MOOCs and OERs
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MOOCs and OERs
A space to share differing views on MOOCs and OERs with H817 students and other interested readers.
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Perception and use of massive open online courses among medical students in a developing country: multicentre cross-sectional study | Aboshady et al., BMJ Open

About one-fifth of undergraduate medical students in Egypt have heard about MOOCs. Students who actively participated showed a positive attitude towards the experience, but better time management skills and faster Internet connection speeds are required. Further studies are needed involving enrolled students in large representative samples, to assess their experiences using MOOCs. In addition, more effort is needed to raise awareness among students of such courses, as most students who had not heard about MOOCs did show interest in participating once they became aware of the courses.


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Peter B. Sloep's curator insight, February 11, 2015 7:27 AM

When MOOCs rose to prominence, Daphne Koller was one of the first to point out their promises for democratizing education. MOOCs, for example, are made available to everybody with Internet acces, including countries in the developing world, who now had access to educational content from top universities, as Koller said. In this lies the danger of cultural imperialism and I have reported on this in these pages as well as written about it (in the now defunct MOOC Forum journal). Still, these are mere opinions,  I had never seen any data about the actual appreciation of MOOCs by students in developing countries, until this paper was brought to my attention, that is. Hidden in the text is the one precious sentence which states that cultural issues did not appear to be a problem for the (Egyptian) students canvassed (through a questionnaire). In stead, other problems were mentioned, general ones such as a lack of time and more specific ones such as insufficient bandwidth. Altogether a very useful study, certainly for MOOC providers who have confessed to want to cater for the needs of students in developing countries. @pbsloep

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Copyright Challenges in a MOOC Environment | Educause Brief

The intersection of copyright with the scale and delivery of MOOCs highlights the enduring tensions between academic freedom, institutional autonomy, and copyright law in higher education. To gain insight into the copyright concerns of MOOC stakeholders, EDUCAUSE talked with CIOs, university general counsel, provosts, copyright experts, and representatives from other higher education associations. The consensus was that intellectual property questions for MOOC content merit wide discussion […].


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Peter B. Sloep's curator insight, September 30, 2013 3:05 PM

This brief addresses the situation in the USA, but raises issues that carry world-wide significance. For instance, who ownes the right to the material used in a MOOC, the provider or the developing university. With most MOOCs, it is the provider, although for traditional course material it is the professor or, if this has been contractually agreed, the institution. In this case one may argue that the institution and contributing professor full well know to what kind of legal arrangement they submit themselves. But what about the students who decide to take a MOOC. Are they aware of the fact that the MOOC provider owns the content generated by them in chats and assignments? The brief also addresses issues of fair use and issue that arise from the global nature of many MOOCs.  

 

It appears that MOOCs, in particular the commercial MOOC platform providers, are a new element in a carefully balanced system of rights and duties, a factor that has the potential of upsetting this system. Particularly if we welcome MOOCs as a valuable addition to the educational landscape, copyright issues need to be resolved in a way that honours the stakes of all contributors, not only those of the MOOC platforms. In a blog post in February this year (http://tiny.cc/e3m83w), I wondered whether MOOC providers should be likened to Internet access providers, which are oblivious to the content they provide,  or to content providers such as the Apple iTunes Store. It seems they aspire to be the latter, wishing to control the content provided. They should realise that this brings responsibilities in its wake, for instance to do a proper job. This was the topic of the February blog post. Now it appears that making equitable copyright provisions should be added to the list. @pbsloep

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Embracing OER & MOOCs to TRANSFORM EDUCATION...?#h817 Useful resources for TMA02

Presentation slides for the OER and MOOC workshop facilitated at Universiti Utara Malaysia (UUM) on the 25th March, 2013.

Via Kim Flintoff
Patricia Daniels's insight:
H817 students, numerous links to explore here in preparation for TMA02. Many of the graphs and statistics might already be familiar, as well as some of the tools and links listed. A good overview of what we're been engaging with to date.
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Productive MOOCs | Colin Milligan - Learning in the workplace

Productive MOOCs | Colin Milligan - Learning in the workplace | MOOCs and OERs | Scoop.it

Wouldn’t it be great if cMOOcs could be made more ‘productive’ – instead of advancing many people’s knowledge a little by re-creating the same (or similar) new knowledge again and again, can MOOCs be structured to stimulate the creation of new knowledge in a more coordinated way. Can you bring the learners together to produce something entirely novel as they learn? This is in the true spirit of connectivism.


