Massively MOOC
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Massively MOOC
Examining the development of the Massive Open Online Course
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Rescooped by Kim Flintoff from Learning with MOOCs
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Microsoft has entered the MOOC space!

Microsoft has entered the MOOC space! | Massively MOOC | Scoop.it
Microsoft offers free online courses and MOOCs in a variety of subjects. Browse upcoming classes and enroll now.

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The State of the MOOC

The State of the MOOC | Massively MOOC | Scoop.it
So after a couple of years since MOOCs become a recognized eLearning strategy (and for the sake of our readers, I’ll suppose you know what generally defines a MOOC), where do they stand? Still the possible future of education? Still a developing concept? Or perhaps a failed experiment?

I’ll stand in the middle, aligning myself with ‘developing concept’, as there is promise, hype, and both encouraging and discouraging results.

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MOOCs and Meetups Together Make for Better Learning

MOOCs and Meetups Together Make for Better Learning | Massively MOOC | Scoop.it

"Everyday, thousands of students around the world perch themselves in front of computer screens in homes, libraries, coffee shops, and Internet cafes to take a ma..."


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Chris Carter's curator insight, April 22, 2015 8:36 PM

Right! It is within the interpersonal relationships that most of us find the motivation to complete a long, challenging task.

Christa Meenan's curator insight, April 23, 2015 9:14 AM

While highlighting the obvious benefits of MOOCs for self-motivated individuals, this aricle does a nice job of also explaining the importance of face-to-face interaction with the instructor for many students to succeed.  Blending MOOCs with other forms of delivery may be a way for MOOCs to move forward with lower dropout rates.

Susanna Sancassani's curator insight, April 28, 2015 2:59 AM

Il MOOC si fa blended...

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MOOCs: learning about online learning, one click at a time

MOOCs: learning about online learning, one click at a time | Massively MOOC | Scoop.it
Massive Open Online Courses, or MOOCs, took the world by storm in 2012. After years of experimentation at the fringes of higher education, prestigious universities from around the world progressively surged…

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SusanBat 's curator insight, August 28, 2014 8:06 PM

"...But one reason institutions like Stanford University and Edinburgh University embraced MOOCs was that they provided a wonderful opportunity to learn about online learning. These institutions recognised that MOOCs were a vehicle for educational research, particularly through the use of learning analytics..."

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Megatrends in MOOCs: #7 Gamification

Megatrends in MOOCs: #7 Gamification | Massively MOOC | Scoop.it

"As digital learning environments, MOOCs are ideal for incorporating game elements. In fact, many MOOCs already have some kind of gamification, such as digital badges, which are becoming preferred alternative credentials in both the education and training spheres.

Gamification in MOOCs can take a variety of forms, from merely introducing a progress bar into courses (these now come standard in many learning management systems) to full-scale gamified training programs, with competitions, levels, content unlocking, rewards, and more…"


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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, 2014 3:46 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 Kim Flintoff from Networked Learning - MOOCs and more
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KD-MOOC 2014 Workshop on Datamining for MOOCs

The popularity of Massive Open Online Courses (MOOCs) has attracted considerable attention from academic institutions providing the courses, potential students and researchers. The enthusiasm for all the possibilities of this type of online education has, however, been tempered by issues such as of the quality of education provided, the support needed by vast numbers of students and the high drop-out rate. The Educational Data Mining community has an important role to play in the debate about the advantages and disadvantages of MOOCs, as well as in proposing intelligent solutions for addressing various educational aspects. There are many challenges of knowledge discovery in MOOCs, including the vast volume of data and the diversity of users. These challenges, however, bring opportunities to develop new data mining techniques or adapt established knowledge discovery approaches to the requirements of analysing MOOCs data. 


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Peter B. Sloep's curator insight, February 19, 2014 9:26 AM

Last week I reported on the EMOOCs conference, in which a significant part was reserved for reporting on various experiences with and research results on MOOCs. This July a workshop will be held focussing on data mining in MOOCs. If MOOCs are as massive as their name suggests - which of course is not always the case in actual fact - then data mining should be particularly profitable. It should give us insights in how MOOCs fare but also on how to generate the raw material on which recommenders may operate. The call for papers is still open until April 14th, so everybody who has a data mining & MOOCs axe to grind, pay attention! @pbsloep

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George Siemens introduces a new MOOC Framework

George Siemens introduces a new MOOC Framework | Massively MOOC | Scoop.it

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Ebba Ossiannilsson's curator insight, December 1, 2013 1:08 PM

George Siemens introduces a new MOOC Framework

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With Open Platform, Stanford Seeks to Reclaim MOOC Brand

With Open Platform, Stanford Seeks to Reclaim MOOC Brand | Massively MOOC | Scoop.it
By embracing the open-source software Open edX, the university hopes to create its own reputation as a MOOC provider.

