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Here's something I can get pretty jazzed about. Er, maybe that's not quite the right verb. But close enough....
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While college presidents are skeptical about massive open online courses (MOOCs), they see plenty of potential "positive impact" with hybrid courses that blend face-to-face and online learning as well as adaptive learning that uses technology to modify lessons based on the progress shown by students.
According to technologists and digital education evangelists, massive open online courses, or MOOCs, represent the future of education. That may be so, but why is it that Oxford University sees them as the very antithesis of quality education? Antony Funnell reports.
Think how boring life would be if you had to get a bunch of bureaucrats to approve every innovative teaching technique that you wanted to try. It would be like living in a corporate university with a pencil-pusher stationed right there in your classroom.
The technology of austerity is not interactive because interactive costs time and money. This won’t work if you’re only measuring educational “efficiency.”
In summary, the only people who are happy by this kind of result are lifelong learners with no skin in the game and the clerks. Is it really worth disrupting everybody’s higher education to make just these two groups happy?
A spoonful of sugar and then Mary Poppins kicks you out ... a dystopian view of MOOC developments...
But good MOOCs are really, really good!
U. of Zurich Says Professor Deleted MOOC to Raise Student Engagement[Updated (7/8/2014, 2:53 p.m.) with news of a post on the controversy by the MOOC instructor.]The University of Zurich says it has cleared up the bizarre case of the MOOC that went missing. But the university is offering few clarifying details to the public, which has been left to piece together theories from the university’s statements and from cryptic tweets by the course’s professor about an unspecified experiment he might have been trying to conduct.
Poor-quality courses on platforms such as Coursera, edX and Udacity could cause reputational damage to universities, says Oxford expert
This digest of reports and papers published over the past year is provided to support the ongoing debate on MOOCs, Open Educational Resources and online educati
Management - Universities, The University of Adelaide is appointing its AdelaideX team - a Program Manager and three Learning Designers - to deliver MOOCs via edX in 2015.
While international students can't earn a degree through MOOCs, they can use the courses to expand their knowledge, experts say.
Guidelines to ensure the ethical use of data gathered from online learners need to be developed, to prevent the misuse of personal information, a group of academics has said.
Delegates at the Asilomar Convention for Learning Research in Higher Education, which took place in California earlier this month, have produced a framework to promote the appropriate use of both learners’ personal information, and any research based on their activity.
The document states that six principles should inform the collection, storage, distribution and analysis of information gathered from people who engage with online learning resources such as massive open online courses.
Higher education is one of the great successes of the welfare state. What was once the privilege of a few has become a middle-class entitlement, thanks mainly to government support. Some 3.5 million Americans and 5 million Europeans will graduate this summer. In the emerging world universities are booming: China has added nearly 30 million places in 20 years.
A revolution in the tertiary sector is under way, thanks to three forces: rising costs, changing demand and disruptive technology. The result will be the reinvention of the university.
“In 10 or 20 years, when we judge the great universities, it will not just be on their research but on the reach of their teaching,” Mr. Levin told The Chronicle on Wednesday.
That perspective dovetails, of course, with the mission of the company Mr. Levin now leads. Coursera, which teams up with traditional universities to provide free, online versions of their courses, has its own lofty ambitions as a global-change agent: “We envision a future where everyone has access to a world-class education,” reads the company’s mission statement.
Given that millions of people register for MOOCs (Massive Open Online Courses), it is perhaps not surprising that much has been written to date about these still-evolving education platforms. But what do we know about who is enrolled in MOOCs? Or how these platforms are (or aren’t) supporting learning? In today’s article we take a look at some fresh studies from the field to sketch out early observations about the usage and impacts of MOOCs. http://ow.ly/zrs0H
According to technologists and digital education evangelists, massive open online courses, or MOOCs, represent the future of education. Antony Funnell reports.
Universities are not homogenous organisations that take a consistent approach to how they produce students with degrees. Each academic teaches in a largely unique way and students all approach their learning in an equally non-uniform manner. At the end of the day, we haven’t found any consistent way of getting around the fact that in order to learn, students are required to put in a great deal of effort and they can only be guided and supported in this endeavour. The motivations for students, especially young ones, to do this on their own without the incentive of obtaining a degree that means something substantial in economic and social terms, are simply not there.If universities do eventually experience a revolution, it will not be because of MOOCs.
Which types of student characteristics lead to the best performance in online classes? That depends on how you define
...“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...
The official journal of the Open and Distance Learning Association of Australia Inc. (ODLAA).
Phonar, an abbreviation of PHOtography and NARrative, is an in-person course at Coventry University in the UK and an open online course for as many as 35,000 participants around the world who co-create learning communities through a variety of media including blogs and a blog hub, Twitter (using the #phonar hashtag, and a Google+ community.
Case Study compiled by: Howard Rheingold
Monash recently offered its first Massive Open Online Course (MOOC), Creative Coding, as a collaborative venture through FutureLearn.
Lead academics Associate Professor Jon McCormack from the Faculty of Information Technology and Dr Mark Guglielmetti from the Faculty of Art Design & Architecture, worked with librarians and learning skills advisers and with staff from the Office of the Vice-Provost (Learning and Teaching). They developed learning objectives and guidelines for students around expectations and conduct in the MOOC.
The MOOC Project Coordinator will support and coordinate the uptake, development and evaluation of e-learning technologies, resources and pedagogies to enhance teaching quality, and support students learning in GCI's teaching programs. The position provides a single point of contact for staff (individuals and groups) related to eLearning systems and tools, with particular reference to those projects and academic staff developing courses for online distribution through the edX massive online learning system.
UNIVERSITIES will remain a protected species despite the snowballing popularity of online education, an industry analyst believes.
While massive open online courses get a lot of attention, the San Francisco-based organization has received $25 million to test an ambitious blended approach to undergraduate programs.
Massive Open Online Courses, promised to revolutionise higher education a few years ago but with recent research showing poor student retention rates, how successful has the MOOCs model been?