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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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Learning analytics at Stanford takes huge leap forward with MOOCs

Learning analytics at Stanford takes huge leap forward with MOOCs | Massively MOOC | Scoop.it
Stanford's Lytics Lab gathers data from massive open online courses to learn more about how we learn. The group studies student behavior to measure interaction and performance.

Via Susan Bainbridge, Peter Mellow
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davidgibson's curator insight, April 11, 2013 7:54 PM

Without scanning the whole article, what do you think we can do to dive deeper into use patterns? That is, how can we go deeper than what is mentioned in this quote:

 

"They found that people take classes or stop for different reasons, and therefore referring globally to "dropouts" makes no sense in the online context. They identified four groups of participants: those who completed most assignments, those who audited, those who gradually disengaged and those who sporadically sampled. (Most students who sign up never actually show up, making their inclusion in the data problematic.) The point of all this is not simply to record who is doing what but to "provide educators, instructional designers and platform developers with insights for designing effective and potentially adaptive learning environments that best meet the needs of MOOC participants," the researchers wrote."

Marci Segal, MS's comment, April 13, 2013 10:56 AM
Good to have a peek inside - thanks!
Marci Segal, MS's curator insight, April 13, 2013 10:57 AM

Good to have a peek inside what's going on, eh?  Ready to take the plunge?

Rescooped by Kim Flintoff from :: The 4th Era ::
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#ETMOOC | A MOOC about educational technology & media – Coming January 2013

MOOC = Massive Open Online Course

"This space will act as an information hub for #etmooc, an open, online experience that is designed to facilitate & nurture conversations around the thoughtful integration of educational technology & media in teaching and learning.

Think of #etmooc as an experience situated somewhere between a course and a community. While there will be scheduled webinars and information shared each week, we know that there is a lot more that we will collectively need to do if we want to create a truly collaborative and passionate community.

We’re aiming to carry on those important conversations in many different spaces – through the use of social networks, collaborative tools, shared hashtags, and in personalized spaces. What #etmooc eventually becomes, and what it will mean to you, will depend upon the ways in which you participate and the participation and activities of all of its members. Let’s see if we can create something that is not just another hashtag – and, not just another course.

Some exciting topics will be explored during the #etmooc experience. We’ll be leading conversations around many of the recently popularized technologies, media and literacies including social/participatory media, blended/online learning environments, digital literacies, open education, digital citizenship/identity, copyright/copyleft, and multimedia in education. We hope that this list of topics will grow as we expand our membership and tap into the expertise of our participants. However it is not the topics that we cover, but it is what we discover, create and share together that will be critical to the success of the etmooc experience."

"Topics & Tentative Schedule

The 2013 tentative schedule of topics is found below. More detailed information will be provided soon, including exact dates and connection information. Each topic is 2 weeks long so that there is adequate attention and depth.

Welcome (Jan 13-19): Welcome Event & Orientation to #etmooc

- Topic 1 (Jan 20-Feb. 2): Connected Learning – Tools, Processes & Pedagogy
- Topic 2 (Feb 3-16): Digital Storytelling – Multimedia, Remixes & Mashups
- Topic 3 (Feb 17-Mar 2): Digital Literacy – Information, Memes & Attention
- Topic 4 (Mar 3-16): Digital Citizenship – Identity, Footprint, & Social Activism
- Topic 5 (Mar 17-30): The Open Movement – Open Access, OERs & Future of Ed."


Via Dennis Richards, Jim Lerman
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Jim Lerman's curator insight, December 21, 2012 2:22 AM

Looks like it's going to be a great course.

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Blackboard Inc.: The Rise of the New “Online Learning” and the Race for Profits - e-Literate

Blackboard Inc.: The Rise of the New “Online Learning” and the Race for Profits - e-Literate | Massively MOOC | Scoop.it

 

A very intersting read from Jim Farmer. Well worth a read! :-)

 

PM - Thanks to Mark Smithers for originally posting this link on Twitter.

 

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Rescooped by Peter Mellow from Learning with MOOCs
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More flexibility needed for "online evolution"

More flexibility needed for "online evolution" | Massively MOOC | Scoop.it
MORE flexibility in course accreditations is required for Australia to properly benefit from a boom in online education, a new report says.

Via Peter Mellow
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Rescooped by Peter Mellow from Higher Education Teaching and Learning
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At Stanford, scholars debate the promises, pitfalls of online learning

At Stanford, scholars debate the promises, pitfalls of online learning | Massively MOOC | Scoop.it
Tanner Lecturer and respondents tackle the challenges of preserving the best of higher education while venturing onto new ground.
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Audrey Watters Wrestles with MOOCs | Open Education | HYBRID PEDAGOGY

Audrey Watters Wrestles with MOOCs | Open Education | HYBRID PEDAGOGY | Massively MOOC | Scoop.it
Hybrid Pedagogy is an academic and networked journal of teaching and technology that combines the strands of critical and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education.
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