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Slides presented in the ODLAA webinar, 31st October, 2013 - http://www.odlaa.org/index.php?option=com_content&view=article&id=82&Itemid=109
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Massive Open Online Courses (MOOCs) collect valuable data on student learning behavior; essentially complete records of al student interactions in a self-contained learning environment, with the benefit of large sample sizes. […]
• […] 76% of all participants were browsers who collectively accounted for only 8% of time spent in the course, whereas, the 7% certificate-earning participants averaged 100 hours each and collectively accounted for 60% of total time.
• Students spent the most time per week interacting with lecture videos and homework, followed by discussion forums and online laboratories;
The article analyses the behaviour of some 150,000 registrants for the inaugural edX course — 6.002x: Circuits and Electronics, which was offered in the spring of 2012. The analysis is based on the log files for the course, constituting an exemplary case of the application of learning analytics in action (although the authors don’t use that term at all). It consists of two parts. First, the authors take the data of all registrants into account, later to focus on those relatively few (about 10,000) who managed to earn a course certificate.
Overall, this is an interesting and useful study. I have two minor qualms with it. First, the analysis focuses on those registrants who passed the exam and earned a certificate. Although the 10,000 students who managed to do this is a sizable number, it pales with the 150,000 who registred in the first place. Second, and as far as I am concerned more importantly, no attempts is made to frame the discussion in the context of a particular learning theory. However, these qualms do not detract from the value of this study, it deserves to be widely read, particularly by people who are engaged in learning analytics (who might miss it as that term is not used). @pbsloep
(see for a more extensive discussion of the article my blog post at http://pbsloep.blogspot.nl/2014/04/who-does-what-in-massive-open-online.html)
The New York Times dubbed 2012 as the Year of the MOOC. In case you are Rip van Winkle waking from a long, deep slumber, a MOOC is a massive open online course, which can have enrollments in the thou
"The MOOC Moment" is a collection of articles -- in print-on-demand format -- about massive open online courses, or MOOCs. The articles aren't today's breaking news, but reflect long-term trends and some of the forward-looking thinking of experts on how MOOCs may change higher education. The goal is to provide these materials (both news articles and opinion essays) in one easy-to-read place. Download the booklet here. This is the first in a series of such compilations that Inside Higher Ed will be releasing in the months ahead, on a range of topics. In May, Inside Higher Ed's editors conducted a webinar to talk about the issues raised in the booklet's articles and essays, as well as the latest developments involving MOOCs. To view a recording of the webinar, please click here.
Recent studies of MOOC completion rates and participation indicate that students with some college experience already do better.
Massive open online courses offer the chance to take classes at the world's best universities for free. But MOOCs do have a few catches.
Do you have a burning urge to learn more about the world around you and the people who inhabit it?
Now you can as The University of Queensland is taking registrations for its first, free social anthropology Massive Open Online Course (MOOC) on edX, a major MOOC provider.
The popularity of Massive Open Online Courses (MOOCs) has attracted considerable attention from academic institutions providing the courses, potential students and researchers. The enthusiasm for all the possibilities of this type of online education has, however, been tempered by issues such as of the quality of education provided, the support needed by vast numbers of students and the high drop-out rate. The Educational Data Mining community has an important role to play in the debate about the advantages and disadvantages of MOOCs, as well as in proposing intelligent solutions for addressing various educational aspects. There are many challenges of knowledge discovery in MOOCs, including the vast volume of data and the diversity of users. These challenges, however, bring opportunities to develop new data mining techniques or adapt established knowledge discovery approaches to the requirements of analysing MOOCs data.
Last week I reported on the EMOOCs conference, in which a significant part was reserved for reporting on various experiences with and research results on MOOCs. This July a workshop will be held focussing on data mining in MOOCs. If MOOCs are as massive as their name suggests - which of course is not always the case in actual fact - then data mining should be particularly profitable. It should give us insights in how MOOCs fare but also on how to generate the raw material on which recommenders may operate. The call for papers is still open until April 14th, so everybody who has a data mining & MOOCs axe to grind, pay attention! @pbsloep
More MOOC Mania
Another MOOC report, this time from University of London. Section 6 specially interesting for MOOC making.
Project Planning a MOOC
The course teams involved with our MOOCs included experienced academics with familiarity in developing materials on a learning platform. Nonetheless, for each of them it was their first experience of MOOCs, as it was for the project planning team.
Delivering a MOOC
A range of styles and learning methods were adopted by the four MOOCs, appropriate to the subject matter covered. A MOOC structure of six weeks and 5-10 student effort hours per week of study appeared to be just right for the majority of students (55%). Some considerations for future delivery include:
< Well designed announcements at the beginning and end of each week that articulate with the topic coverage, learning activities and assessment methods can be effective at maintaining student interest and motivation.
< Management of forum threads and posts is a critical factor in dealing with massive scale short courses to ensure the majority of students are not affected negatively by the behaviour of a small number of the community, while preserving the openness of the discussion areas.
< The Coursera platform tools are significant and comprehensive in terms of plotting overall student activity, allowing evaluation of assessment data, as well as usage statistics on video resources and other learning activities; however, further refinement of these tools to enable both students and teaching staff to understand their progression at an individual level is necessary (and underway).
** Learning Resource Development
TODAY you can study with a Nobel Laureate - at home, for free. Is this the end of traditional university education?
With all the MOOCs available today, it’s sometimes difficult to navigate accurately. These March MOOCs cater to faculty, IT admin, and your STEM students.
Forget exam-centered courses and £9k tuition fees, there are other ways to learn. But if you're going to educate yourself, you'll need more than motivation
Autodidaktiikkaa ja itseohjautuvuutta...