Via Peter B. Sloep
Patricia Daniels's insight:

H817 students, this blog and Sloep's response are worth thinking about. It's something we can directly relate to within our own MOOC. Are you satisfied with the learning effect and production of knowledge? Are blogs and forum postings mainly reiterations or are novel ideas coming to the fore and being developed in further discussions?

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Peter B. Sloep's curator insight, April 7, 2013 3:50 PM

I think this question could be made more precise by introducing Margaret's Boden's distinction between psychological and historical novelty (I am not sure about the exact wording and haven't got the book at hand). The former refers to something I discover which may not be new in a generic sense but is novel to me. Historical novelty refers to something that is novel to everybody (as far as it is humanly possible to establish that, but that's another matter). What Colin seems to refer to here is psychological novelty at the group level. So if someone in a company discovers something that is psychologically novel to her, she might share it with her co-workers whom she knows to be unfamiliar with this. That way, there is knowledge production at the company level. If everybody does their share, you get a multiplier effect, which is the effiency Colin refers to. This is an interesting thought, something which would certainly be in the interest of companies (or other organised groups of people).

 

First of all, this thought has no bearing at all on xMOOCs, which really aren't about knowledge production but about knowledge consumption. And even if new insights happen to be produced that go beyond that what the teachers intends to transfer, the individual character of such MOOCs guarantees it is the individual and only the individual whose knowledge gets increased. So we definitely are talking cMOOCs here. Then, I guess it depends on the question of how the cMOOC is organised whether Colin's suggestion makes sense.

 

Suppose, a cMOOC-like setup would have been followed within the confines of some company which sets up a professional development exercise this way. Even if the exercise is open in the sense that non-company participants may join in, it still should be possible to arrange for a mechanism that ensures that novel knowledge gets shared. Content curation is a way to do so, blogs are another. Even in situations of self-organised groupings, such mechanisms could be put in place, as long as someone takes the trouble to do so. I think Stephen Weber's in his The Succes of Open Source has revealed such mechanisms, certainly for the Linux developers community. A big question is whether people will _want_ to share their flashes of novel insights this way. After all, the novel knowledge gives them an advantage over their colleagues, which may come in handy in many ways. But that is a problem for all instances of sharing knowledge among co-workers, not just for cMOOCs.

 

So, I see no reason why psychological novelty may not also occur at the level of closely interacting individuals. I am not sure, though, that you need interdisciplinarity in particular. It is well known that creativity thrives in the presence of heterogeneity, all kinds of heterogeneity, not just of the disciplinary kind although it does help. So, when contemplating measure to foster psychological group novelty, we should focus on a more general kind of heterogeneity of such groups. (@pbsloep).

Patricia Daniels's comment, April 8, 2013 2:41 AM
Thank you for this interesting response.
Peter B. Sloep's comment, April 8, 2013 4:03 AM
My pleasure ;-)
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Network technology, disruptive innovation and the future | Mark Smithers

This is the presentation I gave to the SAFFIRE launch festival at the University of Canberra on Monday 18 March, 2013

Via Ana Cristina Pratas, Anne Whaits, Peter B. Sloep
Patricia Daniels's insight:

H817 students. A lot of points made that are relevant to what we are doing at the moment. I share the same sentiments as Anne Whaits and feel that we'll be seeing more diversity in the future, or as Smither's terms it 'Multiversity'.

 

I heard an interesting comment from one of my advanced English language students today in response to the topic, 'Young people have too many opportunities nowadays'. Her reply was, 'No that's not true, we have choices. We have more choices now that suit different learners. I think it's great.'

 

Perhaps we need to listen more intensely to the student voice?

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Anne Whaits's curator insight, March 20, 2013 5:36 AM

For me the affordances of technology and the associated potential disruptive innovations possible in higher education are exciting indeed! I am not sure that DI spells the demise of the brick and mortar university as we know it ... for many the face-to-face contact and engagement is key to success while others prefer the total online experience. It is my view that different blends will emerge in different contexts and significant shifts from old models of teaching to new models of learning will be made. I really like the notion of the "multiversity".

