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The online learning revolution...

The online learning revolution... | Massively MOOC | Scoop.it

A long list of academics has commented on the coming revolution in university education. True to form, little has been heard from university “customers”: students and the companies that recruit them.

 

This debate is too important to be had only in academic circles. Australian industry needs a stronger voice about growth in so-called Massive Open Online Courses (MOOCs), where universities provide high-quality, user-friendly lecture and course notes free – and even exams and accreditation.

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Massively MOOC
Examining the development of the Massive Open Online Course
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Curtin Teaching and Learning - Learning Engagement

Curtin Teaching and Learning - Learning Engagement | Massively MOOC | Scoop.it
The diverse team of eLearning advisors provide elearning workshops, send out periodic newsletter, provide customised consultation, support the eScholar program and more.

 

Use the 'Filter' pull-down menu above to search for topics by keywords.


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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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New Research Shows Free Online Courses Didn't Grow As Expected

New Research Shows Free Online Courses Didn't Grow As Expected | Massively MOOC | Scoop.it
Just a few years ago, the Massive Open Online Course was expected to reinvent higher education. Millions of people were signing up to watch Web-based, video lectures from the world's great universities. Some were completing real assignments, earning certificates and forming virtual study groups — all for free.

Surely the traditional college degree would instantly collapse.

Today, much of that hype has subsided (though best-selling authors and newspaper columnists are still making the case that "the end of college" is nigh). And new research on 1.7 million MOOC participants offers a more nuanced view of just what these courses are and could become.

One of the biggest MOOC platforms, edX, is run jointly as a nonprofit by Harvard and MIT. And researchers at both schools have been poring over the data from everyone who participated in 68 courses over more than two years. That's 10 million participant-hours. Here's what they found.
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How to Be a Successful MOOC Student, a Handbook | Open edX | Open Courseware Development Platform

How to Be a Successful MOOC Student, a Handbook | Open edX | Open Courseware Development Platform | Massively MOOC | Scoop.it
UC BerkeleyX professor Maggie Sokolik published a handbook for MOOC students, How to Be a Successful MOOC Student  
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Sophie Touzé's curator insight, April 5, 12:00 PM

Un livre pour devenir un bon mookeur :)

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edX MOOC Research Gives Clearer Picture, Challenges Assumptions -- Campus Technology

edX MOOC Research Gives Clearer Picture, Challenges Assumptions -- Campus Technology | Massively MOOC | Scoop.it
If massive open online courses are goldmines of data, surely, edX must be the mother lode. MIT and Harvard University have just published a 37-page draft report that summarizes a multitude of findings from two years of hosting 68 courses on the popular MOOC platform.
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edX MOOC Research Gives Clearer Picture, Challenges Assumptions -- Campus Technology

edX MOOC Research Gives Clearer Picture, Challenges Assumptions -- Campus Technology | Massively MOOC | Scoop.it
If massive open online courses are goldmines of data, surely, edX must be the mother lode. MIT and Harvard University have just published a 37-page draft report that summarizes a multitude of findings from two years of hosting 68 courses on the popular MOOC platform. That encompassed 1.7 million participants, 10 million "participant hours" and 1.1 billion "participant-logged events." edX is a non-profit learning platform founded by the two institutions in 2012. (Those courses offered on edX by Harvard are available through HarvardX; those from MIT are available on MITx.)
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How to calculate the real costs of developing and delivering MOOCs - eCampus News

How to calculate the real costs of developing and delivering MOOCs - eCampus News | Massively MOOC | Scoop.it
Researchers at Brown and Columbia attempt to determine the total costs of MOOCs, and if it’s all worth it.
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Innovative MOOCs Take Learning in New Directions -- Campus Technology

Innovative MOOCs Take Learning in New Directions -- Campus Technology | Massively MOOC | Scoop.it
The MOOC philosophy has always come across as "Go big or go home." But some of the most interesting experiments occurring right now would better be described as "Divide and conquer." These undertakings — one an experiment at Harvard (MA) and the other a longer-term commitment at the University of Michigan — are allowing schools to try out new practices from a narrower perspective, while still impacting the broader workings of the institution.
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MOOCs to the rescue?

MOOCs to the rescue? | Massively MOOC | Scoop.it

The hype surrounding massive open online courses in recent years has led to questions about whether teaching — and learning — through a lecture broadcast to several students at the same time could democratize education, which is becoming an increasingly expensive investment in many parts of the world.

