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KD-MOOC 2014 Workshop on Datamining for MOOCs

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. 


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Peter B. Sloep's curator insight, February 19, 2014 9:26 AM

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

Massively MOOC
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.


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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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U Michigan Launches 3 Online Certificate Programs via edX -- Campus Technology

U Michigan Launches 3 Online Certificate Programs via edX -- Campus Technology | Massively MOOC | Scoop.it
The University of Michigan will launch three new online certificate programs that will be available on the edX MOOC platform.

The programs are in addition to four massive open online courses (MOOCs) that U Michigan's Office of Digital Education & Innovation (DEI) announced in October and launched on edX in April.

This marks the latest step in DEI's initiative to launch 100 MOOCs by December and 100 more in 2017.
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Moocs-for-credit partnership sees slow start on completions

Moocs-for-credit partnership sees slow start on completions | Massively MOOC | Scoop.it
Less than 1 per cent of those enrolled on Global Freshman Academy courses eligible for credit, but university involved says it is ‘positive first step’
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Portraying MOOCs Learners: a Clustering Experience Using Learning Analytics

Portraying MOOCs Learners: a Clustering Experience Using Learning Analytics | Massively MOOC | Scoop.it

Abstract 


 Massive Open Online Courses are remote courses that excel in their students' heterogeneity and quantity. Due to the peculiarity of being massiveness, the large datasets generated by MOOCs platforms require advance tools to reveal hidden patterns for enhancing learning and educational environments. This paper offers an interesting study on using one of these tools, clustering, to portray learners' engagement in MOOCs. The research study analyse a university mandatory MOOC, and also opened to the public, in order to classify students into appropriate profiles based on their engagement. We compared the clustering results across MOOC variables and finally, we evaluated our results with an eighties students' motivation scheme to examine the contrast between classical classes and MOOCs classes. Our research pointed out that MOOC participants are strongly following the Cryer's scheme of Elton (1996).

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A Systematic Analysis and Synthesis of the Empirical MOOC Literature Published in 2013–2015 | Veletsianos | The International Review of Research in Open and Distributed Learning

A Systematic Analysis and Synthesis of the Empirical MOOC Literature Published in 2013–2015 | Veletsianos | The International Review of Research in Open and Distributed Learning | Massively MOOC | Scoop.it
Abstract

A deluge of empirical research became available on MOOCs in 2013–2015 and this research is available in disparate sources. This paper addresses a number of gaps in the scholarly understanding of MOOCs and presents a comprehensive picture of the literature by examining the geographic distribution, publication outlets, citations, data collection and analysis methods, and research strands of empirical research focusing on MOOCs during this time period. Results demonstrate that (a) more than 80% of this literature is published by individuals whose home institutions are in North America and Europe, (b) a select few papers are widely cited while nearly half of the papers are cited zero times, and (c) researchers have favored a quantitative if not positivist approach to the conduct of MOOC research, preferring the collection of data via surveys and automated methods. While some interpretive research was conducted on MOOCs in this time period, it was often basic and it was the minority of studies that were informed by methods traditionally associated with qualitative research (e.g., interviews, observations, and focus groups). Analysis shows that there is limited research reported on instructor-related topics, and that even though researchers have attempted to identify and classify learners into various groupings, very little research examines the experiences of learner subpopulations.
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Persistence Patterns in Massive Open Online Courses (MOOCs)


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The Victorian MOOC - Hybrid Pedagogy

The Victorian MOOC - Hybrid Pedagogy | Massively MOOC | Scoop.it
History has been forgotten in the drive to innovate. The modern memes of technologically innovative idealism and educational altruism disenfranchise history, suppress memory, and fail to learn from the successes of history, and the disenfranchised have been sidelined, much as they always have been. Idealism has withered in the entrepreneurial vine. In Audrey Watters’ words,

“We now tell these stories about the past, present, and future whereby all innovations emerge from Silicon Valley, all innovations are recent innovations, and there is no force for change other than entrepreneurial genius and/or the inevitability of ‘disruptive innovation’.”

