Massively MOOC
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Massively MOOC
Examining the development of the Massive Open Online Course
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O brave new university, / That has such MOOCs in’t!

O brave new university, / That has such MOOCs in’t! | Massively MOOC | Scoop.it

The basic principle: the ultimate learner-centered environment

 

The most important thing to understand about Massive Open Online Courses is that they are massive and essentially uncontrollable by teachers. This is wonderful, as it hands control off to the vast majority of participants who are not teachers (n-1, precisely, or n-t).

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World Education University looks to ride the MOOC wave despite skeptics | Inside Higher Ed

World Education University looks to ride the MOOC wave despite skeptics | Inside Higher Ed | Massively MOOC | Scoop.it

As mayor of Rancho Mirage, Calif., Scott Hines is in charge of a town of about 17,000 people in the Coachella Valley. As the chief operating officer of World Education University, a new company that says it “will forever alter the landscape of post-secondary education” by offering free courses online, Hines is now in charge of the personal information of about 50,000 prospective students and more than $1 million in seed funding.

 

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MOOCs: Where are the Librarians? | HASTAC

MOOCs: Where are the Librarians? | HASTAC | Massively MOOC | Scoop.it

On August 3rd, I participated in a Twitter discussion with Hybrid Pedagogy and David Stavens of Udacity. I posed a question that seemed to create a bit of a stir. “Has anyone thought of embedding librarians into MOOCs?” Mr. Stavens replied that all of Udacity’s classes had a professional teaching team supporting them. I asked if a librarian was working with the instructor as a collaborator in teaching the class. I asked if classes had access to scholarly databases for research. The lack of a direct affirmation leads me to assume the answer is no. I find it hard to believe that in all of the MOOC furor no one is considering a crucial part of education: the research component, the librarian component.

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Zero pedagogy: A hyperbolic case for curation and creation over education in the age of the MOOC (#moocmooc)

Zero pedagogy: A hyperbolic case for curation and creation over education in the age of the MOOC (#moocmooc) | Massively MOOC | Scoop.it
The crazy argument for Zero pedagogy Pedagogy does not matter. It has always been a discipline aimed at making people learn something they don't particularly want to learn.
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Central Florida to Offer MOOC on Blended Online Learning

Central Florida to Offer MOOC on Blended Online Learning | Massively MOOC | Scoop.it

The University of Central Florida (UCF) announces the second offering of its popular MOOC (massive open online course) for blended learning faculty and designers: BlendKit2012. Based around the open-licensed BlendKit Course instructional materials, BlendKit2012 will run as a five-week cohort (from Monday, September 24 to Monday, October 29, 2012) facilitated by UCF’s Dr. Kelvin Thompson and Dr. Linda Futch. Course components include regular communications from facilitators, weekly readings, hands-on tasks, a variety of real time and asynchronous interaction opportunities, and weekly webinars with experienced blended learning instructors.

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Motivation in MOOC

Motivation in MOOC | Massively MOOC | Scoop.it
How to engage and motivate adult learners? Viplav asks: What skills do learners require to navigate these new learning environments? Does it require that they be motivated, socially enabled and hav...
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Getting ready for the online tsunami

Getting ready for the online tsunami | Massively MOOC | Scoop.it
New online teaching and learning consortia by North American universities have sparked a debate in the media. Their massive open online courses (MOOCs) are already drawing interest and registration from millions of students around the world.

 

At the heart of this debate are two fundamental questions. Should universities provide free teaching materials online, accessible by anyone with a computer and internet connection around the world? Is the quality of online education the same as that provided in the traditional classroom setting, and should the students who learn online be given course credit?

 

The first question is simpler to answer. For many of the universities involved, the cost is minimal to spread knowledge beyond their ivory towers. Most of the courses currently on offer are basic undergraduate content. In return, these universities can further affirm their market leading reputations and benefit from higher enrolments in fee-paying, advanced level courses down the road.

 

The second question, is more tricky. In order to better appreciate the underlying issues, I turn to findings from my research on service separation.

 

Even Sebastian Thrun of Udacity acknowledges that much of online learning is still experimental, and it is not clear if online learning can replace offline learning. Thus, on-campus learning still has its place.

The next issue is whether and how to formalise the arrangements for these online course offerings, including the award of course credits, and even degrees down the track. This is a thorny issue. With the lack of monitoring and formal assessment, it is difficult to ascertain if a student has indeed mastered the requisite knowledge or has had the work done by another.

 

As the MOOCs model is still in its infancy, getting to profitability is yet another consideration. For example, Coursera does not pay its university partners, nor vice versa. While Coursera has secured some initial financing, it is not clear how soon it can work out a sustainable business model before its funds run out.

 

Nonetheless, these changes foreshadow further changes in the tertiary education sector. While the trend setters are in the US, it is only a matter of time before its impact reaches Australia's shores.