In developing countries, where youths often have even more barriers to schooling, this debate seems particularly relevant...

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


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Here’s What Will Truly Change Higher Education: Online Degrees That Are Seen as Official

Here’s What Will Truly Change Higher Education: Online Degrees That Are Seen as Official | Massively MOOC | Scoop.it

Three years ago, technology was going to transform higher education. What happened?

 

Over the course of a few months in early 2012, leading scientists from Harvard, Stanford and M.I.T. started three companies to provide Massive Open Online Courses, or MOOCs, to anyone in the world with an Internet connection. The courses were free. Millions of students signed up. Pundits called it a revolution.

 

But today, enrollment in traditional colleges remains robust, and undergraduates are paying higher tuition and taking out larger loans than ever before. Universities do not seem poised to join travel agents and video stores on the ash heap of history — at least, not yet.

 

The failure of MOOCs to disrupt higher education has nothing to do with the quality of the courses themselves, many of which are quite good and getting better. Colleges are holding technology at bay because the only thing MOOCs provide is access to world-class professors at an unbeatable price. What they don’t offer are official college degrees, the kind that can get you a job. And that, it turns out, is mostly what college students are paying for.


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PLEs, MOOCs and connectivism

PLEs, MOOCs and connectivism | Massively MOOC | Scoop.it

'Students should be at the centre of learning', declared Stephen Downes, 'because there is no other place they could possibly be.' Downes was speaking at the ELI 4th International Conference on e-Learning and Distance Education held in Riyadh, Saudi Arabia. This was one of several sound bites that exemplified the theme of his speech, Design Elements in a Personal Learning Environment.

 

Although it's a fundamental principle of progressive education, keeping the student at the centre seems to be something that not many schools, colleges and universities are good at. Rows of seats still persist in the classrooms of many schools, and direct instruction still holds sway. Standardised tests are administered by schools who ignore the fact that all students are different, and bells continually punctuate the timetable, dividing the school day up into an unconnected parade of subjects, each delivered in content heavy lessons. One size never did fit everyone.


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Prepare For 'The End Of College': Here's What Free Higher Ed Looks Like

Prepare For 'The End Of College': Here's What Free Higher Ed Looks Like | Massively MOOC | Scoop.it
In his new book, Kevin Carey envisions a future in which online education programs solve two of colleges' biggest problems: costs and admissions.

 

A lot of parents start worrying about paying for college education soon after their child is born. After that, there's the stressful process of applying to colleges, and then, for those lucky enough to get admitted into a good college, there's college debt.

But author Kevin Carey argues that those problems might be overcome in the future with online higher education. Carey directs the Education Policy Program at the New America Foundation. In his new book, The End of College: Creating the Future of Learning and the University of Everywhere, Carey envisions a future in which "the idea of 'admission' to college will become an anachronism, because the University of Everywhere will be open to everyone" and "educational resources that have been scarce and expensive for centuries will be abundant and free."

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Should your institution consider a nanodegree program? - eCampus News

Should your institution consider a nanodegree program? - eCampus News | Massively MOOC | Scoop.it

These The growing focus on skills-based education has prompted many education providers to design programs that target students and professionals searching for ways to improve their technical skills and advance their careers.

Programs like Udacity’s “nanodegrees,” can help students of all ages enhance their existing professional skills or explore career-related areas of interest.

Kim Flintoff's insight:

These programs begin to shift towards an "education on demand" model that reflects the changing nature of the labour market adapting agilely to rapidly fluctuating demands in skills and capabilities.  Just in time learning applied to the individual seeking to meet the demands of industry.    Ultimately they question the relevance and suitability of the "long form" degree structures that institutions still cling to.

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Beyond Dropouts and Dabblers: A Broader View of Auditing MOOCs - mooc news and reviews

Beyond Dropouts and Dabblers: A Broader View of Auditing MOOCs - mooc news and reviews | Massively MOOC | Scoop.it

Posted by Charlie Chung on Aug 9, 2013 in Commentary, Success Strategies

Follow us: @MOOCNewsReviews on Twitter


There has been a great deal of discussion around the high drop-out (90% range) rates in MOOCs (and for the purposes of this article, I’ll concentrate on the xMOOCs, or those that are modeled on highly structured college courses). The first thing to note is that the sign-up process is so easy and devoid of commitment that “enrolling” might best be considered merely an indication of interest. However, even if you count the initial participants in other ways (those watching the first videos, stated intents to complete, etc.), there is no doubt that dropping out or disengagement is a significant phenomenon in most MOOCs


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Dennis T OConnor's curator insight, February 6, 2:25 PM

I like the term "auditing MOOCs".  I vastly prefer to think of myself this way. (Much better than being a dabbling dropout.)  

