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barcamps, educamps. opencourses, moocs
... und andere community-basierte Events, Initiativen & Projekte der Netz- und E-Learning-Kultur
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MOOCs Directory

"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. "


Via Dr. Susan Bainbridge, Gabi Witthaus, ghbrett
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Dr. Susan Bainbridge's curator insight, August 22, 2013 4:55 AM

Extensive listing of available MOOCs.

Gabi Witthaus's curator insight, August 22, 2013 9:36 AM

Via Susan Bainbridge - extensive listing of available MOOCs.

Pieter de Vries's curator insight, August 22, 2013 12:02 PM

Know where to go ...

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EN: LMOOC - distance language learning 21 & 22 September at LinguaCampBerlin 2013

EN: LMOOC - distance language learning 21 & 22 September at LinguaCampBerlin 2013 | barcamps, educamps. opencourses, moocs | Scoop.it

Via Christian Reuter
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Christian Reuter's curator insight, August 23, 2013 9:39 AM

EN: Are you a language trainer, author, lecturer, entrepreneur, innovator in language learning & teaching ? This is the place to show and test your ideas. Sign in here and submit your sessions in our forums at EN: Suggest a workshop etc

 

If you would like to attend LinguaCamp Berlin 2013 even if you can't be in Berlin sign up here :

http://linguacamp.mixxt.de/networks/events/show_event.83562

 

Time schedule and sessions to come soon.

 

 

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50 Top Sources Of Free eLearning Courses

50 Top Sources Of Free eLearning Courses | barcamps, educamps. opencourses, moocs | Scoop.it
Whether you are looking for a master’s degree program, computer science classes, a K-12 curriculum, or GED study program, this list gives you a look…...
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From Hype to Nuanced Promise: American Higher Education and the MOOC 3.0 Era

From Hype to Nuanced Promise: American Higher Education and the MOOC 3.0 Era | barcamps, educamps. opencourses, moocs | Scoop.it
It's only been a year since MOOC-mania took hold, but already it's been a wild ride, a fast-changing evolution...

...

Now, MOOC 3.0 has arrived with a focus on institutions importing MOOCs, usually not as complete courses, but as components used as needed by individual institutions and faculty members, whether it's a particular MOOC's content, methods or technology tools. For example, some faculty license content from MOOCs (video lectures, simulations or exercises) and integrate them into their hybrid or "flipped" classes. Faculty may refer students to a MOOC in order to prepare for an upcoming course or for additional practice or tutoring during a course. Some institutions also consider completion of a MOOC during the admissions process, just as they would consider advanced placement coursework. In addition, faculty and institutions are importing and using MOOC-related learning analytics and adaptive learning systems.

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MOOCs an der Hochschule – 3 Kritische Fragen für die Entscheidungsgrundlage | Lernblog

MOOCs an der Hochschule – 3 Kritische Fragen für die Entscheidungsgrundlage | Lernblog | barcamps, educamps. opencourses, moocs | Scoop.it

Weit verbreitet ist an Hochschulen der Zwang, didaktische, organisationale usw. Entscheidungen nach Massgabe der Killerphrase zu geben: “Können wir das finanzieren?”. Deren Zweck und Nutzen leugne ich nicht. Aber persönlich möchte ich lieber in einer Organisation arbeiten, die sich zuerst fragt: Was ist unsere Rolle in der Welt und was unser positiver Beitrag zu ihrem Wachsen und Werden? Danach kann man dann fragen: Was von dem, was wir tun _sollten_, können wir realistisch und nachhaltig leisten. Bevor die Keule der Ökonomen niedergeht, sollte zumindest die Frage nach der eigenen Vision und Verantwortung gestellt werden. Nicht was wir uns leisten können, sollte also die erste Frage sein, sondern was wir träumen, hoffen und beitragen können.