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European MOOCs Scoreboard

European MOOCs Scoreboard | Massively MOOC | Scoop.it

"The aim of this scoreboard is to highlight the huge potential that European institutions have in the world of MOOCs and to help visualize this potential by compiling the existing European-provided MOOCs and open courses available on different open websites"


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Early Analysis Shows MOOCs Struggle With Engagement

Early Analysis Shows MOOCs Struggle With Engagement | Massively MOOC | Scoop.it
Massive Open Online Courses are attracting millions of students, but providers and platforms are struggling with holding their attention to completion.

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Coursera's Online Insight: Short Classes Are Education's Future

Coursera's Online Insight: Short Classes Are Education's Future | Massively MOOC | Scoop.it
Coursera's co-founder, Andrew Ng, argues that most college-level classes don't need to run 12 weeks. In many cases, shorter is better. (@Coursera’s average student is about 30 years-old, which means a lot of them have full-time jobs.

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Rescooped by Peter Mellow from Learning with MOOCs
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What we can learn from MOOCs - The Daily Princetonian

What we can learn from MOOCs - The Daily Princetonian | Massively MOOC | Scoop.it

"The trend toward online education offers Princeton and its students an important opportunity for re-evaluation. To remain a top-tier learning institution, Princeton needs to borrow some of the innovations offered by the MOOC model to improve the in-class learning experience offered to its students on campus"


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MOOCs...Learning is Changing, Curtis J. Bonk

Curtis J. Bonk will deliver a presentation via videoconference at Tampere University of Applied Sciences, http://www.tamk.fi/. The following themes are included in presentation:

- Massive open online courses as part of the higher education.
- The trends of e-learning and educational technology.
- Opportunities and challenges in online learning, blended learning and moocs
- Recommendations and guidelines for design and implementation of MOOCs

Questions and conversation can be seen at Twitter with Hashtag #bonktam15, https://twitter.com/search?f=realtime...

Curtis J. Bonk's presentation slides and streaming & recording link can be found at http://www.trainingshare.com/workshop...

For more information about Curtis J. Bonk http://php.indiana.edu/~cjbonk/


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Rescooped by Kim Flintoff from Learning & Mind & Brain
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Five Reasons High School Students Should Consider MOOCs - MOOC Report

Five Reasons High School Students Should Consider MOOCs - MOOC Report | Massively MOOC | Scoop.it
MOOCs are usually taken by college students or adults, but the are compelling reasons they may make sense for high school students.

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5 active learning experiences you can use in your MOOCS instead of videos

5 active learning experiences you can use in your MOOCS instead of videos | Massively MOOC | Scoop.it

... Passively watching a video doesn’t achieve the same level of rich learning, because it does not require the student to do anything but sit, watch, and hopefully absorb information.

The great news is, designing active learning experiences for your MOOC is fun and won’t cost you a thing! ...

http://www.scoop.it/t/easy-mooc


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Jarrod Johnson's curator insight, April 14, 2015 6:39 PM

These insights are pretty obvious when you read them and a lot of MOOCs I have completed have used at least one of these methods.

elearning at eCampus ULg's curator insight, April 21, 2015 3:15 AM

Some interesting ideas to serve variety in learning

Rescooped by Peter Mellow from Learning with MOOCs
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MOOC opens door to 21st century teaching and learning skills | MUSSE

MOOC opens door to 21st century teaching and learning skills | MUSSE | Massively MOOC | Scoop.it

...“MOOCs challenge everyone involved – participants and staff – to use and improve their skills in digital learning – which is in itself a 21st century skill,” Professor Griffin said...


