MOOCs, SPOCs and next generation Open Access Learning
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MOOCs, SPOCs and next generation Open Access Learning
Examining the development of the Massive Open Online Course and its variants.
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Why Virtual Classes Can Be Better Than Real Ones - Issue 29: Scaling - Nautilus

Why Virtual Classes Can Be Better Than Real Ones - Issue 29: Scaling - Nautilus | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
I teach one of the world’s most popular MOOCs (massive online open courses), “Learning How to Learn,” with neuroscientist Terrence J. Sejnowski, the Francis Crick Professor at the Salk Institute for Biological Studies. The course draws on neuroscience, cognitive psychology, and education to explain how our brains absorb and process information, so we can all be better students. Since it launched on the website Coursera in August of 2014, nearly 1 million students from over 200 countries have enrolled in our class. We’ve had cardiologists, engineers, lawyers, linguists, 12-year-olds, and war refugees in Sudan take the course. We get emails like this one that recently arrived: “I’ll keep it short. I’ve recently completed your MOOC and it has already changed my life in ways you cannot imagine. I just turned 29, am in the middle of a career change to computer science, and I’ve never been more excited to learn.”
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The Maturing of the MOOC [PDF]

The Maturing of the MOOC [PDF] | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

This survey of MOOC and ODL literature aims to capture the state of knowledge and opinion about MOOCs and ODL, how they are evolving, and to identify issues that are important, whether consensual or controversial.

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MoocNote: Get the most out of online videos

MoocNote: Get the most out of online videos | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

You can now build video lessons on MoocNote by using videos from your Dropbox or Google Drive account. This is a huge enhancement for teachers who work in environments that block YouTube. It's also great for anyone who has made his or her own videos and wants to add interactive question elements to them.

The latest version of MoocNote includes an option for creating groups or classes. You can create public or private groups with which you share your video lessons. You can arrange all of your videos into courses then share those courses with the group. If your course is a work in progress, you can add to it as needed and everyone in your group will see the additional content as you add it.

Finally, students no longer have to create accounts on MoocNote in order to view lessons that you make public. If you make your video lesson public, anyone can view it. If you want to keep your video lesson private, students will have to register to view it. MoocNote now supports using a Google Account to log-in.

 


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Coursera Survey Pins Down MOOC Benefits -- Campus Technology

Coursera Survey Pins Down MOOC Benefits -- Campus Technology | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
More than seven in 10 learners report career benefits and more than six in 10 report educational benefits from completing massive open online courses (MOOCs). Participants from developing countries and particularly those with lower socioeconomic status and less education appear to be more likely to report benefits from pursuing MOOCs.
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Harvard Launches 'Virtual Classroom' for Students Anywhere

Harvard Launches 'Virtual Classroom' for Students Anywhere | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
The newest classroom at Harvard's business school has no desks or chairs. Instead, the professor teaches facing a towering digital screen that stretches from wall to wall, filled with the live video feeds of up to 60 students tuned in from their computers.

In the futuristic classroom, housed in a television studio 2 miles from campus, class plays out like a giant video conference.

Students can jump in to ask questions or respond to their classmates. The professor can stop a lecture to quiz individual students, or send the group a quick online poll.

The project, called HBX Live, is a departure from the genre of online courses that are recorded in advance to be taken later.

Here, Harvard sought to create a live, online replica of its campus classrooms.
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Peter Mellow's comment, September 1, 2015 10:25 PM
As I said in the earlier report of this from Fortune: This is Harvard's vision of their classroom of the future, but it just looks like a video wall to me. I think there are some more fundimental things that could be changed in the learning approach that would work better. But hey, it looks impressive!
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Research Uncovers MOOC Cheating Strategy -- Campus Technology

Research Uncovers MOOC Cheating Strategy -- Campus Technology | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
Researchers from MIT and Harvard University have uncovered a new cheating scheme specific to MOOCs.

 

The researchers have come up with a name for this approach: "copying answers using multiple existences online" or CAMEO.

 

They uncovered the CAMEO technique while examining data from edX, the MOOC platform that MIT and Harvard both helped found. Certain users were answering assessment questions "faster than is humanly possible," said Chuang.

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What to do with a MOOC? | Higher Education Academy

What to do with a MOOC? | Higher Education Academy | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

In this post Leah Marks looks at the idea of using MOOC content in on-campus education and considers some of the potential benefits and pitfalls of doing so.

Leah is University teacher in Medical Genetics at University of Glasgow and an Associate Fellow of the HEA (leah.marks@glasgow.ac.uk)

Last year I ran a MOOC. When I say ran, I also mean envisioned, designed, planned, and directed (along with masses of help from some trusty colleagues). The process in itself was a fabulous experience for me as a relatively junior member of staff whose main experience thus far in my career has been as deputy on a variety of programmes and courses.

