MOOCs, SPOCs and next generation Open Access Learning
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Encore Episode: A Pioneer of Free Online Courses Explains Their Promise - Tech Therapy - The Chronicle of Higher Education

Encore Episode: A Pioneer of Free Online Courses Explains Their Promise - Tech Therapy - The Chronicle of Higher Education | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

George Siemens, who leads Athabasca University’s Technology Enhanced Knowledge Research Institute, makes the case for why colleges should experiment with inviting tens of thousands of students to participate in their courses free online. Since the Tech Therapy team conducted the interview last year, the model has caught on with many well-known universities.

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dianataylor's comment, August 2, 2012 10:45 PM
This is an audio resource, at 6 min he references "learner self organisation".. learners creating sub-networks via social media, key message being that the learner takes control of the method and process of which they learn. There is reference to connectivism philosophies at 8 min as a way of addressing learner support minimising tutor facilitation. Discussion continues confronting the why do we need a brick and mortar uni then idea... at 10:30 George saya that higher ed is exploring what it might look like in the future - fair call see where the hype takes us, needs to be tried and tested :)
MOOCs, SPOCs and next generation Open Access Learning
Examining the development of the Massive Open Online Course and its variants.
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Learning Futures | Curtin Teaching and Learning

Learning Futures | Curtin Teaching and Learning | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

The Learning Futures team focuses on strategic innovations that advance the mission of the university. The team helps shape the future of learning and teaching at the university through human and technological capacity building and promotes continuous improvement using learning analytics.

 This team’s programs will influence and impact students, staff and the broader community by leading and managing a range of early stage innovation projects. These projects will range across formal and informal learning innovations, pathways and partnerships  and learning analytics. The primary benefits realized by the team are the university’s capability for scalable personalization and its international reputation as a leader through technology-enriched learning and teaching.

 

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Craig Patterson's comment, June 13, 2013 1:52 AM
Is this link working?
Kim Flintoff's comment, June 13, 2013 2:12 AM
The website was redesigned and we disappeared ... This scoop is simply a flag about who's curating... We didn't expect anyone wold ever want to visit us.....
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“The fun they had” or about the quality of MOOC | Ghislandi | Journal of e-Learning and Knowledge Society

“The fun they had” or about the quality of MOOC | Ghislandi | Journal of e-Learning and Knowledge Society | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
“The fun they had” or about the quality of MOOC
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Data From the 2016 Almanac

Data From the 2016 Almanac | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
Cumulative Growth in Number of MOOCs, 2011-16

By the end of May 2016, a website that tracks massive open online courses had counted some 5,000 of them being taught by professors at more than 600 colleges and universities.Less than 5 years ago, there were only 3. Now there are nearly 5,000 MOOCs. Almanac of #HigherEd
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Tottering Ivory Towers

Tottering Ivory Towers | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
The higher education business should look to earlier episodes of technological tumult to gauge its future.
Kim Flintoff's insight:
A couple of years old now but there are some interesting predictions - can you pick the ones that remain valid?
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"From Instructivism to Connectivism: Theoretical Underpinnings of MOOCs" by Matt Crosslin

Abstract
While the first MOOCs were connectivist in their approach to learning, later versions have expanded to include instructivist structures and structures that blend both theories. From an instructional design standpoint the differences are important. This paper will examine how to analyze the goals of any proposed MOOC to determine what the epistemological focus should be. This will lead to a discussion of types of communication needed—based on analysis of power dynamics—to design accurately within the determined epistemology. The paper also explores later stages of design related to proper communication of the intended power structure or theoretical design as these relate to various activities and expectations in the MOOC.
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The life between big data log events: Learners’ strategies to overcome challenges in MOOCs.

