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The Pedagogy of the MOOC: the UK View


Via Robert Schuwer
Valeriy Platonov's insight:

Педагогика МООК в Британии

1 MOOCs are multiple: UK MOOCs have multiple pedagogic forms and intentions, and we can no longer define them as a single ‘transformative’ entity. Broad-brush descriptions of MOOC pedagogy in terms of a cMOOC/xMOOC binary are no longer representative or particularly useful. A more nuanced approach to institutional thinking around MOOCs is now needed: one which takes account of an analysis of MOOC pedagogy at a micro level of individual course design.
2 MOOC pedagogy is not embedded in MOOC platforms, but is negotiated and emergent. Multiple social and material influences converge when MOOC pedagogy is enacted: teacher preferences and beliefs, disciplinary influences, patterns of learner expectation and engagement, and other contextual factors such as institutional teaching culture or the desire to generate analytics. We need to give greater attention to MOOC pedagogy as a socio-material and discipline-informed issue.
3 ‘The teacher’ persists in the MOOC. Though MOOC teaching functions are often disaggregated and delegated to automated processes and community-based social learning, the place and visibility of the teacher remain of central importance. MOOC teaching is high visibility, high risk and dependent on significant intellectual, emotional and time commitment from academics and the professionals who work alongside them.

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How to Think About MOOCs? | EDUCAUSE.edu

Valeriy Platonov's insight:

How to Think About MOOCs?

MBA Faculty Can't Be Reduced to "Teaching and Testing"

Focusing on Technology Misses the Point

No One Has a Crystal Ball for the Impacts of Socio-Technical Systems

Foothold 1: Examine the Full Range of Potential Impacts (Good and Bad)

Foothold 2: Use Business Strategy to Drive MOOC Objectives

Foothold 3: Plan for Technological Change

Foothold 4: Don't Forget about Ethics, Privacy, Security, and Sustainability

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By The Numbers: MOOCS in 2015 - Class Central's MOOC Report

By The Numbers: MOOCS in 2015 - Class Central's MOOC Report | MOOC Analytics | Scoop.it
How has the MOOC space grown this year? Get the facts, figures, and pie charts.

Via Peter Mellow
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Justin Reich » Practical Guidance from MOOC Research: Learning Beyond the Platform

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Практические рекомендации из исследования MOOC: Обучение вне платформы

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How Does Coursera Make Money? (EdSurge News)

How Does Coursera Make Money? (EdSurge News) | MOOC Analytics | Scoop.it
Coursera is an education platform that partners with top universities and organizations worldwide to offer courses online for free. It was started by two Stanford professors in late 2011. In less than three years it has reached 10 million students around the world and raised $85 million in ventur
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A Data Analysis of the #MOOC Research Initiative

A Data Analysis of the #MOOC  Research Initiative | MOOC Analytics | Scoop.it
From The International Review of Research in Open and Distance Learning (IRRODL) Where is Research on Massive Open Online Courses Headed? A data analysis of the MOOC Research Initiative By Dragan G...

Via Elizabeth E Charles
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Taylor & Francis Online :: Distance Education - Volume 35, Issue 2

Taylor & Francis Online :: Distance Education - Volume 35, Issue 2 | MOOC Analytics | Scoop.it
Valeriy Platonov's insight:
MOOCs: Emerging Research
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8 Things You Should Know About MOOCs - Technology - The Chronicle of Higher Education

8 Things You Should Know About MOOCs - Technology - The Chronicle of Higher Education | MOOC Analytics | Scoop.it
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140 Massive Open Online Courses Getting Started in June: Enroll in a MOOC Today

140 Massive Open Online Courses Getting Started in June: Enroll in a MOOC Today | MOOC Analytics | Scoop.it
Have some downtime this summer? Would your time be well spent taking a Massive Open Online Course (MOOC)? Then you'll want to look through the slew of summer MOOCs getting started this June.
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How and Why are Institutions Engaging with MOOCs? Answers Outlined in "MOOCs: Expectations and Reality"

How and Why are Institutions Engaging with MOOCs?  Answers Outlined in "MOOCs: Expectations and Reality" | MOOC Analytics | Scoop.it
How do institutions use MOOCs; and to what end?  •  Why do institutions pay thousands of dollars to develop and offer a MOOC on an external platform?  •  How do institutions determine the effective...
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Behind Harvard’s explosion of online classes: a flurry of lights, camera, action - The Boston Globe

Behind Harvard’s explosion of online classes: a flurry of lights, camera, action - The Boston Globe | MOOC Analytics | Scoop.it
Quietly, Harvard has built what amounts to an in-house production company to create MOOCs, or massive open online courses, high-end online classes that prestigious universities have for the last two years offered for free to anyone in the world, generally without formal credit.
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The Initial State of Students Taking an Introductory Physics MOOC

The Initial State of Students Taking an Introductory Physics MOOC | MOOC Analytics | Scoop.it
As part of a larger research project into massively open online courses (MOOCs), we have investigated student background, as well as student participation in a physics MOOC with a laboratory component.

Via timokos
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timokos's curator insight, January 10, 2014 1:48 PM

Missed this one earlier. Great experiment!

verstelle's curator insight, January 12, 2014 6:09 AM

Instructors' reflections on required number of hours per week for laboratory work and the fact that only a small percentage of paticipants can/do spend this required number of hours.