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5 massive MOOC lessons learned by colleges and universities - eCampus News

5 massive MOOC lessons learned by colleges and universities - eCampus News | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

Recent best practices and research from adventurous, innovative colleges and universities yield 5 takeaways about MOOC implementation.

MOOC-lessons-onlineLove them or hate them, MOOCs are still a popular option among college and universities. Yet, only the institution that takes note of MOOC evolution via trial-and-error will be able to effectively harness the multiple campus and student benefits offered by this notorious mode of online learning.

After reviewing recent studies, best practices, and research reports over the last two years as published by eCampus News, there are five major takeaways from the MOOC implementation boom, which could potentially help students, professors, and campus marketing better take advantage of what MOOCs originally aimed to do for higher education: increase access to education, increase student engagement, and promote branding of the institution—all without adding an unmanageable financial burden to the institutional budget.

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On-Campus Impacts of MOOCs at Duke University (EDUCAUSE Review) | EDUCAUSE.edu

On-Campus Impacts of MOOCs at Duke University (EDUCAUSE Review) | EDUCAUSE.edu | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

Key Takeaways

- In 2012, Duke University began using MOOCs to promote innovation in teaching and learning within the campus community, with the goal of importing successful new pedagogical ideas into Duke classrooms.
- Since that time, 30 instructors from 28 departments have developed 31 MOOCs on Coursera, attracting 2.8 million enrollments and issuing more than 72,000 certificates.
- Various examples show how these instructors changed their teaching approach in both MOOCs and traditional courses, including by improving classroom materials and activities, crafting better measures of student learning, and experimenting with new pedagogies to increase engagement and learning.

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Explainer: what is a Small Private Online Course?

Explainer: what is a Small Private Online Course? | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
If you have studied an online course at a university over the past couple of decades, you’ve probably already experienced a SPOC, or Small Private Online Course. SPOC is a new term for an old concept…
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New MOOC to explore what uni is like

New MOOC to explore what uni is like | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
Charles Sturt University has launched a MOOC aimed at developing students’ pre-tertiary achievem...
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elearning at eCampus ULg's curator insight, July 20, 2015 6:26 AM

La démarche est intéressante et pourrait certainement permettre à nos étudiants d'arriver un peu mieux préparés

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MOOCs transform teaching and learning in primary and secondary schools

MOOCs transform teaching and learning in primary and secondary schools | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
Access to free online courses is allowing primary and high school students obtain university level education, something that was previously off limits prior to the birth of MOOCs.

Australian National University (ANU) acting vice-chancellor professor Marnie Hughes-Warrington, who will take part in an education symposium to discuss current trends and opportunities, and challenges with online learning, believes if a primary school aged student is ready for university level education, then it should be available to them.
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elearning at eCampus ULg's curator insight, July 14, 2015 9:57 AM

Something we all wish to see soon in our country, with all necessary cautions aside, time has come for some walls to crack

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OpenClassrooms Launches First MOOC-Based Bachelor Degree Recognized By French State

OpenClassrooms Launches First MOOC-Based Bachelor Degree Recognized By French State | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
You won’t have any excuse to skip class anymore. French startup OpenClassrooms is launching the first State-recognized bachelor degree in France that relies exclusively on MOOC. The startup partnered with IESA Multimédia to create this program.

There are three learning paths in engineering, design and digital marketing. Students will have to complete all the courses and required projects in order to get their degree. It’s the exact same degree that you would get at IESA, except that you won’t see any teacher. IESA is already working on 40 different MOOC for this program.
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MOOC madness takes its toll.

MOOC madness takes its toll. | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

It seems as if it’s been a very long time since I’ve written anything about MOOCs. To be honest, I’ve been avoiding clicking on MOOC links entirely in order to avoid the urge to write about them. Unfortunately for everyone, last week I accidentally came across a story with a MOOC section so scary that it should send shivers down every faculty member’s spine everywhere.


Via Peter Mellow, Miloš Bajčetić
Kim Flintoff's insight:

Highlights many of the concerns and misconceptions around MOOCs - there are many drivers and most commentary does not even consider the total system of interactions that is making MOOCs appealing in many places. 

My prediction is that people not able to conceive of the scalable and accessible education system and the data streams that MOOCs can provide will be the ones who begin to struggle with the emerging global economy.

 

MOOCs are not an end... and I think that's what many people miss.

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Is there more to a MOOC than its completion rate? - eCampus News

Is there more to a MOOC than its completion rate? - eCampus News | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
Having the benefit of jumping into the MOOC game more recently than a number of other institutions, Kennesaw State University (KSU) began their exploration into MOOCs as the University System of Georgia (USG) entered into a state-university partnership with Coursera to leverage technology as part of Complete College Georgia. KSU simultaneously began an exploration into what the University calls MOOC-Institutional-Fit to better identify the role of MOOCs at the institution.