Abstract:

Big data from massive open online courses (MOOCs) have enabled researchers to examine learning processes at almost infinite levels of granularity. Yet, such data sets do not track every important element in the learning process. Many strategies that MOOC learners use to overcome learning challenges are not captured in clickstream and log data. In this study, we interviewed 92 MOOC learners to better understand their worlds, investigate possible mechanisms of student attrition, and extend conversations about the use of big data in education. Findings reveal three important domains of the experience of MOOC students that are absent from MOOC tracking logs: the practices at learners’ workstations, learners’ activities online but off-platform, and the wider social context of their lives beyond the MOOC. These findings enrich our understanding of learner agency in MOOCs, clarify the spaces in-between recorded tracking log events, and challenge the view that MOOC learners are disembodied autodidacts.
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MOOCs, Money, and the Untold Story of a Professor Who 'Bought the Hype'

MOOCs, Money, and the Untold Story of a Professor Who 'Bought the Hype' | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
Richard McKenzie thought that free, online courses could change higher education, and maybe his life. That was before his own class fell apart.
Kim Flintoff's insight:
Some of the research out of Curtin and Graz universities sheds a little more light and insight than the broad brush applied in this article.

https://www.researchgate.net/publication/265168338_Attrition_in_MOOC_Lessons_Learned_from_Drop-out_Students
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Research: Facebook May Keep Students in MOOCs -- Campus Technology

Research: Facebook May Keep Students in MOOCs -- Campus Technology | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
Researchers at Pennsylvania State University have published a study that suggests students may be more likely to stick with massive open online courses (MOOCs) if they use Facebook.

Saijing Zheng, a former doctoral student at Penn State and current research scientist at Microsoft led the research and said she found that open course students were more engaged on Facebook groups and preferred interacting more on the social media site than through the course tools. That may be good news for MOOC instructors who, according to Zheng, get frustrated because 90 percent of students who enroll in MOOCs leave the course after less than two weeks.
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Reputation Management in a Digital World

Reputation Management in a Digital World | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

In this course, you’ll take on the role of a communications manager for a fictional organisation, making key decisions that will affect its online reputation.

You will experience:

- how to build a robust and sustainable online reputation
- the positives of building a strong participatory culture
- how to manage social media issues based on a real-life examples
- how to manage a crisis and respond appropriately across multiple platforms.

Throughout the course, you’ll learn from real life case studies and gain an understanding of the important role that blogs, Facebook, Twitter, Snapchat and other social platforms play in today’s business world.

The digital landscape is fast-paced and continually changing, yet is an equally challenging and exciting environment in which to work. This course is relevant to anyone working in marketing, communications, public relations, social media and advertising.

Starts May 30, 2016

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First-ever study on MOOC use and non-use in developing countries | CourseTalk

First-ever study on MOOC use and non-use in developing countries | CourseTalk | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
Young people in the developing world use online courses very differently than their developed world counterparts

That's according to the first-ever study on MOOC use and non-use in developing countries, which was arranged by the Advancing MOOCs for Development Initiative.

The Technology & Social Change Group (TASCHA) at the University of Washington Information School studied young adults in Colombia, the Philippines and South Africa.

They found:

- Certification and completion rates exceed those of developed countries Nearly half of MOOC users surveyed held a course certificate. Nearly 80% reported completing at least one course.

- Many MOOC users have no postsecondary education A quarter of MOOC users reported high school as their highest level of education completed.

- Time is a bigger barrier than technology Half of non-users aware of MOOCs cited this as a main reason for not taking courses, while just 4% cited lack of computer access and 6% cited high Internet costs.

- Awareness is a critical hurdle 79% of MOOC non-users had never heard of MOOCs.
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Second Life MOOC for 2016 – Teaching as a Way to Learn

Second Life MOOC for 2016 – Teaching as a Way to Learn | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
The third annual Second Life MOOC (SLMOOC16) will take place from April 1-30, 2016 on WizIQ (click here to access the course). The theme of the current MOOC is “Connecting in Virtual Worlds. Communities of Practice” There is a plethora of communities in virtual worlds promoting  education and learning through connecting online via web technologies such as Second Life. The MOOC will focus on connecting online for collaborative learning and teaching around the world through virtual worlds like Second Life, Minecraft or OpenSim. The live presentations will include the speakers’ reflective process on teaching and learning in fully online and blended learning formats.
SLMOOC16 is for educators, schools, and public and private businesses that wish to provide training in virtual worlds. Weekly badges and a final certificate of completion will be available for free.
There will be 3 learning areas: WizIQ, Moodle for Teachers, and Second Life MOOC areas.
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David W. Deeds's curator insight, March 10, 7:04 PM

I can't present this year but I've done it before and it's lots of fun!

