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.
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).
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 […].
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.
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.
“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.
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.
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!
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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