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Massively MOOC
Examining the development of the Massive Open Online Course
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Rescooped by Peter Mellow from Learning with MOOCs
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A review of MOOCs and their assessment tools

A review of MOOCs and their assessment tools | Massively MOOC | Scoop.it

He starts with a taxonomy of MOOC instructional models, as follows:

cMOOCsxMOOCsBOOCs (a big open online course) – only one example, by a professor from Indiana University with a grant from Google, is given which appears to be a cross between an xMOOC and a cMOOC and had 500 participants.DOCCs (distributed open collaborative course): this involved 17 universities sharing and adapting the same basic MOOCLOOC (little open online course): as well as 15-20 tuition-paying campus-based students, the courses also allow a limited number of non-registered students to also take the course, but also paying a fee. Three examples are given, all from New England.MOORs (massive open online research): again just one example is given, from UC San Diego, which seems to be a mix of video-based lecturers and student research projects guided by the instructorsSPOCs (small, private, online courses): the example given is from Harvard Law School, which pre-selected 500 students from over 4,000 applicants, who take the same video-delivered lectures as on-campus students enrolled at HarvardSMOCs: (synchronous massive open online courses): live lectures from the University of Texas offered to campus-based students are also available synchronously to non-enrolled students for a fee of $550. Again, just one example.

 


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Rescooped by Peter Mellow from Libraries and eLearning
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Can Libraries Save the MOOC? -- Campus Technology

Can Libraries Save the MOOC? -- Campus Technology | Massively MOOC | Scoop.it
As massive open online courses move toward version 2.0, libraries are in a unique position to guide and support the future of blended learning.
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Rescooped by Kim Flintoff from Connectivism
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New Video Game MOOC Takes a Different Approach to Education

New Video Game MOOC Takes a Different Approach to Education | Massively MOOC | Scoop.it
Massive open online courses have grown in popularity as an alternative to traditional college learning since emerging several years ago.

Via Dr. Susan Bainbridge
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Rescooped by Peter Mellow from Learning with MOOCs
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Center For Teaching and Learning

Center For Teaching and Learning | Massively MOOC | Scoop.it
The Center for Teaching and Learning supports teaching at the University of Pennsylvania. The Center works to help standing faculty, adjunct faculty and teaching assistants develop and improve their teaching; to promote valuable conversations about teaching among those groups; and to enhance the quality of education at Penn.
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Peter Mellow's curator insight, October 14, 5:51 PM

Some excellent advice and resources under the 'Planning a Course' section from the CTL at the University of Pennsylvania.

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Les MOOCs : révolution ou désillusion ?

Les MOOCs : révolution ou désillusion ? | Massively MOOC | Scoop.it

Parmi les défis auxquels l’université doit ou devra faire face dans les prochaines années figure incontestablement l’impact de la technologie sur les structures universitaires et le contenu des cours dispensés. En particulier, les  MOOCS – massive open online courses – ces cours en lignes « massifs » et « ouverts », provoquent de multiples interrogations. Reste à savoir s’ils représentent véritablement la révolution annoncée.
L’Institut de l’entreprise publie aujourd’hui un rapport sur le sujet


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Thierry Curty's comment, October 13, 1:48 PM
J'ai conservé le lien ouvert, hésitant à partager. Là je me suis inscrit, j'ai téléchargé le document, je l'ai survolé...et il s'avère qu'il n'est rien de plus qu'un chant du cygne d'un professeur qui analyse la situation à l'aune du savoir contemporain sans prise en compte de l'avenir qu'il ne parvient pas à envisager tout en étant persuadé le faire.
michel verstrepen's comment, October 14, 12:54 AM
Thierry, il y a déjà un certain nombre d'indicateurs et de retours d'expérience qui permettent d'envisager les difficultés liées aux moocs dans l'avenir ... sauf à envisager une notion moins contemporaine du savoir ... à creuser ;-)
Thierry Curty's comment, October 14, 2:18 AM
C'est ce que je dis, et "envisager une notion moins contemporaine du savoir" est parfaitement adapté.