Giovanna Bruno's curator insight, March 10, 10:21 PM

I can't present this year but I've done it before and it's lots of fun!

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Posthumanism and the MOOC: opening the subject of digital education - Springer

As the most prominent initiative in the open education movement, the Massive Open Online Course (MOOC) is often claimed to disrupt established educational models through the use of innovative technologies that overcome geographic and economic barriers to higher education. However, this paper suggests that the MOOC project, as a typical example of initiatives in this field, fails to engage with a theory of the subject. As such, uncritical and problematic forms of humanism tend to be assumed in the promotion and delivery of these courses: the expectation of rational and self-directing individuals, with a universal desire for education. This fundamental orthodoxy limits both the understanding of technology and the possibilities for a concept of ‘openness’ in education. Given the global scale of the MOOC, and its high-profile associations with elite universities, the need for critical alternatives is pressing. In this paper I draw on critical posthumanism—an umbrella term for a range of philosophical and theoretical positions—for two purposes. Firstly and principally as a perspective through which to critique the educational reliance on humanism that is maintained in the project of the MOOC, and secondly to suggest alternative frameworks for thinking about the intermingling of humans and technologies in education. Space and time are considered as the two principal sites with which technological change is realised, and the promotion of the MOOC is shown to mask spatial and temporal conditions through adherence to an underlying humanist framework.

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elearning at eCampus ULg's curator insight, March 2, 2:34 AM
Could not agree more about the more important role the MOOCs should have or take when it comes to digital humanities
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Can social media enhance the MOOC experience? - eCampus News

Can social media enhance the MOOC experience? - eCampus News | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
Researchers say ‘yes,’ but only when taking into consideration 3 key issues.
Though social media platforms like Facebook and Twitter are extremely popular for communication and collaboration—even among academics—when applied to online learning, course designers must understand that providing more options for communication without integration is not always best.

This is the main finding of a recent study conducted by academics in Australia that surveyed over 150 participants on their opinions of using social media as part of a 2014 MOOC for educators on designing their own online and blended teaching materials. [More on the detailed methodology can be found in the full report.] The MOOC, called “Carpe Diem” (CD), had just over 1,000 participants, a high level of engagement and completion, and included the use of hosting platform CourseSites’ LMS, as well as Twitter and Facebook for online communication and collaboration.
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Improving MOOCs for Our Students 

Improving MOOCs for Our Students  | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
A Massive Open Online Course (MOOC) is a unique opportunity for educators. They can make information more accessible and scale their teaching to hundreds or thousands of people who want to learn but can’t afford tuition fees. Or live in areas of the world where there are few universities. Or want to figure out if a particular subject is something they could be interested in.

Unfortunately, many MOOCs use a one-size-fits-all approach to teaching and learning, and the content may not get updated between offerings. Research shows that students perform better when classes are personalized and adaptive to individual needs, yet the majority of MOOC courses do not incorporate that learning. How can we improve this opportunity for learners, particularly for diverse global cohorts?
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edX universities say 'NO' to mediocre online learning - eCampus News

edX universities say 'NO' to mediocre online learning - eCampus News | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
At a conference hosted by Harvard and MIT, schools using the open-source edX platform agreed on a common data structure for their online courses, with the goal of facilitating research on how students learn.

With online courses now part of the mainstream, colleges and universities are collecting terabytes of data on how students interact with their systems and content. But most schools gather this data according to their own specs, which makes comparisons difficult for researchers trying to identify broader trends.

