MOOCs and OERs
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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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MOOCs and OERs
A space to share differing views on MOOCs and OERs with H817 students and other interested readers.
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Examining engagement in MOOCs

Examining engagement in MOOCs | MOOCs and OERs | Scoop.it
My main paper at LAK15 analysed engagement patterns in FutureLearn MOOCs. In it, Doug Clow and I began by carrying out a replication study, building on an earlier study of Coursera MOOCs by Kizilce...
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Rescooped by Patricia Daniels from Networked Learning - MOOCs and more
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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, 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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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, 2014 3:58 AM

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

Ignasi Alcalde's curator insight, May 15, 2014 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 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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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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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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Finding the problems OER solves

Finding the problems OER solves | MOOCs and OERs | Scoop.it
At the Hewlett Grantees meeting in San Francisco, David Wiley made a very good argument that we need to focus on specific problems that OERs can address and solve those. I think this is part of the...
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http://halfanhour.blogspot.com/2014/12/open-education-moocs-and-opportunities.html

Patricia Daniels's insight:

Interesting read from Stephen Downes concerning OERs, MOOCS, PLEs and more. Provides a very readable overview into when and how  these learning resources came into being.

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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. 

more...
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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