Are universities about to be disrupted the way Kodak, Borders, and Blockbuster, all recently in bankruptcy, were disrupted? Blended courses, online learning, and MOOCs are moving at light speed compared to the typical university.
Davidson College’s first MOOC, a course on medicinal chemistry, wrapped up last month on the edX platform. Producing and delivering the MOOC required significant effort on the part of several Davidson staff and faculty members. With such an investment comes the natural question… Was it a success? Evaluating success in education of any type is difficult, and MOOCs are no different. The mountains of (often messy) data from online student activity create assessment challenges for MOOCs. Details such as page views, time of engagement with videos, and discussion board interactions are all available. In fact, each time a student clicks within the platform that interaction is recorded. Despite the opportunities posed by ample data sets, MOOC assessments are often disappointingly reduced to reporting how many students finish a course. << measuring success of moocs still a work in progress
Today Jisc welcomed reforms to copyright law that expand the ability of ‘authorised bodies’, including colleges and universities, to copy work and make it more accessible for disabled people. (@mhawksey Hi Martin.
Teresa MacKinnon's insight:
great news! good to see the #open movement having an impact too.
His work around the study of social and cognitive presence in distance learning contexts has been cited many times, and his research has led to a number of high profile keynote speech invitations around the globe. We are delighted that Terry will be delivering a keynote speech at this year's European Distance and E-Learning Network (EDEN) Conference in Zagreb in June.