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Why most MOOCs are boring for nearly everybody involved.

Why most MOOCs are boring for nearly everybody involved. | Massively MOOC | Scoop.it

Think how boring life would be if you had to get a bunch of bureaucrats to approve every innovative teaching technique that you wanted to try. It would be like living in a corporate university with a pencil-pusher stationed right there in your classroom.

 

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The technology of austerity is not interactive because interactive costs time and money. This won’t work if you’re only measuring educational “efficiency.”

 

In summary, the only people who are happy by this kind of result are lifelong learners with no skin in the game and the clerks. Is it really worth disrupting everybody’s higher education to make just these two groups happy?

Kim Flintoff's insight:

A spoonful of sugar and then Mary Poppins kicks you out ... a dystopian view of MOOC developments...

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Dorian Love's curator insight, July 15, 2014 12:33 PM

But good MOOCs are really, really good!

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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Should your institution consider a nanodegree program? - eCampus News

Should your institution consider a nanodegree program? - eCampus News | Massively MOOC | Scoop.it

These The growing focus on skills-based education has prompted many education providers to design programs that target students and professionals searching for ways to improve their technical skills and advance their careers.

Programs like Udacity’s “nanodegrees,” can help students of all ages enhance their existing professional skills or explore career-related areas of interest.

Kim Flintoff's insight:

These programs begin to shift towards an "education on demand" model that reflects the changing nature of the labour market adapting agilely to rapidly fluctuating demands in skills and capabilities.  Just in time learning applied to the individual seeking to meet the demands of industry.    Ultimately they question the relevance and suitability of the "long form" degree structures that institutions still cling to.

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Beyond Dropouts and Dabblers: A Broader View of Auditing MOOCs - mooc news and reviews

Beyond Dropouts and Dabblers: A Broader View of Auditing MOOCs - mooc news and reviews | Massively MOOC | Scoop.it

Posted by Charlie Chung on Aug 9, 2013 in Commentary, Success Strategies

Follow us: @MOOCNewsReviews on Twitter


There has been a great deal of discussion around the high drop-out (90% range) rates in MOOCs (and for the purposes of this article, I’ll concentrate on the xMOOCs, or those that are modeled on highly structured college courses). The first thing to note is that the sign-up process is so easy and devoid of commitment that “enrolling” might best be considered merely an indication of interest. However, even if you count the initial participants in other ways (those watching the first videos, stated intents to complete, etc.), there is no doubt that dropping out or disengagement is a significant phenomenon in most MOOCs


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Dennis T OConnor's curator insight, February 6, 2:25 PM

I like the term "auditing MOOCs".  I vastly prefer to think of myself this way. (Much better than being a dabbling dropout.)  

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Open education Challenge

Open education Challenge | Massively MOOC | Scoop.it
The use of video has been a major trend in MOOCs, especially when linked to universities and with teachers presenting actual courses. This challenge has led many teachers and learners to use it as an integral part, if not the main part, of a learning experience.

 

Video in MOOCs shouldn’t be used as a tool for already previewed course curriculums, but as an opportunity to reshape the course in itself, and eventually the way of teaching.

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U Central Florida Launches Blended Learning MOOC for Educators -- Campus Technology

U Central Florida Launches Blended Learning MOOC for Educators -- Campus Technology | Massively MOOC | Scoop.it
The University of Central Florida (UCF) has teamed with two partners to reboot a massive open online course (MOOC) for educators focused on blended learning in higher ed and K-12.

The university has partnered with Educause, a nonprofit focused on technology in higher education, and ed tech company Instructure to launch "BlendKit2015: Becoming a Blended Learning Designer." The course is intended to build on the success of BlendKit2014, a similar MOOC released last year that also covered blending learning and was Educause's first.
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MOOCs, Information Literacy and the role of the librarian (slides)

MOOCs, Information Literacy and the role of the librarian (slides) | Massively MOOC | Scoop.it

Abtract from the talk:  "Sheila Webber will start by briefly outlining some general characteristics of MOOCs and her own experience with them. She will go on to identify types of MOOC and the implications for MOOC pedagogy. As part of this discussion she will note some findings from an investigation into the value of learning analytics for MOOC educators (undertaken by Naomi Colhoun at Sheffield University in summer 2014). In the final part of her presentation she will reflect on the various roles that have been, or could be, adopted by librarians."

