Learning with MOOCs
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Massachusetts Institute of Technology Director, MOOC Development in Cambridge, Massachusetts, United States

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Peter Mellow's insight:

Interesting to see a MOOC specific position. Is this the start of a new avenue in eLearning specialisation? There is hope for me yet! :-)

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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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MOOCs and copyright law

MOOCs and copyright law | Learning with MOOCs | Scoop.it

"Massive open online courses (MOOCs) are still pretty new but more and more universities, platform providers and publishers are beginning to create MOOCs to raise their profile and showcase high-quality materials. But there is a risk that reputations can take a serious hit if materials and data are being used incorrectly, or without permission."


Via EDTC@UTB, Cíntia Rabello, Luciana Viter
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skiinglibrarian's curator insight, April 19, 2:48 PM

Excellent analysis of the copyright issues that educators need to consider as they  utilise the open online course revolution. There are such opportunities for learning and teaching but TIME needs to be given to ensuring that resources used are attributed appropriately, are legitimate and permissions sought where necessary. Many MOOC platforms are commercial in nature and profit focused (in the long term) so Statutory licences and Educational exceptions are  not applicable.

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University gives updates on MOOC accreditation

University gives updates on MOOC accreditation | Learning with MOOCs | Scoop.it
The University’s Massive Open Online Course program is finally adapting to the State’s demands, requiring students to take a final exam to receive credits for any
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INFOGRAPHIC: Global MOOC statistics - Page 2 of 2 - eCampus News

INFOGRAPHIC: Global MOOC statistics - Page 2 of 2 - eCampus News | Learning with MOOCs | Scoop.it
Are MOOCs just a trend that will soon die out? According to recent statistics, if it is a trend, it’s only increasing—and increasing around the world.
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Udacity Will No Longer Offer Free Certificates – Wired Campus - Blogs - The Chronicle of Higher Education

Udacity Will No Longer Offer Free Certificates – Wired Campus - Blogs - The Chronicle of Higher Education | Learning with MOOCs | Scoop.it

Udacity hopes the certificates it offers to people who complete its massive open online courses are worth something. Now the company plans to charge students accordingly.

 

The company, one of the big three MOOC providers, said on Wednesday that it would no longer give learners the opportunity to earn free, “non-identity-verified” certificates. People will still be able to view Udacity’s online-course materials without paying, but those who want a credential will have to open their wallets.

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Is There a Sustainable MOOC Business Model?

Is There a Sustainable MOOC Business Model? | Learning with MOOCs | Scoop.it

They said 2012 was the Year of the Massive Open Online Course (MOOC). It’s little surprise, then, that 2013 turned out to be the Year of the Backlash.

 

If last year was a tough one for MOOCs and their various stakeholders — the platform companies, faculty members and sundry market cheerleaders — it can only have been a consequence of the absurd expectations for MOOCs, both as an agent of change and as a harbinger of educational doom.

 

Perhaps 2014 will turn out to be the Year of Thinking Sensibly.

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MOOCs: A Necessary Academic Innovation in a Global Economy

MOOCs: A Necessary Academic Innovation in a Global Economy | Learning with MOOCs | Scoop.it
The average American college student studies less hours than the necessary thirty hours per week, according to Alexander C. McCormick from the Association of American Colleges and Universities. While it is true that “the more students engage in educationally purposeful activities, the more they learn,” says McCormick, it has become…
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▶ Philosophy MOOC Demo - YouTube

This demo is to show the course instructor the functionality of the edX platform and the student experience, with the purpose to help the course instructor t...
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Five Lessons for Online Teaching from Finishing a MOOC – ProfHacker - Blogs - The Chronicle of Higher Education

Five Lessons for Online Teaching from Finishing a MOOC – ProfHacker - Blogs - The Chronicle of Higher Education | Learning with MOOCs | Scoop.it

As I proceeded through the course, marveling at how well it was all going, I realized that I was learning as much from CorpusMOOC about teaching online as I was about corpus linguistics. I blogged the full eight weeks, but have distilled the top five lessons learned about teaching online from taking a MOOC.

