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.
"...MOOC history and MOOC influences. The linking of MOOCs to historical precedents and influences is found wonting in both academic and popular literature. Part of this is due to the relative newness of the MOOC, a phenomenon that caught fire at the end of 2011, but it must be noted that, when speaking about MOOCs, developers consistently fail to link the learning model to existing research, trends or prior histories (Bady, 2013b)…."
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.
University leaders and government officials from five continents on Thursday explored challenges and opportunities from economics to diversity that higher education faces. The second day of the Princeton-Fung Global Forum in Parisalso featured vigorous debate on whether online learning platforms pose more risks or rewards for academia and society.
"... brief summary of the report (as always, you should read the report for yourself if my summary gets you interested). Italics are direct quotes from the report.
Goal of the MOOC
How can we get teachers to think more deeply about reinventing education?
facilitators take on the role of connecting people around an idea for the purpose of bettering our understanding of the idea. A connectivist-based MOOC draws on the extensive number of participants as well as the existing open repository of content to develop an experience. Participants are both teachers and learners in a process – not a product.
The course was designed around four principles often associated with teaching in the 21st century: connected learning, personalization, collaboration, and reflection. "