The Society was a profound meaningful disruption of the educational status quo in favour of the profoundly disenfranchised who successfully self organised to provide access for themselves to that which they were in desperate need of and from which they had been disbarred. Determination, idealism, need, and the suddenly new possibilities of technology collided to create meaningful, genuinely disruptive opportunity.

Modern MOOCs have extended their elision to the disenfranchised more generally, and the Sebastian Thrun’s pivot, to take one example, has been from one of idealism to one of enterprise.
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Refugees to Take Advantage of edX's New Course Credit Offerings (EdSurge News)

Refugees to Take Advantage of edX's New Course Credit Offerings (EdSurge News) | Massively MOOC | Scoop.it
ENROLLING IN A NEW LIFE: Refugees in Germany will have access to a new collaborative effort from edX and Kiron, a crowd-funded university that serves degree-seeking refugees, starting April 2016. According to a post on edX's blog, Kiron will offer 300 edX courses on its online platform, and edX will issue free verified certificates for college credit to students who complete classes. These certificates will count towards degrees at Kiron's university partners, where refugees can transfer to complete their studies on a campus after completing their initial courses online. American universities are expected to join the initiative in the coming months.

EdX is just beginning to offer college credit to student who complete courses, according to the Wharton School of Business. CEO Anant Agarwal recently spoke at the Wharton's Reimagine Education conference, saying “College credit is our ultimate threshold...The power of technology, the power of software, is that we can give it away for free. Free is powerful.”
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elearning at eCampus ULg's curator insight, February 25, 4:23 AM

A great number of refugees are presently arriving to Europe. MOOCs offer a great tool to give them the education many of them need. Several initiatives are presently coming up, some of which will be presented in this panel, discussing the challenges and opportunities.

Introduction to the interesting panel discussion that took place at EMOOCS 2016 yesterday

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Report Review of Siemen’s ‘Preparing for the Digital University’ - Class Central's MOOC Report

Report Review of Siemen’s ‘Preparing for the Digital University’ - Class Central's MOOC Report | Massively MOOC | Scoop.it
Class Central summarizes the main findings from the MOOC Research Initiative (MRI) Report: Preparing for the Digital University.

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elearning at eCampus ULg's curator insight, February 18, 4:59 AM

Interesting report as always from Class Central. If you can only ready one or two resources about MOOCs, here is one of them

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What should MOOC quality standards look like? - eCampus News

What should MOOC quality standards look like? - eCampus News | Massively MOOC | Scoop.it
Research delves into issues when trying to gauge instructional and design quality in MOOCs for credit.

As more institutions consider offering MOOCs for credit, often the MOOCs provided by third-party platforms, researchers say it’s imperative to gauge instructional and design effectiveness…but how, and with what quality standards?

These are the main questions posited by Patrick Lowenthal, assistant professor at the Educational Technology College of Education at Boise State University; and Dr. Charles Hodges, associate professor  of Leadership, Technology & Human Development at Georgia Southern University, in their research study on trying to measure the quality of MOOCs.

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Emma European Moocs

Emma European Moocs | Massively MOOC | Scoop.it
The European Multiple MOOC Aggregator called EMMA for short, is a 30 month pilot action supported by the European Union. It aims to showcase excellence in innovative teaching methodologies and learning approaches through the large-scale piloting of MOOCs on different subjects. EMMA provides a system for the delivery of free, open, online courses in multiple languages from different European universities to help preserve Europe’s rich cultural, educational and linguistic heritage and to promote real cross-cultural and multilingual learning.
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Udacity’s New Degree Comes With A Money Back Guarantee

Udacity’s New Degree Comes With A Money Back Guarantee | Massively MOOC | Scoop.it

 

 

For nearly two years, online education startup Udacity has offered a paid training course called a “Nanodegree” for people hoping to land technical jobs like software development. But the question was always whether students would find a job after finishing the course, which costs anywhere from $1,800 to $2,400.

 

To help erase such doubts, Udacity said Wednesday that it would create a new degree called Nanodegree Plus, which comes with a guarantee that students will find a job within six months. If not, the company will return 100% of tuition—a rarity in online education.