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Heiko Idensen's comment, July 7, 2013 3:21 PM
... Nicht zu vergessen den wunderbaren Kommentar von @mons7 http://lernspielwiese.com/2013/07/07/moocs-an-der-hochschule-ganz-subjektive-anmerkungen/
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Offen für alle Interessierten: Zweiter #MOOC #FernUni #Hagen ab 12.6.13 zum #wissenschaftlichen #abeiten 6 #vorlesungen + #twitter #exif13

Offen für alle Interessierten: Zweiter #MOOC #FernUni #Hagen ab 12.6.13 zum #wissenschaftlichen #abeiten 6 #vorlesungen + #twitter #exif13 | barcamps, educamps. opencourses, moocs | Scoop.it
Sechs Referentinnen und Referenten geben Anregungen und Impulse

Das Konzept der cMOOC-Veranstalter begreift das Netz als offenen, digitalen Raum zur Kollaboration und Kommunikation. Verschiedene Referentinnen und Referenten werden live spannende Fragen des wissenschaftlichen Arbeitens aufgreifen. Ihre Namen möchten wir an dieser Stelle noch nicht verraten, schließlich handelt es sich um eine Forschungs- und Entdeckungsreise…

Die Termine und Themen der Vorträge stehen bereits fest:

Mi, 12. Juni 2013, 18 Uhr: Was ist wissenschaftliches Arbeiten?Do, 20. Juni 2013, 18 Uhr: Wie funktioniert eine Literaturrecherche?Do, 27. Juni 2013, 18 Uhr: Wozu brauche ich eine Forschungsfrage?Do, 4. Juli 2013, 18 Uhr: Wie findet man methodisch Antworten auf die Forschungsfrage?Do, 11. Juli 2013, 18 Uhr: Wozu braucht man ab und an Mathematik und Statistik im Forschungsprozess?Do, 18. Juli 2013, 18 Uhr: Auf den Punkt gebracht: Wie schreibe ich eine wissenschaftliche Arbeit?Twitter als aktiver Rückmeldekanal während der Vorträge

Alle Impulsvorträge überträgt das Zentrum für Medien und IT der FernUni per Live-Stream ins Netz. Die Teilnehmenden können sich während und nach der Übertragung beim Kurznachrichtendienst Twitter zu Wort melden, Fragen stellen und mitdiskutieren. Schlagwort des zweiten FernUni-MOOC, der so genannte Hashtag, ist #exif13. Zudem gibt es ein eigenes Twitterprofil unter www.twitter.com/exif13 mit Neuigkeiten, Hinweisen und Links (u.a. zu den Live-Streams) rund um die Vortragsthemen.

 

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More on MOOCs and Being Awesome Instead ~ Stephen's Web

More on MOOCs and Being Awesome Instead ~ Stephen's Web | barcamps, educamps. opencourses, moocs | Scoop.it
Stephen's Web, the home page of Stephen Downes, with news and information on e-learning, new media, instructional technology, educational design, and related subjects

...

rom my perspective, talk of 'quality' has become a useful red herring for those really wanting resources to be not open and not free. That's not to say I oppose quality (and neither does Wiley). But if it must be perfect before it is free, then it will never be free."The only way to accomplish the amount of personalization necessary to achieve high quality at scale is to enable decentralized personalization to be performed locally by peers, teachers, parents, and others." Once again, I'm completely agreed. This is what I was trying to urge at OECD (not that they listened).
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MOOC Design Principles. A Pedagogical Approach from the Learner’s Perspective

MOOC Design Principles. A Pedagogical Approach from the Learner’s Perspective | barcamps, educamps. opencourses, moocs | Scoop.it

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.

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MOOCs: Die Youtube-Universitäten

MOOCs: Die Youtube-Universitäten | barcamps, educamps. opencourses, moocs | Scoop.it
Massive Open Online Courses (MOOC) bieten kostenlose Bildung aus Stanford, Harvard und Princeton. Mit Iversity geht auch ein deutscher Anbieter an den Start
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The MOOC

The MOOC | barcamps, educamps. opencourses, moocs | Scoop.it
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
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Nik Peachey's curator insight, May 12, 2013 2:48 AM

Interesting video on MOOCs. It's beginning to look like anything that is online education is now being called a MOOC. It's like an echo from 20 years ago when e-learning started taking off. Seems like a lot of people are really missing the point.