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WOW. Jane Goodall launches online MOOC course in digital mapping for communities (Wired UK)

WOW. Jane Goodall launches online MOOC course  in digital mapping for communities (Wired UK) | Learning with MOOCs | Scoop.it
On the day of her eightieth birthday, renowned primatologist Jane Goodall launched a massive open online course (MOOC) based around digital mapping for communities

Via siobhan-o-flynn
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Dr. Pamela Rutledge's curator insight, April 16, 9:13 AM

Jane Goodall is the poster child for generativity --  innovating approaches to conservation and education and, by the way, changing how we do 'aging'--redefinition, reeducation, and 'repurposing' (i.e. finding new ways to pursue purpose and meaning).  I want to be like her when I grow up.  On her 80th birthday, Goodall launched a MOOC in participatory mapping.  She believes shared knowledge and mapping skills are ways for people, especially young people, to discover where they can make a difference in their own communities.  Goodall praised Google, saying the company was "helping us [The Goodall Institute] so much with our technology and our tablets and getting the field staff to monitor their own forests -- it's changed the way we do conservation" 

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MOOC: How to design an amazing blended learning course - eCampus News

MOOC: How to design an amazing blended learning course - eCampus News | Learning with MOOCs | Scoop.it
Designing a blended learning course may seem complicated, but EDUCAUSE hopes to remedy that problem by offering a free MOOC on blended learning courses.

Via Kim Flintoff
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A ‘MOOC Tsunami’ Won’t Hurt Wharton

A ‘MOOC Tsunami’ Won’t Hurt Wharton | Learning with MOOCs | Scoop.it
New dean attracted by Wharton's use of tech
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MOOC: How to design an amazing blended learning course - eCampus News

MOOC: How to design an amazing blended learning course - eCampus News | Learning with MOOCs | Scoop.it
Designing a blended learning course may seem complicated, but EDUCAUSE hopes to remedy that problem by offering a free MOOC on blended learning courses.
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Through the learning glass: New schemes such as FutureLearn are allowing prospective students to take free courses online

Through the learning glass: New schemes such as FutureLearn are allowing prospective students to take free courses online | Learning with MOOCs | Scoop.it
My heart is knocking loudly against my chest, and silence rings in my ears. It's always the same. Exams bring me a dry mouth, the shakes and vomit-inducing nerves. This one is no different. I swallow and have a sudden memory of my young self on the terrifying day of my English A-level, desperately trying to collect my thoughts in a stuffy, overheated sports hall while my coughing, fidgeting peers were scribbling away around me. Has anyone else started writing? I look around and – I'm sitting in bed, looking at my laptop. The only invigilator is my cat. I gaze regretfully at my lacklustre notes, cross my fingers and press "enter".
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Imagining MOOCs For a Developing World (EdSurge News)

Imagining MOOCs For a Developing World (EdSurge News) | Learning with MOOCs | Scoop.it
No presentation by the leader of a major MOOC organizations would be complete without the tale of a student dodging bullets or walking from a remote village to a slightly less remote school to participate in a massive online course (with extra points for inspiration when these tales end with said st
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Time to retire from online learning? | Tony Bates, personal blog

Time to retire from online learning? | Tony Bates, personal blog | Learning with MOOCs | Scoop.it

... I can’t express adequately just how pissed off I am about MOOCs – not the concept, but all the hubris and nonsense that’s been talked and written about them. At a personal level, it was as if 45 years of work was for nothing. All the research and study I and many others had done on what makes for successful learning online were totally ignored, with truly disastrous consequences in terms of effective learning for the vast majority of participants who took MOOCs from the Ivy League universities. Having ignored online learning for nearly 20 years, Stanford, MIT and Harvard had to re-invent online learning in their own image to maintain their perceived superiority in all things higher educational. And the media fell for it, hook, line and sinker. ...


Via Peter B. Sloep
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Peter B. Sloep's curator insight, April 18, 3:13 AM

The good thing about blogs is that you may be or even are supposed to take a personal stance. Tony Bates certainly does so here, announcing that he will significantly reduce his involvement in the online learning debate.

 

However, the present scoop is not to draw attention to this decision, it is to highlight his heartfelt complaint about the MOOC debates. It is a position I thoroughly sympathize with. There's nothing inherently wrong with the idea of having MOOCs, they are just another shoot on the tree of online learning. MOOCs should also be given credit for drawing wide attention to online learning modes and pointing out that they need not be second choice (whether they are or should be your first choice, all depends on the learning context). However, Tony is absolutely right to point out that the debate is not an academic debate about the vices and virtues of a particular form of (online) learning. Ignoring 30 years of research in online learning and distance education, as the MOOC proponents do, is bad academic practice.

 

So we should continue to research MOOCs, do experiments with them, share experiences. But we should give credit to people such as Tony Bates, who spent the better part of their professional lives carving out MOOC-like concepts of learning and doing the research  to test their viability. I know, this is not what Tony Bates was after in his post, but he (and many others for that matter) do deserve to be given the credits that the MOOC pundits deny him. At their peril, I should add, because a great deal of valuable research results are now lost on them.