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What We’ve Learned from Three Years of MOOCs | MIT Technology Review

What We’ve Learned from Three Years of MOOCs | MIT Technology Review | Massively MOOC | Scoop.it

Online education offers one effective way to close the skills gap.

Daphne Koller

Three years ago, several of us at Stanford launched the first massive open online courses, or MOOCs. We wanted to make the teaching of the world’s great universities accessible to anyone with an Internet connection. The company we founded, Coursera, recently passed a milestone: 10 million enrolled learners. That makes it a good time to reflect on what we’ve learned.

One early prediction about MOOCs was that they would undermine or even replace the traditional college education—an idea we at Coursera never endorsed (see “What Are MOOCs Good For?”).

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MOOC Completion and Retention in the Context of Student Intent (EDUCAUSE Review) | EDUCAUSE.edu

MOOC Completion and Retention in the Context of Student Intent (EDUCAUSE Review) | EDUCAUSE.edu | Massively MOOC | Scoop.it

Key Takeaways

- MOOC critics are concerned about low overall completion rates, but these rates are typically evaluated without accounting for student intentions.
- This study, based on survey and log data from nine HarvardX courses, investigates how completion and attrition rates differ based on students' self-reported intentions about course participation.
- The study found that, on average among survey respondents, 22 percent of students who intended to complete a course earned a certificate, compared with 6 percent of students who intended to browse a course.
- Efforts to personalize MOOCs based on self-reported intentions should be conducted with care: many students who do not intend to complete a MOOC do so, and most who do intend to complete a MOOC are not successful.

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A review of MOOCs and their assessment tools

A review of MOOCs and their assessment tools | Massively MOOC | Scoop.it

He starts with a taxonomy of MOOC instructional models, as follows:

cMOOCsxMOOCsBOOCs (a big open online course) – only one example, by a professor from Indiana University with a grant from Google, is given which appears to be a cross between an xMOOC and a cMOOC and had 500 participants.DOCCs (distributed open collaborative course): this involved 17 universities sharing and adapting the same basic MOOCLOOC (little open online course): as well as 15-20 tuition-paying campus-based students, the courses also allow a limited number of non-registered students to also take the course, but also paying a fee. Three examples are given, all from New England.MOORs (massive open online research): again just one example is given, from UC San Diego, which seems to be a mix of video-based lecturers and student research projects guided by the instructorsSPOCs (small, private, online courses): the example given is from Harvard Law School, which pre-selected 500 students from over 4,000 applicants, who take the same video-delivered lectures as on-campus students enrolled at HarvardSMOCs: (synchronous massive open online courses): live lectures from the University of Texas offered to campus-based students are also available synchronously to non-enrolled students for a fee of $550. Again, just one example.

 


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Can Libraries Save the MOOC? -- Campus Technology

Can Libraries Save the MOOC? -- Campus Technology | Massively MOOC | Scoop.it
As massive open online courses move toward version 2.0, libraries are in a unique position to guide and support the future of blended learning.
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Rotolo | Doctor Who Class

Rotolo | Doctor Who Class | Massively MOOC | Scoop.it
A NOTE TO FACULTY & ACADEMIC ADVISORS: #WhoClass refers to a MOOC (Massive Open Online Course) called Doctor Who and the Digital Age taught by Professor Anthony Rotolo. The course will be offered live and open to the public on the Syracuse campus as a series of lectures (Jan-April 2015) addressing the history, evolution and impact of the Doctor Who television series with special focus on its revival in the era of digital media. In addition, all students (whether able to attend in person or not) will have access to an online course which will feature the recorded lectures, as well as 15 weekly modules in which students will conduct home screenings, complete assigned readings and contribute written analysis, among other activities. The contact hours and rigor of the course, if completed in earnest, will be equivalent to a 400-500-level college course.
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Remodeling MOOCs in 2014

Remodeling MOOCs in 2014 | Massively MOOC | Scoop.it

Since the first wave of Massive Open Online Courses (MOOCs) around 2012, hypotheses about their impact have abounded, and have changed over time. So too have emotions about the courses evolved (from excitement to disenchantment or even suspicion) to where we may be now: a calmer state where the both the hype and counter-hype have worn off.

