More than seven in 10 learners report career benefits and more than six in 10 report educational benefits from completing massive open online courses (MOOCs). Participants from developing countries and particularly those with lower socioeconomic status and less education appear to be more likely to report benefits from pursuing MOOCs.
The newest classroom at Harvard's business school has no desks or chairs. Instead, the professor teaches facing a towering digital screen that stretches from wall to wall, filled with the live video feeds of up to 60 students tuned in from their computers.
In the futuristic classroom, housed in a television studio 2 miles from campus, class plays out like a giant video conference.
Students can jump in to ask questions or respond to their classmates. The professor can stop a lecture to quiz individual students, or send the group a quick online poll.
The project, called HBX Live, is a departure from the genre of online courses that are recorded in advance to be taken later.
Here, Harvard sought to create a live, online replica of its campus classrooms.
Researchers from MIT and Harvard University have uncovered a new cheating scheme specific to MOOCs.
The researchers have come up with a name for this approach: "copying answers using multiple existences online" or CAMEO.
They uncovered the CAMEO technique while examining data from edX, the MOOC platform that MIT and Harvard both helped found. Certain users were answering assessment questions "faster than is humanly possible," said Chuang.
In this post Leah Marks looks at the idea of using MOOC content in on-campus education and considers some of the potential benefits and pitfalls of doing so.
Leah is University teacher in Medical Genetics at University of Glasgow and an Associate Fellow of the HEA (firstname.lastname@example.org)
Last year I ran a MOOC. When I say ran, I also mean envisioned, designed, planned, and directed (along with masses of help from some trusty colleagues). The process in itself was a fabulous experience for me as a relatively junior member of staff whose main experience thus far in my career has been as deputy on a variety of programmes and courses.
Recent best practices and research from adventurous, innovative colleges and universities yield 5 takeaways about MOOC implementation.
MOOC-lessons-onlineLove them or hate them, MOOCs are still a popular option among college and universities. Yet, only the institution that takes note of MOOC evolution via trial-and-error will be able to effectively harness the multiple campus and student benefits offered by this notorious mode of online learning.
After reviewing recent studies, best practices, and research reports over the last two years as published by eCampus News, there are five major takeaways from the MOOC implementation boom, which could potentially help students, professors, and campus marketing better take advantage of what MOOCs originally aimed to do for higher education: increase access to education, increase student engagement, and promote branding of the institution—all without adding an unmanageable financial burden to the institutional budget.
- In 2012, Duke University began using MOOCs to promote innovation in teaching and learning within the campus community, with the goal of importing successful new pedagogical ideas into Duke classrooms. - Since that time, 30 instructors from 28 departments have developed 31 MOOCs on Coursera, attracting 2.8 million enrollments and issuing more than 72,000 certificates. - Various examples show how these instructors changed their teaching approach in both MOOCs and traditional courses, including by improving classroom materials and activities, crafting better measures of student learning, and experimenting with new pedagogies to increase engagement and learning.
Access to free online courses is allowing primary and high school students obtain university level education, something that was previously off limits prior to the birth of MOOCs.
Australian National University (ANU) acting vice-chancellor professor Marnie Hughes-Warrington, who will take part in an education symposium to discuss current trends and opportunities, and challenges with online learning, believes if a primary school aged student is ready for university level education, then it should be available to them.
You won’t have any excuse to skip class anymore. French startup OpenClassrooms is launching the first State-recognized bachelor degree in France that relies exclusively on MOOC. The startup partnered with IESA Multimédia to create this program.
There are three learning paths in engineering, design and digital marketing. Students will have to complete all the courses and required projects in order to get their degree. It’s the exact same degree that you would get at IESA, except that you won’t see any teacher. IESA is already working on 40 different MOOC for this program.
Western Australia's Curtin University will launch a MOOC on mining.
Curtin University will join edX to become the first non-Group of Eight university to partner with a one of the large massive open online course providers.
The university said on Thursday that its first edX massive open online course (MOOC) would be The Business of Mining, to be launched in mid-June, which covers the life cycle of mining, from exploration to mine planning, operation and closure.
Want to learn how to get people to engage with your brand, but not sure where to begin?
Digital technology has rapidly evolved in the last decade, and so too has the way people communicate. Businesses can no longer rely solely on traditional business models to build brand awareness.
In today’s interconnected, hyperaware world, brand awareness and brand engagement are synonymous. We are in the age of digital brand engagement, where brands need to participate in, and inspire, a two-way conversation with their consumers.
This course will teach you about this shift and how it has altered the way brands communicate with their audiences. You will learn about the challenges of managing a digital brand and how rich and compelling content, combined with digital distribution, are integral to brand engagement.
New qualitative research reveals students may know more about MOOCs than institutions think; have doubts on reliability.
MOOCs have the potential to reach learners who otherwise may not have access to postsecondary education, but they have a long way to go in proving reliability of information and quality of content.
