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130801_DisruptiveEducation_GallagherGarrett.pdf

Peter Mellow's insight:

Last paragraph in the Excutive Summary:

 

"The greatest value of the disruptive education revolution led by MOOCs is that it is forcing universities to focus on their core competence for which they have long been revered and cherished. That core competence, to paraphrase Plutarch, is to kindle the fire to learn in young minds."

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Learning with MOOCs
MOOCs are a new educational learning paradigm. Explore how to use MOOCs effectively and keep up with the latest MOOC news here!
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Learning with MOOCs

Learning with MOOCs | Learning with MOOCs | Scoop.it

Welcome! MOOCs are a new educational learning paradigm. Explore how to use MOOCs effectively and keep up with the latest MOOC news here!

 

This topic is curated by staff in Learning Environments at the University of Melbourne, along with invited colleagues.

 

Note: These articles are posted around a common interest in MOOCs, to provide information and promote discussion. They do not represent the views or positions of the University of Melbourne.

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edX CEO: 'It Is Pathetic That the Education System Has Not Changed in Hundreds of Years' -- Campus Technology

edX CEO: 'It Is Pathetic That the Education System Has Not Changed in Hundreds of Years' -- Campus Technology | Learning with MOOCs | Scoop.it
Anant Agarwal, CEO of the nonprofit MOOC platform provider edX, had some harsh words for traditional education, saying it's "pathetic" that classrooms today still look like the did decades ago. And, undaunted by MOOC critics, Agarwal highlighted the potential he sees for MOOCs in a keynote address at the Campus Technology conference yesterday.
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Professional accountancy bodies begin to accept Moocs - FT.com

Professional accountancy bodies begin to accept Moocs - FT.com | Learning with MOOCs | Scoop.it
Distance learning is familiar to many of those pursuing professional financial qualifications. Both the renowned Chartered Financial Analyst (CFA) programme and the ACCA qualification, offered by the Association of Chartered Certified Accountants,
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Bits and Pieces: Is the MOOC Bubble Bursting?

Bits and Pieces: Is the MOOC Bubble Bursting? | Learning with MOOCs | Scoop.it

I believe firmly that the Internet is going to change education for the better. I am much more skeptical that Massive Online Courses (Open or Otherwise) are going to do to colleges and universities what digital photography did to Kodak. As I previously suggested, Ivory Tower does a good job deflating the Udacity hype, and making the case for human intervention in teaching, at least for those students who are not 100% self-motivated and self-assured (that is, those students who actually need to be educated, rather than left to educate themselves). Two relevant notes of today.

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Elliott Masie’s Eight Lessons Learned from Creating a Corporate MOOC

Elliott Masie’s Eight Lessons Learned from Creating a Corporate MOOC | Learning with MOOCs | Scoop.it
Elliott Masie heads The MASIE Center, a New York think tank focused on how organizations can support learning and knowledge within the workforce. In May 2014, Masie created a corporate MOOC to deliver
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Taylor & Francis Online Special Issue: MOOCs: Emerging Research

Taylor & Francis Online Special Issue: MOOCs: Emerging Research | Learning with MOOCs | Scoop.it

Via Robert Schuwer, Robert Farrow
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Why no MOOCs on Gaza? | GlobalHigherEd @insidehighered

Why no MOOCs on Gaza? | GlobalHigherEd @insidehighered | Learning with MOOCs | Scoop.it

I don't know about you, but my sense is global politics seems to be on the up this summer regarding turmoil and debate. And, consequently, there is a lot of debate about conflicts in places like the Ukraine, Syria, Iraq, Gaza, and so on.


In this context I watched some fascinating, if depressing, documentaries last night on PBS' Frontline. They focused on Syria and Iraq and were relatively well done, helping me to learn more about these complex countries and their associated conflicts.


Read more: http://www.insidehighered.com/blogs/globalhighered/why-no-moocs-gaza#ixzz38zipvxtH
Inside Higher Ed

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Princeton University - Princeton expands online learning efforts to NovoEd platform

Princeton University will broaden its online teaching and learning efforts this fall, using new approaches and technologies including the NovoEd platform to enable students on campus to collaborate with others taking a class remotely.

 

Jeremy Adelman, the Walter Samuel Carpenter III Professor in Spanish Civilization and Culture and a professor of history, will use NovoEd to teach a Massive Open Online Course (MOOC) called the "Global History Lab."

 

"One of the things I really wanted to do was to bring the world into the course," said Adelman, who two years ago began teaching "History of the World Since 1300" as a MOOC on the Coursera online learning platform, which Princeton faculty will continue to use.

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Motivate and Engage Online Learners All Semester Long -- Campus Technology

Motivate and Engage Online Learners All Semester Long -- Campus Technology | Learning with MOOCs | Scoop.it
These 10 strategies can help keep learners on track to successfully finish your online course.