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www.cheapassignmenthelp.com's curator insight, January 14, 2:40 AM

Cheap Assignment Help, an online tutoring company, provides students with a wide range of online assignment help services for students studying in classes K-12, and College or university. The Expert team of professional online assignment help tutors at Cheap Assignment Help .COM provides a wide range of help with assignments through services such as college assignment help, university assignment help, homework assignment help, email assignment help and online assignment help. Our expert team consists of passionate and professional assignment help tutors, having masters and PhD degrees from the best universities of the world, from different countries like Australia, United Kingdom, United States, Canada, UAE and many more who give the best quality and plagiarism free answers of the assignment help questions submitted by students, on sharp deadline. Cheap Assignment Help .COM tutors are available 24x7 to provide assignment help in diverse fields - Math, Chemistry, Physics, Writing, Thesis, Essay, Accounting, Finance, Data Analysis, Case Studies, Term Papers, and Projects etc. We also provide assistance to the problems in programming languages such as C/C++, Java, Python, Matlab, .Net, Engineering assignment help and Finance assignment help. The expert team of certified online tutors in diverse fields at Cheap Assignment Help .COM available around the clock (24x7) to provide live help to students with their assignment and questions. We have also excelled in providing E-education with latest web technology. The Students can communicate with our online assignment tutors using voice, video and an interactive white board. We help students in solving their problems, assignments, tests and in study plans. You will feel like you are learning from a highly skilled online tutor in person just like in classroom teaching. You can see what the tutor is writing, and at the same time you can ask the questions which arise in your mind. You only need a PC with Internet connection or a Laptop with Wi-Fi Internet access. We provide live online tutoring which can be accessed at anytime and anywhere according to student’s convenience. We have tutors in every subject such as Math, Chemistry, Biology, Physics and English whatever be the school level. Our college and university level tutors provide engineering online tutoring in areas such as Computer Science, Electrical and Electronics engineering, Mechanical engineering and Chemical engineering.
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Research: Facebook May Keep Students in MOOCs -- Campus Technology

Research: Facebook May Keep Students in MOOCs -- Campus Technology | Massively MOOC | Scoop.it
Researchers at Pennsylvania State University have published a study that suggests students may be more likely to stick with massive open online courses (MOOCs) if they use Facebook.

Saijing Zheng, a former doctoral student at Penn State and current research scientist at Microsoft led the research and said she found that open course students were more engaged on Facebook groups and preferred interacting more on the social media site than through the course tools. That may be good news for MOOC instructors who, according to Zheng, get frustrated because 90 percent of students who enroll in MOOCs leave the course after less than two weeks.
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Reputation Management in a Digital World

Reputation Management in a Digital World | Massively MOOC | Scoop.it

In this course, you’ll take on the role of a communications manager for a fictional organisation, making key decisions that will affect its online reputation.

You will experience:

- how to build a robust and sustainable online reputation
- the positives of building a strong participatory culture
- how to manage social media issues based on a real-life examples
- how to manage a crisis and respond appropriately across multiple platforms.

Throughout the course, you’ll learn from real life case studies and gain an understanding of the important role that blogs, Facebook, Twitter, Snapchat and other social platforms play in today’s business world.

The digital landscape is fast-paced and continually changing, yet is an equally challenging and exciting environment in which to work. This course is relevant to anyone working in marketing, communications, public relations, social media and advertising.

Starts May 30, 2016

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First-ever study on MOOC use and non-use in developing countries | CourseTalk

First-ever study on MOOC use and non-use in developing countries | CourseTalk | Massively MOOC | Scoop.it
Young people in the developing world use online courses very differently than their developed world counterparts

That's according to the first-ever study on MOOC use and non-use in developing countries, which was arranged by the Advancing MOOCs for Development Initiative.

The Technology & Social Change Group (TASCHA) at the University of Washington Information School studied young adults in Colombia, the Philippines and South Africa.

They found:

- Certification and completion rates exceed those of developed countries Nearly half of MOOC users surveyed held a course certificate. Nearly 80% reported completing at least one course.

- Many MOOC users have no postsecondary education A quarter of MOOC users reported high school as their highest level of education completed.

- Time is a bigger barrier than technology Half of non-users aware of MOOCs cited this as a main reason for not taking courses, while just 4% cited lack of computer access and 6% cited high Internet costs.

