"Regardless of your personal opinion on the value of these Massive Open Online Courses, the current reality for many low income, and underserved student populations in the US, and globally is that these free open courses from some of the world's leading experts is a partial win of the "Educational Access Lottery". Partial because winning the full lottery would require adding free broadband access, and credit options for their MOOCs courses. "
Dieses Wiki dient der gemeinsamen, kollaborativen Erarbeitung von Projekten in den Bereichen Lernen und Lehren2.0, Musik und Web2.0 Durch die Entwicklung und Bereitstellung freier Kurs- und Lernmaterialien soll der ungehinderte Zugang zum Wissen verbessert werden. Die Inhalte des WIKIs sind "im Fluß", unterliegen einer ständigen Weiterentwicklung und sind nicht immer vollständig bzw. korrekt. Dies liegt aber im Wesen eines Wikis als sich ständig weiterentwickelnde Plattform begründet. Beteiligen auch Sie sich mit ihren Kenntnissen und Fähigkeiten daran. Jetzt und hier!
Und ich? Mein Name ist André Spang. Studium der Musik und Theologie in Saarbrücken, Jazzklavier in Köln und Filmscoring in Boston, zur Zeit Oberstudienrat mit den Fächern Musik und Religion an einem Kölner Gymnasium. Hier koordiniere ich das iPad-Projekt der Schule, setze kollaborative Lernumgebungen wie Wiki, Blog und Social Media im Unterricht ein und bin Mitinitiator des Schulwiki der Stadt Köln. Mein Ziel: Neue Medien und die damit verbundenen partizipativen Arbeits- und Kommunikationsformen in meine Arbeit, Lehre, musikalisches Schaffen und nicht zuletzt mein Privatleben zu integrieren, um das individualisierte, lebenslange Lernen zu fördern und Ressourcen und Kompetenzen zu teilen.
it seems that courses taught by celebrities are some of the most-watched MOOCs so far. Here's a look at some of the most popular open online courses.
As you probably know, the ‘M’ in MOOCs stands for Massive. So just how massive are some of these individual courses? If they’re taught by some of the most well-known luminaries in their field … they’re quite huge. But numbers aside, it seems that courses taught by “celebrities” are some of the most-watched MOOCs so far. Might explain why Coursera, who features many courses from well-known figures, is causing such a ruckus online (in a good way).
Heiko Idensen's insight:
... Technik, articicial intelligence, Mathe, Ökonomie ... Wo sind bloss die "Geisteswissenschaften" oder Sozialwissenschaften? ... Nix mehr los nach der "Austreibung des Geistes"?
UPDATE 08.14.2012: This week marks the launch of MOOC MOOC, and given the insane amount of content that\'s already been produced, we\'re going to hold off on updating this ongoing list o\' links.
We've been following the MOOC (Massive Open Online Course) movement for a couple years now because we and our clients are all engaged in online learning at some level, be it totally online, flipped or hybrid, or just lecture capture for on-demand replay.
This spring, we had the opportunity to talk to many of our 1000 higher education clients at our Mediasite User Conference and other events like Sloan-C and UBTech. Through those conversations, we learned a ton about how they saw MOOCs within the online learning ecosystem, and we decided to share those findings in our June webinar, "A Practical Response to the MOOC Movement."
I gathered up everything we'd been reading, sharing, tweeting and watching into what feels like a Massive List of MOOC-ness. Even at this size it is by no means exhaustive of what else is out there. We hope to keep it up as the dialog, research and funding continues to evolve. And do take a sec to add your own favorites to the list.
Anyone who has been paying attention to higher education this year will have heard of the MOOC – courses from prestigious universities offered for free online.There’s been great interest in them from…... ... Reflections
Like many Australian academics, I have observed the MOOC phenomenon with interest and trepidation.
The course delivery platform is generally equal to the platforms I’ve used at four tertiary institutions where I’ve studied, with a couple of minor improvements (the “chunking” of lectures into short videos; the “vote” function on discussion boards to raise important or interesting topics to the top of the forum; integrating self-test multiple choice questions into video).
However, Australian universities shouldn’t feel that the technology is much more advanced than our existing learning management systems.
Assessment was thoughtfully developed and appropriate for the course content. The feedback and critical self-reflection demonstrate clear pedagogical objectives, but the subjectivity of some of the self assessment presents challenges for the model.
MOOCs are rightly being observed as a disruptive force in higher education. However, until these courses can contribute to the credentials of a degree from a reputable educational institution, they will be a diversion from an integrated, scaffolded degree or diploma.
