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In der neusten Ausgabe der Zeitschrift "Wirtschaft und Beruf" erschien ein Beitrag über die Chancen und Grenzen des Einsatzes von MOOCs in Unternehmen: s. Artikel
In dieser Ausgabe soll Licht in die Frage gebracht werden, inwiefern sich MOOCs auf Bildungseinrichtungen und Lerner auswirken. Welche Lehr- und Lernstrategien können benutzt werden, um die MOOC-Lernerfahrung zu verbessern? Wie passen MOOCs in die aktuelle Bildungslandschaft? Bieten Sie ein tragfähiges Modell für Entwicklungsländer? Darüber hinaus müssen wir uns die potenziellen Auswirkungen auf die vorhandenen Bildungsstrukturen näher ansehen. In Anbetracht des Wachstums von xMOOC-Anbietern wie Coursera, Udacity, edX oder der erst kürzlich ins Leben gerufenen europäischen Plattform Futurelearn lautet eine zentrale Frage: Was ist ihre Rolle im Bildungssystem und vor allem in der Hochschulbildung? Diese Sonderausgabe der eLearning Papers bringt gründliche Recherchen und Beispiele aus der Praxis zusammen, um eine Debatte in diesem aufkommenden Forschungsgebiet anzuregen.
Stephen Downes, (born April 6, 1959) is a designer and commentator in the fields of online learning and new media. Downes has explored and promoted the educational use of computer and online technologies since 1995.[1] In 2008, Downes and George Siemens designed and taught an online, open course reported as a “landmark in the small but growing push toward ‘open teaching.’”.[2] Born in Montreal (Quebec, Canada) Downes lived and worked across Canada before joining the National Research Council of Canada as a senior researcher in November 2001. Currently based in Moncton, New Brunswick, Downes is a researcher at the NRC’s Institute for Information Technology’s e-Learning Research Group.[3] The Quality of Massive Open Online Courses In this short contribution I would like to address the question of assessing the quality of massive open online courses. The assessment of the quality of anything is fraught with difficulties, depending as it does on some commonly understood account of what would count as a good example of the thing, what factors constitute success, and how that success against that standard is to be measured. ...
Via Volkmar Langer
There is a great deal of energy, enthusiasm, and change happening in today's education sector. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content,...
Via Ebba Ossiannilsson
" "Wenn wir MOOCs als Open Source-Projekte (unabhängig von Gewinn-Intentionen oder der Absichten einer Organsation) verstehen wollen, dann können sie nur gelingen, WEIL und WENN sie mit Material arbeiten, dass für alle Teilnehmer zugänglich ist und frei weiterverwendet werden kann. Wie bei der Open Source Software spielen deshalb offene Lizenzen eine entscheidende Rolle. Im Erziehungsbereich spricht man hier von “Open Educational Resources”. Gerade läuft ein eigener MOOC speziell zu diesem Thema, wir haben ihn eingangs erwähnt, der #COER13. Die wichtigsten Elemente einer CC-Lizenz für Open Educational Ressources im Rahmen eines MOOC lauten: Das Werk bzw. der Inhalt darf vervielfältigt, verbreitet und öffentlich zugänglich gemacht werden UND Abwandlungen und Bearbeitungen des Werkes bzw. Inhaltes sind erlaubt. Nur so funktionieren die vier Prinzipien, die Stephen Downes und Georg Siemens für ihre ersten MOOCs ausgerufen haben: Aggregate – Remix – Repurpose – Feed Forward. So gesehen, und das ist unsere letzte These, die wir hier vertreten wollen, wird vernetztes Lernen im Internet zu einer medialen Aktivität, zu einer Form des offenen Publizierens im Netz."
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Ein guter Ort, sich mit den MOOC Makern dieses #MMC13 weiterhin zu vernetzen, ist die nach wie vor aktive Google+ Community – wir sehen uns! . https://plus.google.com/u/0/communities/102395295255858079882 Mit engagierten Grüßen
Dörte, Heinz & Monika
Open online courses are changing higher education. Traditional colleges face dangers—and opportunities. A McKinsey & Company article. ... The key question is how quickly these MOOCs will offer not just a breakthrough mode of learning for the enterprising and the curious but also bona fide credentials that students seek because employers value them. Some early signs: Coursera recently announced that five of its courses have been approved for undergraduate credit by the American Council on Education. .. Colorado State University’s Global Campus has started giving credit for the introductory computer-programming course offered by Udacity if the student passes a proctored exam, even though Stanford (where the company’s founders teach) does not itself offer credit for the course. Once a sufficient infrastructure of credible exams and assessments around MOOCs is in place—and edX and Udacity students start taking proctored exams at hundreds of regional test centers—we’ll enter a new world.
