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Why You Should Care That MOOCs Had a Great 2015

Why You Should Care That MOOCs Had a Great 2015 | MOOCs! | Scoop.it
Massive open online courses saw great growth in 2015, and according to new data from Reportlinker, more demand for this affordable education option means more growth. Driven by increased platform connectivity and device-based computing adoption, as well as the emergence of online and collaborative learning and technology personalization, Reportlinker estimates the MOOC market to grow by nearly $7 billion by 2020. Here’s a look at where MOOCs fared last year by the numbers with data collected by Class Central: 35 million: total number . . .
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New frontiers in instructional design: Are MOOCs working?

New frontiers in instructional design: Are MOOCs working? | MOOCs! | Scoop.it
Massive Open Online Courses (MOOCs) are the subject of a lot debate in the blogosphere. Will they be a disruptive technology for universities? Will they take over the trainer’s job in corporate organizations?
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MOOCs keep getting bigger. But do they work? - The Hechinger Report

MOOCs keep getting bigger. But do they work? - The Hechinger Report | MOOCs! | Scoop.it
The hottest trends this fall on campus? Denim jeggings. Nerd glasses. Studded backpacks. Instagram. The MOOC. Hailed by politicians and journalists as the affordable future of higher education, the MOOC is neither fashion accessory nor smartphone app. It’s a massive open online course—a college class available for free online to tens of thousands of people …
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The academic journey of university students on Facebook: an analysis of informal academic-related activity over a semester | Vivian | Research in Learning Technology

The academic journey of university students on Facebook: an analysis of informal academic-related activity over a semester | Vivian | Research in Learning Technology | MOOCs! | Scoop.it
The academic journey of university students on Facebook: an analysis of informal academic-related activity over a semester

 

Abstract

This paper reports on an observation of 70 university students’ use of their personal social network site (SNS), Facebook, over a 22-week university study period. The study sought to determine the extent that university students use their personal SNSs to support learning by exploring frequencies of academic-related content and topics being discussed. The findings reported in the paper reveal that students used their personal SNSs to discuss academic-related topics, particularly to share experiences about doing work or procrastinating, course content and grades. Mapping academic-related activity frequencies over the 22 weeks illustrated that around certain points in the academic calendar, particularly times when students’ assignments or exams were nearing, academic activity increased, suggesting that SNSs may play an important role in a students’ academic experience.

The findings suggest that many students today may be leaving traces of their academic journey online and that academics should be aware that these interactions may also exist in their own students’ online social spaces. This study offers opportunities for future research, particularly research which seeks to determine differences between individuals’ academic activity, the extent that intensive SNSs use supports or distracts students from learning, as well as the extent to which universities should or can harness SNSs to improve the student experience.

Keywords: informal learning; social networking; Facebook; university students; social network sites


Via Dennis T OConnor
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Claire Brooks's curator insight, September 7, 2014 3:33 AM

remember to connect to Naomi Barnes

Nevermore Sithole's curator insight, September 8, 2014 8:25 AM

The academic journey of university students on Facebook: an analysis of informal academic-related activity over a semester | Vivian | Research in Learning Technology

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Who Does What in a Massive Open Online Course?

Who Does What in a Massive Open Online Course? | MOOCs! | Scoop.it
Student-participation data from the inaugural MITx (now edX) course — 6.002x: Circuits and Electronics — unpacks MOOC student behavior. (Who Does What in a Massive Open Online Course?
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Interaction Possibilities in #MOOCs – How Do They Actually Happen?

Publication at 3rd International Conference on Higher Education Development "Future Visions for Higher Education Development"

Via Ana Cristina Pratas, Peter Bryant, PaigeCuffe
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timokos's curator insight, April 17, 2013 9:43 AM

And a non-western vision on the interactive possiblities of MOOCs

PaigeCuffe's curator insight, April 26, 2013 6:22 AM

This draft paper offers some evidence of the style of some interactions on some types of MOOCs.  Regrettably, it offers them as though representing all interactions and all types of MOOCs and does not recognise the differences in pedagogy/heutagogy of the widely varying courses now available.  Indeed, it does not describe the original cMOOCs though it does draw on a lot of the literature which has arisen from and around cMOOCs and applies this without qualification to xMOOCs. 

Within those constraints, however, is there something here to consider about the style of interaction of participants on these xMOOCs and also the potential role of xMOOCs in other societies?

KenzWun's curator insight, June 27, 2013 8:10 AM

From this draft paper, i can see some evidence of the style of some interactions on some types of MOOCs.  Regrettably, it offers them as though representing all interactions and all types of MOOCs and does not recognise the differences in pedagogy/heutagogy of the widely varying courses now available.  Indeed, it does not describe the original cMOOCs though it does draw on a lot of the literature which has arisen from and around MOOCs and applies this without qualification to MOOCs. Within those constraints, however, is there something here to consider about the style of interaction of participants on these MOOCs

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A Finished Dissertation - MOOC Pasts & Futures

A Finished Dissertation - MOOC Pasts & Futures | MOOCs! | Scoop.it
After nearly two years of intense study, scholarship and research, my dissertation The Evolution & Impact of the Massive Open Online Course has been published to ProQuest (though I am sharing i...
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Study of MOOCs Suggests Dropping the Label ‘Dropout’ – Wired Campus - Blogs - The Chronicle of Higher Education