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Coursmos - Online short courses for generation distracted

Coursmos - Online short courses for generation distracted | Massively MOOC | Scoop.it

Coursmos.com is the world`s first micro learning platform. Our product addresses the Teaching and Learning area and offers benefits to both teachers and students.  Our knowledge unit consists of 7 micro-lessons, up to 3 minutes long each. We also offer the easiest course creation tool on the market. It takes only 10-15 minutes to create a micro-course and can be done from any device, including smartphone.

Coursmos is a new experience in learning and education. We're building the world's first dedicated micro learning platform so you can get the knowledge you need or share the knowledge you have, anywhere you want, anytime.

 

Micro-learning is not just shorter courses. At Coursmos, we're leading the way in defining what micro learning means and developing it to achieve its maximum potential for you. It's not another web app with a firehose of information to knock you off your feet, but a smooth flow of learning, on tap, personal, contextual and most of all adapted to your life and schedule.

 

We're introducing a completely new educational experience that works for you where you're at, for where you want to be, for where you're going and all places and things in between. Welcome to Micro Learning.

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Sara Yoders's curator insight, Today, 11:20 AM

Micro lessons might be an easier format for a child with a learning disability. This would allow the child to get the necessary information in shorter bursts, which keep their attention better.

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10: MITx: Two Years of Open Online,Courses Fall 2012-Summer 2014

10: MITx: Two Years of Open Online,Courses Fall 2012-Summer 2014 | Massively MOOC | Scoop.it

What happens when well-known universities offer online courses, assessments, and certificates of completion for free? Early descriptions of Massive Open Online Courses (MOOCs) have emphasized large enrollments, low certification rates, and highly educated registrants. We use data from two years and 68 open online courses offered by Harvard University (via HarvardX) and MIT (via MITx) to broaden the scope of answers to this question. We describe trends over this two-year span, depict participant intent using comprehensive survey instruments, and chart course participation pathways using network analysis. We find that overall participation in our MOOCs remains substantial and that the average growth has been steady. We explore how diverse audiences — including explorers, teachers-as-learners, and residential students — provide opportunities to advance the principles on which HarvardX and MITx were founded: access, research, and residential education.

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MOOCs and Credentialing: A Revolutionary Perspective | EdCircuit

MOOCs and Credentialing: A Revolutionary Perspective | EdCircuit | Massively MOOC | Scoop.it
Gordon Rogers says that MOOCs and other alternative forms of credentialing are causing colleges to rethink their approaches.

 

A number of parallels exist between the new frontier of Massive Open Online Courses (MOOCs) and their recognition as “academic currency” and the fate of the doomed Continental. Just as the revolutionary banknotes lacked credibility, the assessment instruments used by students to prove knowledge and mastery of MOOCs continue to face an uphill battle for authenticity. Until these issues are overcome, online education will be, in the eyes of many, “not be worth a Continental”.

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Northwestern Debuts 2 New MOOCs, First MOOC Specialization -- Campus Technology

Northwestern Debuts 2 New MOOCs, First MOOC Specialization -- Campus Technology | Massively MOOC | Scoop.it
Northwestern University will launch two new massive open online courses (MOOCs), one in healthcare and one in business, this spring, as well as its first MOOC specialization.

 

The specialization, Content Strategy for Professionals in Organizations, will include two courses and a final project. Upon completion, students will receive a specialization certificate.

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For a Better Flip, Try MOOCs -- Campus Technology

For a Better Flip, Try MOOCs -- Campus Technology | Massively MOOC | Scoop.it
What happens when you combine a MOOC and a flipped course? More interactivity, more consistency and some interesting avenues of student interaction, according to Bonnie Ferri, professor and associate chair for undergraduate affairs in Georgia Tech's School of Electrical and Computer Engineering.
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Learning and Connectivism in MOOCs - by Stephen Downes (Video)

In this presentation I argue that learning a domain is like learning a language (as opposed to remembering facts and content) and presupposes the learning of...

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In defense of the great MOOC experiment

In defense of the great MOOC experiment | Massively MOOC | Scoop.it
Is there an impatience to write the history of MOOCs? Have universities even given sufficient time to experiment with MOOCs?