But for me, I’m proud of my Coursera achievement and my certificate, and will certainly be adding it to my CV to impress potential employers and others, and I think many Australian and international students will too.
Via Ana Cristina Pratas, Vance Stevens
Click here to edit the content...Massive Open Online Courses. MOOCs. This was, without a doubt, the most important and talked-about trend in education technology this year. And oh man, did we talk about it. MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs MOOCs ad infinitum. The Year of the MOOC In retrospect, it’s not surprising that 2012 was dominated by MOOCs as the trend started to really pick up in late 2011 with the huge enrollment in the three computer science courses that Stanford offered for free online during the Fall semester, along with the announcement of MITx in December. Add to that the increasing costs of college tuition and arguments that there’s a “higher education bubble,” and the promise of a free online university education obviously hit a nerve.
Heiko Idensen's insight:
"The Pedagogy of MOOCs
The differences between xMOOCs and xMOOCs are also evident in their respective pedagogies. In June, George Siemens outlined the “theories that underpin our MOOCs,” highlighting some of these differences. He writes,
The Coursera/EDx MOOCs adopt a traditional view of knowledge and learning. Instead of distributed knowledge networks, their MOOCs are based on a hub and spoke model: the faculty/knowledge at the centre and the learners are replicators or duplicators of knowledge. That statement is a bit unfair (if you took the course with Scott E. Page at Coursera, you’ll recognize that the content is not always about duplication). Nor do our MOOCs rely only on generative knowledge. In all of the MOOCs I’ve run, readings and resources have been used that reflect the current understanding of experts in the field.
Massive Open Online Courses (MOOCs) began with the idea of connecting for learning via personal learning environments (PLEs) using blogs, wikis, google groups, and Moodle. According to Wikipedia, the term MOOC is said to have started in 2008 by Dave Cormier and Bryan Alexander "in response to an open online course designed and lead by George Siemens and Stephen Downes" (wikipedia).
However, MOOCs have changed from the idea of connecting with others for learning to the more traditional content delivery format as demonstrated by Khan's Academy, MIT's and Standford.
The presenter has participated in MOOCs since 2008. She will discuss the transition of the MOOC from having an active learning format to what they are today - content sharing and teaching to the masses.
LMU Munich explores new forms of collaborative learning – by making use of Massive Open Online Courses (MOOCs). Via Coursera, a leading platform for online education, LMU will soon make stimulating courses in subjects that are of wide contemporary relevance available on the internet. Designed and taught by LMU faculty members, the courses may be accessed by anyone anywhere, at no charge and without having to meet any special entrance requirements. The MOOCs offered by LMU generally consist of video lectures, machine-graded quizzes, collaborative online learning forums, reading lists and seminar assignments. With this combination of inputs, members of the virtual audience can gain a thorough understanding of their chosen subject.
on coursera startin in July 2013
Competitive StrategyJuly 2013Introduction to Mathematical PhilosophyJuly 2013
Ludwig-Maximilians-Universität MünchenAs one of Europe's leading research universities, LMU Munich is committed to the highest international standards of excellence in research and teaching. Building on its 500-year-tradition of scholarship, LMU covers a broad spectrum of disciplines, ranging from the humanities and cultural studies through law, economics and social studies to medicine and the sciences.
Heiko Idensen's insight:
... im Spotlight der LMU finden sich einige ganz interfessante Aussagen zum Ansatz des MOOC-Einsatzes:
Was hat Sie dazu bewogen, diese Entwicklung an der Universität anzustoßen? Was versprechen Sie sich davon für die LMU? MOOCs bieten die Chance, Ideen und Erkenntnisse aus unserer Forschung an der LMU im buchstäblichen Sinne in die Welt zu tragen. An dieser neuen globalen Entwicklung teilzuhaben, bedeutet für die LMU eine große Chance – auch weil wir selbst viel dabei lernen können, etwa über die neuen Lehr- und Lernformen, die durch digitale Technologien möglich und vielleicht auch nötig werden – denn mit den nachwachsenden Generationen der „Digital Natives“ verändern sich die Selbstverständlichkeiten. Wir wollen die Zukunft des virtuellen Lernens durch unser Angebot aktiv mitgestalten. Und wenn es uns gelingt, durch die Kurse unserer Wissenschaftlerinnen und Wissenschaftler begabte Studierende aus allen Teilen der Welt anzusprechen und manche vielleicht auch langfristig an die LMU zu binden, wäre das ein großartiger Gewinn für die akademische Gemeinschaft an unserer Universität.