Les MOOCS sont l'avenir, mais ils ne sont que les MOOCS 1.0 dans un internet qui en est au stade du développement du téléphone en 1920 porté par des ordinateurs qui en sont au stade du développement des voitures en 1950.

A terme, même les diplômes vont disparaître. Ils sont la dernière barrière à la diversification caractéristique des sociétés évoluées.

Un diplôme n'est pas une preuve de compétences, mais l'expression des frontières de l'incompétence. Grâce au diplôme on ne matérialise pas ce que sait son porteur, mais ce qu'il ne sait pas et c'est en fonction de ça qu'on le choisit.

En soi, le concept en lui-même est absurde, parce que si vous avez un travail a effectuer et que vous le soumettez à un homme qui vous dit : "oui, je peux le faire", il n'a aucune raison de vous mentir, vu que s'il n'y parvient pas il ne dépassera pas la période d'essai. Et avec l'outsourcing, c'est encore plus flagrant.

Les MOOCS vont donc radicalement évoluer pour devenir non plus des "formations en ligne", mais des filières, des cursus, interactifs avec les écoles (du primaire à la Fac) qui n'existeront plus sous le modèle que nous leur connaissons aujourd'hui.

D'ici 30 ans "l'élève" n'existera plus, et ce quel que soit son âge. Depuis déjà longtemps bon nombre préfère le terme "apprenant", qui est plus vaste, "élève" étant parfaitement réducteur parce que consistant à suivre ce que le "maître" lui apprend. L'apprenant, lui, apprend ce qu'il veut. Ce n'est pas le maître qui distille une instruction restrictive, mais l'intéressé qui intègre une connaissance élargie.

Il faut tenir compte de l'explosion des capacités cognitives, de l'aisance des jeunes face à ce monde qui n'est déjà plus le nôtre. Des enfants de 12 ans donnent déjà des leçons à leurs profs d'informatique. Certains sont millionnaires à 6 ans pour avoir réalisé une application web.

Tout ceci ne vaut donc pas grand-chose, parce qu'analysé à l'aune de connaissances obsolètes sans projection d'avenir.

Pour envisager l'avenir, il faut se tourner vers le futur. Le passé n'est là que pour le souvenir et le présent ne fait que passer.

Et, surtout, il faut cesser de réfléchir à l'aune de ce que nous savons, mais réfléchir à l'aune de ce que les suivants sauront, qui est aussi différent pour le XXIème siècle que ce que ceux du XXème siècle savaient par rapport à ceux du XIXème.
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10 lessons learned from MOOCs

10 lessons learned from MOOCs | Massively MOOC | Scoop.it
From what works best to clues about the model's future viability, what have massive open online courses taught us?

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Rescooped by Kim Flintoff from E-Learning and Online Teaching
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Research: How Video Production Affects Student Engagement

edX recently commissioned a study of nearly 1,000 videos, segmenting them out by by video type and production style, and discovered this among their other findings:

Shorter videos are more engaging. Engagement drops after 6 minutes.Videos with a more personal feeling are more effective than high-fidelity studio recordings.
Videos in which the instructor speaks quickly and with high enthusiasm are more engaging.Khan-style tablet drawings are more engaging than power point slides.


Via Dennis T OConnor
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Nevermore Sithole's curator insight, September 3, 2:30 AM

Research: How Video Production Affects Student Engagement

Rosemary Tyrrell's curator insight, September 4, 4:23 PM

An interesting study from the EdX people on using videos in an online course. 

KB...Konnected's curator insight, September 6, 12:49 AM

Good to know.

Rescooped by Peter Mellow from Learning with MOOCs
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Uncertainty for WA universities in the wake of reform

Uncertainty for WA universities in the wake of reform | Massively MOOC | Scoop.it
Funding cuts and fee deregulation mean WA's public tertiary education sector is facing uncertain times.
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Move Over MOOCs, It's Online, Competency Time

Move Over MOOCs, It's Online, Competency Time | Massively MOOC | 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 [...]
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Rescooped by Kim Flintoff from Learning with MOOCs
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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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Rescooped by Kim Flintoff from Learning with MOOCs
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MOOCs Are No Longer A Cultural Export Of The West

MOOCs Are No Longer A Cultural Export Of The West | Massively MOOC | Scoop.it
From China to Saudi Arabia, nations are translating, adapting, and creating MOOCs to fit their own unique needs.