Massive Open Online Courses, or MOOCs, have forced universities to reconsider their value in light of free high-quality education available online. .. Coursera, a private company founded by two Stanford professors has been at the forefront of that movement, actively courting new institutions of higher education to their portfolio and trying to monetize the effort by certifying courses for college credit. Now they’re expanding that model to K-12 teacher professional development. The courses will be free to teachers, and for those who want a verified certificate, there will be a $50 fee. Coursera will verify that the teacher actually completed the course and participated fully along the way.
Mediendidaktik:
"In diesem Beitrag setze ich mich mit der Moodle-Website des MOOC-Kurs auseinander und gehe auf jene Aspekte ein, mit denen ich mich in der ersten Kurswoche beschäftigen möchte. Ich erzähle davon, mit welcher Software und bei welchem Webhosting-Anbieter ich diesen Podcast auf die Beine gestellt habe..."
Via Mediendidaktik
This class introduces students to the rudiments of Western music through oral, aural, and written practice utilizing rhythm, melody, intervals, scales, chords, and musical notation.
Idedntification of significant differences between networks and groups, along four major axes. Drawn but not discussed at the Future of Learning in a Network...
Via juandoming
But it wasn’t just the tools that were different, the academic backgrounds of the professors behind these innovations were different, too. They were largely from the field of education rather than computer science, and the emphasis was on building learning networks and communities—and helping learners think about how to negotiate online learning spaces—and not simply on replicating or scaling the content delivery of typical engineering courses. .. It’s interesting that this origin of MOOCs remains largely ignored (and unfortunate as there are decades of experience from those who’ve taught online and taught with technology that are being left out of many of these discussions), but it’s not particularly surprising. MOOC mania taps into powerful narratives—both true and false—about the relevancy of the curriculum, the cost of college, and the adaptability of education institutions. Many institutions are joining MOOCs, hoping that the mania pans out and that these free online classes will, if nothing else, keep their brands up-to-date. But the questions about who exactly they’re serving with these classes will have to be answered sooner or later as having tens of thousands of students sign up for a class is hardly the right metric upon which to build the future of education. ... As K–12 schools begin to investigate MOOCs—weighing their potential benefits and challenges—it will be crucial to ask questions about course completion and student success. While these online classes might offer a way to deliver online education to the masses, it will be just as important—if not more so—to think through how we can provide massive student support.
Ab dem 22.04.2013 beginnt die Aufwärmphase des MOOC „Interdisziplinärer Diskurs zur digitalen Gesellschaft (#iddg13)“ der FernUniversität in Hagen.
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The debate around Massive Open Online Courses (MOOCs) is much more focused on the social, institutional, technological and economical aspects than on the need for development of new pedagogical approaches that provide consistent guidance on how to design for this emergent educational scenario. A new understanding of knowledge production and learning challenges the core of learning design, demanding innovative and appropriate approaches to teaching and learning. We present a set of learning design principles drawn from the learner’s perspective. They focus on empowering learners in networked environments for fostering critical thinking and collaboration, developing competence based outcomes, encouraging peer assistance and assessment through social appraisal, providing strategies and tools for self-regulation, and finally using a variety of media and ICTs to create and publish learning resources and outputs.
Massive Open Online Courses (MOOC) bieten kostenlose Bildung aus Stanford, Harvard und Princeton. Mit Iversity geht auch ein deutscher Anbieter an den Start
Duncan McCue looks at the MOOC, otherwise known as, the Massive Open Online Course. They are changing the way teachers teach and the way students learn because they can fill a classroom with a billion brains.
Via Nik Peachey
Issue number 33 of eLearning Papers focuses on the challenges and future of Massive Open Online Courses (MOOCs), a trend in education that has skyrocketed since 2008.
Via Andreas Link, Lars-Göran Hedström
The assignment will be one unit in his new massive open online course, “Understanding Cheating in Online Courses,” which begins on Monday through the Canvas MOOC platform, run by Instructure, a course-management company. The eight-week course will explore the vocabulary, psychology, and mechanics of what he calls “successful cheating” in online learning.