Ihr Kollege Sir Leszek Borysiewicz, Präsident der Cambridge University, prophezeite kürzlich auf einer Konferenz, dass MOOCs die Universitätslandschaft komplett umkrempeln werden. Glauben Sie das auch? In der Tat wird durch diese neuen Lehr- und Lernformate Bewegung in die internationale Hochschullandschaft kommen. Universitäre Bildung wird durch die MOOCs potenziell für jeden zugänglich – und viele werden sich fragen, weshalb sie, wie es in den USA üblich ist, mehrere Hunderttausend Dollar für ihre Collegeausbildung bezahlen sollen, wenn sie im Internet kostenlos Kurse der weltweit renommiertesten Universitäten umsonst belegen können. Da müssen sich viele Universitäten umstellen und ihre Geschäftsmodelle überdenken.
Wird die traditionelle Universität damit also zum Auslaufmodell? Ich glaube, dass MOOCs ein sehr vielversprechendes komplementäres Angebot sind, aber kein supplementäres. Das Lernen in einer virtuellen Gruppe wird die lebendige Diskussionskultur einer Campusuniversität nicht verdrängen oder ersetzen. Wenn jemand Zahnarzt werden will, ist es wichtig, dass er die medizinischen Zusammenhänge versteht, und die kann er sich vielleicht in einem Online-Kurs aneignen. Das Operieren aber wird er üben müssen, im Beisein und unter Anleitung eines Professors. Das gleiche gilt auch für die angehende Physikerin oder den Ethnologen: Wenn man ein wissenschaftliches Thema wirklich durchdringen will, ist es ein wichtiger erster Schritt, sich die Theorie zu erarbeiten – daneben braucht es aber immer auch die Erprobung und Anwendung sowie vor allem das Feedback eines begleitenden akademischen Lehrers oder einer akademischen Lehrerin." ... .. so der Präsident der LMU Prof. Dr. rer. pol. Bernd Huber http://www.uni-muenchen.de/einrichtungen/orga_lmu/leitung/praesident/index.html
by Timothy Vollmer, first published on CreativeCommons.org : Keeping MOOCs Open (licensed under CC BY) MOOCs — or Massive Open Online Courses — have been getting a lot of attention lately.
Many MOOCs are concerned that their content will be “stolen” by competitors. However, this fear is speculative. There are features of the CC licenses that can help assuage the fears of MOOCs. For example, all the CC licenses provide for attribution to the original author, preservation of any copyright notice, and the URL to the original work. When MOOC material are licensed under a CC license permitting the creation of adaptations, the adapted resources must be clearly marked to indicate that changes have been made, and a credit — reasonable to the means and medium being used — that the MOOC material has been used in the adaptation. Also, CC licenses do not grant permission to use anyone’s trademarks or official insignia, nor do the licenses affect other laws that may be used to protect one’s reputation or other rights — those rights are all reserved and may be enforced separately by the MOOC. Finally, it should be noted that the original educational materials remain intact and preserved, exactly as released (most typically) on the MOOC website. So, there will be a record of the original publishing of the content. But beyond these features of the CC license, community and business norms make it very unlikely that competitor MOOCs will “swoop in” and republish full courses simply because the open license technically makes this a possibility. Norms of academic practice typically carry more weight than any legal restriction made possible through use of an open license.
#jiscwebinar What Is A MOOC? / Giulia Forsythe / CC BY-NC-SA
MOOCs should address copyright and licensing early on so they are clear to users how they can utilize and reuse educational materials offered on the site. MOOCs should choose to adopt an open license that meets their goals, but at minimum it is recommended that they choose a public, standardized license that grants to its users the “4Rs” of open content: the ability to Reuse, Revise, Remix, and Redistribute the resources. The more permissions MOOCs can offer on their content, the better. Online peer learning community P2PU has provided some useful documentation about how to choose a license. And CC maintains easy-to-understand information about how to properly implement the CC license on websites and platforms. Of course, it is important for MOOCs and users of MOOCs to understand some of the copyright and intellectual property considerations that they should know about before they adopt an open license for educational content.
MOOCs have captured the public mindshare as an interesting way to deliver high quality education to huge numbers of online learners. In order to maximize the educational benefits that MOOCs promise to provide, they must be “open” in both enrollment and licensing. MOOCs should seriously consider applying CC licenses to content they build, asking contributing Universities to openly licnese their courses, and making CC licensing part of their MOOC platforms. By doing so, they’ll be best positioned to serve a diverse set of users and support the flourishing open education movement.
'Massive online open courses' may just quell the next student debt revolt. First in a series of Inspiring Ideas for 2013.
