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Examining the development of the Massive Open Online Course
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Who Does What in a Massive Open Online Course? | Seaton et al. , Comm. of the ACM

Who Does What in a Massive Open Online Course? | Seaton et al. , Comm. of the ACM | Massively MOOC | Scoop.it

Massive Open Online Courses (MOOCs) collect valuable data on student learning behavior; essentially complete records of al student interactions in a self-contained learning environment, with the benefit of large sample sizes. […] 

• […] 76% of all participants were browsers who collectively accounted for only 8% of time spent in the course, whereas, the 7% certificate-earning participants averaged 100 hours each and collectively accounted for 60% of total time. 

• Students spent the most time per week interacting with lecture videos and homework, followed by discussion forums and online laboratories;


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Peter B. Sloep's curator insight, April 21, 12:46 PM

The article analyses the behaviour of some 150,000 registrants for the inaugural edX course — 6.002x: Circuits and Electronics, which was offered in the spring of 2012. The analysis is based on the log files for the course, constituting an exemplary case of the application of learning analytics in action (although the authors don’t use that term at all). It consists of two parts. First, the authors take the data of all registrants into account, later to focus on those relatively few (about 10,000) who managed to earn a course certificate. 

 

Overall, this is an interesting and useful study. I have two minor qualms with it. First, the analysis focuses on those registrants who passed the exam and earned a certificate. Although the 10,000 students who managed to do this is a sizable number, it pales with the 150,000 who registred in the first place. Second, and as far as I am concerned more importantly, no attempts is made to frame the discussion in the context of a particular learning theory. However, these qualms do not detract from the value of this study, it deserves to be widely read, particularly by people who are engaged in learning analytics (who might miss it as that term is not used). @pbsloep

(see for a more extensive discussion of the article my blog post at http://pbsloep.blogspot.nl/2014/04/who-does-what-in-massive-open-online.html

Rescooped by Peter Mellow from Learning with MOOCs
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Google, EdX Partner on MOOC Platform Development, Research -- Campus Technology

Google, EdX Partner on MOOC Platform Development, Research -- Campus Technology | Massively MOOC | Scoop.it
EdX has partnered with Google to develop the nonprofit massive open online course provider's learning platform, Open edX, and expand availability to institutions and individuals.
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Scooped by Kim Flintoff
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Harvard Faculty Wants Involvement in EdX Online Venture

Harvard Faculty Wants Involvement in EdX Online Venture | Massively MOOC | Scoop.it

Harvard University professors expressed concerned that HarvardX, the school’s offering on the EdX online teaching platform founded by Harvard and the Massachusetts Institute of Technology, is operating without the involvement of its faculty.

Almost 60 professors signed a letter to Michael Smith, dean of the Faculty of Arts and Sciences, requesting that he form a committee “to draft a set of ethical and education principles” that will govern the faculty’s involvement in HarvardX, according to the letter sent yesterday and reprinted in today’s Harvard Crimson.

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Rescooped by Peter Mellow from Learning with MOOCs
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edX Adds 15 American and International Universities -- Campus Technology

edX Adds 15 American and International Universities -- Campus Technology | Massively MOOC | Scoop.it
Massive open online course provider edX has added 15 universities, more than doubling the number of participating universities for a total of 27.
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edX Expands Internationally and Doubles its Institutional Membership with the Addition of Six New Schools

edX Expands Internationally and Doubles its Institutional Membership with the Addition of Six New Schools | Massively MOOC | Scoop.it

CAMBRIDGE, MA – Feb. 20, 2013 – EdX, the not-for-profit online learning enterprise founded by Harvard University and the Massachusetts Institute of Technology (MIT), announced today the international expansion of its X University Consortium with the addition of six new global higher education institutions. The Australian National University (ANU), Delft University of Technology in the Netherlands, École Polytechnique Fédérale de Lausanne (EPFL) in Switzerland, McGill University and the University of Toronto in Canada, and Rice University in the United States are joining the Consortium and will use the edX platform to deliver the next generation of online and blended courses. This international expansion enables edX to better achieve its mission of providing world-class courses to everyone, everywhere, and is the natural next step to continue serving the large international student body already using edX on a daily basis.

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5 Ways That edX Could Change Education

5 Ways That edX Could Change Education | Massively MOOC | Scoop.it
The new venture will engage the entire world in an expensive and ambitious experiment.
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School’s Out, Forever: EdX Online Classes Change How People Learn

School’s Out, Forever: EdX Online Classes Change How People Learn | Massively MOOC | Scoop.it
EdX Online Classes: A new online education program changes how people learn. College students can take online classes from home with edX.