However, this may all change in the wake of a conference hosted by Harvard and MIT this August that saw a dozen schools implement a standardized data structure for MOOCS and other online courses using the Open edX platform. The goal: Create a better understanding of how students learn online and improve instructional approaches accordingly.
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Kyle Connolly's curator insight, August 31, 11:44 AM
This article is super duper interesting
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Why not embrace MOOCs instead of Fees Must Fall?

Why not embrace MOOCs instead of Fees Must Fall? | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
Somehow I can’t get my head around the Fees Must Fall campaign, or why students still attend and want to attend South African universities with so many MOOC’s (Massive Open Online Courses) available presented by universities like Harvard and Stanford and organisations like Microsoft and Google.  Why no-one has spoken a word about these courses, begs the question. It’s mind-blowing ignorance.  And not the of the “ignorance is bliss” kind.
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Connectivism, MOOCs and Innovation

In this presentation I outline the major elements of connectivism as a learning theory, show how this informed the development and design of our massive open online courses (MOOCs), and then discuss the role played by open educational resources in a learning community.
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Moocs can transform education – but not yet

Moocs can transform education – but not yet | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
If Moocs are to have the transformational impact that Levin desires, the key issue of retention will also have to be addressed. It has been observed that Mooc completion rates of, on average, 6.8 per cent, are only slightly higher than the dropout rate for the UK higher education as a whole. Levin argues that this is an unfair comparison, because many people sign up to Moocs, typically free of charge, to explore the course materials with no intention of gaining certification at the end. A much fairer comparison, he says, would be to look at the completion rate for users who complete the first week of a programme and say that they intend to stay the course. On this measure, Coursera’s completion rate is in the “mid-double digits” – but Levin accepts that it needs to improve further.

“We are constantly striving to improve the quality of our courses, to pay attention to where people drop out,” he says. “If people are getting through the first two weeks and then dropping off, there is something wrong with that part of the course. Completion rates have been rising steadily, especially over the last few years, as we focus on that.”

It is clear that continuing innovation will be needed if Coursera is indeed to live up to the initial hype surrounding Moocs. But, despite launching many initiatives at Yale, Levin admits that the trial-and-error process of evolving an internet start-up is a “new experience” for him.
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Grouping MOOC Students by Communication Mode Doesn't Help Completion -- Campus Technology

Grouping MOOC Students by Communication Mode Doesn't Help Completion -- Campus Technology | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
A research project at Pennsylvania State University looked at how to improve the completion rate for people who undertake massive open online courses — a rate that currently stands at a dismal 10 percent. The study examined the impact of putting learners into study groups with different kinds of communication based on their stated preferences.

The results, "Exploring the communication preferences of MOOC learners and the value of preference-based groups: Is grouping enough?" were published in the March 4, 2016 edition of Educational Technology Research & Development. The work was sponsored by Penn State's Center for Online Innovation in Learning (COIL).
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Developing country MOOC users not like those in the U.S. - eCampus News

Developing country MOOC users not like those in the U.S. - eCampus News | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
Unlike in the U.S., completion and certification rates are actually growing for developing country MOOC users.
A new study from researchers at the University of Washington has revealed that half of developing country MOOC users are receiving certification. And while many assume that the main barrier to developing country MOOC use is lack of technology skills or access, the huge barrier to sign-up has nothing to do with technology, say non-users.

These are just of the interesting statistics gleaned from a survey of 1,400 MOOC users and 2,250 non-users between the ages of 18 and 35 in Colombia, the Philippines and South Africa–part of research conducted by the Technology & Social Change Group (TASCHA) at the University of Washington’s Information School. The data shows that learners in developing countries are using MOOCs very differently than their developed world counterparts. Namely, it found that these learners have much higher MOOC completion rates as well as different user demographics.
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U Michigan Launches 3 Online Certificate Programs via edX -- Campus Technology

U Michigan Launches 3 Online Certificate Programs via edX -- Campus Technology | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
The University of Michigan will launch three new online certificate programs that will be available on the edX MOOC platform.

