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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."


Via Peter B. Sloep
Patricia Daniels's insight:

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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MOOCs and OERs
A space to share differing views on MOOCs and OERs with H817 students and other interested readers.
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ICDE: useful papers on open education and MOOC

ICDE: useful papers on open education and MOOC | MOOCs and OERs | Scoop.it
The International Council for Open and Distance Education (ICDE) recently published a shortlist of reports and papers which were published in the last year.  I'm reproducing the list here because I...
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Addressing a National Crisis in Learning: Open Educational Resources, Teacher-Education in India and the Role of Online Communities of Practice

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MOOCs: Expectations and Reality


Via Ana Cristina Pratas
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 A qualitative study exploring 'the goals of institutions creating or adopting MOOCs and how these institutions define effectiveness of their MOOC initiatives. We assess the current evidence regarding whether and how these goals are being achieved and at what cost, and we review expectations regarding the role of MOOCs in education over the next five years' ( Hollands, Tirthali, 2014). 

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niftyjock's curator insight, May 15, 3:58 AM

you've read it before but their are some nice case studies

Ignasi Alcalde's curator insight, May 15, 5:28 AM

Análisis a fondo sobre los MOOC sus expectativas y la realidad actual.

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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 OEIT'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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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 […].


Via Peter B. Sloep
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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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JOLT - Journal of Online Learning and Teaching

JOLT - Journal of Online Learning and Teaching | MOOCs and OERs | Scoop.it
Patricia Daniels's insight:

A scoop for myself here. Plenty of reading material in the way of research papers and case studies. I'm particularly interested in learner engagement and their experiences.

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Survey Reveals Students' Motivations for Choosing MOOCs

Survey Reveals Students' Motivations for Choosing MOOCs | MOOCs and OERs | Scoop.it
A new survey revealed that students are motivated to enroll in MOOCs because of their interest in the specific academic topics offered, while many respondents also said they wished the courses were were offered for credit.
Patricia Daniels's insight:

I think it's like anything in education, if we really want to improve certain aspects then we need feedback from all of those engaged or connected in some way to the design, administrative, teaching or learning process. And not just the collection of feedback, but responding to it and enacting on it. Not an easy task, but sometimes it only requires small changes to make a big difference. As Wanderer notes, it's a learning process.

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@Ignatia Webs: On open badges and informal assessment

@Ignatia Webs: On open badges and informal assessment | MOOCs and OERs | Scoop.it
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H817 students, thought you might be interested in this article and the embedded slideshare,' A speculation on the possible use of badges for learning at the UK Open University', by Jon Rosewell.

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Week 9: The Pedagogy of MOOCs by Paul Stacey

Week 9: The Pedagogy of MOOCs by Paul Stacey | MOOCs and OERs | Scoop.it
    Paul Stacey is a senior project manager with Creative Commons. His project management skills were honed at Hughes Aircraft working on education programs for large scale, international air traff...
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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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Computer thinks you're dumb: automated essay grading in the world of MOOCs

Let us consider the following scenario.You have enrolled in a Massive Open Online Course (MOOC) offered by a world renowned university.After four weeks of solid work you have completed your first assignment…...
Patricia Daniels's insight:

Automated essay grading! I think I'd like to see how it compares to hand grading. For me it's not just about receiving a grade or giving a student a grade, but having critical feedback that can be fed forward. However, we're discussing MOOCS here and to expect any kind of detailed written feedback is perhaps being overly optimistic. Alternatives need to be tested and evaluated on their performance and value.