 

Now, organisations are using the essence of MOOCs – an online, adaptable, customisable, and accessible platform – to achieve diverse educational outcomes and business models.

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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 Dr. Susan Bainbridge
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Rescooped by Kim Flintoff from Does this make sense?
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MOOCs Treat All Learners the Same

MOOCs Treat All Learners the Same | Massively MOOC | Scoop.it
This is the third in a series of articles that tackle common objections to and arguments against using massive open online courses (MOOCs) for training. Read the previous article: Face-to-Face learning had FAILED.
All learners are different. They come from different backgrounds and have different levels of prior knowledge. They have different learning styles and preferences, different needs and different questions. For education to be effective and engaging, it needs to be adaptable for the need

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Accessibility Showdown? Harvard and M.I.T. Sued Over Failing to Caption Online Courses - NYTimes.com

Accessibility Showdown? Harvard and M.I.T. Sued Over Failing to Caption Online Courses - NYTimes.com | Massively MOOC | Scoop.it

 By Tamar Lewin, 2/12/15:

 

"Advocates for the deaf on Thursday filed a federal class action against Harvard and M.I.T., saying both universities violate antidiscrimination laws by failing to provide closed captioning in their online lectures, courses, podcasts and other educational materials.

“Much of Harvard’s online content is either not captioned or is inaccurately or unintelligibly captioned, making it inaccessible for individuals who are deaf or hard of hearing,” the complaint said, echoing language used in the M.I.T. complaint. “Just as buildings without ramps bar people who use wheelchairs, online content without captions excludes individuals who are deaf or hard of hearing.”


Via Dennis T OConnor
Kim Flintoff's insight:

Accessibility shouldn't be a concern these days - it should be a core part of every online development.

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Dennis T OConnor's curator insight, February 12, 11:51 AM

This could be a landmark case.  Harvard and MIT have no excuse other than inertia for ignoring well established accessibility requirements for their online content.


Unlike the majority of Universities, these schools have the financial power to do anything they want. They have the resources to hire accessibility experts and instructional designers to do the job.  Close Captioning all video in an efficient and timely manner is a huge job.  But it can be done.  


This statement from Harvard is ingenuous.  The rules are well known: 


"Jeff Neal, a spokesman for Harvard, said that while he could not comment on the litigation, Harvard expects the United States Department of Justice to issue proposed rules later this year “to provide much-needed guidance in this area,” and that the university will follow whatever rules are adopted."


Harvard, MIT & EdX may end up causing an unexpected disruption in education: serious national attention on the rights of the disabled. 


Sande Woodson's curator insight, February 12, 6:59 PM

This is why we are working hard at Jessup Online to provide closed captioning for all of our video lectures and other video materials.

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MOOCs in 2014: Breaking Down the Numbers (EdSurge News)

Dhawal Shah :

 

"In November 2011 I was taking one of the first MOOCs from Stanford. At that time, many new MOOCs were being announced and I started Class Central as a way to keep track of them and figure out what I should take next. The website gathers course listings through provider sites, social media, and tips from MOOC providers and users. The figures below are based on these data."


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Dennis T OConnor's curator insight, February 11, 6:39 PM

Charts! Diagrams! Data & Resources:  MOOC researchers will smile to find all this in one well organized article. 

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#Connectivism #Infographic

#Connectivism #Infographic | Massively MOOC | Scoop.it

The 8 Principles of Connectivism in a nice infographic. What does an online connectivist course look like? #CMOOC


Via Volkmar Langer
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Jean-Louis LEFEBVRE's curator insight, February 5, 4:19 AM

Leçon d'infographie dans une présentation visuelle du connectivisme.

Richard Samson's curator insight, February 9, 2:35 AM

Is Moodle connectivist (Piaget)? Or socioconstructivist (Vygotsky)? (Have I got those associations right?) Or is it both? Hey-ho! More work to do! 