- Awareness is a critical hurdle 79% of MOOC non-users had never heard of MOOCs.
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Second Life MOOC for 2016 – Teaching as a Way to Learn

Second Life MOOC for 2016 – Teaching as a Way to Learn | Massively MOOC | Scoop.it
The third annual Second Life MOOC (SLMOOC16) will take place from April 1-30, 2016 on WizIQ (click here to access the course). The theme of the current MOOC is “Connecting in Virtual Worlds. Communities of Practice” There is a plethora of communities in virtual worlds promoting  education and learning through connecting online via web technologies such as Second Life. The MOOC will focus on connecting online for collaborative learning and teaching around the world through virtual worlds like Second Life, Minecraft or OpenSim. The live presentations will include the speakers’ reflective process on teaching and learning in fully online and blended learning formats.
SLMOOC16 is for educators, schools, and public and private businesses that wish to provide training in virtual worlds. Weekly badges and a final certificate of completion will be available for free.
There will be 3 learning areas: WizIQ, Moodle for Teachers, and Second Life MOOC areas.
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David W. Deeds's curator insight, March 10, 7:04 PM

I can't present this year but I've done it before and it's lots of fun!

Giovanna Bruno's curator insight, March 10, 10:21 PM

I can't present this year but I've done it before and it's lots of fun!

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Posthumanism and the MOOC: opening the subject of digital education - Springer

As the most prominent initiative in the open education movement, the Massive Open Online Course (MOOC) is often claimed to disrupt established educational models through the use of innovative technologies that overcome geographic and economic barriers to higher education. However, this paper suggests that the MOOC project, as a typical example of initiatives in this field, fails to engage with a theory of the subject. As such, uncritical and problematic forms of humanism tend to be assumed in the promotion and delivery of these courses: the expectation of rational and self-directing individuals, with a universal desire for education. This fundamental orthodoxy limits both the understanding of technology and the possibilities for a concept of ‘openness’ in education. Given the global scale of the MOOC, and its high-profile associations with elite universities, the need for critical alternatives is pressing. In this paper I draw on critical posthumanism—an umbrella term for a range of philosophical and theoretical positions—for two purposes. Firstly and principally as a perspective through which to critique the educational reliance on humanism that is maintained in the project of the MOOC, and secondly to suggest alternative frameworks for thinking about the intermingling of humans and technologies in education. Space and time are considered as the two principal sites with which technological change is realised, and the promotion of the MOOC is shown to mask spatial and temporal conditions through adherence to an underlying humanist framework.

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elearning at eCampus ULg's curator insight, March 2, 2:34 AM
Could not agree more about the more important role the MOOCs should have or take when it comes to digital humanities
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Can social media enhance the MOOC experience? - eCampus News

Can social media enhance the MOOC experience? - eCampus News | Massively MOOC | Scoop.it
Researchers say ‘yes,’ but only when taking into consideration 3 key issues.
Though social media platforms like Facebook and Twitter are extremely popular for communication and collaboration—even among academics—when applied to online learning, course designers must understand that providing more options for communication without integration is not always best.

This is the main finding of a recent study conducted by academics in Australia that surveyed over 150 participants on their opinions of using social media as part of a 2014 MOOC for educators on designing their own online and blended teaching materials. [More on the detailed methodology can be found in the full report.] The MOOC, called “Carpe Diem” (CD), had just over 1,000 participants, a high level of engagement and completion, and included the use of hosting platform CourseSites’ LMS, as well as Twitter and Facebook for online communication and collaboration.
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What makes students stick with a MOOC?

What makes students stick with a MOOC? | Massively MOOC | Scoop.it
“A single MOOC can easily attract tens of thousands of registrants, but maybe half of those show up and interact even once,” Evans said. “That said, many thousands do complete the courses they sign up for. We wanted to find out what factors were indicators of persistence and engagement.”

The study examined a unique dataset of 44 MOOCs on the Coursera platform, comprised mostly of Stanford courses in science, technology, engineering and mathematics (STEM). The researchers evaluated 2.1 million student observations across 2,900 lectures to unearth critical patterns of enrollment, engagement, persistence and completion.
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Why we love MOOCs!