Will Stewart's curator insight, March 21, 2013 6:48 AM

In terms of most HE institutions, DI would really only enable them catch up with 30 years of using technology to do what they have always done, and resisting any significant changes.

Peter B. Sloep's curator insight, March 28, 2013 8:04 AM

The 'I' in the above is Mark Smithers. Although you really miss the voice that goes with the slides, the slides themselves already provide a lot of food for thought. There's one comment I would like to add to what Anne already said.

I am starting the feel uneasy about the term 'disruptive innovation'. As a descriptive term of past events it probably makes good sense, but as a label for current events, such as the mushrooming of MOOCs, it almost takes on a prescriptive guise. Its use almost implies that universities should stop thinking about their future, there is no point doing so as there is none.  MOOCs being a disruptive innovation are bound to take over from them. To be sure, Mark doesn't say so, indeed, he discusses reactions universities should have. However, pictures like the one of a huge, grounded ship easily evoke an image of inability timely to change course. Before you know it, such descriptions become self-fulilling prophecies (something which of course some people are only too keen to emphasise, as is evidenced by another one of this week's scoops of mine: http://sco.lt/89vrjF) (@pbsloep)

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What You Need to Know About MOOCs | The Chronicle of Higher Education

What You Need to Know About MOOCs | The Chronicle of Higher Education | MOOCs and OERs | Scoop.it
2012 is shaping up as the year of the mega-class. Wondering what all the fuss is about? Here's a guide to our coverage of massive open online courses.

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Patricia Daniels's insight:

Wonderful overview here of MOOCs in timeline format.

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Peter B. Sloep's curator insight, March 7, 2013 4:17 AM

Useful FAQ and timeline of MOOCs. Particularly the promise to regularly update these pages sounds good. Note, however, that if you look for opinions on the various aspects of MOOCs, you need to go elsewhere (@pbsloep)

Ava R Wolf's curator insight, March 7, 2013 4:24 PM

overview from reputable sourse

Patricia Daniels's comment, March 8, 2013 4:45 AM
Wonderful overview. Thank you for the scoop.
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MOOCs and Digital Diploma Mills: Forgetting Our History | David Wiley

When David Noble first published his groundbreaking critique of online education in 1998, Digital Diploma Mills: The Automation of Higher Education (http://tiny.cc/vee0sw), I thought to myself “he couldn’t be more wrong.” As it turns out he might not have been wrong – maybe Noble was simply so miraculously prescient that I couldn’t see what he saw. Fifteen – count them, fifteen – years later, Digital Diploma Mills reads as if it were researched and written about the current phenomenon called “MOOCs.”


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Patricia Daniels's insight:

H817 students, another perspective here about xMOOCs. I think it's healthy to see so much debate going on. The comments are interesting.

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Paulo Moekotte's comment, February 25, 2013 1:01 PM
It's also striking to see that the phrase: "that while they are studying their courses, their courses are studying them" could very well be applied to the current efforts with regard to learning analytics.
Paulo Moekotte's comment, February 25, 2013 1:22 PM
There is no doubt in my mind that certain new delivery models could render faculty obsolete in as much as certain skills are concerned. Although the development of Virtual U. was not a success everywhere (remember the disastrous attempt in the UK and the relative short lifetime of the HigherEd based Virtual U in the Netherlands), the OUNL could serve as an excellent use case of how 'new' delivery models can be successful. So the question, when reading Noble, that comes to mind is what these new skills of faculty would look like, if faculty is no longer expected to act as the proverbial 'sage on the stage'. I would guess that another development, i.e. flipping the classroom, might give us new (albeit not entirely new) ideas or insights about skills that are demanded from faculty when talking about 21stC education. Taking it as far as the '#valueadded discussion' regarding educational quality that is currently dominating the US, one could ask the question what the added value of 21stC teachers should be and how this would affect the classical PCK-model devloped by Shulman.
Peter B. Sloep's comment, February 25, 2013 4:19 PM
I still vividly remember David Noble's article and having a reaction similar to yours: obviously we don't want diploma mills, but that doesn't mean, as he seems to argue, that we should leave education untouched. And we haven't. Indeed, not at open universities as my own Open University of the Netherlands, not at the OU (UK), not at the UOC in Catalunya, not elsewhere. All these experiments with novel instructional models incorporated online interaction, at first online information collecting (compare web 1.0, the information web), later on increasingly online collaboration (compare web 2.0, the social web).. I think you now can safely say that open universities (and many other universities which practice distance teaching) have developed blended learning designs, with a mix of offline and online in differing proportions, with different media mixes also suited to the occasion. Your flipped classroom is one such design, long practiced before it became known as such. Although in these models learner self-directedness is assumed and a generous helping of metacognitive skills offers a better chance at being successful, they are different than xMOOCs in that 'teachers' still do play a role. But, as you rightly point out, their different roles are often allotted to different people. Whereas an 'ordinary' teacher may be designer, developer, tutor, mentor, coach and assessor at the same time, at open universities (most of) these roles are fulfilled by different people. If MOOCs would (finally) lead to the inclusion of these kinds of insights in traditional university education, I think MOOCs have done a tremendously important job, even if it means that MOOC providers are reinventing knowledge that is already available in the literature. If MOOCs would lead to education without teachers (even education that includes the kind of distribution of labour I described) or to its privatisation, I think MOOCs have done society a huge disservice.
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Professor Leaves a MOOC in Mid-Course in Dispute Over Teaching | Steve Kolowich - The Chronicle of Higher Education