Ruth Vilmi's curator insight, May 12, 2013 3:45 AM

This is not new - I taught the International Writing Exchange (IWE) from 1993, but technology allows much more nowadays. Go for it and learn whatever your heart desires!  Go for challenging courses though, not a book on the Web!! 

Lola Ripollés's curator insight, May 12, 2013 4:10 AM

Information and knowledge is there. Only you decide what to make of it.

Sharing knowledge will always give you back more than what you give.

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MOOCs and Beyond - eLearning Papers 33 released

MOOCs and Beyond - eLearning Papers 33 released | barcamps, educamps. opencourses, moocs | Scoop.it

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 Lars-Göran Hedström
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Robert Schuwer's curator insight, May 12, 2013 3:37 AM

Several papers very worthwhile to read. My favourites:

- MOOC Design Principles. A Pedagogical Approach from the Learner’s Perspective

- MOOCs and disruptive innovation: Implications for higher education

 

 
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MOOC Teaches How to Cheat in Online Courses, With Eye to Prevention - Wired Campus - The Chronicle of Higher Education

MOOC Teaches How to Cheat in Online Courses, With Eye to Prevention - Wired Campus - The Chronicle of Higher Education | barcamps, educamps. opencourses, moocs | Scoop.it

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.

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Blended MOOCs: The Best of Both Worlds? -- Campus Technology

Blended MOOCs: The Best of Both Worlds? -- Campus Technology | barcamps, educamps. opencourses, moocs | Scoop.it
Combining in-class instruction with high-quality MOOCs may resolve some of the hurdles facing stand-alone MOOCs, but questions about cost and the impact on faculty remain unanswered.
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... Interesting quote about MOOC material / new textbook formats:

 

"Textbook of the 21st Century?Cheal frames the debate differently. She sees the imported MOOCs as just one more set of course materials available to local faculty. "You might want to compare MOOC materials to textbook materials," says Cheal. "The main advantage is that students find the MIT videos and quiz questions a lot more engaging than reading or doing problem sets." Seen through this prism, MOOCs--with their multimedia, built-in quizzes, community, and video segments--may have leapfrogged the e-text industry, which has struggled to move past glorified PDFs."(page 3 of the article)

 

 
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Teaching English to Speakers of Other Languages (TESOL)

Teaching English to Speakers of Other Languages (TESOL) | barcamps, educamps. opencourses, moocs | Scoop.it
Teaching English to Speakers of Other Languages (TESOL) - Dr. Nellie Deutsch

...

The aim of the course is to connect with TESOL educators from around the world for collaborative exchange of ideas and best practices on how to teach English to speakers of other languages in face-to-face, blended and/or fully online learning environments, and in the flipped class. 

The course is ongoing with live classes, workshops, and demonstrations of innovations and best practices by guest speakers. 

The focus of the workshops will depend greatly on the needs of the members of the course. The participants will collaborate, share ideas, and decide what they need for their classes and courses. The goal is for TESOL teachers to connect for learning and best practices, and to inspire one another. The topics will include classroom management, creating socially engaging learning activities, integrating web technology and live classes such as WzIQ for blended and fully online learning and the flipped classes, and ideas on how to teach language learning skills. 

Learning with technology will include mobile learning and teaching with androids, iPhone, and iPads.

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A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses | Kop | The International Review of Research in Open and Distance Learning

A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses | Kop | The International Review of Research in Open and Distance Learning | barcamps, educamps. opencourses, moocs | Scoop.it
A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses
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MOOCs and the potential for learning socially

With more open access to course content from a wide variety of providers, learners will naturally and quite easily include and extend their learning activities to existing social networks.

...

A distinct difference between social learning and learning socially is the element of choice in the make-up of one’s social learning net. In a learning socially designed course, students learn and interact with course material right along with and purposefully including their existing social circles.

This concept is rather different than social learning but hints at a more psychological idea whereby less learned students glean higher order skills though the social interaction and scaffolding from more advanced students such as in the social learning theory of Lev Vygotsky.

