MOOCs, SPOCs and next generation Open Access Learning
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“Irrational Exuberance”: The Case of the MOOCs

“Irrational Exuberance”: The Case of the MOOCs | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
Federal Reserve Board Chairman Alan Greenspan said in 1996 that the high-flying stock market was an instance of “irrational exuberance.” Nearly two decades later, were he so inclined  t...

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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.....
Regis Elo's curator insight, January 13, 9:02 AM
LOVE #tecademics experience on line ....a matter of  learning and earning http://er972073.tcdmcs.com/ambassador
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Harvard and MIT Turn MOOC Data into Knowledge

Harvard and MIT Turn MOOC Data into Knowledge | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

Key Takeaways 


The breadth and detail of educational data — particularly from MOOCs — poses challenges and opportunities for higher education institutions. 


Chief among these challenges is finding ways to separate the sea of data into meaningful categories and present them in usable forms. 


The Harvard/MIT edX Data Pipeline is an open-source effort to manage MOOC data among higher education institutions. 


Using the project's tools, institutions can make online course data usable by stakeholders from institutional and course administrators to students and researchers and thereby improve the educational experience and outcomes.

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Human Rights Theory and Philosophy | CurtinX

Human Rights Theory and Philosophy | CurtinX | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
The course commences through exploring the development of the conventional understanding of universal human rights and then moves to critiquing this concept from cultural relativist, postmodern, postcolonial and feminist perspectives. It also examines understandings of human rights from a range of cultural and religious perspectives as well as other contemporary rights issues.

Developing an awareness of contemporary issues in human rights is important in professions such as education, health, law, social work and development work, both in the public and private sector. You can also benefit from human rights knowledge in a voluntary capacity, advocating social justice, peace or building a sustainable future.

This course is part of the CurtinX Human Rights MicroMasters program.

If you take the verified certificate pathway for the three human rights courses you will qualify for the MicroMasters credential.

The MicroMasters credential is an achievement in itself, but if you want to study further, you can use it towards studying a Master of Human Rights at Curtin.
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The effect of MOOCs on our thinking about Higher Education

The effect of MOOCs on our thinking about Higher Education | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
In the last three years I contributed to the EU-funded project ‘Higher Education Online, MOOCs the European way. Before summer the project closed in Brussels with a policy forum on European MOOCs reflecting on policies, strategies and linked initiatives. It was backed by a collection of short papers from all over Europe on strategies and policies of governments, MOOC platform providers, HE-institutions and Higher Education networks in which collaborating on online and open education. 

Reading through these pages I am overwhelmed with the amount of plans and designs on different levels in European countries. At the start of the project I was particularly intrigued by the quest for business models and the effect of pedagogically well designed online courses, contributing to change in the European Higher Education ecosystem. Indeed, we came across a wide variety of MOOC-initiatives if which participating universities experiment and variate with pedagogical designs, business models and technologies. 
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Online Education Is Now a Global Market

Online Education Is Now a Global Market | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
Back when colleges first started experimenting with teaching online, pundits mused that competition for college students would one day be global. A student would be able to sit down at a computer and take a course literally from anywhere.

It seemed like possibly a crazy thing to predict, considering that these early internet courses involved reading lectures that were typed out, doing some online discussion, and sending in assignments via email.

But the day of global competition for higher education is actually here, and interestingly, some of the world’s most famous universities were the last to get into the act.
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MicroMasters in Human Rights

We're proud to be one of only three unis in Australia invited to be part of #edX's new #MicroMasters program! We'll be launching our first MicroMasters program in January - it will be a MicroMasters in Human Rights. Completion of the three online human rights verified courses that contribute to this MicroMasters credential will provide a pathway into the Master of Human Rights degree we offer here at Curtin. #humanrights #MOOC

For more information and to register, visit http://curtin.edu/micromasters.

More information about Curtin’s Centre for Human Rights Education can be found at http://humanrights.curtin.edu.au.

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Free online courses (MOOCs) - Online courses - Curtin University

Free online courses (MOOCs) - Online courses - Curtin University | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

Did you know that we offer Massive Open Online Courses (also known as MOOCs) that allow anyone to complete short courses on a variety of topics online for free? Find out more here: http://bit.ly/2csJ9nG #MOOC #edx #course

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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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By The Numbers: MOOCS in 2016 — Class Central

By The Numbers: MOOCS in 2016 — Class Central | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
The “modern” MOOC movement (which started in late 2011—when the first Stanford MOOCs took off) is now a half a decade old.

In it’s fifth year, 23 million people worldwide registered for a MOOC for the first time ever, according to data collected by Class Central. This makes the total number of students who signed up for at least one MOOC estimated to be 58 million.