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Louise Lewis's curator insight, April 18, 10:30 PM

MOOCs are just another tool in the kit bag - not a new-age online learning phenomenon.  Taken in context, they can be a way of connecting learners, if of course, they are used effectively which includes interactivity and engagement.  Otherwise, they just become simply a duplication of the lecture method online.  Strange that the Ivy League are now espousing that they have created these new wonderful hybrid MOOCs that are engaging.  OMG why didn't they just refer to the world leaders in research eg Bates, Downes, Siemens and others before claiming the all knowing high ground.  Please ......!

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How Coursera will go from a populist MOOC to a major business (VB News)

How Coursera will go from a populist MOOC to a major business (VB News) | Learning with MOOCs | Scoop.it

Coursera advertises that it lets you “take the world’s best courses, online, for free” on its website, but that free price tag doesn’t mean the company can’t be a big business one day.

 

Indeed, Coursera’s newly announced chief executive, Rick Levin, appears to have big ambitions.

 

“I think we can become financially viable certainly within [a] five-year framework,” Levin, formerly the president of Yale University, said in an interview the New York Timesposted online today.

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Confessions of an Adult Learner: I Took a MOOC (Almost)

Confessions of an Adult Learner: I Took a MOOC (Almost) | Learning with MOOCs | Scoop.it

Time is the challenge of the busy professional. If you’re like me, with a to-do list that’s longer than your arm and never enough time to put a dent in it, you know exactly what I mean. I frequently tell myself that life used to be slower and simpler. And while technology has certainly changed the world of work, let’s face it; we’ve always been too busy.

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Fan-Made Harry Potter MOOC Does Hogwarts Better Than Pottermore

Fan-Made Harry Potter MOOC Does Hogwarts Better Than Pottermore | Learning with MOOCs | Scoop.it
Harry Potter obsessives, say hello to your new favorite website: HogwartsIsHere.com.
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UQ's first social anthropology course launches on edX

UQ's first social anthropology course launches on edX | Learning with MOOCs | Scoop.it

Do you have a burning urge to learn more about the world around you and the people who inhabit it?

 

Now you can as The University of Queensland is taking registrations for its first, free social anthropology Massive Open Online Course (MOOC) on edX, a major MOOC provider.

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MOOCs: What's a Great College Class Worth When It's Free? - DailyFinance

MOOCs: What's a Great College Class Worth When It's Free? - DailyFinance | Learning with MOOCs | Scoop.it
Massive open online courses offer the chance to take classes at the world's best universities for free. But MOOCs do have a few catches.
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Taking Stock: Do MOOCs Work Best For Educated People?

Taking Stock: Do MOOCs Work Best For Educated People? | Learning with MOOCs | Scoop.it
Recent studies of MOOC completion rates and participation indicate that students with some college experience already do better.
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Virtual Frontiers | Emory in the World | Emory University

Virtual Frontiers | Emory in the World | Emory University | Learning with MOOCs | Scoop.it

Look at a map plotting the locations of the 45,000 students who enrolled in music professor Steve Everett’s digital sound design course last spring and one thing becomes clear: the class reached every corner of the globe.

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How Coursera will go from a populist MOOC to a major business

How Coursera will go from a populist MOOC to a major business | Learning with MOOCs | Scoop.it
Coursera chief executive Rick Levin is opening up about ways the free online course provider could become a serious revenue generator.
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MOOC with rock-star professor comes with the frustrations of the classroom

MOOC with rock-star professor comes with the frustrations of the classroom | Learning with MOOCs | Scoop.it

I’ve taken about a dozen business MOOCs so far as part of my effort to construct the equivalent of an MBA, for free.  I’m always on the lookout for new courses, and I was excited when Coursera released “Financial Markets” with Nobel Prize-winning economist and Yale University professor Robert Shiller. I had previously come across another version of this course through Open Yale, a site run by Yale University where anyone can access no-frills video and audio of lectures that were delivered live in the classroom. I started the Open Yale lecture series but didn’t finish it because Coursera announced their version of the same course when I was only partway through. I generally prefer Coursera’s condensed, made-for-online format, so I stopped listening to the Open Yale lectures and signed up the Coursera version. 

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MOOC completion and course activities - Center for Instructional Technology

MOOC completion and course activities - Center for Instructional Technology | Learning with MOOCs | Scoop.it

There has been a lot of discussion about MOOC completion, most of which has focused on completion rates: what percent of people complete a MOOC, and how should we calculate that number?  However, what has drawn less attention, but is potentially more interesting, is what in-course activities impact completion.  Understanding whether or not different course elements in a MOOC affect completion can potentially help us better understand best practices in MOOC design.

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