The open aspect of a MOOC supports learning socially with a number of potential benefits. Increased course completion and enhanced learning may both be positive outcomes of the support which comes from an existing social net.

Could learning within one’s social net improve learning?

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Blackboard Announces New MOOC Platform - Wired Campus - The Chronicle of Higher Education

Blackboard Announces New MOOC Platform - Wired Campus - The Chronicle of Higher Education | barcamps, educamps. opencourses, moocs | Scoop.it

The company announced at its annual conference here that it would create a new MOOC platform that colleges could use free if they were existing Blackboard customers. The company has already hosted a couple of dozen MOOCs on a service calledCourseSites, but the new platform will be enhanced with features to help colleges run courses for large numbers of students—and it will let colleges make some connections between their on-campus courses and their free open courses, if they choose to.

CourseSites will remain in operation, but in the future it will be reserved for its original purpose—not to offer MOOCs, but to let professors experiment with Blackboard’s software for their traditional courses.

Many colleges looking to experiment with MOOCs have signed up for Coursera or edX, two popular platforms that are growing fast. And one of Blackboard’s competitors in the course-management software business, Instructure, already offers a MOOC platform for its customers, called Canvas Network.

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Roam with Educators Worldwide

Roam with Educators Worldwide | barcamps, educamps. opencourses, moocs | Scoop.it
The current Moodle MOOC is in its second week. The participants are eager to learn and share their explorations, learning and teaching experiences, and findings with each other. The energy is high for sharing and learning.

...

 

Diversity in the MOOCDiversity is part of the MOOC as the participants have joined from around the globe. Diversity is not only cultural but it’s also based on our school experiences and so our attitudes to instruction and learning. I feel that perhaps teachers are forced to dumb many kids down because of the way the schools are run – top down.

 

 

Views on LearningI respect people’s thoughts and feelings because they are theirs and they know best. My hope is that the participants learn from what they experience on Moodle MOOC and use what they learn (negative/positive) to improve their courses/classes/programs/MOOCs for the benefit of their students and students worldwide. I hope teachers everywhere will open up and allow their students the freedom to learn.

 

 

Passionate about LearningI love learning online because it not only offers opportunities for ongoing learning, but it makes learning so much easier. It seems that the more I use web technologies, the easier it becomes for me to learn new ones. It’s seems that this ongoing learning is making me an expert at learning.

 

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Trotz großartiger Unterstützung: L3T's MOOC wird es nicht geben

Trotz großartiger Unterstützung: L3T's MOOC wird es nicht geben | barcamps, educamps. opencourses, moocs | Scoop.it
Heute Abend kam die E-Mail des MOOC-Production-Fellowship-Ausschreibers: Wir sind mit unserer Einreichung L3T's MOOC nicht dabei. Rund 250 Professor/innen haben Konzepte eingereicht, die im Mai 3 W...
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MOOCs für Unternehmen?

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
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MOOCs und darüber hinaus

MOOCs und darüber hinaus | barcamps, educamps. opencourses, moocs | Scoop.it

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.

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The Quality of Massive Open Online Courses by Stephen Downes | MOOC Quality Project

The Quality of Massive Open Online Courses by Stephen Downes | MOOC Quality Project | barcamps, educamps. opencourses, moocs | Scoop.it

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
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The Pedagogy of MOOCs

The Pedagogy of MOOCs | barcamps, educamps. opencourses, moocs | Scoop.it
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
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Ebba Ossiannilsson's curator insight, May 12, 2013 3:19 AM

Is there  one pedagogy of MOOC. MOOC has raised a lot  of attention the last years, but as there is  also a huge variety of MOOCs with a huge variety of different target groups taking MOOC as well as there are different aims for giving MOOCs , the question on pedagogy is worth debating.

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MOOC Manifest | re:publica 2013 (Vortragsskript und Charts) - #MMC13 - der Open MOOC-Maker Course 2013

MOOC Manifest | re:publica 2013 (Vortragsskript und Charts) - #MMC13 - der Open MOOC-Maker Course 2013 | barcamps, educamps. opencourses, moocs | Scoop.it

"

"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."
..

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


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