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Rescooped by Kim Flintoff from Educational Technology in Higher Education
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edX president predicts an online learning transformation - FT.com

edX president predicts an online learning transformation - FT.com | Massively MOOC | Scoop.it
Anant Agarwal is a professor of electrical engineering and computer science at the Massachusetts Institute of Technology and president of edX, a leading provider of massive open online courses, known as Moocs.

Via Mark Smithers
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Chris Carter's curator insight, July 1, 2013 7:49 AM

What else would the edX president predict, the quick demise of MOOCs?

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 12, 2013 10:52 PM
Is this link working?
Kim Flintoff's comment, June 12, 2013 11:12 PM
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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Learning in an introductory physics MOOC: All cohorts learn equally, including an on-campus class | Colvin | The International Review of Research in Open and Distance Learning

Learning in an introductory physics MOOC: All cohorts learn equally, including an on-campus class | Colvin | The International Review of Research in Open and Distance Learning | Massively MOOC | Scoop.it
Abstract

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.
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Rescooped by Kim Flintoff from Connectivism
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Learning and Connectivism in MOOCs


Via Susan Bainbridge
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Arne Krokan's curator insight, September 15, 10:11 PM

Interessante perspektiver på læring og connectivistisk tenkning i MOOCs.

jose antonio gabelas's curator insight, September 25, 8:08 AM

agregar su visión ...

Rescooped by Kim Flintoff from Digital Delights
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10 lessons learned from MOOCs

10 lessons learned from MOOCs | Massively MOOC | Scoop.it
From what works best to clues about the model's future viability, what have massive open online courses taught us?

Via Ana Cristina Pratas
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The Employer Potential of MOOCs: A Survey of Human Resource Professionals’ Thinking on MOOCs

The Employer Potential of MOOCs: A Survey of Human Resource Professionals’ Thinking on MOOCs | Massively MOOC | Scoop.it
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The MOOC Completion Conundrum: Can 'Born Digital' Fix Online Education? | WIRED

The MOOC Completion Conundrum: Can 'Born Digital' Fix Online Education? | WIRED | Massively MOOC | Scoop.it
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…
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Rescooped by Kim Flintoff from E-Learning and Online Teaching
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Research: How Video Production Affects Student Engagement

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.


Via Dennis T OConnor
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Nevermore Sithole's curator insight, September 2, 11:30 PM

Research: How Video Production Affects Student Engagement

Rosemary Tyrrell's curator insight, September 4, 1:23 PM

An interesting study from the EdX people on using videos in an online course. 

KB...Konnected's curator insight, September 5, 9:49 PM

Good to know.

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MIT's Unique Experiment in Blended Learning Leads to the Birth of 50 Startups in 5 Days

MIT's Unique Experiment in Blended Learning Leads to the Birth of 50 Startups in 5 Days | Massively MOOC | Scoop.it

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.

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Don’t dismiss MOOCs – we are just starting to understand their true value

Don’t dismiss MOOCs – we are just starting to understand their true value | Massively MOOC | Scoop.it
Over the past couple of years, massive open online courses (MOOCs) have taken the academic world by storm.
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MOOCs could be the answer for world’s largest student population - Hindustan Times

MOOCs could be the answer for world’s largest student population - Hindustan Times | Massively MOOC | Scoop.it
A few months ago, IIT-Bombay launched three MOOCs (Massive Open Online Courses) — Introduction to Computer Programming Part 1 and 2 and Thermodynamics. With this, India has truly stepped into the MOOCs era.
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UNE shuts down its loss-making MOOCs

UNE shuts down its loss-making MOOCs | Massively MOOC | Scoop.it
The University of New England (UNE) has shut down its pioneering experiment with massive open online courses (MOOCs) because it could not make it pay.
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Rescooped by Peter Mellow from Learning with MOOCs
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Harvard is evaluating "blended" courses that draw on online MOOC material | Harvard Magazine Sep-Oct 2014

Harvard is evaluating "blended" courses that draw on online MOOC material | Harvard Magazine Sep-Oct 2014 | Massively MOOC | Scoop.it

HARVARDX and other institutions continue to create new massive open online courses (MOOCs; see the current list at harvardx.harvard.edu/modules-courses). But with hundreds of offerings available on edX, Coursera, and emerging platforms (such as the Business School’s HBX; see harvardmag.com/hbx-14), emphasis is now shifting to research on applications and assessments.

 

As reported, HarvardX’s review of first-year MOOC enrollments revealed apparently vast online interest in signing up for courses (perhaps reflecting the ease of registration), but rapid attrition (see “Harvard Measures Its MOOCs,” May-June, page 22). A Chronicle of Higher Education review of those data, published in mid June, reiterated the key finding that about half the registrants viewed none of the course content; of those who examined any content, “half looked at 11 percent of the course chapters or less.”

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For its second round of MOOCs, U. of Wisconsin at Madison embraces modularity @insidehighered

For its second round of MOOCs, U. of Wisconsin at Madison embraces modularity @insidehighered | Massively MOOC | Scoop.it

Massive open online courses will return to the University of Wisconsin at Madison next year -- or something that looks like them will, anyway. Having reviewed the results from its first round of MOOCs, the institution will offer new courses that are shorter, cover fewer topics and target Wisconsinites.