Study of MOOCs Suggests Dropping the Label ‘Dropout’ – Wired Campus - Blogs - The Chronicle of Higher Education | MOOCs! | Scoop.it
Are #MOOC dropouts really "dropouts?" How about "bystanders?" http://t.co/9A9mjAPk1W
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Nearly 75% who take online classes are outside US (Boston Globe)

Nearly 75% who take online classes are outside US (Boston Globe) | MOOCs! | Scoop.it
Recently, MITx and HarvardX released de-identified learning data collected by edX. This article in the Boston Globe digs into the demographics of MOOC learners: Of the 842,000 students who register...
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Graded Discussion Forums on Coursera

Graded Discussion Forums on Coursera | MOOCs! | Scoop.it
Coursera students often reject graded discussion forums. This blog post explores their reasons.
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Students Like MOOCs, But Say They're Not Same as Classes

Students Like MOOCs, But Say They're Not Same as Classes | MOOCs! | Scoop.it
Students are more accepting of MOOCs than in the past and laud flexibility, but they say a lack of credit and interaction harm their mission.
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MOOCs 2.0: Scaling One-on-One Learning

MOOCs 2.0: Scaling One-on-One Learning | MOOCs! | Scoop.it
In the summer of 2011, massive open online courses, or MOOCs, appeared seemingly out of nowhere and changed the education landscape forever.
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What we can learn from the Udacity/San Jose MOOC debacle - Digital

What we can learn from the Udacity/San Jose MOOC debacle - Digital | MOOCs! | Scoop.it
Cisco-sponsored promotional video on the Udacity/SJSU partnership As most people in ed-tech circles have heard by now, a much-touted MOOC experiment has ended in embarrassment. In January, Udacity, a for-profit founded by Google and Stanford employee Sebastian Thrun to create customized online college-level video-based courses, announced that it would partner with San Jose State University …
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Peer Grading in a MOOC: Reliability, Validity, ...

Peer Grading in a MOOC: Reliability, Validity, ... | MOOCs! | Scoop.it
Peer grading offers a scalable and sustainable way of providing assessment and feedback to a massive student population.
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Taylor & Francis Online Special Issue: MOOCs: E...

Taylor & Francis Online Special Issue: MOOCs: E... | MOOCs! | Scoop.it
Taylor & Francis Online Special Issue: MOOCs: Emerging Research on Opening up education curated by Robert Schuwer (Taylor & Francis Online Special Issue: MOOCs: Emerging Research | @scoopit http://t.co/umfULsfPcB)...
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Students in Duke's Data Analysis and Statistical Inference MOOC - Center for Instructional Technology

Students in Duke's Data Analysis and Statistical Inference MOOC - Center for Instructional Technology | MOOCs! | Scoop.it
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Instructional design and scenarios for MOOCs


Via Robert Schuwer
EME_6414's insight:

>148 participants = Dunbar's number = MOOC 

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ICDE » Ten useful reports on MOOCs and online education

ICDE » Ten useful reports on MOOCs and online education | MOOCs! | Scoop.it
This digest of reports and papers published over the past year is provided to support the ongoing debate on MOOCs, Open Educational Resources and online educati ("Ten useful reports on #MOOCs and online education" #higherEd
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Social Network Formation and its impact on Learning in MOOCs


Via Peter Mellow
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You can now download the learning data of over 1 million students in MIT and Harvard MOOCs

You can now download the learning data of over 1 million students in MIT and Harvard MOOCs | MOOCs! | Scoop.it
You can now dl the learning data of over 1 million students in MIT and Harvard MOOCs http://t.co/ahMHxKoJza
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Interaction in Massive Courses, J.UCS Special Issue

Traditional lectures, especially when given to large audiences, are characterized by a prevalent passivity of students as well as reduced interactions between the lecturer and the audience. For some years, research has been devoted to exploring how new media can be harnessed to support and promote collaborative activities in large learning groups. … investigation of the capabilities of Technology Enhanced Learning (TEL) led to the development of Massive Open Online Courses (MOOCs) capable of providing several ten thousands of learners with access to courses over the web. … The Special Issue aimed to gather research works in the field of massive courses with a special focus on enhancing interaction between lecturers-students or students-student in face-to-face situations or completely online by using different kind of technologies …


Via Peter B. Sloep
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Peter B. Sloep's curator insight, March 6, 2014 7:49 AM
The introduction, from which the above words are a brief excerpt only, is followed by four papers (to one of which I contributed myself, I hasten to add; and while I am at it, I should also confess I was a member of the programme committee). They cover a variety of topics ranging from a conceptual framework for designing MOOCs, via awareness tools and a question-driven audience response system to an automated service for team formation for collaborative online learning. The collection is useful and interesting, it also belies that much that goes under the umbrella of MOOC research could just as easily have been labeled TEL research. But never mind, if this is the way to alert broader audiences to TEL research in general or technology-enhanced networked learning research more in particular, then so be it. @pbsloep
Bruno De Lièvre's curator insight, March 6, 2014 11:40 AM

... à suivre...

Anne Whaits's comment, March 6, 2014 12:29 PM
Thank you so much for sharing this @pbsloep.