"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."
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.
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.
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…
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.
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".
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
... 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. ...
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.
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.
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.
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.