Have massive open online courses emerged from the Trough of Disillusionment to the Slopes of Enlightenment? Wherever MOOCs belong on the Gartner Hype Cycle, one thing is clear: there are more courses and students now than ever before.
When students enroll in MOOCs, they almost always watch a series of video lectures. But just watching videos — without also engaging interactively — is an ineffective way to learn, according to a study by researchers at Carnegie Mellon University.
We need new quality guidelines for career-focused, competency, technology-forward online programs. Existing online program quality evaluation tools serve an important role in online program evaluation.
A groundbreaking MBA programme created entirely from massive open online courses (Moocs) is being jointly created by the University of Illinois at Urbana-Champaign College of Business and Coursera, the Silicon Valley education technology business.
Some people can justify an investment of two years and $100,000 to get an MBA. I could not. I was working in Nicaragua for the International Finance Corporation, the development institution, was newly married, and preparing to leave for a post in
Le texte qui suit est adapté de l’article Impacts of MOOCs on Higher Education, par Allison Dulin Salisbury. J’ai choisi de poster cette adaptation car elle correspond à totalement à ma perception de...
The online education platform provider EdCast, Silicon Valley’s latest contribution to the ed-tech space, wants to be simultaneously massive and intimate, private and public -- and preferably to stay out of the spotlight.
Given that millions of people register for MOOCs (Massive Open Online Courses), it is perhaps not surprising that much has been written to date about these still-evolving education platforms.
But what do we know about who is enrolled in MOOCs? Or how these platforms are (or aren’t) supporting learning? In today’s article we take a look at some fresh studies from the field to sketch out early observations about the usage and impacts of MOOCs. http://ow.ly/zrs0H
Back in 2012, massive open online courses entered public consciousness accompanied by grand promises of revolution. MOOC proponents, often backed by private venture capital, promised to make higher education more nimble and accessible than ever before. Three years in, at least, it hasn’t worked out that way.
It is less than a quarter of an hour’s drive down Route 101 from the village-like campus of Stanford University to Mountain View, the Silicon Valley home of Udacity. This was the journey Sebastian Thrun, the online education company’s chief
Wharton, the business school known as a specialist in finance, is working with two internet start-up companies to bring real business experience to the world of online learning. Participants who complete Wharton’s four basic business online Moocs -
One of the people tasked with making the jump is Dr. Jeneen Graham at St. Margaret’s Episcopal School in California. She currently teaches psychology to 18 students; next year she’ll be teaching thousands. “I think it’s incredible,” says Graham, “and also a little bit scary.
While college presidents are skeptical about massive open online courses (MOOCs), they see plenty of potential "positive impact" with hybrid courses that blend face-to-face and online learning as well as adaptive learning that uses technology to modify lessons based on the progress shown by students.
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