The Center for Teaching and Learning supports teaching at the University of Pennsylvania. The Center works to help standing faculty, adjunct faculty and teaching assistants develop and improve their teaching; to promote valuable conversations about teaching among those groups; and to enhance the quality of education at Penn.
Parmi les défis auxquels l’université doit ou devra faire face dans les prochaines années figure incontestablement l’impact de la technologie sur les structures universitaires et le contenu des cours dispensés. En particulier, les MOOCS – massive open online courses – ces cours en lignes « massifs » et « ouverts », provoquent de multiples interrogations. Reste à savoir s’ils représentent véritablement la révolution annoncée. L’Institut de l’entreprise publie aujourd’hui un rapport sur le sujet
We studied student learning in the MOOC 8.MReV Mechanics ReView, run on the edX.org open source platform. We studied learning in two ways. We administered 13 conceptual questions both before and after instruction, analyzing the results using standard techniques for pre- and posttesting. We also analyzed each week’s homework and test questions in the MOOC, including the pre- and posttests, using item response theory (IRT). This determined both an average ability and a relative improvement in ability over the course. The pre- and posttesting showed substantial learning: The students had a normalized gain slightly higher than typical values for a traditional course, but significantly lower than typical values for courses using interactive engagement pedagogy. Importantly, both the normalized gain and the IRT analysis of pre- and posttests showed that learning was the same for different cohorts selected on various criteria: level of education, preparation in math and physics, and overall ability in the course. We found a small positive correlation between relative improvement and prior educational attainment. We also compared homework performance of MIT freshmen taking a reformed on-campus course with the 8.MReV students, finding them to be considerably less skillful than the 8.MReV students.
One of the great ironies of online learning is that a tool created to foster personalized learning is actually quite impersonal, in practice. It doesn’t have to be that way. MOOCs (Massive Open Online Course) are based on a simple premise: deliver free content from the world’s greatest professors to the masses, and a global…
edX recently commissioned a study of nearly 1,000 videos, segmenting them out by by video type and production style, and discovered this among their other findings:
Shorter videos are more engaging. Engagement drops after 6 minutes.Videos with a more personal feeling are more effective than high-fidelity studio recordings. Videos in which the instructor speaks quickly and with high enthusiasm are more engaging.Khan-style tablet drawings are more engaging than power point slides.
Fifty startups were launched at MIT in five days, courtesy of a unique experiment "that could reshape existing educational paradigms."
Nearly 55,000 individuals are enrolled in the MITx on edX massive open online course, "Entrepreneurship 101: Who is Your Customer?" Of the thousands, the school welcomed 47 to campus on August 18 to participate in a five-day bootcamp-turned-blended-learning-experiment.
The MITx Global Entrepreneurship Bootcamp was an experiment by MIT to help students studying online via edX further their education. The event allowed the highly selective group to learn from faculty, as well as from like-minded people worldwide, who were all enrolled in the same course, yet likely would have never met face-to-face otherwise.
We’ve all been there – you start off your new course full of excitement and enthusiasm, then a couple of weeks later you wonder why you ever started. It could be that the course is more demanding than you expected, or perhaps life got in the way and you feel you don’t have the time to dedicate to the course any more.
Whatever your reasons, here are some tips for getting back on track.
Turn down the Heat- Why a 4 degree warmer world must be avoided
Do you wish to learn more about climate change and its impacts? Now is your chance. Through 18 fascinating episodes by globally distinguished scientists, this series provides an overview of the latest scientific research on climate change, focusing on likely impacts and risks in developing countries. The videos were part of the World Bank's first Massive Open Online Course (MOOC) that was launched in January 2014 which in turn is based on a World Bank flagship report with the same name which was commissioned from the Potsdam Institute for Climate Impact Research.
Whether you are a policy maker, civil society representative or concerned world citizen, these videos provide you with a strong foundation for understanding the science of climate change—as the world may approach dangerous warming of 4°C by the end of this century. Most importantly you will gain insights to what you can do to avoid a 4°C warmer world and instead hold warming below 2°C.
Join us in spreading comprehensive knowledge on climate change because just think; the better we can understand the risks and challenges of climate change, the better positioned and well-informed we will be to act together and address the enormous challenges we face from a warming planet.
This special issue of the eLearning Papers is based on the contributions made to the EMOOCS 2014 conference jointly organized by the École Polytechnique Fédérale de Lausanne (EPFL) and P.A.U. Education. The success of this conference with more than 450 participants demonstrates that MOOCs are at the beginning of a wave and a first step towards opening up education.
MOOCs, or massive open online courses, are quickly becoming technology darlings. Companies like Coursera, Udacity, edX and others provide college-caliber online courses taught by professors from the most prestigious universities. Millions of students interested in pursuing inexpensive post-secondary education can take classes on anything from nutritional health to machine learning—right from the comfort of their own home.
The MOOC 2.0 will provide scaling for the second phase — the learning phase — by scaling 1-on-1, face-to-face learning. Indeed, the technology is already in place and widely available: video chat. Interestingly, a quick web search for face-to-face learning paints a clear picture of the status quo: it’s face-to-face learning versusonline learning. Is it not obvious that face-to-face learning can occur online as well?
PBS NewsHour Still little consensus on role of massive, online courses in higher education PBS NewsHour The classes, known as MOOCs, were once hailed as the next big disruption to traditional higher education, opening the door to a college...
Kicking off a new course for higher education faculty members will be a webinar focusing on why higher education is important and how to reach students through free open courses. The live webinar introduces the new online course, “Connected Courses,” which is being taught by open-learning pioneers, who developed the curriculum for fellow college and university professors to learn to teach their own open courses.
A common joke among college teachers is that our students “get younger every year.” This fall we will marvel that our students were born in the year Bill Clinton ran for a second term, Madeleine Albright was appointed the first female secretary of state, the Unabomber was arrested and Dolly the cloned sheep was born. …