The programs are in addition to four massive open online courses (MOOCs) that U Michigan's Office of Digital Education & Innovation (DEI) announced in October and launched on edX in April.

This marks the latest step in DEI's initiative to launch 100 MOOCs by December and 100 more in 2017.
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Moocs-for-credit partnership sees slow start on completions

Moocs-for-credit partnership sees slow start on completions | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
Less than 1 per cent of those enrolled on Global Freshman Academy courses eligible for credit, but university involved says it is ‘positive first step’
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Portraying MOOCs Learners: a Clustering Experience Using Learning Analytics

Portraying MOOCs Learners: a Clustering Experience Using Learning Analytics | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

Abstract 


 Massive Open Online Courses are remote courses that excel in their students' heterogeneity and quantity. Due to the peculiarity of being massiveness, the large datasets generated by MOOCs platforms require advance tools to reveal hidden patterns for enhancing learning and educational environments. This paper offers an interesting study on using one of these tools, clustering, to portray learners' engagement in MOOCs. The research study analyse a university mandatory MOOC, and also opened to the public, in order to classify students into appropriate profiles based on their engagement. We compared the clustering results across MOOC variables and finally, we evaluated our results with an eighties students' motivation scheme to examine the contrast between classical classes and MOOCs classes. Our research pointed out that MOOC participants are strongly following the Cryer's scheme of Elton (1996).

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A Systematic Analysis and Synthesis of the Empirical MOOC Literature Published in 2013–2015 | Veletsianos | The International Review of Research in Open and Distributed Learning

A Systematic Analysis and Synthesis of the Empirical MOOC Literature Published in 2013–2015 | Veletsianos | The International Review of Research in Open and Distributed Learning | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
Abstract

A deluge of empirical research became available on MOOCs in 2013–2015 and this research is available in disparate sources. This paper addresses a number of gaps in the scholarly understanding of MOOCs and presents a comprehensive picture of the literature by examining the geographic distribution, publication outlets, citations, data collection and analysis methods, and research strands of empirical research focusing on MOOCs during this time period. Results demonstrate that (a) more than 80% of this literature is published by individuals whose home institutions are in North America and Europe, (b) a select few papers are widely cited while nearly half of the papers are cited zero times, and (c) researchers have favored a quantitative if not positivist approach to the conduct of MOOC research, preferring the collection of data via surveys and automated methods. While some interpretive research was conducted on MOOCs in this time period, it was often basic and it was the minority of studies that were informed by methods traditionally associated with qualitative research (e.g., interviews, observations, and focus groups). Analysis shows that there is limited research reported on instructor-related topics, and that even though researchers have attempted to identify and classify learners into various groupings, very little research examines the experiences of learner subpopulations.
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Persistence Patterns in Massive Open Online Courses (MOOCs)


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The Victorian MOOC - Hybrid Pedagogy

The Victorian MOOC - Hybrid Pedagogy | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
History has been forgotten in the drive to innovate. The modern memes of technologically innovative idealism and educational altruism disenfranchise history, suppress memory, and fail to learn from the successes of history, and the disenfranchised have been sidelined, much as they always have been. Idealism has withered in the entrepreneurial vine. In Audrey Watters’ words,

“We now tell these stories about the past, present, and future whereby all innovations emerge from Silicon Valley, all innovations are recent innovations, and there is no force for change other than entrepreneurial genius and/or the inevitability of ‘disruptive innovation’.”

The Society was a profound meaningful disruption of the educational status quo in favour of the profoundly disenfranchised who successfully self organised to provide access for themselves to that which they were in desperate need of and from which they had been disbarred. Determination, idealism, need, and the suddenly new possibilities of technology collided to create meaningful, genuinely disruptive opportunity.

Modern MOOCs have extended their elision to the disenfranchised more generally, and the Sebastian Thrun’s pivot, to take one example, has been from one of idealism to one of enterprise.
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