I scooped this one because I am running a workshop with a group from Saudi Arabia. However, I have already been told that MOOCs are not that popular in KSA, and it appears that this conference also played them down. As an aside, the hype came from media and commentators who I think, didn't really understand online learning.
The idea that you can give away content and learning for free isn't going away. I'm glad MOOCs stirred up attention for learning and using the web to get it.
Can Facebook's Massive Courses Improve Education For Developing Nations? TechCrunch Facebook is on a mission to prove that social media-empowered education can help some of the poorest nations on Earth.
@giorodriguez: the disruption in education is just beginning. And “educators” aren’t the only ones thinking about it.
Fiona Harvey's insight:
Links to Forbes article - I've scooped this because of the reference to thinking about a new model for delivering online mass education - co-creation, collaboration and crowdsourcing. Not the lecture style. I agree and can't see the point of just providing content and not using the tools at your disposal. http://bigstory.ap.org/article/abcs-moocs-what-its-enroll
Feynman Liang is one of Coursera’s ‘top 50’ students by number of courses he has completed. To date, Feynman has taken 34 courses! We have asked him to share tips for the Coursera community on how to...
Fiona Harvey's insight:
Fascinating. Lovely article and nice story. I wonder if there are many more learners with similar stories? (probably not with Google but none the less, other employers may have recognised the value of participating on the MOOC)
Stephen's Web, the home page of Stephen Downes, with news and information on e-learning, new media, instructional technology, educational design, and related subjects (Students are cool with MOOCs, so why aren’t profs?
KWCH MOOCs: Learning about online learning, a click at a time University World News Massive open online courses, or MOOCs, took the world by storm in 2012.
Fiona Harvey's insight:
What's the future for MOOCs? What are we learning from them. Since 2012 institutions have had access to data - this data has the potential to transform how we teach. By using this data effectively we will be able to better support our on campus students. That is what this article is proposing.
Lessons from MOOCs - the story so far. I think he has missed out that, at least for the UK, MOOCs are a trojan horse for showing the potential of learning online, So for hybrid or blended learning, they can benefit on campus students (which is what I thought the point of the moocs would be, for all the investment, both time and money)
"... an analysis of Twitter usage surrounding a German-language MOOC that could indicate future trends in technology-enhanced learning. Our research focuses on the Twitter stream accompanying the course and ask how Twitter is used and for what purposes by the heavy twitter users, by the educators / organisers / guestspeakers in the course and if tweets from “outside” get into to the stream.."
Reference: van Treeck, T., Ebner, M. (2013) How Useful Is Twitter for Learning in Massive Communities? An Analysis of Two MOOCs. In: Twitter & Society, Weller, K., Bruns, A., Burgess, J., Mahrt, M., Puschmann, C. (eds.), Peter Lang, p. 411-424
educause article from Koller re retention in MOOCs and motivations of students. Interesting that she equates MOOCs with textbooks (a common analogy within the moocsphere) when we don't refer to the OU courses as textbooks. MOOCs are not textbooks, they involve interaction and discussion and communities of learners.
More and more from Libraries. Assets like this exist in UK library services as well, I'm sure that the UK will be able to open their doors which might lead to more opportunities. British Library take heart.
I think this is important - looking at the theories of education and found a different paper expounding Vygotskys Social Learning Theory. There are more correlations here to how effective Group learning is. Background to the theory.
I am one of the signers of the open letter by the professors of philosophy at San José State University to Professor Michael Sandel of Harvard University concerning his involvement in edX, a start-up company that offers massive open online courses (MOOCs). The letter, collaboratively written by members of the department and approved by all, explained our reasons for resisting the implementation of JusticeX, a course based on videotaped lectures from Sandel’s massively popular Harvard course on justice, in our curriculum. We wrote:
There is no pedagogical problem in our department that JusticeX solves, nor do we have a shortage of faculty capable of teaching our equivalent course. We believe that long-term financial considerations motivate the call for massively open online courses (MOOCs) at public universities such as ours. Unfortunately, the move to MOOCs comes at great peril to our university. We regard such courses as a serious compromise of quality of education and, ironically for a social justice course, a case of social justice.
Although our letter sparked much needed discussion about the value of MOOCs, confusion remains about the options presented by new education technologies and the potential value they may have for higher learning.
Whilst I agree that watching videos and taking quizzes is a backward step for education, Coursera MOOCs (and EdX) have been developed so that the courses are improved through the analytics that are gained as the students participate. I don't think MOOCs save money, they are reputation raising, and highlight how classes are delivered within the institutions. Any MOOC that offers watching videos without interaction, or any formative assessment is probably doing a disservice to their institution.
We should learn to learn about online education as a viable alternative (done properly). Then MOOCs will be good for on campus students
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