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Why My MOOC is Not Built on Video - MOOC Report

Why My MOOC is Not Built on Video - MOOC Report | Massively MOOC | Scoop.it
Why didn’t we have more video? The short answer is budget and time: making good-quality videos is expensive & making simple yet effective educational videos is time consuming, if not necessarily costly. #NumericalMOOC was created on-the-fly, with little budget. But here’s my point: expensive, high-production-value videos are not necessary to achieve a quality learning experience.

The fixation with videos in MOOCs, online courses and blended learning is worrisome.

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elearning at eCampus ULg's curator insight, March 6, 5:13 AM

Instructional design is the most important thing but audiovisual resources can also be produced with quality and low cost using narrated presentations and other easy similar techniques 

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St. Margaret’s | Lessons Learned from MOOC Development | Open edX Portal

St. Margaret’s | Lessons Learned from MOOC Development | Open edX Portal | Massively MOOC | Scoop.it

Roland Allen, Director of College Counseling at St. Margaret’s Episcopal School in California and lead instructor of The Road to Selective College Admissions, discusses the lessons he’s learned from building a MOOC, and the value its brought to his teaching and students at St. Margaret’s.


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How to calculate the real costs of developing and delivering MOOCs - eCampus News

How to calculate the real costs of developing and delivering MOOCs - eCampus News | Massively MOOC | Scoop.it
Researchers at Brown and Columbia attempt to determine not just costs associated with MOOC production, but faculty time, marketing, and IT development…and if it’s all worth it.

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MOOCs Treat All Learners the Same

MOOCs Treat All Learners the Same | Massively MOOC | Scoop.it
This is the third in a series of articles that tackle common objections to and arguments against using massive open online courses (MOOCs) for training. Read the previous article: Face-to-Face learning had FAILED.
All learners are different. They come from different backgrounds and have different levels of prior knowledge. They have different learning styles and preferences, different needs and different questions. For education to be effective and engaging, it needs to be adaptable for the need

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Accessibility Showdown? Harvard and M.I.T. Sued Over Failing to Caption Online Courses - NYTimes.com

Accessibility Showdown? Harvard and M.I.T. Sued Over Failing to Caption Online Courses - NYTimes.com | Massively MOOC | Scoop.it

 By Tamar Lewin, 2/12/15:

 

"Advocates for the deaf on Thursday filed a federal class action against Harvard and M.I.T., saying both universities violate antidiscrimination laws by failing to provide closed captioning in their online lectures, courses, podcasts and other educational materials.

“Much of Harvard’s online content is either not captioned or is inaccurately or unintelligibly captioned, making it inaccessible for individuals who are deaf or hard of hearing,” the complaint said, echoing language used in the M.I.T. complaint. “Just as buildings without ramps bar people who use wheelchairs, online content without captions excludes individuals who are deaf or hard of hearing.”


Via Dennis T OConnor
Kim Flintoff's insight:

Accessibility shouldn't be a concern these days - it should be a core part of every online development.

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Dennis T OConnor's curator insight, February 12, 11:51 AM

This could be a landmark case.  Harvard and MIT have no excuse other than inertia for ignoring well established accessibility requirements for their online content.


Unlike the majority of Universities, these schools have the financial power to do anything they want. They have the resources to hire accessibility experts and instructional designers to do the job.  Close Captioning all video in an efficient and timely manner is a huge job.  But it can be done.  


This statement from Harvard is ingenuous.  The rules are well known: 


"Jeff Neal, a spokesman for Harvard, said that while he could not comment on the litigation, Harvard expects the United States Department of Justice to issue proposed rules later this year “to provide much-needed guidance in this area,” and that the university will follow whatever rules are adopted."


Harvard, MIT & EdX may end up causing an unexpected disruption in education: serious national attention on the rights of the disabled. 


Sande Woodson's curator insight, February 12, 6:59 PM

This is why we are working hard at Jessup Online to provide closed captioning for all of our video lectures and other video materials.

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MOOCs in 2014: Breaking Down the Numbers (EdSurge News)

Dhawal Shah :

 

"In November 2011 I was taking one of the first MOOCs from Stanford. At that time, many new MOOCs were being announced and I started Class Central as a way to keep track of them and figure out what I should take next. The website gathers course listings through provider sites, social media, and tips from MOOC providers and users. The figures below are based on these data."


Via Dennis T OConnor
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Dennis T OConnor's curator insight, February 11, 6:39 PM

Charts! Diagrams! Data & Resources:  MOOC researchers will smile to find all this in one well organized article.