Professor Leaves a MOOC in Mid-Course in Dispute Over Teaching | Steve Kolowich - The Chronicle of Higher Education | MOOCs and OERs | Scoop.it

Students regularly drop out of massive open online courses before they come to term. For a professor to drop out is less common.


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Peter B. Sloep's curator insight, February 18, 2013 8:10 AM

As Steve Kolowich aptly notes "[McKenzie's] departure marks the second debacle for Coursera this month." As many already have argued in response to the first 'disaster' (http://tiny.cc/lidpsw), such events are the growing pains of any innovation. Still I can't help but think that a clear contractual agreement between Coursera, the professor in question (McKenzie) and his institute (UCAL at Irvine), could have prevented this debacle. (When you read the article, the disagreement seems to be between McKenzie and his university over what constitutes a proper teaching style for MOOCs). Not to anticipate these kinds of issues is not taking the 37,000 students that apparently have enrolled and 'their hopes and dreams' (as Tony Bates puts it) seriously. I really think there is no excuse for such a lack of professionalism. Whether the course is free of not, doesn't really matter. Nor does whether MOOCs are generally speaking an innovation to be welcomed or frowned upon. (@pbsloep)

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MoocGuide | a wiki

MoocGuide | a wiki | MOOCs and OERs | Scoop.it

"This MOOC guide was first initiated by Inge de Waard who organized the MobiMOOC. MobiMOOC was a course that used the MOOC format to provide a framework for all MOOC participants to learn or deepen their knowledge on mobile learning (mLearning). 

After the MOOC guide was first initiated, the guide was opened up for all to add and strengthen the guide so it can/could be used by all interested parties."


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H817 students you might be interested in editing this wiki.

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Peter B. Sloep's curator insight, February 12, 2013 4:05 AM

A guide for anybody who wants to try out the MOOC format in nine chapters (history, use of social media, facilitating, references, to name just four) or those steeped in the MOOC format who want to contribute. To be sure, this is about the connectivist kind of MOOC (cMOOC), not the xMOOCs that stirr up all the excitement. A cMOOC is very much less about instruction and much more about networked (social, connecitivist) learning. (@pbsloep)

Monica S Mcfeeters's curator insight, February 12, 2013 1:34 PM

Looks like a great guide and it can have input added to build the giude.

Hector Rosero's curator insight, February 14, 2013 11:23 PM

It's an excellent guide for to design Moocs. This course is available in Wikispaces.com.

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How NOT to Design a MOOC: The Disaster at Coursera and How to Fix it | Debbie Morrison

How NOT to Design a MOOC: The Disaster at Coursera and How to Fix it | Debbie Morrison | MOOCs and OERs | Scoop.it

I don’t usually like to title a post with negative connotations, but there is no way to put a positive spin on my experience with the MOOC I’m enrolled in through Coursera, Fundamentals of Online Education: Planning and Application. The course so far is a disaster, ‘a mess’ as numerous students have called it. Ironically, the learning outcome of the course is to create our own online course. To be fair, there are some good points to the course, but there are significant factors contributing to a frustrating course experience for students, myself included.


