trend in neuroscience, namely a “push for open access to data.” She said she believes that the material covered by the course is very valuable for undergraduate students, regardless of its status as a MOOC.
But Weinstein said he acknowledged that “all of that has a flipside,” and both classroom and online learning have their own virtues and blind spots.
“It was very exciting. … It was very interesting,” Weinstein said of his previous experience teaching “The Fiction of Relationship” as a MOOC, adding that he was pleasantly surprised by how “productive” he found the course. Students were able to engage with literature in a way that was “enormously enriched” by online forums, he added.
The 146 students currently enrolled in COLT1420T: “The Fiction of Relationship” on campus “are going to be double citizens,” Weinstein said. They will register for the Coursera course simultaneously and write a short, ungraded paper at the end of the semester to reflect on the pros and cons of the course as they perceived them.
“They may say it is a disaster,” Weinstein said, adding that in some ways, it is “a kind of experiment.”
Linden said that one potential benefit of MOOCs having so many students is that there could be more interesting approaches to solving problems. She added that because people who take the MOOCs are not receiving a formal University credit upon completion, they may be more willing to take risks in approaching problem-solving.
The simple answer is that you absolutely can and should put MOOC Courses on your resume provided that you are not just bing watching watching MOOCs like you are binge watching House of Cards or Game of Thrones or The Good Wife. The reason being that you should be successfully completing the quizzes and exercises in these programs so that you master the material. If there is outside reading required then you should do that too. In other words, you should be able to treat a course on Coursera just like a live course. After all, the only difference is that you are not in the classroom.
From the start, the KIE’s Introduction to Bioethics MOOC was conceived as a thoughtful experiment at the frontiers of higher education. The MOOC was one of Georgetown’s first, awarded this privilege in large part because of the team’s willingness to design a brand-new curriculum for the online platform, its enterprising and creative spirit, and its commitment to rigorous documentation and assessment. We wanted our mistakes as well as our successes to pave the way for future generations of MOOCs, at Georgetown and beyond.
“I think the good thing about MOOCs and open education resources is that it democratizes the academic process,” said Burton. “There may be some people who never would afford to go to the university, and this allows them to sort of get that context. And even beyond that, there may be people who can afford to go to university but [wouldn’t ordinarily take the classes offered] — this gives them an opportunity to explore” those topics in depth.
The study reveals that while 84% organisations believe that e-learning is an efficient and cost effective tool for organisational learning, only 27% are using it as a Learning & Development tool presently. The size of the Indian e-learning market which was estimated to be $276 million in 2008 grew at a Compound Annual Growth Rate (CAGR) of 15.9% to reach US$ 578 million between 2008 and 2013.
Apart from e-learning, the L&D market is also witnessing growth in segments like on job training, Massive Open Online Course (MOOC), mobile learning (m-learning) and social learning. Mobile learning initiatives are gaining significance, particularly in industries such as pharmaceuticals and retail as organisations pursue advantages ranging from reduced costs to increased agility.
Massive Open and Online Courses (MOOC) in an International Perspective: New Global Agenda for Innovation in Higher Education introduced and translated by The Open University of China (OUC) from the International Council for Open and Distance Education (ICDE), published by the OUC (aka the China Central Radio & TV University, CCRTVU) Press came out in June, 2014. This book was translated and edited by the President of the OUC Yang Zhijian and the Director of the International Cooperation and Exchange Department Yang Yongbo etc., and is another important work following Open Educational Resources: Conversations in Cyberspace, a UNESCO book also translated by the OUC.
Paris, Sep. 17 (Petra) -- Her Majesty Queen Rania Al Abdullah met today with UNESCO Director-General Irina Bokova in Paris to discuss how the recent regional developments have affected the progress of education in Jordan and the Arab world.
The meeting which was held at UNESCO’s headquarters, shed light on the state of education in Jordan and the impact of the Syrian refugee crisis on the sector. Both Her Majesty and Bokova agreed on the importance of investing in teacher training.
Queen Rania and Ms. Bokova also talked about the Post-2015 global development agenda and discussed the importance of more ambitious education targets going forward that would tackle quality of education, skills and post primary education.
The meeting also included talks about online education and how it can help transform education in the Arab world. Her Majesty noted that earlier this year, the Queen Rania Foundation (QRF) launched Edraak, a massive open online course (MOOC) platform which will broadcast the best Arab professors to the region, offering original Arabic courses - developed by QRF - to further enrich Arab education.
The platform, which was launched in partnership with the non-profit online learning initiative edX, will also give Arab learners access to courses taught at top tier universities like Harvard, MIT, and UC Berkeley, all of which are translated to Arabic. All courses are delivered at no cost to the learner.
After the meeting Queen Rania, accompanied by Ms. Bokova, toured different sections of UNESCO’s headquarters.
17/9/2014 - 09:00:33 PM