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Slides supporting my "against" xMOOCs position in the NIACE Digital Learning Conference debate 11 December 2013
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1. People want to learn
2. Learning is social and informal
3. Collaboration and discussion enable learning
4. Digital tools enable learning process
New teaching skills participatory learning processes
Are we e-nabling traditional educational models or transforming learning?
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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.
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
A discussion over the different definitions of "Open" (Open as in oer and open as in MOOC #connectivism #mooc http://t.co/YxhxvZSc5g via @patlockley)...
Useful discussion prompt for openness - in professional learning, and when considering development of MOOC learning materials. Massive benefit if these can become part of the OER ecosystem.
Students will get a five-week grounding in trade relations between Australia and China as part of Curtin University’s second Massive Open Online Course (MOOC), due to begin 17 March.
edX is opening up its membership beyond its initial 32 charter institutions. With its new membership structure, the online course provider will bring colleges, universities and other organizations into the fold as regular members, including 12 new institutions announced today.
This is the group for 'Participating in the digital age', an Open Online Course being run by Curtin University. Everyone joining the site should be signed up for this automatically, but you can leave it or join it at any time. You can change the notification settings for this group in your Settings - look for Group Notications, and choose whether you want email notifications, site notifications (this website only), or both, or neither.
A COURSE in everyday thinking has attracted the kind of student numbers that universities don’t see every day.
UQs first MOOC with more than 70,000 enrolments.
This blog summarises some major challenges Chinese MOOCers face when using English MOOC platforms. The following blog will list out my proposed solutions. Accessibility Website loading - Sometimes...
Some issues for Chinese MOOCers trying to access English language MOOCs, with some nice links to the 'Great Firewall of China and the MOOC China Town.
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.
Question: How does video production affect student engagement in MOOCs?
How we went about it: We measured engagement by how long students watched each video and also whether they attempted to answer post-video assessment problems.
Some useful recommendations on video production techniques that can be applied to MOOCs and any online learning
Critics are obsessed with the infamous "five percent completion rate."
Gily Salmon's first MOOC that she is leading, Carpe Diem - Learning Design, starts March 10, and we took the opportunity to discuss some of the differences between course design for "traditional" online learning and for MOOCs
This should be an interesting MOOC, Gilly Salmon's first!
The University of Melbourne's second year of MOOC offerings starts today with the launch of Discrete Optimization. Instructed by Professor Pascal Van Hentenryck, the course currently has over 26,000 students enrolled.
Massive open online courses (MOOCs) are on the rise in Australian universities and some are concerned that they will put more pressure on academics who are already working overtime.
Useful insights on how MOOCs provide opportunities for re-thinking teaching approaches.
Export Law Blog The MOOC experiment University of Virginia The Cavalier Daily The past year and a half has seen the University dive headfirst into the once-foreign frontier of online education, notably through its offering of more than a dozen...
Why traditional metrics like completion rates aren't a good way to evaluate online courses
I hadn't heard about the 'Colbert Bump' before now...