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Peter B. Sloep's curator insight, February 4, 2013 7:40 AM

And this is the blog post that took the lead in going public about the disastrous Coursera course (referred to in Inside Higher Ed, next to this scoop). Make sure you read the discussion too! (@pbsloep)

suifaijohnmak's comment, February 4, 2013 8:46 AM
I did read through all. I think the course could be salvaged if the organiser just changed it to a connectivist course - with adaptive feedback and re-organise it so it is based on distributed learning, where networks, groups and collectives co-exist. Learning could then be fun, even with 40,000 + or even more. I also think that there are both emotions and reasons all mixed in blog posts, with love/dislikes all subject to personal perceptions and experience. As I have always shared, it is the assumptions that could change everything, including how one would perceive their MOOCs. Would we have assumed a MOOC is suiting those who register with the course? If the assumption is true, then what could be done instead to make it a success?
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The MOOC in Further Education Colleges – distraction or lever for change? | Learning Futures Lab | Cathy Ellis

"When not one, but two, Government Ministers start dropping the word ‘MOOC’ into their speeches and tweets, should those of us working in the field of Educational Technology be encouraged or worried? And, furthermore, when part of the rationale for such support is that British education is now part of the Coalition Government’s 2012 Industrial Strategy and some of the collective rhetoric comes close to a chauvinistic claim for the superiority of the British education system, then we seem to be entering into a global skirmish to put a competitive British MOOC into cyberspace."


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Peter B. Sloep's curator insight, January 27, 2013 3:30 PM

This extensive and well-argued article takes an unusual stance in that it focusses on Further Education Colleges. Indeed, such a focus is badly needed as MOOCs and FE at first sight seem natural allies. And although the post is UK centric, it is well worth reading.

 

Cathy Ellis' argument consists of five points. Her first point, lack of funding on formal grounds, sounds specific to the UK, although others might recognise it. Her second is an interesting one, as it goes a long way towards explaining the success of MOOCs: "In the era of YouTube and TED, the ‘teacher as performer’ has taken root, and academics who would previously have stayed in their dusty lecture halls are now clamouring to be on stage. This has bred the era of the ‘rock star’ or ‘celebrity academic’ ...." This leads her to suggest to "Do your own TED-events and create your own YouTube channel".

 

Third, she advises against 'offshore' MOOC providers. A MOOC platform connected to the local VLE has the advantage of churning out useful data. This does not imply we should dismiss the "'industrial' scale MOOCs", they are "like an amplification of Open Educational Resources' and should be thus used, Cathy argues (4). Finally, MOOCs have done their job if their advent "mobilises leadership and policy makers to engage seriously with Educational Technology and support the sector in providing the conditions for it to flourish."

 

What the article argues for then, is to mainstream MOOCs: We use the technology to inspire our own teaching, we use the 'industrial' platforms and their content as OERs. Makes sense, if the colleges in HE and FE (and elsewhere) manage to survive the MOOC swell. With the "ever growing commodification of education" - Cathy's own words - this is no certainty, as I have argued elsewhere.

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Developing a MOOC Framework

"MOOCs as a keystone concept in helping higher edudcation transition to digital networked learning"


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SusanBat 's curator insight, October 27, 2013 9:29 PM

A slideshare presentation by George Siemans with references to the 'MOOC Canvas model' (Alario-Hoyos et al) and 'Design and Evaluation Framework' (Grover et al) 

MIT SEI's curator insight, November 16, 2013 8:14 AM

A good summary of key words/topics relevant to MOOC development and delivery from a number fields.

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Mooc credit to apply even to students who fail to complete

Mooc credit to apply even to students who fail to complete | MOOCs and OERs | Scoop.it

In a speech at the festival in Berkshire, Mr Martin Bean said that Moocs were no longer a “fringe idea”, and that there was now a real desire from students to “take what they have learned in the world of Moocs and carry it forward into credit-bearing higher education”.

He added that universities had always found ways to evaluate education “from non-traditional sources” for credit, and asked why this should not be the case for Moocs.