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Rescooped by Kim Flintoff from Learning with MOOCs
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Parting Ways: MOOC Differentiation in the Marketplace

Parting Ways: MOOC Differentiation in the Marketplace | Massively MOOC | Scoop.it
As more platforms are designing MOOCs for different purposes and audiences, Jonathan Haber delves into the resulting MOOC differentiation.

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Rescooped by Kim Flintoff from Learning with MOOCs
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What’s wrong with MOOCs and why they aren’t working? - What’s wrong with MOOCs and why they aren’t working?

What’s wrong with MOOCs and why they aren’t working? - What’s wrong with MOOCs and why they aren’t working? | Massively MOOC | Scoop.it
Not too surprisingly, Boston has become one of the epicenters of the next would-be education revolution: Online learning. Spearheaded by EdX, which gained backing from Harvard and MIT, the city that hosts some hundred institutions of higher education is also trying to reform it. Harman Singh, the founder and chief executive of WizIQ, shares where he sees the field stumbling.

As technology advances, we have more access to information. One technology, Massive Open Online Courses (better known as MOOCs) is beginning to change the way we look at education. These online courses are free and filled with information on just about anything you want to learn — from project management skills to learning a new language. And because MOOCs are free, access is open to anyone with a computer.

Just as learners have open access to MOOCs, instructors from schools and universities to a variety of education providers, and practically anyone with a skill to share, can host a MOOC. The emergence of MOOCs has the potential to inevitably change the way we receive our education.

Just how prevalent are MOOCs? There are hundreds of MOOCs globally, some from even established universities such as Harvard and Stanford. MOOCs fill a void for learners who lack the time — and/or dollars — to physically attend a course featuring high-quality content. Needless to say, MOOCs are regarded as a game-changer in online education.

But are they really changing the game in learning?

Why MOOCs Aren’t Working Right Now

In the future, MOOCs have the potential to completely transform education. However, as of right now, don’t expect to see universities shutting down as a result, as some experts have begun projecting. Despite the recent rapid rise in MOOCs, this format continues to be an evolving model, and one that isn’t quite established yet.

Despite the seemingly unlimited access to free information through MOOCs, a 2012-2013 study conducted by MIT and Harvard revealed an overwhelming 95 percent of students dropped their online courses before completion, a rate substantially higher than traditional education’s dropout rates. While some students have expressed satisfaction taking MOOCs, others give various reasons for dropping them. Among the most common reason cited behind this dropout rate: there is no live teacher engagement.

Currently, just 10 percent of MOOC registrants complete their courses. Why — if all the materials are free and available with the click of a mouse? MOOCs are structured using a series of pre-recorded video-based, self-paced classes offered to students for free. There are no live instructors to help facilitate the classes, lectures, or content. There is also no straight-and-narrow path from beginning-to-end and the format does not encourage the exchange of different thoughts and ideas among learners. The lack of live instructor involvement also means no follow-up with the student, or any assurance along the way that the student’s learning trajectory is heading in the right direction. At the course’s conclusion, only the learner can determine if he or she was successful.

The modern MOOC — without live and interactive teacher engagement — is essentially an Internet version of a book. That said, there is tremendous potential for the MOOC to evolve in a major way. To reduce dropout rates, the MOOC must be structured around live teacher engagement.

Some online learning platforms are now taking notice of this need for student-teacher engagement. At WizIQ, for example, our platform is an open marketplace where anyone can offer a MOOC, but we are integrating actual teacher engagement into the MOOC, filling a need within the online education sector.