 

Marko Teräs, researcher in immersive virtual environments, gamification and authentic learning at Curtin University in Perth, Australia, begins every class with an exercise to break the ice and help learners get to know one another.

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World’s first Career MOOC a real success!

On Friday 25 July 2014 the Enhance Your Career and Employability Skills MOOC officially closed on the Coursera platform. This six week course was produced by The Careers Group, University of London and the University of London International Academy. By the final week of the course over 157,000 had registered on the course with nearly 89,000 students engaging with the material. The evaluation survey from the course reveals that the vast majority of the students found the course to be fulfilling and rewarding. Now the course has finished it is also possible to analyse the level of student activity in terms of forum postings, videos watched and quizzes submitted: all make fascinating reading as you can see below:

 

See more at: http://www.careers.lon.ac.uk/blog/news/index.php/2014/07/29/career-mooc/#sthash.hM5FmcgX.dpuf

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New partnership between UK exam board OCR and adaptive learning platform Cogbooks to personalise first school Computing MOOC

Exam board OCR and adaptive learning experts Cogbooks confirmed today they are working together to add personalised adaptive learning to the pioneering Cambridge GCSE Computing MOOC. The partnership brings free of charge to UK secondary schools an exciting learning technology that is making headlines in US Higher Education.

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A Question of Quality in MOOCs

A Question of Quality in MOOCs | Learning with MOOCs | Scoop.it

The issue of MOOC quality control has resurfaced in the wake of the #MassiveTeaching debacle, the MOOC-turned-social experiment that last week inspired a scavenger hunt across the internet.


By Tuesday afternoon, one observant Inside Higher Ed commenter had cracked the case. After a successful first week of “Teaching Goes Massive: New Skills Required,” Paul-Olivier Dehaye, assistant professor of mathematics at the University of Zurich, deleted the course content as part of a social experiment to show students how their data can be manipulated online. But since Dehaye had not notified anyone of his intentions, the experiment raised confusion rather than awareness.


This is not the first time a MOOC -- or even an online education MOOC -- has gone off the rails. Last year, a course on the same subject collapsed after its creators underestimated the technology required to accommodate tens of thousands of students.

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Take advantage of a "Golden Age" of free instruction

Take advantage of a "Golden Age" of free instruction | Learning with MOOCs | Scoop.it
Fast forward a few decades, and we are now living in a golden age of knowledge transmission. Indeed, with social media, blogs, television, podcasts and the like, it is possible to reach all corner...
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MOOC Hybrid Course to Debut in the Fall

MOOC Hybrid Course to Debut in the Fall | Learning with MOOCs | Scoop.it

In addition to opening up a subject that is normally the purview of library science students, the course will be unique in several ways. It will be offered both as a traditional course, with students meeting weekly at their respective campuses to discuss the lesson, and as a MOOC (Massive Online Open Course) that can be accessed for free by anyone with an internet connection.

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Move Over MOOCs, It's Online, Competency Time

Move Over MOOCs, It's Online, Competency Time | Learning with MOOCs | Scoop.it
When massive open online courses, or MOOCs, took the world by storm in 2012, all too often the description of them was accompanied by an adjective: disruptive. The implication? They were clearly disruptive innovations destined to transform learning. Although the three companies most associated with the term MOOC—Coursera, edX, and Udacity—may [...]
Peter Mellow's insight:

I'm not sure I agree with much of what Michael has written here. It does looks like a nice piece of writing to support his organisation. I expected less biased writing in Forbes.

 

I don't agree with his statement around "the right technology of online learning". As if there was 'right' technology and 'wrong' technology? I don't think of technology as having those attributes. I see technology as a tool and an enabler. It can't be right or wrong as it is just a tool. The way you apply it, that is the kicker.

 

It sounds like 'the right technology' is the only way to go, and we need to be flexible in how we apply technology to an educational challenge. One size (technology) does not fit all.

 

The number of times I have had academics say "I tried XYZ technology and it does not work." But when you look at the learning activity they designed using that technology it is often poorly designed. Don't blame the technology, look at your learning design.

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@Ignatia Webs: #MOOC for development report #ict4D

@Ignatia Webs: #MOOC for development report #ict4D | Learning with MOOCs | Scoop.it

Many questions that resounded during the panel discussions are mentioned in the report as well: "How MOOCs might or could fit in with Higher Education" (a global question and debate) and the ever reoccurring question: "how do we measure the impact of MOOCs". Where I feel the latter question is just a conundrum coming from an established order looking to calculate profit, where in fact profit resides in non-numeric and very qualitative profit. Education (in all its variety) works for everyone, whether you have self-taught learners, or kindergarden/primary/secondary/higherEd learners. Education is a primary human need, and should - in my view - not be pushed into boxes coming from production oriented analysis. And although I understand the need for benchmarks related to quality, getting education on the rails is the most important thing. Because let's face it, education in the Global North (and not related to MOOCs) still faces a lot of challenges. So any benchmarks based on a failed education in another part of the world, might not be the best structure to measure success. Produce education and rely on experienced teachers to provide content guidelines, they know. No matter where you live in the world, and experienced teacher makes a difference, knows her or his stuff and gets students inspired. 

