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Can taking a MOOC help a student land a better job? Proponents of the massive open online courses hope so. Each of the major MOOC providers—Coursera, edX, and Udacity—has expressed interest in helping connect employers to well-qualified job applicants who succeed in their online courses. But now, after a failed experiment, edX says it is giving up on job-placement services.
Does our academic work exist if nobody sees it? I watch far too many colleagues spend countless hours building, teaching, researching, and writing with little to show for it. Or, at least, little that gets seen, given their effort. And the conventional academic publishing industry certainly isn’t helping anyone do work that reaches a significant and diverse audience.
Anna Comas-Quinn, Lecturer in Spanish and Teaching Fellow in OER at the Open University, UK, recently shared via the OER forum mailing list an announcement of the publication of the new book she co...
The First Unisa International ODL Conference 2012
This is a recording of George at the First Unisa International ODL Conference 2012 giving a 1.5 hour workshop about, in a nutshell, what MOOCs are and what they mean educationally.
As part of the SCOAP3 publishing initiative, 10 journals in high-energy physics will offer unrestricted access to their peer-reviewed articles, starting January 1.
Preliminary results of a study of 16 massive open online courses offered through the University of Pennsylvania show that only a small percentage of people who start the courses finish them—and that, on average, only half of those who register for the courses even watch the first lecture.
Massive open online courses, or MOOCs, are the latest effort to harness information technology for higher education. While they are still in a nascent stage of development, many in academe are enthusiastic about their potential to be an inexpensive way of delivering an education to vast audiences.
Yet one aspect of the MOOC movement has not been fully analyzed: who controls the knowledge. MOOCs are largely an American-led effort, and the majority of the courses available so far come from universities in the United States or other Western countries. Universities and educators in less-developed regions of the world are climbing onto the MOOC bandwagon, but it is likely that they will be using the technology, pedagogical ideas, and probably significant parts of the content developed elsewhere. In this way, the online courses threaten to exacerbate the worldwide influence of Western academe, bolstering its higher-education hegemony.
Interview with Mary Y. Lee, Associate Provost, Tufts University, the United States
This week I’m participating in a conversation about badges over on the Department of Education’s LINCS website. I believe badges are potentially a key piece of infrastructure necessary to support truly open, distributed learning, but I’m frequently disappointed by the level of thoughtfulness of the discourse around badges. There’s much to learn about badges by looking to the history of other technologies, as I’ve tried to point out in my answers to the first two question prompts.
Dr. Jhangiani took an existing open textbook and did exactly what we hoped an instructor would do; revise it to meet his needs and then release it back to the commons under an open license for others to use and reuse.
Audrey Watters provides a neat summary of the gains and losses for the OER movement
"These two reports are essential reading for anyone interested in developing or using open educational resources, and really need to be read in full. The reports bring together a great range of experience in the actual practice of open educational resources, as distinct from the rhetoric."
The Georgia Institute of Technology has admitted its first 401 students to the low-cost online master’s degree program in computer science created in partnership with massive open online course provider Udacity, and the January launch will be the first step toward seeing how scalable such a program can be.
Randy Schekman says his lab will no longer send papers to Nature, Cell and Science as they distort scientific process
Carl Straumsheim reports on a meeting of more than than 200 scholars from institutions all over the world have gathered here at a conference hosted by the University of Texas at Arlington to hear preliminary results from the MOOC Research Initiative, a grant program founded by the Bill and Melinda Gates Foundation and administered by Athabasca University in Canada. Grantees, who received between $10,000 and $25,000 to examine how MOOCs can be used to change higher education, will compile their findings in a forthcoming edition of the International Review of Research in Open and Distance Learning. Read more: http://www.insidehighered.com/news/2013/12/06/mooc-research-conference-confirms-commonly-held-beliefs-about-medium#ixzz2mnB9oL00 ;Inside Higher Ed
Open educational resources provide a free digital alternative to traditional books. Boundless, a startup that’s two and a half years old, offers students an easier way to find and access these materials. Boundless has organized free digital resources aligned to popular textbooks in 21 common subjects. Students just have to look up the ISBN of their assigned book, and instead of paying $100-$200 they pay $19.99 to access equivalent material plus interactive study aids like flashcards and quizzes from their tablet, smartphone and laptop. Two million students use the platform each month, at the high school and college level.
The Council of the European Union, comprised of Ministers of member states, debated last week on the topic "Open Educational Resources and digital learning." The debate was held during the meeting ...
Creative Commons provides copyright licenses to help standardize and simplify the sharing of scientific content and other creative works. PLOS applies the Creative Commons attribution license to all published works, and Creative Commons licenses are essential for Open Access publications. The long-awaited version 4.0 of the Creative Commons licenses was released last week. This release provided a perfect opportunity to ask Puneet Kishor from Creative Commons a few questions.