Via Learning Environments, Peter Mellow
Patricia Daniels's insight:

 

“As a vice-chancellor I get very annoyed when I see people who don’t complete [courses] described in negative terms. We’re trying to design Futurelearn pedagogy around a ‘mini-mooc’ model, shorter in duration and broken down into bite-sized pieces,” ( Bean, 2013)

 

 

 

My personal thoughts here after having participated in H817 Open Learn:Open Education ( OU UK)

 

I'm in favour of work being accredited throughout a course (whether it's a Mooc or not) and not just in the form of, proof of completion. In H817 Open Education, three Badges could be attained. Two were during the course and the final was for set for the last activity. Learners that I had contact with responded well to this form of accreditation and agreed that it was motivating. Other students left during the course and it was interesting to note the variation in sentiments here. Some learners perceived their non-completion as a personal failure whilst others commented, in differing communities, that they had taken what they wanted and were moving on. The learning experience was very valuable and one that has encouraged me to continue with this form of learning. 

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Rules and regulation could strangle online learning

Rules and regulation could strangle online learning | MOOCs and OERs | Scoop.it
Regulation has always shaped Australian higher education.Some rules have helped – like extending HELP loans to private higher education providers in 2005.

Via Kim Flintoff
Patricia Daniels's insight:

H817 students, it's worth reading the embedded report about the issues that Australian universities face in relation to online education vs traditional models. It's also interesting to note how they define university in comparison to the US. Their tighter definition means they are confronted with more challenges concerning online education due to stricter rules and regulations. 

 

In general, as we work through resources related to the OER movement I'm finding that definitions vary across the board. Sometimes they need to be interpreted and understood within quite specific contexts which adds another layer of complexity to the movement. So read carefully and contrast and compare texts when it comes to providing solutions or improvements to problems faced by particular countries, institutions or smaller bodies involved in the provision of OER.

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Patricia Daniels's comment, April 10, 2013 3:21 AM
Thank you for this link. The report gives a good overview of challenges faced by Australian HE institutions in relation to online education :-)
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US Mooc platforms’ openness questioned | Chris Parr - Times Higher Education

US Mooc platforms’ openness questioned | Chris Parr - Times Higher Education | MOOCs and OERs | Scoop.it

Massive open online courses could be hindering the development of open educational resources because they do not allow everyone to contribute to the innovation of content …

 


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Patricia Daniels's insight:

H817 students, interesting criticism here relating to the openness of MOOCS. Something to think about.

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Peter B. Sloep's curator insight, April 4, 2013 12:20 PM

THE reports on the recent Open Educational Resources conference held at the end of March in Nottingham, UK, in particular on a speech by the OU's (that is, OU UK) Patrick McAndrew. Speaking of Coursera and Udacity, he claimed they were creating a 'closed community in the open' because of the way these platforms were operated, unlike such initiatives as the Peer to Peer University or the Open Courseware Consortium. So, how come they failed to attract the attention that Coursera and Udacity do?  According to Patrick, what they offer and universities do not is complete courses that you can 'pick up off the shelf'. 

 

This is an interesting observation. I believe online educational resources (OERs), of which MOOCs are an example, are descendants of learning objects. The leading paradigm behind learning objects was that they could be mixed and matched in all kinds of different arrangements, as the teacher pleased. This was their strength. Since the number of users per object now increased more effort could be put in their quality without raising costs. If Patrick is right, it seems we've come full circle. Perhaps, the shift in focus of attention, form fellow teachers for learning objects to students for OERs, is the reason behind this. Whatever the case may be, Patrick is of course absolutely right that this shift in our thinking about the best use of OERs does not imply the ideal of openness should be abandoned. (@pbsloep)

 

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Moocs, education from service to product and back.

Moocs, education from service to product and back. | MOOCs and OERs | Scoop.it
At this moment, all kinds of enterprises experiment with the change of “Product Dominant Logic” towards Service Dominant Logic”.  Value creation is seen in the usage of a product, which implies tha...

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H817 students, interesting perspective and Action Frameworks here to consider.

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MOOCs: Coursera, edX, Futurelearn and Udacity - University profiles | Justin Menard - LISTedTECH

MOOCs: Coursera, edX, Futurelearn and Udacity - University profiles | Justin Menard - LISTedTECH | MOOCs and OERs | Scoop.it

With Coursera and edX both announced this week they are doubling the number of universities partners, I decided to update the data. I also added another MOOC: Futurelearn

One more thing that was added to the visualisation is the average University World Ranking by MOOCs.


Via Peter B. Sloep
Patricia Daniels's insight:

Good visuals overview here.

