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Google to deliver MOOC for Australian teachers

Google to deliver MOOC for Australian teachers | Massively MOOC | Scoop.it
University of Adelaide devises courseware to get educators up to speed with new digital technologies curriculum
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Massively MOOC
Examining the development of the Massive Open Online Course
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Rescooped by Peter Mellow from Open Educational Resources in Higher Education
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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.


Via Kim Flintoff
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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.....
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MOOC Completion and Retention in the Context of Student Intent (EDUCAUSE Review) | EDUCAUSE.edu

MOOC Completion and Retention in the Context of Student Intent (EDUCAUSE Review) | EDUCAUSE.edu | Massively MOOC | Scoop.it

Key Takeaways

- MOOC critics are concerned about low overall completion rates, but these rates are typically evaluated without accounting for student intentions.
- This study, based on survey and log data from nine HarvardX courses, investigates how completion and attrition rates differ based on students' self-reported intentions about course participation.
- The study found that, on average among survey respondents, 22 percent of students who intended to complete a course earned a certificate, compared with 6 percent of students who intended to browse a course.
- Efforts to personalize MOOCs based on self-reported intentions should be conducted with care: many students who do not intend to complete a MOOC do so, and most who do intend to complete a MOOC are not successful.

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Rescooped by Peter Mellow from Learning with MOOCs
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A review of MOOCs and their assessment tools

A review of MOOCs and their assessment tools | Massively MOOC | Scoop.it

He starts with a taxonomy of MOOC instructional models, as follows:

cMOOCsxMOOCsBOOCs (a big open online course) – only one example, by a professor from Indiana University with a grant from Google, is given which appears to be a cross between an xMOOC and a cMOOC and had 500 participants.DOCCs (distributed open collaborative course): this involved 17 universities sharing and adapting the same basic MOOCLOOC (little open online course): as well as 15-20 tuition-paying campus-based students, the courses also allow a limited number of non-registered students to also take the course, but also paying a fee. Three examples are given, all from New England.MOORs (massive open online research): again just one example is given, from UC San Diego, which seems to be a mix of video-based lecturers and student research projects guided by the instructorsSPOCs (small, private, online courses): the example given is from Harvard Law School, which pre-selected 500 students from over 4,000 applicants, who take the same video-delivered lectures as on-campus students enrolled at HarvardSMOCs: (synchronous massive open online courses): live lectures from the University of Texas offered to campus-based students are also available synchronously to non-enrolled students for a fee of $550. Again, just one example.

 


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Rescooped by Peter Mellow from Libraries and eLearning
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Can Libraries Save the MOOC? -- Campus Technology

Can Libraries Save the MOOC? -- Campus Technology | Massively MOOC | Scoop.it
As massive open online courses move toward version 2.0, libraries are in a unique position to guide and support the future of blended learning.
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Rotolo | Doctor Who Class

Rotolo | Doctor Who Class | Massively MOOC | Scoop.it
A NOTE TO FACULTY & ACADEMIC ADVISORS: #WhoClass refers to a MOOC (Massive Open Online Course) called Doctor Who and the Digital Age taught by Professor Anthony Rotolo. The course will be offered live and open to the public on the Syracuse campus as a series of lectures (Jan-April 2015) addressing the history, evolution and impact of the Doctor Who television series with special focus on its revival in the era of digital media. In addition, all students (whether able to attend in person or not) will have access to an online course which will feature the recorded lectures, as well as 15 weekly modules in which students will conduct home screenings, complete assigned readings and contribute written analysis, among other activities. The contact hours and rigor of the course, if completed in earnest, will be equivalent to a 400-500-level college course.
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Remodeling MOOCs in 2014

Remodeling MOOCs in 2014 | Massively MOOC | Scoop.it

Since the first wave of Massive Open Online Courses (MOOCs) around 2012, hypotheses about their impact have abounded, and have changed over time. So too have emotions about the courses evolved (from excitement to disenchantment or even suspicion) to where we may be now: a calmer state where the both the hype and counter-hype have worn off.

 

Now, organisations are using the essence of MOOCs – an online, adaptable, customisable, and accessible platform – to achieve diverse educational outcomes and business models.

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Rescooped by Kim Flintoff from Connectivism
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New Video Game MOOC Takes a Different Approach to Education

New Video Game MOOC Takes a Different Approach to Education | Massively MOOC | Scoop.it
Massive open online courses have grown in popularity as an alternative to traditional college learning since emerging several years ago.