Still Plenty of Room – and Time – For Growth

With the potential evolution for more online courses to include live instructor interaction, MOOCs can have a significant impact in higher education. Economics alone provides a huge advantage for MOOCs. According to a Deloitte study:

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Rescooped by Peter Mellow from Learning with MOOCs
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Why MOOCs are Failing the People They're Supposed to Help

Why MOOCs are Failing the People They're Supposed to Help | Massively MOOC | Scoop.it
MOOCs and online education are a technology with potentially revolutionary implications—but without a precise plan for realizing that potential.
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Rescooped by Peter Mellow from Learning with MOOCs
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Demystifying the MOOC

Demystifying the MOOC | Massively MOOC | Scoop.it
Massive open online courses haven’t changed the world of education. The average user is a white American man with a degree already. But that doesn’t mean they’re failures.
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Duke MOOC Participants Around the World

Duke asked MOOC students from around the world to send in videos telling us something they learned from their course. Here's what they said.
Peter Mellow's insight:

A great 'student voice' video showing the real impact and reach of MOOCs for higher education.

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Peter Mellow's curator insight, October 21, 6:21 PM

A great 'student voice' video showing the real impact and reach of MOOCs for higher education.

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Moocs ‘will not transform education’, says FutureLearn chief

Moocs ‘will not transform education’, says FutureLearn chief | Massively MOOC | Scoop.it
Simon Nelson tells Times Higher Education podcast original claims were ‘overhyped and unrealistic’
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Rescooped by Kim Flintoff from Connectivism
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Learning and Connectivism in MOOCs


Via Dr. Susan Bainbridge
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Arne Krokan's curator insight, September 16, 1:11 AM

Interessante perspektiver på læring og connectivistisk tenkning i MOOCs.

jose antonio gabelas's curator insight, September 25, 11:08 AM

agregar su visión ...

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The MOOC Has Arrived and Education Will Never be the Same Again

The MOOC Has Arrived and Education Will Never be the Same Again | Massively MOOC | Scoop.it
Professor Yossi Sheffi, Director of the MIT Center for Transportation and Logistics and Professor of Civil and Environmental Engineering, wrote about MOOCs on his LinkedIn Influencer blog. With his...
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UNE shuts down its loss-making MOOCs

UNE shuts down its loss-making MOOCs | Massively MOOC | Scoop.it
The University of New England (UNE) has shut down its pioneering experiment with massive open online courses (MOOCs) because it could not make it pay.
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Harvard is evaluating "blended" courses that draw on online MOOC material | Harvard Magazine Sep-Oct 2014

Harvard is evaluating "blended" courses that draw on online MOOC material | Harvard Magazine Sep-Oct 2014 | Massively MOOC | Scoop.it

HARVARDX and other institutions continue to create new massive open online courses (MOOCs; see the current list at harvardx.harvard.edu/modules-courses). But with hundreds of offerings available on edX, Coursera, and emerging platforms (such as the Business School’s HBX; see harvardmag.com/hbx-14), emphasis is now shifting to research on applications and assessments.

 

As reported, HarvardX’s review of first-year MOOC enrollments revealed apparently vast online interest in signing up for courses (perhaps reflecting the ease of registration), but rapid attrition (see “Harvard Measures Its MOOCs,” May-June, page 22). A Chronicle of Higher Education review of those data, published in mid June, reiterated the key finding that about half the registrants viewed none of the course content; of those who examined any content, “half looked at 11 percent of the course chapters or less.”

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Rescooped by Kim Flintoff from Learning with MOOCs
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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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Technology improves higher learning, it doesn't kill it

Technology improves higher learning, it doesn't kill it | Massively MOOC | 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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Reports of MOOCs' demise have been greatly exaggerated - The Hechinger Report

Last year’s exuberance about the impact of massive open online courses has fizzled. MOOCs have been widely eulogized as “overpromised,” “off course,” and just plain “enough already!” This much ballyhooed and belittled phenomenon is clearly neither the cure for all that ails higher education, nor the end of colleges and universities as we know them. …

 

“MOOCs have advanced the conversation and sharpened our focus on helping students learn. And that’s the ultimate return on investment.


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Ajit Balakrishnan: Enter the MOOCs

Ajit Balakrishnan: Enter the MOOCs | Massively MOOC | Scoop.it
There is an air of excitement around today, as there was in 1995. At that time it was the appearance of the first web browser and what it portended for the media industries that caused the excitement. Some of us in the media industries could

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