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Top Free Classes's comment, March 7, 2013 10:55 PM
Thanks!
GIBS Information Centre / GIBSIC's curator insight, March 8, 2013 7:45 AM

Ackn. Justin Menard - interest in Rankings by MOOCs and Uni's

Justin Menard's comment, May 7, 2013 8:59 PM
I have updated the visualisation with the most recent information, added 2 new Moocs and 5 more world university rankings

We now have 6 MOOCs in the Viz: Coursera, edX, Futurelearn, Iversity, OpenEd and Udacity
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Your Massively Open Offline College Is Broken | Clay Shirky - The Awl

Your Massively Open Offline College Is Broken | Clay Shirky - The Awl | MOOCs and OERs | Scoop.it

For all our good will, college in the U.S. has gotten worse for nearly everyone who relies on us. For some students—millions of them—the institutions in which they enroll are more reliable producers of debt than education. This has happened on our watch.

In the academy, we have a lot of good ideas and a lot of practice at making people smarter, but it’s not obvious that we have the best ideas, and it is obvious that we don’t have all the ideas. For us to behave as if we have—or should have—a monopoly on educating adults is just ridiculous.

 


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Peter B. Sloep's curator insight, February 20, 2013 11:25 AM

A passionate plea by Clay Shirkey to take MOOCs seriously. They may be a threat to higher education (in the USA) as we know it, he says, but if you look carefully, it is not obvious that you would want to conserve higher education as we know it. He mentions several reasons. The rise in tuitions and the concomitant decline in the value of a bachelor degrees is one of them. The discrepancy between how colleges and universities see and portray themselves and the way they actually are, another. And, finally, schools should stop fighting the effects the internet has on education but rather embrace them. MOOCs are a way to do so. 

 

If MOOCs are contrasted with an ideal of education that no longer exists (except perhaps in ivy league schools, where tuition fees are inaffordable to 90% of the people), we're making an unfair comparison. Still, even if we were to grant that the need for online education with MOOCs or other systems is an economic necessity, we should discuss if we want this to be so. If this 'happened under our watch', perhaps we should fight the ideology or convictions that led to this dire situation rather than give in and accept second-best learning experiences. Unless, of course, the experiences are not second best (and I am restricting myself here to adolescents who engage in higher education). But then I want to hear an argument for why this is the case better than the argument from analogy, which basically says that after the music industry education is next inline. (@pbsloep)

suifaijohnmak's comment, February 20, 2013 6:50 PM
Is MOOC an ideal education model? What is best learning experience? Is it based on an institutional education model? What features of an institutional model would provide such best learning experience? Is learning experience the only criteria in evaluating education?
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We Don't Need No Educator | Stephen Downes

Described the changing nature of online learning with the introduction of massive open online courses, and in that context describes and explains the changing roles of the educator

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Anne Whaits's curator insight, February 15, 2013 1:25 PM

In the context of MOOCs and online learning, Stephen Downes describes the role of teacher as the LEARNER (collector, connector, curator, artist, sharer, scientist), the DESIGNER (programmer,alchemist, convenor), the COACH (salesperson, agitator, mentor, co-ordinator, facilitator, conversationalist, tech support) and the EXPERT (lecturer, moderator, demonstrator, broadcaster, theoriser, evaluator, beaurocrat). Love it!

Peter B. Sloep's curator insight, February 15, 2013 1:31 PM

Read Anne's comment, have got nothing to add to that really (@pbsloep)

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Analyzing MOOCs - A SWOT Analysis | Andrew Spinner

"One of my many roles at @Understoodit includes conducting onging analysis and research of education technology tools and trends.  One of the most interesting and heavily discussed areas relates to what is known as Massive Open Online Courses, or MOOC for short.  MOOCs are like your typical university style class – a professor, students, homework, and exams.  However, these courses are open to anyone, anywhere in the world, and the majority of them are completely FREE." 

via http://www.scoop.it/t/easy-mooc


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Peter B. Sloep's curator insight, February 7, 2013 3:37 AM

And then Andrew continues his story with an analysis of the strengths and weaknesses MOOCs are characterised by, the opportunities they offer and the threats they face (yes, a SWOT analysis). It is a useful analysis, not because if offers much that MOOC watchers wouldn't know yet, but because it puts these arguments in a neatly organised row. He makes a big thing out of the fact that MOOCs are free and that they are offered by 'extremely reputable schools and professors'.