Why we love MOOCs! | Massively MOOC | Scoop.it

The MOOC team at the University of Melbourne may be small but we sure are passionate about what we do. Get to know us and read our stories about why we love working on MOOCs.

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Report Review of Siemen’s ‘Preparing for the Digital University’ - Class Central's MOOC Report

Report Review of Siemen’s ‘Preparing for the Digital University’ - Class Central's MOOC Report | Massively MOOC | Scoop.it
In 2013, the Bill and Melinda Gates Foundation funded the MOOC Research Initiative (MRI) with an $835,000 grant to be administered by Athabasca University, to conduct further research on MOOCs. In addition to sponsoring primary research, the MRI produced a series of reports attempting to summarize findings from existing literature reviews. These reports were compiled into a 230-page collection published in February of 2013 entitled entitled ‘Preparing for the Digital University: A review of the history and current state of distance, blended and online learning’. It was authored by George Siemens (University of Texas at Arlington), Dragan Gasevic (University of Edinburgh), and Shane Dawson (University of South Australia). The purpose of the reports is to “introduce academics, administrators, and students to the rich history of technology in education…” (p. 7). It sounds like it has important things to say to a wide audience involved in MOOCs and online education. Are you intrigued but feel less than eager to dive into a 230-page report? Or do you want a handy summary of some of the main findings? That’s why Class Central has produced  this summary…but the reports are quite readable, so if these findings are of interest, please do dive into the reports, and the numerous sources that they draw upon.
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Coursera launches project-based courses - eCampus News

Coursera launches project-based courses - eCampus News | Massively MOOC | Scoop.it
Students can create a business model, infographic, Android app, or comic book in applied project-based courses
In a Feb. 11 blog post, Coursera announced it is offering 12 new project-based courses in topics from persuasive writing to computer construction.

The blog post references research showing that tackling real-life challenges is a powerful way to master new content, improve general problem-solving abilities, and prepare for increasingly difficult tasks.
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POOCs Not MOOCs

POOCs Not MOOCs | Massively MOOC | Scoop.it

I thPersonalization is the key to the successful delivery of learning through a MOOC model. In order to personalize the learning experience, courses have to be delivered either through blended learning, virtual, or on-campus fast track modes. There should also be regular mentoring and facilitation to maintain learner engagement.

POOCs allow flexible, anytime, anywhere learning without compromising on peer interactions, interactions with instructor and continuous mentorship.

Kim Flintoff's insight:

I suspect the author may be missing the trend to personalisation in the MOOC space - not sure another acronym is necessary...  Just look at the all the discussion about data and learning analytics and you'll see that personalisation is the goal.

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Can MOOCs be a successful alternative for community colleges? - eCampus News

Can MOOCs be a successful alternative for community colleges? - eCampus News | Massively MOOC | Scoop.it
First offered in 2011 at Stanford, modern MOOCs were primarily computer science courses made open to anyone with an internet connection. It didn’t take long for the concept to catch on, and soon MOOCs were more pervasive and being touted as the future for higher education.

While that hype has not panned out, MOOCs did find a good foothold in our nation’s community colleges, where online classes provide scheduling flexibility for nontraditional students dealing with life demands; lower-cost options for students who need more cost-effective alternatives; or a stop-gap remedial solution for students needing help to fill in holes in their educational backgrounds.
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Global MOOCs Market Growth of 46% CAGR by 2019

Global MOOCs Market Growth of 46% CAGR by 2019 | Massively MOOC | Scoop.it

The market research analysts predict the global MOOC market to grow at a CAGR of over 46% from 2015 to 2019. This research report considers revenues generated through platform licensing, course certifications, examinations, tutoring, and other personalized student services.

 

Among the various e-learning methodologies, learning through MOOCs is gaining momentum across the globe because of its ability to offer education irrespective of geographical boundaries and different time frames. Continuous innovation in e-learning tools, flexible delivery methods, and the availability of a variety of online courses offered by the various vendors in the market have significantly increased the dependency of individuals as well as corporates on MOOC tools.

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