 

Our universities need to prepare for a global tsunami in order to survive.

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Heard: Coursera’s MOOC Enrollment Goes Bonkers In Brazil, India & China | WiredAcademic

Heard: Coursera’s MOOC Enrollment Goes Bonkers In Brazil, India & China | WiredAcademic | Massively MOOC | Scoop.it
The top drawer faculty and universities involved in these projects will eventually have to justify the time and expense of providing these MOOC courses.

 

KF:  A brief summary of the Forbes.com article at http://www.forbes.com/sites/georgeanders/2012/08/09/courseras-huge-online-classes-roar-into-brazil-india-and-china/

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What It's Like to Teach a MOOC (and What the Heck's a MOOC?)

What It's Like to Teach a MOOC (and What the Heck's a MOOC?) | Massively MOOC | Scoop.it

The chair of the University of California-Berkeley Computer Science Department called MOOCs a "cheating-rich environment."

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Don't Confuse Technology With Teaching

Don't Confuse Technology With Teaching | Massively MOOC | Scoop.it

As we think about the future of education, we need to sharpen our understanding of what education is and what educators do. Education is often compared to two other industries upended by the Internet: journalism and publishing. This is a serious error.

 

Education is not the transmission of information or ideas. Education is the training needed to make use of information and ideas. As information breaks loose from bookstores and libraries and floods onto computers and mobile devices, that training becomes more important, not less.

 

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A MOOC by Any Other Name | Open Education | HYBRID PEDAGOGY

A MOOC by Any Other Name | Open Education | HYBRID PEDAGOGY | Massively MOOC | Scoop.it
Hybrid Pedagogy is an academic and networked journal of teaching and technology that combines the strands of critical and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education.
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Why Online Education Won't Replace College...Yet. - Commentary

Why Online Education Won't Replace College...Yet. - Commentary | Massively MOOC | Scoop.it

I was scared. So in early 2012 I joined 90,000 other students who enrolled in one or both of Udacity's first two courses. I selected CS101: Building a Search Engine. What with video lectures, online discussion boards, and learning from the field's top minds, it was easy to believe that online education was the beginning of the end for the ivory tower. But I came to realize that MOOC's have five fundamental problems.

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Education The Export of the Future? Enter the MOOC

The NYT had the first article on Coursera: As part of a seismic shift in online learning that is reshaping higher education, Coursera, a year-old company founded by two Stanford University computer...
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Are They Learning Or Cheating? Online Teaching's Dilemma - Forbes

Are They Learning Or Cheating? Online Teaching's Dilemma - Forbes | Massively MOOC | Scoop.it

Online-teaching pioneers such as Coursera and Udacity are beaming top professors’ lessons into students’ homes worldwide, while slashing costs, getting rid of stuffy lecture halls and improving public access. But they’re having a harder time with one of teaching’s eternal headaches: stopping students’ cheating.

 

The Chronicle of Higher Education this week reported that Coursera’s online students have filed dozens of complaints about plagiarism by peers in humanities courses. Among the accusations: concern that an essay in the Fantasy and Science Fiction class was nothing more than a rehash of a Wikipedia entry.

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Saylor Foundation Makes Course Credit Agreement With Straighterline And Excelsior College | WiredAcademic

Saylor Foundation Makes Course Credit Agreement With Straighterline And Excelsior College | WiredAcademic | Massively MOOC | Scoop.it
The Saylor Foundation announced an important alliance with two other education companies - Excelsior College and Straighterline. Saylor is creating a set of free, online courses in a dozen typical subjects that undergraduates major in.
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Dozens of Plagiarism Incidents Are Reported in Coursera's Free Online Courses - Technology - The Chronicle of Higher Education

Dozens of Plagiarism Incidents Are Reported in Coursera's Free Online Courses - Technology - The Chronicle of Higher Education | Massively MOOC | Scoop.it

Students taking free online courses offered by the startup company Coursera have reported dozens of incidents of plagiarism, even though the courses bear no academic credit. This week a professor leading one of the so-called Massive Open Online Courses posted a plea to his 39,000 students to stop plagiarizing, and Coursera's leaders say they will review the issue and consider adding plagiarism-detection software in the future.

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Some reflections on MOOC

Some reflections on MOOC | Massively MOOC | Scoop.it
” Online education through MOOC could be feeding us with knowledge like steroids”  Is such claim a hyperbole?  May be, may be not. I found this post and the comments pretty fascinating,...

Via Dr. Susan Bainbridge
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Three Kinds of MOOCs « Lisa's (Online) Teaching Blog

Three Kinds of MOOCs « Lisa's (Online) Teaching Blog | Massively MOOC | Scoop.it

We are so into MOOCs now that it’s too much for me. Gotta apply Ockham’s Razor 2.0 to this stuff.