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Do you MOOC? in The Dayton Jewish Observer

Do you MOOC? in The Dayton  Jewish Observer | Learning with MOOCs | Scoop.it

Although distance learning is not new, MOOCs are different because they allow (some) interactivity between student, teacher and other participants.

 

Most offer short video lectures and readings, and even quizzes, which are graded automatically. Upon completion, many institutions offer a certificate verifying participation in the course.

 

Is a MOOC right for you? The Open University of Israel has created a great checklist. In a nutshell, you should love learning, be comfortable with technology and are self-driven. And you don’t expect personal feedback from instructors or require academic credit for your work (bit.ly/jmooc2).

 

As for the quality of the courses, they are often offered by stellar universities and first-rate professors. Which brings us to the Jewish part of the MOOCs. As the number of courses has exploded, so have the ones on Jewish topics both inside and outside Israel.

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MOOC vs. OER: has evolution killed the revolution?

MOOC vs. OER: has evolution killed the revolution? | Learning with MOOCs | Scoop.it
Yesterday I attended a mini conference dedicated to Open Educational Resources (OER). I found it to be quite interesting as there aren’t many events completely dedicated to OER these days. In fact,

Via Susan Bainbridge, Robert Farrow
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The MOOC Metrics We Should Be Tracking

So if the most frequently touted figures related to MOOCs might not accurately reflect their success or failure, what numbers should we be using to evaluate their effectiveness?

 

Fortunately, the data generated by thousands of students taking hundreds of MOOCs over the last two years has given us a better understanding of what people do inside a massive online course, other than signing up and either finishing it (by earning a certificate of completion) or leaving before the end.

 

Studies released by the University of North Carolina, the University of Edinburgh, Harvard and MIT document a wide range of student behaviors within a MOOC. For instance, while 40-50 percent of enrollees might never do anything but sign up (which likely makes their activity the equivalent of browsing through a course catalog, rather than committing to take a class), a large percentage of those who do not earn a certificate of completion watch most or all lecture videos. And like auditors in a traditional college class, these students are getting the educational value they want from a MOOC.

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Campus Tech 2014: Reinventing Higher Education

Campus Tech 2014: Reinventing Higher Education | Learning with MOOCs | Scoop.it
EdX CEO says there’s much to be learned — and copied — from the MOOC platform.
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Should you Mooc and match?

Should you Mooc and match? | Learning with MOOCs | Scoop.it
By Carl Straumsheim, for Inside Higher Ed

 

Another professor’s learning materials? In my course? It’s more likely than you think.

 

The non-profit research organisation Ithaka S+R this month released its highly anticipated report on its work with the institutions in the University System of Maryland, which for the past 18 months have experimented with courseware from Carnegie Mellon University, Coursera and Pearson in face-to-face courses.

 

Backed by a $1.4 million (£0.8 million) grant from the Bill and Melinda Gates Foundation, the study aimed to produce some sorely needed research about massive open online courses and their usefulness to brick-and-mortar institutions.

 

Eighteen months later, the Mooc frenzy has calmed, and Ithaka’s findings are similarly muted.

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Notes from the Senate

Notes from the Senate | Learning with MOOCs | Scoop.it
ONLINE COURSES IN HIGHER EDUCATION

 

US SENATOR JACK HILL's thoughts around online learning. A nice insight to how a politician thinks about education.

 

Interesting to see the Uni system of Georgia showing 201.5% growth in online courses.

 

His topic NEXT WEEK on looking at the Costs of Online Courses, Other States’ Online Education Models, and the Future of Online Courses in Georgia should be a good read.

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▶ How to be Succeed in a MOOC at SBU - YouTube

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7 Tips on How Not To Fail with MOOC Courses

7 Tips on How Not To Fail with MOOC Courses | Learning with MOOCs | Scoop.it
Find out best tips on how to choose the right MOOC courses and don't become disappointed.
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Getting the Most from a MOOC

Getting the Most from a MOOC | Learning with MOOCs | Scoop.it

But one thing unites them and all learning programs whether parchment-, blackboard-, or Internet-based: the student willing to put the most into a course will always get the most out of it.

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Technology improves higher learning, it doesn't kill it

Technology improves higher learning, it doesn't kill it | Learning with MOOCs | Scoop.it
As MOOC mania approached its peak in 2012, Anant Agarwal, the president of the Massive Open Online Course platform edX, claimed: Online education for students around the world will be the next big thing…
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