Jason Leong's curator insight, February 11, 4:35 AM

"#4 Capacity to know is more critical than what is currently known, i.e. "Know-where is more important than know-how and know-what""

 

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Opinion: MOOCs Are The New Black And Will Affect Higher Education - WiredAcademic

Opinion: MOOCs Are The New Black And Will Affect Higher Education - WiredAcademic | Massively MOOC | Scoop.it

Technology trends in higher education are making on-campus college degrees feel like terrestrial radio stations. We know they’re on their way out of fashion. The question is just how soon.

A world without physical college campuses seems far-fetched, but there are three important reasons why we’re heading that direction. The first is financial disincentive.

According to the U.S. Department of Education, prices for undergraduate tuition, room, and board rose 40% at public and 28% at private colleges and universities between 2001 and 2012. Predictably, rising prices have also led to higher debt. The Wall Street Journal reported that the class of 2014 was the most indebted class in history. More than 70% of this year’s bachelor’s degree recipients are leaving school with student loans. Students with loans owe an average of $33,000. That’s more than double the inflation-adjusted average from 1993.

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MOOC your way to a free MBA?

MOOC your way to a free MBA? | Massively MOOC | Scoop.it
It has been suggested that, with care and dedication, you can assemble a Masters of Business Administration for free. Perhaps unsurprisingly for those in the know, the idea hasn’t caught on. When leading…
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MOOCs Aren’t Revolutionizing College, but They’re Not a Failure

MOOCs Aren’t Revolutionizing College, but They’re Not a Failure | Massively MOOC | Scoop.it
Online courses may not be changing colleges as their boosters claimed they would, but they can prove valuable in surprising ways.

Via John Shank
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John Shank's curator insight, December 15, 2014 9:23 AM

#edtech #elearning #blendedlearning #highered 

Elaine J Roberts, Ph.D.'s curator insight, December 15, 2014 12:57 PM

I agree that we cannot ignore the possibilities that MOOCs might yield. #edtechchat #edtech #elearning #highered

drsmetty's curator insight, December 20, 2014 4:24 AM

Maybe it's too early for final conclusions. Let's see what happens during the next 5 years. 

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MOOCs have had their day

MOOCs may have run their course, particularly in executive education, says the boss of one of the world’s top business school.


"IMD president Dominique Turpin said the scattergun approach and one-way communication typical of massive open online courses made them impractical for business education. And their western-skewed audience and huge dropout rates meant they were also failing at the undergraduate level."

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Carlos Rodrigues Cadre's curator insight, November 20, 2014 1:36 PM

adicionar a sua visão ...

Carlos Rodrigues Cadre's curator insight, November 21, 2014 3:26 PM

adicionar a sua visão ...

Carlos Rodrigues Cadre's curator insight, November 23, 2014 10:14 AM

adicionar a sua visão ...

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Why MOOCs are Failing the People They're Supposed to Help

Why MOOCs are Failing the People They're Supposed to Help | Massively MOOC | Scoop.it
MOOCs and online education are a technology with potentially revolutionary implications—but without a precise plan for realizing that potential.
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Rescooped by Kim Flintoff from Open Educational Resources (OER)
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IRRODL Vol 15, No 5 (2014) - Special Issue: Research into Massive Open Online Courses

IRRODL Vol 15, No 5 (2014) - Special Issue: Research into Massive Open Online Courses | Massively MOOC | Scoop.it

Vol 15, No 5 (2014)

Special Issue: Research into Massive Open Online Courses
Guest Editor: George Siemens 


Via Andreas Link
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Isabellefr10's curator insight, October 30, 2014 7:44 PM

hummmmmmmmmm!

John Bostock's curator insight, October 31, 2014 2:35 PM

This looks a very interesting set of papers for all keen followers of MOOC trends and developments.

Kiruthika Ragupathi's curator insight, November 4, 2014 7:04 PM

This special issue reflects the research questions and methodologies deployed by MOOC researchers over the past year and represents the current front line evaluation of how open online courses are impacting education.

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Demystifying the MOOC

Demystifying the MOOC | Massively MOOC | Scoop.it
Massive open online courses haven’t changed the world of education. The average user is a white American man with a degree already. But that doesn’t mean they’re failures.
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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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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, 2014 6:21 PM

A great 'student voice' video showing the real impact and reach of MOOCs for higher education.