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Massively MOOC
Examining the development of the Massive Open Online Course
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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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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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Future Learn + 4 Universities + BBC= 4 Amazing WW1 MOOCs

Future Learn + 4 Universities + BBC= 4 Amazing WW1 MOOCs | Massively MOOC | Scoop.it
FutureLearn has announced an amazing collaboration between 4 University Partners and the BBC which gives learners a chance to learn about World War 1 in a whole new way!  The BBC has opened its arc...
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Who uses MOOCs and how?

Who uses MOOCs and how? | Massively MOOC | Scoop.it

Given that millions of people register for MOOCs (Massive Open Online Courses), it is perhaps not surprising that much has been written to date about these still-evolving education platforms.

But what do we know about who is enrolled in MOOCs? Or how these platforms are (or aren’t) supporting learning? In today’s article we take a look at some fresh studies from the field to sketch out early observations about the usage and impacts of MOOCs. http://ow.ly/zrs0H

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Massive open online courses: does the rhetoric match the reality?

Massive open online courses: does the rhetoric match the reality? | Massively MOOC | Scoop.it

According to technologists and digital education evangelists, massive open online courses, or MOOCs, represent the future of education. That may be so, but why is it that Oxford University sees them as the very antithesis of quality education? Antony Funnell reports.

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Why most MOOCs are boring for nearly everybody involved.

Why most MOOCs are boring for nearly everybody involved. | Massively MOOC | Scoop.it

Think how boring life would be if you had to get a bunch of bureaucrats to approve every innovative teaching technique that you wanted to try. It would be like living in a corporate university with a pencil-pusher stationed right there in your classroom.

 

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The technology of austerity is not interactive because interactive costs time and money. This won’t work if you’re only measuring educational “efficiency.”

 

In summary, the only people who are happy by this kind of result are lifelong learners with no skin in the game and the clerks. Is it really worth disrupting everybody’s higher education to make just these two groups happy?

Kim Flintoff's insight:

A spoonful of sugar and then Mary Poppins kicks you out ... a dystopian view of MOOC developments...

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Dorian Love's curator insight, July 15, 9:33 AM

But good MOOCs are really, really good!

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ICDE » Ten useful reports on MOOCs and online education

ICDE » Ten useful reports on MOOCs and online education | Massively MOOC | Scoop.it
This digest of reports and papers published over the past year is provided to support the ongoing debate on MOOCs, Open Educational Resources and online educati
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The making of the first Monash MOOC, Monash University

The making of the first Monash MOOC, Monash University | Massively MOOC | Scoop.it

Monash recently offered its first Massive Open Online Course (MOOC), Creative Coding, as a collaborative venture through FutureLearn.

 

Lead academics Associate Professor Jon McCormack from the Faculty of Information Technology and Dr Mark Guglielmetti from the Faculty of Art Design & Architecture, worked with librarians and learning skills advisers and with staff from the Office of the Vice-Provost (Learning and Teaching). They developed learning objectives and guidelines for students around expectations and conduct in the MOOC.

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Academics call for guidelines on use of online learners’ data

Academics call for guidelines on use of online learners’ data | Massively MOOC | Scoop.it

Guidelines to ensure the ethical use of data gathered from online learners need to be developed, to prevent the misuse of personal information, a group of academics has said.

 

Delegates at the Asilomar Convention for Learning Research in Higher Education, which took place in California earlier this month, have produced a framework to promote the appropriate use of both learners’ personal information, and any research based on their activity.

 

The document states that six principles should inform the collection, storage, distribution and analysis of information gathered from people who engage with online learning resources such as massive open online courses.

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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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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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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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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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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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ICDE » News archive » 2014 » April - June » Ten useful reports on MOOCs and online education

ICDE » News archive » 2014 » April - June » Ten useful reports on MOOCs and online education | Massively MOOC | Scoop.it
This digest of reports and papers published over the past year is provided to support the ongoing debate on MOOCs, Open Educational Resources and online educati
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Massive open online courses: does the rhetoric match the reality?

Massive open online courses: does the rhetoric match the reality? | Massively MOOC | Scoop.it
According to technologists and digital education evangelists, massive open online courses, or MOOCs, represent the future of education. Antony Funnell reports.
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Universities are still standing. The MOOC revolution that never happened.

Universities are still standing. The MOOC revolution that never happened. | Massively MOOC | Scoop.it

Universities are not homogenous organisations that take a consistent approach to how they produce students with degrees. Each academic teaches in a largely unique way and students all approach their learning in an equally non-uniform manner. At the end of the day, we haven’t found any consistent way of getting around the fact that in order to learn, students are required to put in a great deal of effort and they can only be guided and supported in this endeavour. The motivations for students, especially young ones, to do this on their own without the incentive of obtaining a degree that means something substantial in economic and social terms, are simply not there.

If universities do eventually experience a revolution, it will not be because of MOOCs.

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Reputations at risk as platforms fail to screen Moocs

Reputations at risk as platforms fail to screen Moocs | Massively MOOC | Scoop.it
Poor-quality courses on platforms such as Coursera, edX and Udacity could cause reputational damage to universities, says Oxford expert
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Join the new AdelaideX team Job in Adelaide - SEEK

Management - Universities, The University of Adelaide is appointing its AdelaideX team - a Program Manager and three Learning Designers - to deliver MOOCs via edX in 2015.
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MOOC Project Coordinator - UQ Jobs - The University of Queensland

MOOC Project Coordinator - UQ Jobs -  The University of Queensland | Massively MOOC | Scoop.it

The MOOC Project Coordinator will support and coordinate the uptake, development and evaluation of e-learning technologies, resources and pedagogies to enhance teaching quality, and support students learning in GCI's teaching programs.  The position provides a single point of contact for staff (individuals and groups) related to eLearning systems and tools, with particular reference to those projects and academic staff developing courses for online distribution through the edX massive online learning system.

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