The phenomenon of Massive Open Online Courses, or MOOCs, has attracted a great deal of reportage, debate and research over the past two years. One area, however, has been noticeably under-represented in these discussions: pedagogy. As learning and teaching in higher education continues to be high on the agenda of UK governments, higher education providers and policy makers alike, it is vital that this aspect of one of the most significant developments in higher education in recent years receives attention. This report provides an excellent starting point.
"Massive open online courses (MOOCs) are still pretty new but more and more universities, platform providers and publishers are beginning to create MOOCs to raise their profile and showcase high-quality materials. But there is a risk that reputations can take a serious hit if materials and data are being used incorrectly, or without permission."
Excellent analysis of the copyright issues that educators need to consider as they utilise the open online course revolution. There are such opportunities for learning and teaching but TIME needs to be given to ensuring that resources used are attributed appropriately, are legitimate and permissions sought where necessary. Many MOOC platforms are commercial in nature and profit focused (in the long term) so Statutory licences and Educational exceptions are not applicable.
In just under six years, the term MOOC (Massive Open Online Course) has gone from a vague, abstract idea to becoming, “the academic buzzword du jour.” In just the past few years, MOOCs have exploded. Companies like Coursera, EdX, Udemy, Khan Academy and countless others, paved the way. Now, several of the MOOC platforms contain courses from such prestigious institutions as Massachusetts Institute of Technology, Harvard, University of California Berkeley, John Hopkins University, Duke, and many others. Now that these MOOC platforms have been around for several years, there is a wealth of data concerning MOOC students. The data is incredibly interesting. Below are some statistics from Top10OnlineColleges.com, who also produced the below infographic: Educational attainment of students who enroll in MOOCs: 37% have a B.S. degree 28% have a Master’s degree or profession 27% high school Age and occupational makeup of MOOC students: Over 40% of students are under 30 years old Less than 10% over 60 88 % of MOOC students are male 62 % are employed 13% are unemployed…or retired There are a great many interesting data points in the below infographic. It is really interesting to see ho much MOOCs have grown in such a short time:
And then there’s MOOCs. I can’t express adequately just how pissed off I am about MOOCs – not the concept, but all the hubris and nonsense that’s been talked and written about them. At a personal level, it was as if 45 years of work was for nothing. All the research and study I and many others had done on what makes for successful learning online were totally ignored, with truly disastrous consequences in terms of effective learning for the vast majority of participants who took MOOCs from the Ivy League universities. Having ignored online learning for nearly 20 years, Stanford, MIT and Harvard had to re-invent online learning in their own image to maintain their perceived superiority in all things higher educational.
This paragraph exactly reflects my thoughts about MOOCs. Glad to hear it coming from a leader in the online and distance learning field as this type of voice has been swamped by the unquestioning embracing of MOOCs by all and sundry!
vía [url=/u/174100 x-already-notified=1]Jordi Adell[/url] leo este último artículo del canadiense Tony Bates, especialista en "online learning".
Lastly, I am concerned that the computer scientists seem to be taking over online education. Ivy League MOOCs are being driven mainly by computer scientists, not educators. Politicians are looking to computer science to automate learning in order to save money. Computer scientists have much to offer, but they need more humility and a greater willingness to work with other professionals, such as psychologists and teachers, who understand better how learning operates. This is a battle that has always existed in educational technology, but it’s one I fear the educators are losing. The result could be disastrous, but that’s a theme for a whole set of blog posts.
As I proceeded through the course, marveling at how well it was all going, I realized that I was learning as much from CorpusMOOC about teaching online as I was about corpus linguistics. I blogged the full eight weeks, but have distilled the top five lessons learned about teaching online from taking a MOOC.
This demo is to show the course instructor the functionality of the edX platform and the student experience, with the purpose to help the course instructor t...
The average American college student studies less hours than the necessary thirty hours per week, according to Alexander C. McCormick from the Association of American Colleges and Universities. While it is true that “the more students engage in educationally purposeful activities, the more they learn,” says McCormick, it has become…
Harry Potter obsessives, say hello to your new favorite website: HogwartsIsHere.com.
A blog post about my impressions of the just ended EMOOCs 2014 conference
Note added: the above link misdirects you. I can't remedy this in scoop.it, so I provide the correct link here: http://pbsloep.blogspot.nl/2014/02/european-moocs-stakeholder-summit-2014.html
University leaders and government officials from five continents on Thursday explored challenges and opportunities from economics to diversity that higher education faces. The second day of the Princeton-Fung Global Forum in Parisalso featured vigorous debate on whether online learning platforms pose more risks or rewards for academia and society.
Réunion d'experts sur les MOOCS: responsables d'universités, membres de gouvernements...
In this debate, the question might not be so much about whether online education is effective, but whether it could be any worse than the existing model.
The New York Times famously labeled 2012 the 'year of the MOOC', acknowledging the attention and excitement generated by a few high profile 'massive open online courses' which enrolled tens of thousands of students from all of the world to participate in offerings from a few elite universities in the United States. It may be hard for some in North America to believe, given the near saturation coverage in some English language web sites that focus on higher education and in certain thematically-linked corners of the English-language blogosphere, but the 'MOOC' phenomenon is only just now starting to register with many educational policymakers in middle and low income countries around the world.
Listing the key MOOC providers outside the United States suggests that there are advantages in partnering with key providers and capitalising on their market share.
Unless universities adapt the curriculum to suit the needs of students in emerging economies, free online courses will have no relevance
With many developing nations having strong roots in critical and libration pedagogies its not surprising this situation arises. The teacher as little more than a subject matter expert has had little relevance to education for half a century at least.
This report addresses the question of pedagogy within the Massive Open Online Course (MOOC): what kinds of MOOCs are currently offered in the UK; what it means to 'teach' in the open and at massive scale; and what kinds of demands and expectations are experienced by academics who teach MOOCs