 

However, I find it curious that under threats or opportunites the effect MOOCs may have on the way higher education is going to be organised, in the first instance in the US but later on also elsewhere, is not mentioned at all. And yet, if MOOCs are going to be disruptive it is in this department. If this is an opportunity or threat I leave to you to decide. (@pbsloep)

Emily Purser's curator insight, February 7, 2013 4:04 AM

and the threats and opportunities of the implications for the potentially largest 'market' of all in this new medium - the students outside the anglosphere...

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The emerging MOOC data/analytics ecosystem | Simon BuckinghamShum

The emerging MOOC data/analytics ecosystem | Simon BuckinghamShum | MOOCs and OERs | Scoop.it

"We are about to see the emergence of a MOOC data/analytics ecosystem. Part of the value proposition to partners who sign up to deliver courses on a given MOOC platform is the access to high quality data on what happens with those courses.

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This piece is not about interoperability standards and protocols, but about how trusted partnerships may emerge to assist ethical data sharing within and between MOOCs, in order to turbocharge educational innovation — one of the primary reasons that institutions are dipping their toes in the MOOC space."


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Peter B. Sloep's curator insight, February 1, 2013 5:33 AM

Fascinating thought experiment about sharing learner data between Courses, by different schools across different MOOC platforms. In the spirit of Learning Analytics, it could improve teaching and learning through various kinds of partnerships. Simon explains this quite well.  

 

Whom I miss from the equation is the learner. In the triple of MOOC provider, content providing school Partner and Course (see picture), I miss the L of learner (some would argue, also the T of teacher, but I assume giving teachers their due is the responsibility of the Partner institution). The L of learners matters, lest schools end up to be data providers for the MOOC platforms, who no doubt will do what Facebook, Twitter and Google do with those data: sell them for a profit (after all, the course is free, so that is the deal you knowingly make as a learner). The picture is less bleak if schools (Partners) host their own MOOC platforms rather than use the commercial ones. But even then explicit attention right from the beginning for the learner's privacy is needed, not because the law tells us so, but because we need to take learners seriously. See also my blog posts on Online Learner Identities where I discuss the problem and some possible solutions. Find the last one here: http://tiny.cc/c15nrw ; (@pbsloep)

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Experiences from Massive Open Online Courses (MOOCs) and how the MOOC could potentially increase diversity, social inclusion & learner engagement | Mark Morley

"There is currently much interest and excitement at the emergence of an educational approach commonly termed the ‘Massive Open Online Course’ or MOOC. ... I feel there is much we can learn from the delivery of MOOCs that can be used to enhance the on-campus experience supplemented by online course material and delivery. This format offers us the opportunity to investigate learning and improve teaching processes, perhaps more similar to the edX approach. It would seem appropriate to collect and use data to inform this process; treating learning and teaching as a field ripe for research, tying in to a research-led approach."


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Patricia Daniels's insight:

Interesting and detailed personal insight into cMOOCs and xMOOCs from a participant. I sincerely hope more learners take the time to reflect and share the experiences they have with this kind of learning context. I find as an educator that the student voice is important and assuming that the developers of MOOCs are prepared to listen to critique, both postive and negative, then this is a valuable factor which can lead to improvements which hopefully will have a positive effect on the learner experience and quality of learning.

 

 

 

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Peter B. Sloep's curator insight, January 12, 2013 5:55 AM

This is the single, most compehensive resource on MOOCs that I have come across yet. It discusses the history of MOOCs and describes Mark's personal experience with a number of them (both the c- and x- variety). Although it is a personal account, particularly the latter part, there is much value in learning the opinions of someone who 'has walked the walk' and not just 'talked the talk'. Anybody who wants to form an opinion on MOOCs - whether administrator, teacher of regular courses, teacher aspiring to teach a MOOC, or student in the widest sense of the word - can find something valuable here. Highly recommended! (@pbsloep)

Rose Heaney's curator insight, January 12, 2013 6:30 AM

comprehensive indeed - author has participated in a lot of moocs. Very readable intro for those who have never heard of moocs

Hamline CTL's curator insight, February 6, 2013 4:22 PM

MOOCs are not going away!