However, leadership in charge of evaluating MOOCs for the University realized something that perhaps other institutions may not have considered: completion rates are not necessarily the main indicator of success.
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Massive Online Open Courses (MOOCs) – the alternative education

Massive Online Open Courses (MOOCs) – the alternative education | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

Via Ana Cristina Pratas
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Who’s Benefiting from MOOCs, and Why

Who’s Benefiting from MOOCs, and Why | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
New survey data from Coursera.

 

“Our latest research demonstrates that among learners who complete courses, MOOCs do have a real impact: 72% of survey respondents reported career benefits and 61% reported educational benefits.”

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Digital Branding and Engagement

Digital Branding and Engagement | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it

Want to learn how to get people to engage with your brand, but not sure where to begin?

Digital technology has rapidly evolved in the last decade, and so too has the way people communicate. Businesses can no longer rely solely on traditional business models to build brand awareness.

In today’s interconnected, hyperaware world, brand awareness and brand engagement are synonymous. We are in the age of digital brand engagement, where brands need to participate in, and inspire, a two-way conversation with their consumers.

This course will teach you about this shift and how it has altered the way brands communicate with their audiences. You will learn about the challenges of managing a digital brand and how rich and compelling content, combined with digital distribution, are integral to brand engagement.

Kim Flintoff's insight:

New Curtin/edX MOOC.

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6 concerns students have about MOOCs - eCampus News

6 concerns students have about MOOCs - eCampus News | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
New qualitative research reveals students may know more about MOOCs than institutions think; have doubts on reliability.

MOOCs have the potential to reach learners who otherwise may not have access to postsecondary education, but they have a long way to go in proving reliability of information and quality of content.

That may sound like a researcher or wary administrator’s perspective, but these sentiments are strongly expressed by today’s college students.

In a new qualitative data report, Communication Instructor Dr. Andrew Cole at Waukesha County Technical College and Dr. C. Erik Timmerman, associate professor at the Department of Communication at the University of Wisconsin-Milwaukee, reveal the thoughts of one large university’s current college students toward MOOCs.

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WHERE DO WE MOOC FROM HERE ..?

WHERE DO WE MOOC FROM HERE ..? | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
In the event that the MOOC endeavours were to collapse or spectacularly crash and fade into oblivion, the underlying idealogy, design and output of the pseudo-MOOCs will prevail in the form of online learning the plethora of new innovations and added services that are developed in the process.

Succinctly, cMOOCs focus on knowledge creation and generation whereas xMOOCs focus on knowledge duplication. In order for the MOOC, in its original form, to be transformative, the education system must in tandem revolutionize until there is a parallel system of free or low-fee credentials, not controlled by traditional colleges, that leads to jobs. Alas, their true impact won’t be felt until students and learners of all kinds have access to digital credentials that are also built for the modern world.
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MOOC Professors' Agency in the Face of Disruption (EDUCAUSE Review) | EDUCAUSE.edu

MOOC Professors' Agency in the Face of Disruption (EDUCAUSE Review) | EDUCAUSE.edu | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
Key Takeaways

Stanford University used MOOCs as an opportunity to create a supportive environment for faculty to explore, create, and express themselves in new ways through open and digital education.
Following its early support for MOOCs, Stanford built "soft infrastructure" to incubate good ideas and allow courses to evolve over time to include different formats, audiences, or goals based on the involved faculty members' interests and motivations.
Interviews with faculty revealed that soft infrastructure created a context where a wide diversity of faculty members' values, motivations, and interests could flourish and creative ideas could be affirmed.
The soft infrastructure helped more than 280 faculty and instructors across Stanford launch over 200 distinct online, blended, or flipped course offerings in a period of less than three years.
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FutureLearn MOOC Platform Adds 5 New Universities -- Campus Technology

FutureLearn has attracted five new institutions to join its MOOC platform with massive, open, online courses.
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Should MOOCs be used as credit for high school?

Should MOOCs be used as credit for high school? | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
While MOOCs can provide some great content, the teaching and assessment methods probably aren't appropriate for high school students.
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Big Data MOOC Research Breakthrough: Learning Activities Lead to Achievement

Big Data MOOC Research Breakthrough: Learning Activities Lead to Achievement | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
By taking massive stores of data and removing most nuance and complexity, researchers examining Udacity, edX, Google Course Builder, and Khan Academy conclusively demonstrate the obvious: that effort in online courses predicts achievement.
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Survey: MOOCs Supplement Traditional Higher Ed -- Campus Technology

Survey: MOOCs Supplement Traditional Higher Ed -- Campus Technology | MOOCs, SPOCs and next generation Open Access Learning | Scoop.it
A new survey of students enrolled in massive open online courses (MOOCs) suggests that the courses are supplementing traditional higher education forms and "democratizing learning."

Researchers from Duke University studied "13 free, open-access digital courses offered by Duke using the Coursera platform," according to a news release, and found that the courses "are popular among youngsters, retirees and other non-traditional student populations."
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