The future is MOOC
To teach the world computer science, Sebastian Thrun quit Stanford to launch Udacity in 2012. Thrun now enrols hundreds of thousands of students across the planet and funds the company primarily by retaining part of the first year salary from job placements with companies that use the skills of his graduates. Udacity is just one of a growing number of massive online open course (MOOC) providers.
"Every college provides access to a huge collection of potential readings, and to a tiny collection of potential lectures. We ask students to read the best works we can find, whoever produced them and where, but we only ask them to listen to the best lecture a local employee can produce that morning. Sometimes you're at a place where the best lecture your professor can give is the best in the world. But mostly not. And the only thing that kept this system from seeming strange was that we've never had a good way of publishing lectures," writes NYU professor Clay Shirky in a recent blog post.
MOOCs can't replace the deeply important social learning environment of the university, but could lead to new teaching styles in traditional degree programs. Academic departments are in the first stages of allowing transfer credit for MOOCs in their programs, reducing the cost burden of the university system.
Pakistan's Allam Iqbal Open University enrols over one million students using this model, stretching its limited financial resources to a knowledge hungry population. Brick and mortar universities could begin supplementing course content with MOOC lectures and other sources of educational media. A growing number of courses let students watch digital media lectures outside of the classroom, and use class time for engaged discussions and problem solving. A hybrid model has the potential to combine the process of social learning with high quality online course resources.
"A new report by Moody’s Investors Service suggests that while MOOCs’ exploitation of expanded collaborative networks and technological innovation will benefit higher education in the United States as a whole, their long-term effect on the for-profit sector and smaller not-for-profit institutions could be damaging."
One big difference between a MOOC and a traditional course is that a MOOC is completely voluntary. You decide that you want to participate, you decide how to participate, then you participate. If you’re not motivated, then you’re not in the MOOC.
Wie lernt/partizipiert/netzwerkt man (erfolgreich) in einem MOOC?Welche Gründe gibt es nicht sichtbar zu partizipieren (Lurken)Welche Formen (Werkzeuge), Ausprägungen (viel/wenig), Grade (sichtbar/nicht sichtbar) der Partizipation lassen sich identifizieren?Wie wichtig sind soziale Modelle als Motivation für die eigene Partizipation?Welche Bedeutung hat die soziale Präsenz der Teilnehmer für die Bereitschaft mit anderen in einen Dialog zu treten?Welche Theorien können Aufschluss geben? Welche Erklärungskraft bieten z. B. Theorien zur Medienwahl, zu Gruppenprozessen, zu computervermittelter Kommunikation?…
Now that Coursera has created a business plan, we may be able to call MOOCs a trend and not a fad. The business plan is to sell access to the list of those MOOC enrollees who opt in to companies looking for employees.
You wondered how the MOOC companies could sustain themselves by offering free courses? Well, this new plan is one answer.
The sudden explosion of MOOC mania says many things: first, it could of course just be a phase, but if it is not a phase depending on a particularly bad job market for survival, then what does it say beyond "watch out, higher education"?
Network-based MOOCs are the original MOOCs, taught by Alec Couros, George Siemens, Stephen Downes, Dave Cormier. The goal is not so much content and skills acquisition, but conversation, socially constructed knowledge, and exposure to the milieu of learning on the open web using distributed means. The pedagogy of network-based MOOCs is based in connectivist or connectivist-style methods. Resources are provided, but exploration is more important than any particular content. Traditional assessment is difficult.
Task-based MOOCs emphasize skills in the sense that they ask the learner to complete certain types of work. In Jim Groom’s ds106 at UMW, the learning is distributed and the formats variable. There are many options for completing each assignment, but a certain number and variety of assignments need to be done to perform the skills. Similarly, our POT Certificate Class focuses on different topics for each week, and skills are demonstrated through sections on design, audio, video etc. in an effort to expose learners to many different formats and styles in online teaching. Community is crucial, particularly for examples and assistance, but it is a secondary goal. Pedagogy of task-based MOOCs tend to be a mix of instructivism and constructivism. Traditional assessment is difficult here too.
Content-based MOOCs are the ones with huge enrollments, commercial prospects, big university professors, automated testing, and exposure in the popular press. Community is difficult but may be highly significant to the participants, or one can go it alone. Content acquisition is more important in these classes than either networking or task completion, and they tend to use instructivist pedagogy. Traditional assessment, both formative and summative, may be emphasized. Mass participation seems to imply mass processing.
So I’m rejecting both the Good vs Bad MOOC model, and the million-points-of-MOOC approach, and going for a triad.
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