Via Dr. Susan Bainbridge
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Rescooped by Peter Mellow from Learning with MOOCs
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Center For Teaching and Learning

Center For Teaching and Learning | Massively MOOC | Scoop.it
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.
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Peter Mellow's curator insight, October 14, 5:51 PM

Some excellent advice and resources under the 'Planning a Course' section from the CTL at the University of Pennsylvania.

Rescooped by Peter Mellow from Learning with MOOCs
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Comparing xMOOCs and cMOOCs: philosophy and practice

Comparing xMOOCs and cMOOCs: philosophy and practice | Massively MOOC | Scoop.it

Via Vladimir Kukharenko, Peter Mellow
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Rescooped by Kim Flintoff from Time to Learn
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Les MOOCs : révolution ou désillusion ?

Les MOOCs : révolution ou désillusion ? | Massively MOOC | Scoop.it

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


Via Frédéric DEBAILLEUL
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Thierry Curty's comment, October 13, 1:48 PM
J'ai conservé le lien ouvert, hésitant à partager. Là je me suis inscrit, j'ai téléchargé le document, je l'ai survolé...et il s'avère qu'il n'est rien de plus qu'un chant du cygne d'un professeur qui analyse la situation à l'aune du savoir contemporain sans prise en compte de l'avenir qu'il ne parvient pas à envisager tout en étant persuadé le faire.
michel verstrepen's comment, October 14, 12:54 AM
Thierry, il y a déjà un certain nombre d'indicateurs et de retours d'expérience qui permettent d'envisager les difficultés liées aux moocs dans l'avenir ... sauf à envisager une notion moins contemporaine du savoir ... à creuser ;-)
Thierry Curty's comment, October 14, 2:18 AM
C'est ce que je dis, et "envisager une notion moins contemporaine du savoir" est parfaitement adapté.

Les MOOCS sont l'avenir, mais ils ne sont que les MOOCS 1.0 dans un internet qui en est au stade du développement du téléphone en 1920 porté par des ordinateurs qui en sont au stade du développement des voitures en 1950.

A terme, même les diplômes vont disparaître. Ils sont la dernière barrière à la diversification caractéristique des sociétés évoluées.

Un diplôme n'est pas une preuve de compétences, mais l'expression des frontières de l'incompétence. Grâce au diplôme on ne matérialise pas ce que sait son porteur, mais ce qu'il ne sait pas et c'est en fonction de ça qu'on le choisit.

En soi, le concept en lui-même est absurde, parce que si vous avez un travail a effectuer et que vous le soumettez à un homme qui vous dit : "oui, je peux le faire", il n'a aucune raison de vous mentir, vu que s'il n'y parvient pas il ne dépassera pas la période d'essai. Et avec l'outsourcing, c'est encore plus flagrant.

Les MOOCS vont donc radicalement évoluer pour devenir non plus des "formations en ligne", mais des filières, des cursus, interactifs avec les écoles (du primaire à la Fac) qui n'existeront plus sous le modèle que nous leur connaissons aujourd'hui.

D'ici 30 ans "l'élève" n'existera plus, et ce quel que soit son âge. Depuis déjà longtemps bon nombre préfère le terme "apprenant", qui est plus vaste, "élève" étant parfaitement réducteur parce que consistant à suivre ce que le "maître" lui apprend. L'apprenant, lui, apprend ce qu'il veut. Ce n'est pas le maître qui distille une instruction restrictive, mais l'intéressé qui intègre une connaissance élargie.

Il faut tenir compte de l'explosion des capacités cognitives, de l'aisance des jeunes face à ce monde qui n'est déjà plus le nôtre. Des enfants de 12 ans donnent déjà des leçons à leurs profs d'informatique. Certains sont millionnaires à 6 ans pour avoir réalisé une application web.

Tout ceci ne vaut donc pas grand-chose, parce qu'analysé à l'aune de connaissances obsolètes sans projection d'avenir.

Pour envisager l'avenir, il faut se tourner vers le futur. Le passé n'est là que pour le souvenir et le présent ne fait que passer.

