Curtis J. Bonk will deliver a presentation via videoconference at Tampere University of Applied Sciences, http://www.tamk.fi/. The following themes are included in presentation:
- Massive open online courses as part of the higher education. - The trends of e-learning and educational technology. - Opportunities and challenges in online learning, blended learning and moocs - Recommendations and guidelines for design and implementation of MOOCs
Just a few years ago, the Massive Open Online Course was expected to reinvent higher education. Millions of people were signing up to watch Web-based, video lectures from the world's great universities. Some were completing real assignments, earning certificates and forming virtual study groups — all for free.
Surely the traditional college degree would instantly collapse.
Today, much of that hype has subsided (though best-selling authors and newspaper columnists are still making the case that "the end of college" is nigh). And new research on 1.7 million MOOC participants offers a more nuanced view of just what these courses are and could become.
One of the biggest MOOC platforms, edX, is run jointly as a nonprofit by Harvard and MIT. And researchers at both schools have been poring over the data from everyone who participated in 68 courses over more than two years. That's 10 million participant-hours. Here's what they found.
If massive open online courses are goldmines of data, surely, edX must be the mother lode. MIT and Harvard University have just published a 37-page draft report that summarizes a multitude of findings from two years of hosting 68 courses on the popular MOOC platform.
If massive open online courses are goldmines of data, surely, edX must be the mother lode. MIT and Harvard University have just published a 37-page draft report that summarizes a multitude of findings from two years of hosting 68 courses on the popular MOOC platform. That encompassed 1.7 million participants, 10 million "participant hours" and 1.1 billion "participant-logged events." edX is a non-profit learning platform founded by the two institutions in 2012. (Those courses offered on edX by Harvard are available through HarvardX; those from MIT are available on MITx.)
The MOOC philosophy has always come across as "Go big or go home." But some of the most interesting experiments occurring right now would better be described as "Divide and conquer." These undertakings — one an experiment at Harvard (MA) and the other a longer-term commitment at the University of Michigan — are allowing schools to try out new practices from a narrower perspective, while still impacting the broader workings of the institution.
The hype surrounding massive open online courses in recent years has led to questions about whether teaching — and learning — through a lecture broadcast to several students at the same time could democratize education, which is becoming an increasingly expensive investment in many parts of the world.
In developing countries, where youths often have even more barriers to schooling, this debate seems particularly relevant...
It's stuff like this that keeps me going and reminds me that this MOOC book project might be relevant after all....
...Like I said, maybe all this program needs to do to be successful is to attract some students who would have otherwise tried to go to ASU anyway. Maybe it will be successful as a PR move, too: some students take some ASU MOOCs, have good experiences, and decide to enroll there for real. But for MOOCs to really represent a “sea change” in higher education, it seems to me they need to address the top motivating factors for students’ choices about what school to attend and not just costs.
So after a couple of years since MOOCs become a recognized eLearning strategy (and for the sake of our readers, I’ll suppose you know what generally defines a MOOC), where do they stand? Still the possible future of education? Still a developing concept? Or perhaps a failed experiment?
I’ll stand in the middle, aligning myself with ‘developing concept’, as there is promise, hype, and both encouraging and discouraging results.
Arizona State University and edX are launching the Global Freshman Academy, a first-of-its-kind program that offers a unique entry point to an undergraduate degree.
The Global Freshman Academy will give learners anywhere in the world the opportunity to earn freshman-level university credit after successfully completing a series of digital immersion courses hosted on edX, designed and taught by leading scholars from ASU.
In many ways, we have a romanticized view of college. Popular portrayals of a typical classroom show a handful of engaged students sitting attentively around a small seminar table while their Harrison Ford-like professor shares their wisdom about the...
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What happens when well-known universities offer online courses, assessments, and certificates of completion for free? Early descriptions of Massive Open Online Courses (MOOCs) have emphasized large enrollments, low certification rates, and highly educated registrants. We use data from two years and 68 open online courses offered by Harvard University (via HarvardX) and MIT (via MITx) to broaden the scope of answers to this question. We describe trends over this two-year span, depict participant intent using comprehensive survey instruments, and chart course participation pathways using network analysis. We find that overall participation in our MOOCs remains substantial and that the average growth has been steady. We explore how diverse audiences — including explorers, teachers-as-learners, and residential students — provide opportunities to advance the principles on which HarvardX and MITx were founded: access, research, and residential education.
Gordon Rogers says that MOOCs and other alternative forms of credentialing are causing colleges to rethink their approaches.
A number of parallels exist between the new frontier of Massive Open Online Courses (MOOCs) and their recognition as “academic currency” and the fate of the doomed Continental. Just as the revolutionary banknotes lacked credibility, the assessment instruments used by students to prove knowledge and mastery of MOOCs continue to face an uphill battle for authenticity. Until these issues are overcome, online education will be, in the eyes of many, “not be worth a Continental”.
What happens when you combine a MOOC and a flipped course? More interactivity, more consistency and some interesting avenues of student interaction, according to Bonnie Ferri, professor and associate chair for undergraduate affairs in Georgia Tech's School of Electrical and Computer Engineering.
Why didn’t we have more video? The short answer is budget and time: making good-quality videos is expensive & making simple yet effective educational videos is time consuming, if not necessarily costly. #NumericalMOOC was created on-the-fly, with little budget. But here’s my point: expensive, high-production-value videos are not necessary to achieve a quality learning experience.
The fixation with videos in MOOCs, online courses and blended learning is worrisome.
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