Massive open online courses make college degrees more affordable. Does that make them a threat to campus life? Three academics exchange their views on MOOCs and the future of higher education in the U.S.
Coursera’s MOOC on Globalizing Higher Education and Research for the ‘Knowledge Economy’ , led by Kris Olds from University of Wisconsin-Madison (USA) and Susan Robertson from University of Bristol (UK)
Hospitality in the classroom and digital pedagogical practices encourage participatory pedagogy and collective action. This model of learning and teaching emphasizes the shared responsibility between all members to contribute to...
R Hollingsworth's insight:
When was the last time we taught "hospitality" in the effort to achieve participatory pedagogy and collective action - something as simple as building a Google doc together?
From the Blend Sync Team: "The Handbook includes a Blended Synchronous Learning Design Framework that offers pedagogical, technological and logistical recommendations for teachers attempting to design and implement blended synchronous learning lessons (see Chapter 14). It also includes a Rich-Media Synchronous Technology Capabilities Framework to support the selection of technologies for different types of learning activities (see Chapter 4), as well as a review of relevant literature, a summary of the Blended Synchronous Learning Scoping Study results, detailed reports of each of the seven case studies, and a cross-case analysis. For those who are interested, the BlendSync Final Report and External Evaluation Report are also from the OLT website at the following URLs:
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
SOME OTHER IDEAS: what about the way-finders - those who help create signposts for others to follow as learners navigate the course? or the web-makers - assisters/facilitators who help craft communities among learners?
Automated bots can not only evade detection but also gather followers and become influential among various social groups, say computer scientists who have let their bots loose on Twitter.
R Hollingsworth's insight:
- estimated 20 million fake Twitter accounts already set up
- Carlos Freitas at the Federal University of Minas Gerais in Brazil
- socialbots they have created not only infiltrated social groups on Twitter but became influential among them as well - studied group focused on software development - female social bots were much more effective at generating followers among the group of socially connected software developers
Quietly, Harvard has built what amounts to an in-house production company to create MOOCs, or massive open online courses, high-end online classes that prestigious universities have for the last two years offered for free to anyone in the world, generally without formal credit.