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Beyond Free - Open Learning in a Networked World ~ Stephen's Web

Beyond Free - Open Learning in a Networked World ~ Stephen's Web | MOOCs and OERs | Scoop.it
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
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e4innovation.com » Blog Archive » Tips for designing MOOCs and useful teaching strategies

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The pedagogy of the Massive Open Online Course: the UK view

The pedagogy of the Massive Open Online Course: the UK view | MOOCs and OERs | Scoop.it

Sian Bayne and Jen Ross: University of Edinburgh

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» All MOOCs don’t work for all students. Are you surprised? Virtual Canuck

» All MOOCs don’t work for all students. Are you surprised? Virtual Canuck | MOOCs and OERs | Scoop.it

Via Sukaina Walji
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Understanding OER in 10 videos

Understanding OER in 10 videos | MOOCs and OERs | Scoop.it
We suspect that most people who come to this site know what OERs are, but in case you don't we've created a YouTube playlist that sequences 10 videos together explaining OERs and related issues. Yo...
Patricia Daniels's insight:

Useful resource. 10 videos here released by Martin Weller on OERs (Open Educational Resources), covering a range of issues relating to this topic.

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A Comprehensive List of MOOC (Massive Open Online Courses) Providers - updated to 38 providers

A Comprehensive List of MOOC (Massive Open Online Courses) Providers - updated to 38 providers | MOOCs and OERs | Scoop.it
A comprehensive and up-to-date list of MOOC providers.

Via R Hollingsworth
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R Hollingsworth's curator insight, September 4, 2013 8:17 AM

not sure why they are numbered?

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Neoliberalism and MOOCs: Amplifying nonsense

I’ve said this many times over the past six months: If 2012 was the year of the MOOC, 2013 will be the year of the anti-MOOC. Things are unfolding nicely according to plan. Faculty don’t like MOOCs. Critiquing MOOCs is now more fashionable than advocating for them. Numerous quasi-connected fields that thrive on being against things have now coalesced to be against MOOCs.


Via Mark Pegrum
Patricia Daniels's insight:

It's worth taking the time to read the debate that was stimulated by this post. Some interesting points for reflection. Don't skip the comments. 

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ActionsFLE's curator insight, July 31, 2013 10:56 AM

Après la mode des MOOCs, la mode des Anti-MOOCs...

 

A lire notamment, dans les commentaires, une réflexion sur le fait que le monde universitaire s'était déjà tiré une balle dans le pied tout seul, avant l'arrivée des MOOCs ("decline of tenure")

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How widely used are MOOC forums? A first look. | Signal

How widely used are MOOC forums? A first look. | Signal | MOOCs and OERs | Scoop.it
RT @StanfordOnline: A first look at the data for MOOC forum usage up now on the Signal blog. More here: http://t.co/f8YIhmZNcx #onlinelearn…
Patricia Daniels's insight:

Interesting to view these figures. The H817 Open Learn seemed quite active. We had groups that used 2 forums. External learners however, didn't have access to the MA students' forum at the OU. And some G+, and Facebook groups didn't access the official forums, preferring to set up their own space for discussions instead. Perhaps more activity is going on than is really transparent, or effectively trackable!

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The Ed Techie: Surviving the Day of the MOOC

The Ed Techie: Surviving the Day of the MOOC | MOOCs and OERs | Scoop.it
I gave a keynote for Simon Walker at the University of Greenwich for his Academic Practice and Technology Conference. My talk was entitled "Surviving the Day of the MOOC". I borrowed David Kernohan's image as the front slide, because it...
Patricia Daniels's insight:

I took part in this an an H817 student and feel that Weller's slideshare sums up the experience well. There was definitely a sense of learners being overwhelmed at the commencement of the course and not because of the content, but because of the distributed groups, such as Google+, Facebook, Twitter and the OU forum sites. Some were not sure with whom they should be interacting. I bounced around at the begining and then found a couple of groups that I felt suited my learning needs. Once participants had overcome digital literacy issues, such as coming to terms with working within an online environment and navigating between groups and understood that they could be selective wih content, things settled down and from my perspective ran smoothly. Overall, it was well organized and a valuable learning experience. I'm still in touch with many external learners via social media.

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MOOCs and Beyond - eLearning Papers 33 released

MOOCs and Beyond - eLearning Papers 33 released | MOOCs and OERs | Scoop.it
Patricia Daniels's insight:

4 in-depth and 6 field papers here which focus on the future and barriers to MOOCs. I'm scooping this so I can put the papers aside to read myself.

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