 

It’s a concept known as modularity. Instead of reassembling a face-to-face course, lecture by lecture, institutions are urging faculty members creating online courses (and not just MOOCs) to split coursework into modules. For example, a 15-week course on Shakespeare could be transformed into modules on his poetry, comedies, tragedies and historical plays.

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Dorian Love's curator insight, August 9, 12:50 AM

MOOCs are not going away - but are being tweaked

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▶ Intro To Coding Online Course - YouTube

The world's first free online coding course designed for youth and delivered by youth! Check out our website, www.discovere.ualberta.ca for more information!
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Rescooped by Kim Flintoff from Futures Thinking and Sustainable Development
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World Bank MOOC on Climate Change

World Bank MOOC on Climate Change | Massively MOOC | Scoop.it
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.

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Experiences and best practices in and around MOOCs | eLearning Papers

Experiences and best practices in and around MOOCs | eLearning Papers | Massively MOOC | Scoop.it

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.

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I Failed My Online Course—But Learned A Lot About Internet Education

I Failed My Online Course—But Learned A Lot About Internet Education | Massively MOOC | Scoop.it

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.

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Rescooped by Kim Flintoff from SMART HIGHER ED BLOG
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MOOCs 2.0: Scaling One-on-One Learning

MOOCs 2.0: Scaling One-on-One Learning | Massively MOOC | Scoop.it

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?


Via Alberto Acereda, Ph.D.
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Alfredo Calderon's curator insight, September 12, 1:39 AM

add your insight...

Rescooped by Peter Mellow from Learning with MOOCs
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The MOOC Has Arrived and Education Will Never be the Same Again

The MOOC Has Arrived and Education Will Never be the Same Again | Massively MOOC | Scoop.it
Professor Yossi Sheffi, Director of the MIT Center for Transportation and Logistics and Professor of Civil and Environmental Engineering, wrote about MOOCs on his LinkedIn Influencer blog. With his...
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Rescooped by Kim Flintoff from EdTech: Technology and Higher Education
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Still little consensus on role of massive, online courses in higher education - PBS NewsHour

Still little consensus on role of massive, online courses in higher education - PBS NewsHour | Massively MOOC | Scoop.it
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...

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Open-learning Pioneers Take on Future of Higher Education | DML Hub

Open-learning Pioneers Take on Future of Higher Education | DML Hub | Massively MOOC | Scoop.it

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.

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Rescooped by Kim Flintoff from Educational Technology News
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Empathy: The Big Reason College Professors Should Take A MOOC

Empathy: The Big Reason College Professors Should Take A MOOC | Massively MOOC | Scoop.it
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. …

Via EDTC@UTB
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Louise Oksholt's curator insight, September 4, 4:00 AM

What we must never forget, when scoping online courses.

 

Kirsten Wilson's curator insight, September 4, 7:55 AM

Understanding our students and the world they live in is imperative.  As we are using technology as a platform to deliver content it is more important than ever we be able to empathize with the students who utilize the courses we provide.

Donna Farren's curator insight, September 4, 12:17 PM

The best point being that we rarely consume what we offer after we are done with our own education.  Good to put ourselves in our students shoes to learn something outside of our comfort zone again.

Rescooped by Peter Mellow from Learning with MOOCs
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MOOCs: learning about online learning, one click at a time

MOOCs: learning about online learning, one click at a time | Massively MOOC | Scoop.it
Massive Open Online Courses, or MOOCs, took the world by storm in 2012. After years of experimentation at the fringes of higher education, prestigious universities from around the world progressively surged…

Via SusanBat
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SusanBat 's curator insight, August 28, 5:06 PM

"...But one reason institutions like Stanford University and Edinburgh University embraced MOOCs was that they provided a wonderful opportunity to learn about online learning. These institutions recognised that MOOCs were a vehicle for educational research, particularly through the use of learning analytics..."

Rescooped by Peter Mellow from Learning with MOOCs
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Uncertainty for WA universities in the wake of reform

Uncertainty for WA universities in the wake of reform | Massively MOOC | Scoop.it
Funding cuts and fee deregulation mean WA's public tertiary education sector is facing uncertain times.
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Rescooped by Kim Flintoff from Learning Technology News
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What 6.9 million clicks tell us about how to fix online education

What 6.9 million clicks tell us about how to fix online education | Massively MOOC | Scoop.it

Amidst all the arguments about “flipped classrooms” and “hybrid learning,” however, few people have actually analyzed what makes MOOCs work (or fail): the content. Online learners spend most of their time watching videos — but are the videos any good?


Via Nik Peachey
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Nik Peachey's curator insight, August 1, 12:58 AM

No huge surprises here, but worth a quick read if you are designing online materials.

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Insights and Trends that Make MOOCs Matter (EdSurge News)

Insights and Trends that Make MOOCs Matter (EdSurge News) | Massively MOOC | Scoop.it

Today, the debate rages on: Are MOOCs a success or failure? Most of the conversations tend to focus on a couple key points--completion rates (and by association, dropout rates) and grades. While these are typical measurements of student success, what is often missing in these discussions is the wealth of other data that offers insights into other impacts and trends.

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