 

At the Ed-Media conference, I attended a session by Sarah Schrire of Kibbutzim College of Education in Tel Aviv. In her discussion of Troubleshooting MOOCs, she noted the dificulties in determining her own direction in offering a MOOC in the “Stanford model” MOOCs versus the “connectivism” MOOCs. I found myself breaking it down into three categories instead.

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Affordances of MOOCs

Affordances of MOOCs | Massively MOOC | Scoop.it

Siemens “in every mooc” frame is very different from the split others are writing about, between cMOOCs (which come from the Siemens-Downes-Groom “connectivist”/chaotic perspective) and xMOOCs (the big ones of Coursera, Udacity, etc., often organized explicitly around a technical/broadcast model). Siemens is not writing about the fundamental orientation of any individual MOOC (I suspect he’d at least be sympathetic to Marc Bousquet’s division of good and bad MOOCs) but rather the responses to the affordances of anything like a MOOC.

 

Affordance is an engineering-design term referring roughly to what a particular technology allows in terms of human action. In terms of a MOOC, Siemens observes how participants go off in different directions (not being choreographed by a teacher in the room), try to figure things out in subsets of the class, use social media in or out of an LMS to share media, leave, etc. All of these activities are made possible by certain technical features of online courses large enough to be called a MOOC. Those are not the only participant responses possible, but I am not surprised that there’s a certain subset of potential actions that become modal actions.

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Coursera's Huge Online Classes Roar Into Brazil, India and China - Forbes

Coursera's Huge Online Classes Roar Into Brazil, India and China - Forbes | Massively MOOC | Scoop.it

Online-education pioneer Coursera tops 1 million signups for its Internet-based classes, with much of the enrollment coming from Brazil, India, China and other non-U.S. countries.

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HBCU-Levers: The MOOC MOOC and HBCUs

HBCU-Levers: The MOOC MOOC and HBCUs | Massively MOOC | Scoop.it

I'm a registered participant in the MOOC MOOC and this is my first MOOC. Midway through the third day, I am currently overwhelmed ... which is, evidently, a common reaction for MOOC newbies. But most MOOCs run for much longer periods, e.g., 10 or 12 weeks, so this one is more likely to give newbies the sensation of drowning while trying to drink from a fire hydrant turned on at full blast. It's a multi-ring circus of readings, videos, discussion forums, and endless tweets ... all of which would be manageable if they were not of such unexpectedly high quality. It just takes a few sniffs of 99 percent of the stuff that's linked to my email, twitter, or Facebook for me to determine that it's not worth more than a few seconds of my attention. By happy contrast, most of the MOOC MOOC stuff has been must-view/must-read.

 

Wait. I need to back up for a moment. The previous paragraph has to be placed in a broader context.

 

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Adventures in MOOC-land

Adventures in MOOC-land | Massively MOOC | Scoop.it
To hear Sebastian Thrun tell it, some folks like a Massive Open Online Course (MOOC) even better than a real world lecture class. Thrun, the founder of Udacity, discovered that some of his Stanford University students liked the online version of his fall 2011 Artificial Intelligence course even better than the live lecture version.

 

But what about a MOOC in a non-technical subject? How does it stack up against a real world class?

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Online courses winning prestige

Online courses winning prestige | Massively MOOC | Scoop.it
PATTERN recognition and data analytics are highly specialised areas and Deakin University professor Svetha Venkatesh has had to put a lot of work into getting her PhD students up to speed.
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Sheila’s work blog » To MOOC or not to MOOC?

Sheila’s work blog » To MOOC or not to MOOC? | Massively MOOC | Scoop.it

Thanks for your response, you raise some great points. I think to an extent MOOCs do deliberately put more responsibility on the learner, particularly the ones that hark to the original MOOCs from Downes, Siemens et al. They are for more sophisticated learners and despite my self deprecating remarks I know that I can network effectively and deal with troublesome knowledge. But for most undergrads or people returning to education I share your concerns. The massive be be appealing and provide enough people who want to take the final test (and so give a commercial return) but what about the masses who drop out? I can afford to be philosophical about my MOOC engagement and successes/failures as I'm not relying on them for anything in particular.

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4 Reasons Librarians Should Join A MOOC

4 Reasons Librarians Should Join A MOOC | Massively MOOC | Scoop.it

I am now in my fourth week of a Coursera course called Introduction to Finance. It’s a massively open online course (MOOC) that I am taking with thousands of other people from places like Ukraine, Malaysia, Indore, and Bogota. The class involves video lectures, working through problems, discussion forums with other classmates, quizzes, and even math. And even though I’m not quantitatively inclined, I am loving taking this course despite the work and number crunching. It was something outside of my training and education, and it gave me the opportunity to open myself up to a different perspective. There are a lot of good reasons though for librarians to sign up for a MOOC themselves. Here are a few...

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