Et, surtout, il faut cesser de réfléchir à l'aune de ce que nous savons, mais réfléchir à l'aune de ce que les suivants sauront, qui est aussi différent pour le XXIème siècle que ce que ceux du XXème siècle savaient par rapport à ceux du XIXème.
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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 Dr. Susan Bainbridge
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Arne Krokan's curator insight, September 16, 1:11 AM

Interessante perspektiver på læring og connectivistisk tenkning i MOOCs.

jose antonio gabelas's curator insight, September 25, 11:08 AM

agregar su visión ...

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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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Rescooped by Kim Flintoff from Higher Education in the Future
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MOOCs Aren’t Revolutionizing College, but They’re Not a Failure

MOOCs Aren’t Revolutionizing College, but They’re Not a Failure | Massively MOOC | Scoop.it
Online courses may not be changing colleges as their boosters claimed they would, but they can prove valuable in surprising ways.

Via John Shank
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John Shank's curator insight, December 15, 9:23 AM

#edtech #elearning #blendedlearning #highered 

Elaine Roberts, Ph.D's curator insight, December 15, 12:57 PM

I agree that we cannot ignore the possibilities that MOOCs might yield. #edtechchat #edtech #elearning #highered

drsmetty's curator insight, December 20, 4:24 AM

Maybe it's too early for final conclusions. Let's see what happens during the next 5 years. 

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MOOCs have had their day

MOOCs may have run their course, particularly in executive education, says the boss of one of the world’s top business school.


"IMD president Dominique Turpin said the scattergun approach and one-way communication typical of massive open online courses made them impractical for business education. And their western-skewed audience and huge dropout rates meant they were also failing at the undergraduate level."

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Carlos Rodrigues Cadre's curator insight, November 20, 1:36 PM

adicionar a sua visão ...

Carlos Rodrigues Cadre's curator insight, November 21, 3:26 PM

adicionar a sua visão ...

Carlos Rodrigues Cadre's curator insight, November 23, 10:14 AM

adicionar a sua visão ...

Rescooped by Peter Mellow from Learning with MOOCs
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Why MOOCs are Failing the People They're Supposed to Help

Why MOOCs are Failing the People They're Supposed to Help | Massively MOOC | Scoop.it
MOOCs and online education are a technology with potentially revolutionary implications—but without a precise plan for realizing that potential.
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Rescooped by Kim Flintoff from Open Educational Resources (OER)
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IRRODL Vol 15, No 5 (2014) - Special Issue: Research into Massive Open Online Courses

IRRODL Vol 15, No 5 (2014) - Special Issue: Research into Massive Open Online Courses | Massively MOOC | Scoop.it

Vol 15, No 5 (2014)

Special Issue: Research into Massive Open Online Courses
Guest Editor: George Siemens 


Via Andreas Link
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Isabellefr10's curator insight, October 30, 7:44 PM

hummmmmmmmmm!

John Bostock's curator insight, October 31, 2:35 PM

This looks a very interesting set of papers for all keen followers of MOOC trends and developments.

Kiruthika Ragupathi's curator insight, November 4, 7:04 PM

This special issue reflects the research questions and methodologies deployed by MOOC researchers over the past year and represents the current front line evaluation of how open online courses are impacting education.

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Demystifying the MOOC

Demystifying the MOOC | Massively MOOC | Scoop.it
Massive open online courses haven’t changed the world of education. The average user is a white American man with a degree already. But that doesn’t mean they’re failures.
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How to persevere through a difficult course

How to persevere through a difficult course | Massively MOOC | Scoop.it

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.

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Duke MOOC Participants Around the World

Duke asked MOOC students from around the world to send in videos telling us something they learned from their course. Here's what they said.
Peter Mellow's insight:

A great 'student voice' video showing the real impact and reach of MOOCs for higher education.

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Peter Mellow's curator insight, October 21, 6:21 PM

A great 'student voice' video showing the real impact and reach of MOOCs for higher education.

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Moocs ‘will not transform education’, says FutureLearn chief

Moocs ‘will not transform education’, says FutureLearn chief | Massively MOOC | Scoop.it
Simon Nelson tells Times Higher Education podcast original claims were ‘overhyped and unrealistic’
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Special edition on research on MOOCs in the journal ‘Distance Education’

Special edition on research on MOOCs in the journal ‘Distance Education’ | Massively MOOC | Scoop.it

Via Ana Cristina Pratas
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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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