That may sound like a researcher or wary administrator’s perspective, but these sentiments are strongly expressed by today’s college students.
In a new qualitative data report, Communication Instructor Dr. Andrew Cole at Waukesha County Technical College and Dr. C. Erik Timmerman, associate professor at the Department of Communication at the University of Wisconsin-Milwaukee, reveal the thoughts of one large university’s current college students toward MOOCs.
In the event that the MOOC endeavours were to collapse or spectacularly crash and fade into oblivion, the underlying idealogy, design and output of the pseudo-MOOCs will prevail in the form of online learning the plethora of new innovations and added services that are developed in the process.
Succinctly, cMOOCs focus on knowledge creation and generation whereas xMOOCs focus on knowledge duplication. In order for the MOOC, in its original form, to be transformative, the education system must in tandem revolutionize until there is a parallel system of free or low-fee credentials, not controlled by traditional colleges, that leads to jobs. Alas, their true impact won’t be felt until students and learners of all kinds have access to digital credentials that are also built for the modern world.
Stanford University used MOOCs as an opportunity to create a supportive environment for faculty to explore, create, and express themselves in new ways through open and digital education. Following its early support for MOOCs, Stanford built "soft infrastructure" to incubate good ideas and allow courses to evolve over time to include different formats, audiences, or goals based on the involved faculty members' interests and motivations. Interviews with faculty revealed that soft infrastructure created a context where a wide diversity of faculty members' values, motivations, and interests could flourish and creative ideas could be affirmed. The soft infrastructure helped more than 280 faculty and instructors across Stanford launch over 200 distinct online, blended, or flipped course offerings in a period of less than three years.
By taking massive stores of data and removing most nuance and complexity, researchers examining Udacity, edX, Google Course Builder, and Khan Academy conclusively demonstrate the obvious: that effort in online courses predicts achievement.
A new survey of students enrolled in massive open online courses (MOOCs) suggests that the courses are supplementing traditional higher education forms and "democratizing learning."
Researchers from Duke University studied "13 free, open-access digital courses offered by Duke using the Coursera platform," according to a news release, and found that the courses "are popular among youngsters, retirees and other non-traditional student populations."
Researchers from the Massachusetts Institute of Technology have developed a model that aims to predict when students will drop out of a massive open online course (MOOC).
The model, presented at last week's Conference on Artificial Intelligence in Education, was trained on data from one course and is designed to apply to a wide range of other courses. "The prediction remains fairly accurate even if the organization of the course changes, so that the data collected during one offering doesn't exactly match the data collected during the next," according to a news release.
The complexity of digital and online education is becoming increasingly evident in the context of research into networked learning/participation. Interdisciplinary research is often proposed as a way to address complex scientific problems and enable researchers to bring novel perspectives into a field other than their own. The degree to which research on Massive Open Online Courses (MOOCs) is interdisciplinary is unknown. We apply descriptive and inferential statistics to bibliometric data to investigate interdisciplinarity in MOOC research. Results show that MOOC research published in 2013-2015 was (a) mostly conducted by researchers affiliated with Education and Computer Science disciplines, (b) far from monolithic, (c) had a greater representation of authors from Computer Science than in the past, and (d) showed a trend toward being more interdisciplinary than MOOC research published in 2008-2012. Our results also suggest that empirical research on xMOOCs may be more interdisciplinary than research on cMOOCs. Greater interdisciplinarity in xMOOC research could reflect the burgeoning interest in the field, the general familiarity with the xMOOC pedagogical model, and the hype experienced by xMOOCs. Greater interdisciplinarity in the field may also provide researchers with rich opportunities to improve our understanding and practice of digital and online learning.
WA's mining expertise goes online for students around the world.
Curtin developed the introductory online course with government, industry and academic experts after being accepted to join the edX consortium, a growing platform for universities and education providers to offer free online courses.
The Business of Mining comprises four modules and covers all aspects of a mine’s life-cycle, from planning through to production and closure.
It is designed to provide a high-level introduction to the resources sector for non-operational staff, government employees, suppliers and contractors supporting the industry.
Mines and Petroleum Minister Bill Marmion helped design the MOOC and at its launch last night said it would play a critical and innovative role in promoting the state’s mining expertise and possibilities to the world.
Sharing your scoops to your social media accounts is a must to distribute your curated content. Not only will it drive traffic and leads through your content, but it will help show your expertise with your followers.
How to integrate my topics' content to my website?
Integrating your curated content to your website or blog will allow you to increase your website visitors’ engagement, boost SEO and acquire new visitors. By redirecting your social media traffic to your website, Scoop.it will also help you generate more qualified traffic and leads from your curation work.
Distributing your curated content through a newsletter is a great way to nurture and engage your email subscribers will developing your traffic and visibility.
Creating engaging newsletters with your curated content is really easy.