As MOOC providers become increasingly focused on monetization, the growth rate in terms of users has slowed down. A quarter of the new users added in 2016 have come from regional MOOC providers such as  XuetangX (China) and Miríada X (Latin America).
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Integrating MOOCs into Credit Courses at the University of Iceland | teachonline.ca

Integrating MOOCs into Credit Courses at the University of Iceland | teachonline.ca | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
Dr. Sólveig Jakobsdóttir was a member of the working group, as well as joining the project group of professors who integrated MOOCs into their courses. In a pilot project in 2013, two students in her problem-based course on distance education in the School of Education signed up for a MOOC, analyzing it as part of their course assignment.

In 2014 and 2016, Professor Jakobsdóttir integrated participation in, and critical analysis of, a MOOC as part of her face-to-face, graduate-level course on distance education. The assignment was worth two and a half (2-½) credits (ECTS)[1] out of 10.

In 2014, 13 of 17 students followed the same MOOC on K-12 Blended and Online Learning, while others chose courses in Digital Citizenship, How Viruses Cause Disease, Gamification, and Introduction to Finance with Coursera as the most common provider. In 2016, the 23 students chose a much wider variety of MOOCs; seven participated in Teaching with Moodle from Moodle.org, while the 16 others each followed a different MOOC, from Coursera, edX, FutureLearn, and other providers.
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How edX’ MicroMasters Might Transform Higher Education and the Workforce of the Future - eCampus News

How edX’ MicroMasters Might Transform Higher Education and the Workforce of the Future - eCampus News | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
If You Liked AP Classes, You’re Going to Love MicroMasters

Micro-credentials offer professionals the opportunity to extend their education and acquire the skills that will help them get the jobs they want in a competitive job market.


In the increasingly unbundled world of college education, MicroMasters have emerged as the ‘AP Classes’ for Graduate Degrees.


MicroMasters – the AP Classes of Graduate Degree Programs
In his keynote speech at the 2015 NEASC Conference, Anant Agarwal, CEO of edX, asked, “Is the future of education unbundled?” This was the first of many ideas Mr. Agarwal has offered  on the unbundling of the components of traditional degree programs, and foreshadowed the announcement to come.

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Thirteen universities adopt MicroMasters and launch 18 new programs via edX

Thirteen universities adopt MicroMasters and launch 18 new programs via edX | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

New collaborations


Now, the University of Queensland and Curtin University will offer paths to credit for the MITx MicroMasters in SCM. Students who enroll and complete the MicroMasters will obtain a chance for an accelerated master's degree at these institutions. It’s an exciting opportunity for learners as well as the universities.


“Introducing supply chain management to the UQ master of business gives our students new flexibility and a lower cost through MIT’s innovative online MicroMasters,” says Andrew Griffiths, executive dean and faculty of business, economics and law at the University of Queensland. “We are delighted to be working with MIT to provide another path to a University master’s degree for the global cohort of MITx supply chain management MicroMasters learners.” Curtin University Vice-Chancellor, Professor Deborah Terry says, “The concept of MicroMasters reflects the type of option that will increasingly attract students to upgrade their skills. MIT’s MicroMasters in supply chain management has been an incredible success to date, and Curtin is delighted to be working with MIT to provide a pathway to global online learners.”

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EdX and world’s top universities launch MicroMasters programs - eCampus News

EdX and world’s top universities launch MicroMasters programs - eCampus News | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
New Master’s-level credentials to advance careers in the most in-demand fields, from artificial intelligence to supply chain management.

EdX, the leading nonprofit online learning destination founded by Harvard and MIT, today launched 19 MicroMasters programs, a new category of Master’s-level online education, originally pioneered by MIT, to bridge the knowledge gap between higher education and the workplace.

The modular programs, which offer a credential with a pathway to credit, aim to provide high-quality education from top universities to help learners launch or advance their career, or follow a path to an accelerated Master’s degree. The MicroMasters initiative marks the next evolution in edX’s mission to expand access to high-quality, career-relevant education at a fraction of the price.
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Understanding Learning and Learning Design in MOOCs: A Measurement-Based Interpretation | Milligan | Journal of Learning Analytics

Understanding Learning and Learning Design in MOOCs: A Measurement-Based Interpretation | Milligan | Journal of Learning Analytics | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
ABSTRACT

The paper describes empirical investigations of how participants in a MOOC learn, and the implications for MOOC design. A learner capability to generate higher order learning in MOOCs — called crowd-sourced learning (C-SL) capability — was defined from learning science literature. The capability comprised a complex yet interrelated array of attitudes, beliefs, and understandings about learning that participants bring to a MOOC and which shape their behaviour and explain why individuals differ in their ability to generate higher order learning. The capability was formulated as a developmental progression describing behaviours associated with five levels, from novice to expert, charting the degree to which learners regulate their own learning, effectively exploit the scale and diversity of MOOCs, and harness opportunities for distributed teaching. Item response theory was applied to log stream data in two MOOCs to construct empirically validated measures of this capability, enabling each MOOC learner to be assessed for learning capability on a scale from novice to expert. The majority of participants did not behave in ways conducive to the generation of higher order learning, but the C-SL progression suggested principles to guide MOOC design to make them more efficacious, which, when empirically investigated, were found to be efficacious.
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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, 2016 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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