 

"Similar to the on-campus offering,we estimated students should spend roughly 11–14 hoursper week on the course. However, less than one-fifth of students (17%) initially expected to spend more than nine hours working with course material. This expectation is more in-line with the average weekly time commitment (6.6 hours/week) recommended by physics instructors of currently offered Coursera physics courses. Only one out of 20 of the currently offered physics courses (notincluding YWYL) recommends spending more than 10hours per week on their course. It is also likely thatthe heavy emphasis on laboratory activities in YWYL has driven many students from the course, such that lowering the grade impact of the laboratories in future offerings might lead to lower attenuation and broader participation.

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Data Mining Exposes Embarrassing Problems for Massive Open Online Courses | MIT Technology Review

Data Mining Exposes Embarrassing Problems for Massive Open Online Courses | MIT Technology Review | MOOC Analytics | Scoop.it
Not only does student participation decline dramatically throughout the new generation of Web-based courses, but the involvement of teachers in online discussions makes it worse.
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MOOC Trends in 2015: MOOC Providers Target High School Demographic - Class Central's MOOC Report

MOOC Trends in 2015: MOOC Providers Target High School Demographic - Class Central's MOOC Report | MOOC Analytics | Scoop.it
MOOC providers are targeting the high school demographic, to the extent that they're developing programs just for high schoolers. We take a look at what's available for high schoolers, and from which providers.

Via Peter Mellow
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Twitter + mini MOOCs = new social sharing called EdCasting - eCampus News

Twitter + mini MOOCs = new social sharing called EdCasting - eCampus News | MOOC Analytics | Scoop.it
EdCast launches a “Twitter for education” with its new mini-MOOC social sharing platform.
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New Video Game MOOC Takes a Different Approach to Education

New Video Game MOOC Takes a Different Approach to Education | MOOC Analytics | Scoop.it
Massive open online courses have grown in popularity as an alternative to traditional college learning since emerging several years ago.
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The strengths and weaknesses of MOOCs: Part I

The strengths and weaknesses of MOOCs: Part I | MOOC Analytics | Scoop.it
Valeriy Platonov's insight:

1. Open and free education

2. The audience that MOOCs mainly serve

3. Persistence and commitment

To come:

4. What do participants learn in MOOCs?

5. Costs and economies of scale

6. Branding

7. Ethical issues

8. Meeting the needs of learners in a digital age.

 

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Social Learning Analytics applied in a MOOC-environment

Social Learning Analytics applied in a MOOC-environment | MOOC Analytics | Scoop.it
Published on Open Education Europa, a paper presents an example of a Social Learning Analytics Tool to visualize real-time discussion activities in a MOOC environment. Practitioners and researchers...
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MOOCs Won’t Replace Business Schools — They’ll Diversify Them

MOOCs Won’t Replace Business Schools — They’ll Diversify Them | MOOC Analytics | Scoop.it
New data from Wharton suggests MOOCs are helping business schools reach new audiences.
Valeriy Platonov's insight:

" The answer depends on the students participating in MOOCs. If they fit the profile of traditional MBA or executive education enrollees, then the threat to business schools is clear."

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Disruptor, distracter, or what? A policymaker's guide to massive open online courses (MOOCS)

Massive open online courses, a review.
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MOOC Design Tips: Maximizing the Value of Video Lectures

MOOC Design Tips: Maximizing the Value of Video Lectures | MOOC Analytics | Scoop.it
"Which kinds of videos lead to the best student learning outcomes in a MOOC?" How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos (Guo, Kim & Rubin, 2014) An exce...

Via Dr. Susan Bainbridge
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The Pedagogy of the MOOC: the UK View


Via Robert Schuwer
Valeriy Platonov's insight:

Педагогика МООК в Британии

1 MOOCs are multiple: UK MOOCs have multiple pedagogic forms and intentions, and we can no longer define them as a single ‘transformative’ entity. Broad-brush descriptions of MOOC pedagogy in terms of a cMOOC/xMOOC binary are no longer representative or particularly useful. A more nuanced approach to institutional thinking around MOOCs is now needed: one which takes account of an analysis of MOOC pedagogy at a micro level of individual course design.
2 MOOC pedagogy is not embedded in MOOC platforms, but is negotiated and emergent. Multiple social and material influences converge when MOOC pedagogy is enacted: teacher preferences and beliefs, disciplinary influences, patterns of learner expectation and engagement, and other contextual factors such as institutional teaching culture or the desire to generate analytics. We need to give greater attention to MOOC pedagogy as a socio-material and discipline-informed issue.
3 ‘The teacher’ persists in the MOOC. Though MOOC teaching functions are often disaggregated and delegated to automated processes and community-based social learning, the place and visibility of the teacher remain of central importance. MOOC teaching is high visibility, high risk and dependent on significant intellectual, emotional and time commitment from academics and the professionals who work alongside them.

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Opinion: The 'hype cycle’ of Moocs and other big ideas

Opinion: The 'hype cycle’ of Moocs and other big ideas | MOOC Analytics | Scoop.it
Cut through the PR puff to unlock the true potential of novel notions, says David Maguire
Valeriy Platonov's insight:

Кривая Гартнера применительно к университетским маркетинговым коммуникациям

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moocshop

moocshop | MOOC Analytics | Scoop.it
This workshop will survey the rapidly expanding ecosystem of Massive Open-access Online Courses.
Valeriy Platonov's insight:
a research-oriented workshop on massive open online courses
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