 

MIT began contemplating a massive online class in 2007. Then-provost L. Rafael Reif, who was named the Institute’s president in May, saw that students were using the Internet in nearly every part of life, yet classroom learning remained relatively untouched by the Web. So he set up several committees dedicated to thinking about how online technology should remake the way students learn, and how that technology could be shared with the world. Professors played with different techniques for four years, and in 2011 Reif finally unveiled MITx to faculty, alumni, students, and trustees. Agarwal quickly volunteered to put his full circuits course online.

 

In the old days—like, a year or two ago—online learning consisted of students sitting in front of computers watching hour-long videos of professors droning on from behind a lectern. If you were lucky, somebody might post a PowerPoint presentation. That model is dead.

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Rescooped by Jacqui Kelly from Learning with MOOCs
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How MOOC Video Production Affects Student Engagement | edX

How MOOC Video Production Affects Student Engagement | edX | Massively MOOC | Scoop.it

Question: How does video production affect student engagement in MOOCs?

 

How we went about it: We measured engagement by how long students watched each video and also whether they attempted to answer post-video assessment problems.


Via Peter Mellow
Jacqui Kelly's insight:

Some useful recommendations on video production techniques that can be applied to MOOCs and any online learning

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Rescooped by Kim Flintoff from Educational Technology in Higher Education
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edX president predicts an online learning transformation - FT.com

edX president predicts an online learning transformation - FT.com | Massively MOOC | Scoop.it
Anant Agarwal is a professor of electrical engineering and computer science at the Massachusetts Institute of Technology and president of edX, a leading provider of massive open online courses, known as Moocs.

Via Mark Smithers
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Chris Carter's curator insight, July 1, 2013 7:49 AM

What else would the edX president predict, the quick demise of MOOCs?

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EdX doubles its size with 15 new universities

EdX doubles its size with 15 new universities | Massively MOOC | Scoop.it

The not-for-profit massive open online course (MOOC) platform EdX roped in its first Asian institutions, along with more Ivy League universities, as the number of participating schools doubled May 21.

Bringing online courses from Berklee College of Music, Boston University, Davidson College, and University of Washington, along with Peking University in China, The University of Hong Kong, and other Asian institutions brings the number of EdX online schools to 27 just one year after the Cambridge-based outfit launched.

Kim Flintoff's insight:

GMT+8 being gobbled up rapidly...

 

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Rescooped by Peter Mellow from Learning with MOOCs
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The pedagogical foundations of massive open online courses | David G. Glance, Martin Forsey & Miles Riley - First Monday

In 2011, the respective roles of higher education institutions and students worldwide were brought into question by the rise of the massive open online course (MOOC). MOOCs are defined by signature characteristics that include: lectures formatted as short videos combined with formative quizzes; automated assessment and/or peer and self–assessment and an online forum for peer support and discussion. Although not specifically designed to optimise learning, claims have been made that MOOCs are based on sound pedagogical foundations that are at the very least comparable with courses offered by universities in face–to–face mode. To validate this, we examined the literature for empirical evidence substantiating such claims. Although empirical evidence directly related to MOOCs was difficult to find, the evidence suggests that there is no reason to believe that MOOCs are any less effective a learning experience than their face–to–face counterparts. Indeed, in some aspects, they may actually improve learning outcomes.


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Maria Persson's comment, May 26, 2013 6:00 PM
Appreciate your comments Paulo - insightful and provokes further thought. Thanks for the comment.
Peter B. Sloep's comment, May 31, 2013 3:46 AM
Great comment Paulo!
Hein Holthuizen's curator insight, September 29, 2013 12:27 AM

A great outcome for those who don't like travelling (not me) and want to train/teach those who are in need of knowledge they are able to give.

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Coursera and edX add universities and hope to expand global reach | Inside Higher Ed

Coursera and edX add universities and hope to expand global reach | Inside Higher Ed | Massively MOOC | Scoop.it
Faculty Learning Engagement Teams's insight:

Coursera and edX double their MOOC offerings

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Scooped by Kim Flintoff
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Unishared: Revolution in Online Education Beyond Coursera, Edx, and Udacity - Forbes

Unishared: Revolution in Online Education Beyond Coursera, Edx, and Udacity - Forbes | Massively MOOC | Scoop.it
There is an eminent revolution about to happen in the online education sector. Unishared focus on collaboration and peer learning. It pushes students to share everything they learn in classrooms all the time.
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