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Research underlines the need to shift how MOOCs are taught

Research underlines the need to shift how MOOCs are taught | Massively MOOC | Scoop.it

"Whilst the initial success of MOOCs has been substantial, there has been a growing desire to see the format of learning offered updated to reflect the way people study in a modern world…"


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MOOCs and copyright law

MOOCs and copyright law | Massively MOOC | Scoop.it

"Massive open online courses (MOOCs) are still pretty new but more and more universities, platform providers and publishers are beginning to create MOOCs to raise their profile and showcase high-quality materials. But there is a risk that reputations can take a serious hit if materials and data are being used incorrectly, or without permission."


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skiinglibrarian's curator insight, April 19, 2014 5:48 PM

Excellent analysis of the copyright issues that educators need to consider as they  utilise the open online course revolution. There are such opportunities for learning and teaching but TIME needs to be given to ensuring that resources used are attributed appropriately, are legitimate and permissions sought where necessary. Many MOOC platforms are commercial in nature and profit focused (in the long term) so Statutory licences and Educational exceptions are  not applicable.

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Comparison of Online MOOC Versus On Campus Course Delivery

Comparison of Online MOOC Versus On Campus Course Delivery | Massively MOOC | Scoop.it

I report on the demographics and experiences of two cohorts of  students who completed an 8 week course. The cohorts include: 29,000 students who took the course via MOOC, and 100 students who took the course on campus at Georgia Tech. Of those students, the data is based on 879 respondents who completed the course online and 57 who completed the course on campus.  Both groups were provided the same curricula and were assessed according to the same criteria...

http://www.scoop.it/t/easy-mooc


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Fiona Harvey's curator insight, November 24, 2013 2:09 PM

Fascinating.  Great to get so much 'proper' research. It will come by in waves now. 

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Coursera improves online education using -- you guessed it -- data

Coursera improves online education using -- you guessed it -- data | Massively MOOC | Scoop.it
Coursera uses data on clicks and response to emails to see how engagement with course content changes, co-founder Andrew Ng said at an IBM event today.

http://www.scoop.it/t/easy-mooc


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How Useful Is Twitter for Learning in Massive Communities? An Analysis of Two MOOCs

How Useful Is Twitter for Learning in Massive Communities? An Analysis of Two MOOCs | Massively MOOC | Scoop.it

"... an analysis of Twitter usage surrounding a German-language MOOC that could indicate future trends in technology-enhanced learning. Our research focuses on the Twitter stream accompanying the course and ask how Twitter is used and for what purposes by the heavy twitter users, by the educators / organisers / guestspeakers in the course and if tweets from “outside” get into to the stream.."

 

Reference: van Treeck, T., Ebner, M. (2013) How Useful Is Twitter for Learning in Massive Communities? An Analysis of Two MOOCs. In: Twitter & Society, Weller, K., Bruns, A., Burgess, J., Mahrt, M., Puschmann, C. (eds.), Peter Lang, p. 411-424


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Terry Elliott's curator insight, November 12, 2013 10:30 AM

Figuring out how the pieces that you cobble together to create a MOOC actually work.  Read this and make your own decisions about whether Twitter should be part of your MOOC sandwich.

Nevermore Sithole's curator insight, March 7, 2014 8:21 AM

How Useful Is Twitter for Learning in Massive Communities? An Analysis of Two MOOCs

Fiona Harvey's curator insight, April 8, 2014 5:17 AM

Use of TWitter within MOOCS - expect more of this to come.  Rather detailed and reviews two German Language MOOCs.  Some ideas on how Twitter can be applied to on campus classes

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Developing a MOOC Framework

"MOOCs as a keystone concept in helping higher edudcation transition to digital networked learning"


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SusanBat 's curator insight, October 27, 2013 9:29 PM

A slideshare presentation by George Siemans with references to the 'MOOC Canvas model' (Alario-Hoyos et al) and 'Design and Evaluation Framework' (Grover et al) 

MIT SEI's curator insight, November 16, 2013 8:14 AM

A good summary of key words/topics relevant to MOOC development and delivery from a number fields.

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Recently launched MOOCs for online learning practitioners

An impressive array of MOOCs on the subject of online learning and education more broadly are either underway or about to start...

 




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10 popular MOOC instructors with brilliant Twitter accounts

10 popular MOOC instructors with brilliant Twitter accounts | Massively MOOC | Scoop.it
Check out how they interact with their students and wider audiences. You might get some ideas.

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