I was asked: "I was wondering how they might work with the Humanities, as I teach Seventeenth-Century Literature, Shakespeare and other related subjects, which require research papers and final examinations. I can see using MOOCs for people who simply have a (non-credit) interest in these subjects, but I can't see myself marking 5,000 term papers, and a similar number of exams. Multiple-choice evaluation, as in science, is easily taken care of electronically, but not in humanities. I am sure this looks like a naive question, but I think MOOCs are a wonderful idea for people who simply wish to enrich their knowledge, and would like to know a little more about them."
First of all, the MOOCs I have worked on have not focused on assessment - they have been courses, yes, with a small number (20 or so) taking them for credit, but the vast majority of participants auditing. So the question of marking term papers never came up. And like you, I would not contemplate multiple-choice exams in humanities and literature courses.
If you really need assessment, a few solutions have been proposed and, to a limited extend, tried out:
ein Artikel von Maike Küper, Studierende der Interkulturellen Europa- und Amerikastudien und studentische Hilfskraft am @LLZ Letzte Woche habe ich an dieser Stelle beschrieben, wie ich dazu kam, einen Online-Kurs auf der E-Learning-Plattform...?..
Im Blogbeitrag zu den studentischen Medientagen habe ich es ja bereits angekündigt: Wie erklärt man Konnektivismus mithilfe eines Luftballons? Bei der Planung meines Vortrags kam mir ein Teil recht trocken vor: Die Theorie zum Konnektivismus. In unserem Abstract (unveröffentlicht) las sich das noch so: ...
„L3T's MOOC“ ist eine Einführung in das Lernen und Lehren mit Technologien, die sich an Studierende (und Lehrende) unterschiedlicher Disziplinen wendet. ... Einführung in L3T's MOOC – Organisatorisches und ÜberblickGrundbegriffe und Geschichte des Lernens und Lehrens mit TechnologienDidaktisches Design und Technologieeinsatz zum Lernen: Von der Planung, Lerntheorien, Lernmodelle bis zur EvaluationTechnologieeinsatz im schulischen Unterricht: Von der Medienpädagogik zu Learning AnalyticsWebbasiertes Lernen in Hochschulen und Unternehmen: Live-Streaming, Multimedia bis hin zu Learning NuggetsKooperatives und kollaboratives Lernen und Arbeiten: Wikis, Learning Communitys & Co.Offene Bildungsressourcen und offene Bildungsformate: OER, Educamps und MOOCs
Insofern bin ich davon überzeugt, dass Suche nach verschiedensten „Lernunterlagen“ immer ein Stück weit gemeinsam von Lehrenden und Lernenden umgesetzt werden kann. Dieses „Suchen / Analysieren / neu Sortieren / Vergleichen“ und natürlich auch das „selbst zum/zur ProduzentIn“ werden ist ein Teil eines Prozesses, der immer auch ein Stück individuell geprägt ist. Gleichzeitig sind entstehende Ergebnisse – dies können auch neue Fragen sein oder der Eindruck, dass zu einem Thema „nix zu finden“ ist – nicht nur für die unmittelbar agierende Gruppe interessant. Und: In der Vernetzung mit anderen „außenstehenden“ Gruppen können ebenso ganz neue Ideen, Ergebnisse, Projekte entstehen…
Take away the dorm rooms, the classroom banter, the brown-nosing, the keg parties and the tuition, and is it still college?
Via Ana Cristina Pratas
Why are xMOOCs attracting tens or hundred thousands of students? Thanks to Ana and Steve for their comments and conversation. Here are my reflections on why some moocs attracted hundreds, tens of thousands of learners (xMOOCs), whilst others attracted a few hundreds or a few thousands of learners (cMOOCs). In summary, the key reasons include: 1. branding and affiliation with elite institutions and professors, 2. well established courses with rich support on resources and assessment (grading/peer assessment), 3. granting of certificates of achievement or statements of attainment (in recognition), 4. degrees of difficulties – xMOOCs are much easier compared to cMOOCs, 5. perceptions of learners – xMOOCs are based on 1,2,3 above, and 4 – learners – cMOOCs would have to curate resources and create blog posts/join forums, 6. pedagogy, 7. assessment.
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