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10 new, free ed-tech MOOCs for March - eCampus News

10 new, free ed-tech MOOCs for March - eCampus News | Massively MOOC | Scoop.it
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.
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Examining the development of the Massive Open Online Course
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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.....
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 Susan Bainbridge
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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.

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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 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 ...

Rescooped by Kim Flintoff from Digital Delights
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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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The Employer Potential of MOOCs: A Survey of Human Resource Professionals’ Thinking on MOOCs

The Employer Potential of MOOCs: A Survey of Human Resource Professionals’ Thinking on MOOCs | Massively MOOC | Scoop.it
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The MOOC Completion Conundrum: Can 'Born Digital' Fix Online Education? | WIRED

The MOOC Completion Conundrum: Can 'Born Digital' Fix Online Education? | WIRED | Massively MOOC | Scoop.it
One of the great ironies of online learning is that a tool created to foster personalized learning is actually quite impersonal, in practice. It doesn’t have to be that way. MOOCs (Massive Open Online Course) are based on a simple premise: deliver free content from the world’s greatest professors to the masses, and a global…
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Rescooped by Kim Flintoff from E-Learning and Online Teaching
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Research: How Video Production Affects Student Engagement

edX recently commissioned a study of nearly 1,000 videos, segmenting them out by by video type and production style, and discovered this among their other findings:

Shorter videos are more engaging. Engagement drops after 6 minutes.Videos with a more personal feeling are more effective than high-fidelity studio recordings.
Videos in which the instructor speaks quickly and with high enthusiasm are more engaging.Khan-style tablet drawings are more engaging than power point slides.


Via Dennis T OConnor
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Nevermore Sithole's curator insight, September 3, 2:30 AM

Research: How Video Production Affects Student Engagement

Rosemary Tyrrell's curator insight, September 4, 4:23 PM

An interesting study from the EdX people on using videos in an online course. 

KB...Konnected's curator insight, September 6, 12:49 AM

Good to know.

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MIT's Unique Experiment in Blended Learning Leads to the Birth of 50 Startups in 5 Days

MIT's Unique Experiment in Blended Learning Leads to the Birth of 50 Startups in 5 Days | Massively MOOC | Scoop.it

Fifty startups were launched at MIT in five days, courtesy of a unique experiment "that could reshape existing educational paradigms."

 

Nearly 55,000 individuals are enrolled in the MITx on edX massive open online course, "Entrepreneurship 101: Who is Your Customer?" Of the thousands, the school welcomed 47 to campus on August 18 to participate in a five-day bootcamp-turned-blended-learning-experiment.

 

The MITx Global Entrepreneurship Bootcamp was an experiment by MIT to help students studying online via edX further their education. The event allowed the highly selective group to learn from faculty, as well as from like-minded people worldwide, who were all enrolled in the same course, yet likely would have never met face-to-face otherwise.

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Don’t dismiss MOOCs – we are just starting to understand their true value

Don’t dismiss MOOCs – we are just starting to understand their true value | Massively MOOC | Scoop.it
Over the past couple of years, massive open online courses (MOOCs) have taken the academic world by storm.
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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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Rescooped by Peter Mellow from Learning with MOOCs
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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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Rescooped by Kim Flintoff from Digital Delights
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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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MOOCs 2.0: Scaling One-on-One Learning

MOOCs 2.0: Scaling One-on-One Learning | Massively MOOC | Scoop.it

The MOOC 2.0 will provide scaling for the second phase — the learning phase — by scaling 1-on-1, face-to-face learning. Indeed, the technology is already in place and widely available: video chat. Interestingly, a quick web search for face-to-face learning paints a clear picture of the status quo: it’s face-to-face learning versusonline learning. Is it not obvious that face-to-face learning can occur online as well?


Via Alberto Acereda, Ph.D.
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Alfredo Calderon's curator insight, September 12, 4:39 AM

add your insight...

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The MOOC Has Arrived and Education Will Never be the Same Again

The MOOC Has Arrived and Education Will Never be the Same Again | Massively MOOC | Scoop.it
Professor Yossi Sheffi, Director of the MIT Center for Transportation and Logistics and Professor of Civil and Environmental Engineering, wrote about MOOCs on his LinkedIn Influencer blog. With his...
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Rescooped by Kim Flintoff from EdTech: Technology and Higher Education
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Still little consensus on role of massive, online courses in higher education - PBS NewsHour

Still little consensus on role of massive, online courses in higher education - PBS NewsHour | Massively MOOC | Scoop.it
PBS NewsHour Still little consensus on role of massive, online courses in higher education PBS NewsHour The classes, known as MOOCs, were once hailed as the next big disruption to traditional higher education, opening the door to a college...

Via ғelιх c ѕeyғarтн
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Open-learning Pioneers Take on Future of Higher Education | DML Hub

Open-learning Pioneers Take on Future of Higher Education | DML Hub | Massively MOOC | Scoop.it

Kicking off a new course for higher education faculty members will be a webinar focusing on why higher education is important and how to reach students through free open courses. The live webinar introduces the new online course, “Connected Courses,” which is being taught by open-learning pioneers, who developed the curriculum for fellow college and university professors to learn to teach their own open courses.

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Rescooped by Kim Flintoff from Educational Technology News
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Empathy: The Big Reason College Professors Should Take A MOOC

Empathy: The Big Reason College Professors Should Take A MOOC | Massively MOOC | Scoop.it
A common joke among college teachers is that our students “get younger every year.” This fall we will marvel that our students were born in the year Bill Clinton ran for a second term, Madeleine Albright was appointed the first female secretary of state, the Unabomber was arrested and Dolly the cloned sheep was born. …

Via EDTC@UTB
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Louise Oksholt's curator insight, September 4, 7:00 AM

What we must never forget, when scoping online courses.

 

Kirsten Wilson's curator insight, September 4, 10:55 AM

Understanding our students and the world they live in is imperative.  As we are using technology as a platform to deliver content it is more important than ever we be able to empathize with the students who utilize the courses we provide.

Donna Farren's curator insight, September 4, 3:17 PM

The best point being that we rarely consume what we offer after we are done with our own education.  Good to put ourselves in our students shoes to learn something outside of our comfort zone again.